EMM v2.3 D1

'''D1. Teaching staff are provided with design and development support when engaging in e-learning'''

Background
Support provided to teaching staff in effective learning design is vital if courses are to develop pedagogical approaches that reflect the state of current understanding, as opposed to traditional approaches (Ragan, 1999 ;Bates, 2007). By working with pedagogical experts, teaching staff can be encouraged to consider pedagogies that may make more effective use of available technology or, alternatively, technologies that enable particularly effective pedagogical approaches that they may not have considered (Wingard, 2004). Staff must not only be trained and supported to develop strong computer, information literacy and management skills, but must also acquire relevant and appropriate pedagogical knowledge and skills to apply an informed critical perspective to using the knowledge and skills (Weaver, 2006). Policy issues that require attention include intellectual property use and ownership as well as decisions about the infrastructure and support (Picciano, 2006).

Evidence of capability in this process is seen in the availability of technical assistance and staff development for the full range of technologies that are provided as standard in the institution, along with expert assistance in the design of the pedagogical approaches for courses. Access to this support is managed to ensure efficient and equitable use of time and the achievement of strategic goals as well as short term requirements. Effective approaches in the institutional context are communicated through examples, case studies, standards and guidelines customized for the institution, as well as during training for teaching staff.

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 development 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) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).