O2.3.3

=Staff are provided with support resources (including training, guidelines and examples) on how to address e-learning during policy and strategy development. =

Evidence
Haughey (2007) analyses the organizational responses of several Canadian universities to provision of faculty support for teaching and learning over the period 1997-2005. Several recommendations follow. Haughey notes that there is a shift in technology focus from emphasis on course management systems and presentation software to blended learning and technological assistance for active learning. ‘The integration of digital technologies occurs not only in response to changing conditions, it is also driven by the vision of the institution’ (p. 28). The seven recommendations made on the basis of the research are: 1. A digital technologies vision is required to coordinate top down and bottom up adoption of technology. 2. Technology support and developmental units must work closely together. 3. Faculty need strong support to understand and employ learner-centred methods. 4. A combination of centralized and decentralized support. 5. The development of sufficient in-house technology expertise among faculty to track technological trends. 6. Be aware that policy change does drive pedagogic change first by restructuring and then by changes to teaching practice. 7. Resistance to change is inevitable.

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.