S5.4.2

=Teaching staff capability to use e-learning technology and pedagogies effectively is regularly monitored. =

Evidence
To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55). The results of monitoring should be used to inform ongoing and new development, and to support resources and strategy. Information on performance can be used as a tool for improving quality, but only if the information is disseminated. Such validation of e-learning practices and resources is a significant stage in the full cycle of organisational learning that describes success in terms of ‘student performance, student satisfaction, staff experience, and cost effectiveness, as judged in relation to the original intentions’ (Salmon, 2000, p. 236). Salmon discusses validating as one of six activities in the iterative process of creating an effective learning organisation infrastructure that enables ‘the system to learn about itself’ (p. 237).

As Salmon (2000) puts it: ‘E-moderators are the new generation of teachers and trainers who work with learners online….Successful online learning depends on teachers and trainers acquiring new competencies, on their becoming aware of its potential and on their inspiring the learners, rather than on mastering the technology’ (p. viii). Just as students benefit from the use of formative and summative assessment, teaching staff can also benefit from formal assessments of their capability that can be used to guide ongoing training and support as well as informing strategy and policy on resourcing for staff development.

The Learning and Skills Network (Atwere 2007) has produced a report titled ‘A professional development framework for e-learning’. They identify inadequate training in e-learning, a lack of professional recognition for those with e-learning expertise and limited accreditation. A more structured and individualised approach to continuing professional development in e-learning is needed.

Resources
Evidence of capability in this process is seen through the use of formal staff capability assessments during training and as part of the design and development process for courses and projects.

One of the LSN (Atwere 2007) report’s twenty competencies in e-learning focuses on an initial/diagnostic assessment and guidance for e-learning professional development for staff.

North Carolina State University have documented a transition bringing faculty to online teaching (Covington et al. 2005). They used a triangulated approach involving administrative support, peer support, and professional development. A significant part of the transition was an intensive ‘summer institute’ where staff e-learning needs were assessed and a variety of training options regarding technology and online pedagogy were provided.

Wilson (2003) describes the technology adoption patterns of academic staff. She argues that it is important to develop faculty skills and that this requires support to be aligned to the levels of need and/or readiness of academic staff. She then summarizes the four stages in learning and staff development while describing staff development online, and localised peer support. The important issue is that staff professional development must be demand oriented, and that this will involve monitoring need.