Manager

MANAGERperspective

The manager perspective asks you to consider the support for the process provided by those in management positions. It includes the policies and procedures which underpin eLearning provision.

The planning, design and preparation of eLearning and assessment materials for delivery to a set of learners. It considers collaborative design, teaching, learner skills, needs and support.

eLearning guidelines:

MD 1: Are eLearning tools aligned with deliberate pedagogical choices, and is this articulated and documented?

MD 2: Is there a process to select technologies to support the desired teaching and learning outcomes?

MD 3: Does the scheduling and timetabling provide flexible eLearning that is responsive to learners?

MD 4: Are there processes in place to identify learner needs and respond to them?

MD 5: Is workload for staff considered when planning eLearning initiatives?

MD 6: Is there a formal programme to support staff in their initial steps as online teachers?

MD 7: Is time enabled for staff to establish and maintain appropriate eTeaching interactions?

MD 8: Does the organisation have policies and agreements on ownership of intellectual property relating to eLearning and eTeaching?

To support the effective delivery of eTeaching and eLearning. It considers teaching, collaboration, professional development and technical aspects.

eLearning guidelines:

MI 1: Do the physical spaces and infrastructure effectively support eLearning?

MI 2: Are there clear lines of responsibility for eLearning with respect to technical and pedagogical issues and challenges?

MI 3: Are staff development programmes for eLearning developed in consultation with teaching staff, in order to identify and meet specific staff needs?

MI 4: Are there staff with eLearning expertise available to support and develop other staff?

MI 5: Is teacher online engagement monitored?

MI 6: Are there monitoring and evaluation methods in place to ensure eLearning is meeting its objectives and requirements?

MI 7: Does the organisation have a staff and student policy and code of practice for computer use?

MI 8: Is the eLearning reliable in operation across all online platforms and browsers?

MI 9: Are standard technologies used as much as possible, with preference given to those that do not require the learner or teacher to install third party applications?

MI 10: Are technical standards such as those that ensure systems interoperability used?

MI 11: Are expected standards of service delivery for support of eLearning in place?

MI 12: Is there a secure and ethical method of protecting, storing and backing up digital information?

MI 13: Are policies and procedures in place to maintain an effective eLearning delivery system?

The forward planning for ongoing improvement and sustainability of eLearning. It considers ongoing professional development and the gathering and use of evidence for continued improvement and effectiveness.

eLearning guidelines:

ME 1: Does the organisation review the support for learners in the eLearning environment and implement changes?

ME 2: Are there guidelines in place for the collection and analysis of learner data?

ME 3: Does the organisation share good eTeaching examples and teaching practice to enhance provision?

ME 4: Does the organisation encourage staff to make effective and innovative use of eLearning?

ME 5: Are staff recognised and championed for good eTeaching practice?

ME 6: Are staff encouraged to participate in professional networks and learning communities to review, develop and share effective eTeaching and eLearning good practice?

ME 7: Are systems and processes in place for monitoring the quality and effectiveness of eLearning materials, including review and further development?

ME 8: Does the eLearning meet the expectations of the organisation, in respect to the quality of teaching and learning-support material?

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Hegarty, B., Penman, M., Kelly, O., Jeffrey, L., Coburn, D., & McDonald, J. (2010). Digital information literacy: supported development of capability in tertiary environments. Retrieved from http://www.educationcounts.govt.nz/publications/tertiary_education/80624
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Marques, A., & Belo, O. (2011). Discovering student web usage profiles using Markov chains. Electronic Journal of E-Learning, 9(1), 63-74. Retrieved from http://www.ejel.org/issue/download.html?idArticle=168
Marshall, S. J. (2008). What are the key factors that lead to effective adoption and support of e-learning by institutions? Proceedings of HERDSA 2008. Rotorua, New Zealand: HERDSA. Retrieved from http://www.herdsa.org.au/wp-content/uploads/conference/2008/media/Marshall.pdf
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Mohamadzadeh, M., Farzaneh, J., Mousavi, M., Ma’ghabl, R.,& Moenikia, M. (2012). Challenges and strategies for eLearning development in the Payame Noor University of Iran. Turkish Online Journal of Distance Education, 13(1), 148-159. Retrieved from http://files.eric.ed.gov/fulltext/EJ976937.pdf
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Orozco, M., Fowlkes, J., Jerzak, P., & Musgrove, A. (2012). Zero to sixty plus in 108 Days: launching a central elearning unit and its first faculty development program. Journal of Asynchronous Learning Networks, 16(2), 177-192. Retrieved from http://files.eric.ed.gov/fulltext/EJ971051.pdf
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Wilson, A. (2012). Effective professional development for eLearning: what do the managers think? British Journal of Educational Technology, 43(6), 892-900. Retrieved from http://essentialconditionswiki.pbworks.com/w/file/fetch/61126845/Effective%20Professional%20Development.pdf

Guidelines

Download the complete list of eLearning guidelines and references for the manager perspective.

Workbook

Download the Manager Perspective Workbook to support your engagement with the eLearning guidelines.