E3.3.2

=Staff are provided with support resources (including training, guidelines and examples) in the analysis and use of review and evaluation information. =

Evidence
Ravitz and Hoadley (2005) discuss links between systematic review and professional development and they identify needs for stakeholders that include: Quality resources for teachers; reliable programmes for policymakers and evaluators; and, refined tools that are appropriately distributed, for developers. ‘These issues map onto three ongoing and related challenges: (1) professional development or training for using online resources, (2) evaluation of resources for purposes of research and development, and (3) dissemination and reuse of knowledge and practices related to knowledge management and metadata’ (p. 958).

Ellis et al. (2007) discuss when to undertake evaluations (five stage guide). They also describe a student-focused strategy for evaluation of e-learning. Ellis et al. provide a number of tables and diagrams describing the sort of stages that the evaluation process can act upon and the sorts of data that might be collected. Data can be collected on integration, course websites, users, and support

Resources
Milne & White (2005) collect together twenty-three sets of e-learning quality guidelines from an array of geographical regions. Such guidelines, or something like them, should be part of the support offered to staff by their organizations. Staff need guidelines, and examples of good practice.