D5.2.5

=Selection of technologies used in the physical e-learning infrastructure is guided by an institutional plan. =

Evidence
Porter (2005) is also concerned with e-learning architectures, particularly for managed learning environments (MLEs). She argues that because MLEs are used in a variety of different ways and need to integrate with various systems, they are institution specific, variable systems environments. There is no universal architecture or particular model that can be applied to systems integration. Porter identifies three MLE models that typify applications: e-learning support; integrated staff and student user support; and streamlined administration, and notes that some institutions look to MLEs as a single access point, or portal, to provide a new entrance to legacy systems. Whatever model or combination is adopted the effective implementation and maintenance of an e-learning infrastructure needs collaborative agreements between stakeholders that address strategic objectives and define how they will be reliably and robustly met (p. 26).

Bates (2007) explains that institutions must plan to allocate resources for e-learning. In his case study the Southern Alberta Institute of Technology it was decided that significant increases in numbers of instructional designers, multimedia developers, and faculty development facilitators was going to be required. Also, a matrix model to manage the resources of the Centre for Instructional Technology and Development was recommended. Each year a committee would determine how to allocate the CITD resources to departments according to service agreements.

If institutions want all students to graduate with the information technology skills required for their area of specialty then every program should have a clear statement about the need for a computer, or other relevant technologies, the benefits it will provide, how the technologies will be supplied, and technical specifications (Bates 2007).