EMM v2.3 O4

'''O4. Digital information use is guided by an institutional information integrity plan'''

Background
In addition to being reliable and failsafe, the technology infrastructure used to support elearning should also ensure that, as much as possible, the information within systems is protected from corruption and loss. A technology plan considering aspects of information integrity can combine a strategic view of institutional e-learning directions with practical consideration of risks and the integration with other systems within the institution.

In a comprehensive review of the security of technology systems, Kvavik and Voloudakis (2003) discuss the complex issues involved in ‘preserving confidentiality; protecting information from unauthorized use or disclosure; assuring information’s integrity, including accuracy and completeness of the data, through protecting from unauthorized unanticipated, and unintentional modification; and, making data available to authorized users on a timely basis’ (p. 9). Their key findings identify two dimensions: security technologies and a security culture, which both involve institutional values and rules.

Evidence of capability in this process is seen in the use of a formally documented technology plan considering information integrity and reliability. This should include assessments of the security of information from intentional and unintentional loss, protection of privacy and student information, versioning and consistency with other systems such as student records or enrolments. Information provided by the institution, teaching staff and students should be included, as well as explicit consideration of copyright implications, including the rights of students, and the reporting required by licences. There should be policy and procedures in place to deal with potential failures or compromises. Standards and guidelines should be used to communicate which technologies have been proven reliable, and regular monitoring and reporting used to prove reliability and identify potential problems. Teaching staff are provided with templates, examples, training and support in maintaining course information to ensure its validity and reliability.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) course support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (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).