O3.2.6

=Teaching staff are formally involved in the development and review of institutional e-learning technology plans.=

Resources
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.