D2.3.5

=Formal allocation of e-learning technical support is addressed in e-learning design and (re)development procedures. =

Evidence
Bates (2007) explains that institutions must plan to allocate resources for e-learning. In his case study the Southern Alberta Institute of Technology it was decided that significant increases in numbers of instructional designers, multimedia developers, and faculty development facilitators was going to be required. Also, a matrix model to manage the resources of the Centre for Instructional Technology and Development was recommended. Each year a committee would determine how to allocate the CITD resources to departments according to service agreements.

Dumont & Sangra (2006) describe five national case studies across Europe. They then list the factors facilitating and those creating barriers to quality e-learning. Of particular note are the following barrier factors:

1. Lack of training as “virtual teachers”; 2. Lack of high speed networks which do not allow to work with some ICT tools; 3. Institutions do not provide clear methodology on how to use the ICT to learning; 4. ODL policies not promoting enough a specific use of ICT and methodologies in ODL; 5. No budget allocation for quality implementation;

Resources
Kelly (2007) describes a matrix used by the Manukau Institute of Technology’s Academic Development Unit to determine what support teaching staff will require for their e-courses. Courses are scored on ten dimensions on a 1-5 scale of degrees of blended/distributed course delivery. Mostly 1s and 2s require ‘Level One’ CMS/Web use training. 3s and 4s require Level Two training. 5s require signed institutional approval for the re/developed mode of delivery change, also formal staff development in e-learning teaching is required. Overall it is important to aim support at the level that staff are at. Generic support may not help.