)5.2.5

=E-learning initiative development plans are formally endorsed by the institutional leadership. =

Evidence
Inglis (2007) has further found that there are 2 broad types of ways in which institutions are communicating e-learning strategy. The first is through discrete e-learning strategy documents and the second is embedding e-learning strategy in more general documents. Comparison of the documents at many universities showed that when e-learning strategies are embedded in general documents that the range of aspects of e-learning covered tends to be less. Inglis concludes that there is currently no consensus on what information these documents should contain or how they ought to be structured. However, he speculates that employing a standard approach will bring benefits to universities and groups of universities.

Maltz & DeBlois (2005) survey campus leaders over six years about the most critical IT challenges. Strategic planning for IT is essential. It must be driven from the goals of the organization. The plan must be a collaborative cross-institutional effort. As well as aligning IT with the institution’s goals, the strategic plan must support achieving those goals.

Bates (2007) describes the transition to e-learning at the Southern Alberta Institute of Technology. Instructors in academic departments indicated in discussions that they wanted to see a set of core values and principles for the development of e-learning if any plan was to receive their support. They wanted assurance of job security, without workload increases. Some examples of the core values agreed upon are:

1. E-learning will be used only where there are clearly identified benefits (educational, financial, strategic positioning, etc.). 2. Decisions about appropriate use of e-learning is an academic decision to be made at departmental level, but based on knowledge and understanding of the strengths and limitations of e-learning. 3. E-learning is not being used to replace instructors but to strengthen their role in teaching and learning. 4. Increase in workload for instructors and students is to be avoided by following best practices in e-learning, which includes team work, quality assurance processes, new approaches to teaching and learning, organizational change, and project management. 5. Instructors will have adequate time and resources for training in the use of e-learning. 6. E-learning materials and programs will be developed in a cost effective manner, although costs will vary depending on the market and the requirements of the subject matter.

By establishing this sort of plan, many potential points of conflict were avoided in the transition to e-learning. The core values also provide a framework to evaluate and guide decisions in an environment of trust.

Bates (2007) explains how a mandate for e-learning planning from the executive management committee coupled with a detailed rationale for e-learning can smooth the transition to e-learning in an institution. The plan at the Southern Alberta Institute of Technology described by Bates was to ‘provide a means by which SAIT could meet the increased market demand, particularly for workplace training, and increase overall student numbers, without the full cost of additional physical facilities’ (p. 53).

Bates (2007) explains the five critical preparatory steps to follow when creating an e-learning strategic plan. These are: defining e-learning, a situational analysis, a rationale for e-learning, setting core values and principles, and a vision for e-learning.

Shackelford (2007) claims that the single most common cause of e-course projects is failure to treat them as proper projects. All the common project management principles must be employed. This includes defining the project scope, identifying project roles, keeping stakeholders informed, conducting risk assessments, gathering information on what is working and what is not, and applying that information in redevelopment. Shackelford lists eighteen pitfalls to avoid when project managing e-course development.