EMM v2.3 D2

'''D2. Course development, design and delivery are guided by e-learning procedures and standards'''

Background
There is general agreement that institution-wide successful implementation of effective elearning depends on explicit institutional procedures and standards. Standards and guidelines can support more effective practice (Marshall, 2004) and their use can result in cheaper, more useful materials to support student learning. Standards and guidelines define the quality of teaching, build consensus about the process of developing a course and help staff learn good practice. They can help to ensure that resources are well used. They can also serve as a check list when evaluating online learning (Milne & White 2005).

Inglis (2005) notes that guidelines should be developed in consultation with all stakeholders. Guidelines alone may not ensure quality (Meyer 2003), but should be used in conjunction with a number of sources that give evidence of quality within and specific to the organization and its expectations. Schauer et al. (2005) note that teachers cannot develop new skills and redesign courses without financial and organizational support from administration. But neither can administrators develop and maintain effective policy without input and feedback from teachers willing to engage with the pedagogical and technical issues (de Freitas and Oliver, 2005).

Evidence of capability in this area is seen through the use of consistent, documented practice that reuses previous experience within the institution to build capability. Formal standards are used where available to inform and guide practice and ensure quality and reusability of materials. These standards and guidelines are communicated widely within the institution to encourage wider adoption by teaching staff.

Related Guidelines and Standards
This process is informed by: Implementing the seven principles: Technology as lever (Chickering and Ehrmann, 1996); Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) instructional support benchmark set; Canadian Recommended E-learning Guidelines (Barker, K., 2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).