EMM v2.3 O5

'''O5. E-learning initiatives are guided by explicit development plans'''

Background
Shackelford (2007) claims that the single most common cause of failure of e-learning projects is failure to treat them as proper projects. All the common project management principles must be employed. An integrated approach to e-learning is comprehensively explicated by Jochems et al., (2004) who argue that e-learning should be ‘positioned at the intersection of complex, flexible, dual learning and [take] an educational systems approach to combining pedagogical, technological, and organizational demands’ (p. 8). Bates (2007) emphasizes the substantial amount of planning and development that is required for e-learning to be implemented well.

Learning is consistently placed first in the literature when considering educational technology. Many studies and synopses of e-learning principles commence with a review of pedagogical concepts. Bates and Poole (2003), for example, state that “choice and use of technology are absolutely dependent on beliefs and assumptions about the nature of knowledge, how our subject discipline should be taught, and how students learn” (p. 25). Many different pedagogical models have been proposed to guide the design and delivery of effective e-learning, the key aspect however is the need to have a clear intent to guide the selection of technologies and pedagogies.

Evidence of capability in this process is seen in definition and use of an explicit course or programme e-learning development plan. This plan should be formally developed and endorsed by the institutional leadership. Alignment with institutional strategies and plans is essential as is the consideration of business issues such as risk assessments and quality assurance. Teaching staff should be supported in both the development of plans and their application in specific contexts.

Related Guidelines and Standards
This process is informed by: Canadian Recommended E-learning Guidelines (Barker, K., 2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).