H808 Activity 5.1 E-learning roles

The websites I have visited describe e-learning professionals from two different perspectives; those taking a national/international policy view (EIfEL (European Institute for E-Learning and New Zealand Ministry of Education ), and those taking an institutional or organisational view (Research Center for e-Learning Professional Competency and The Training Foundation). Unsurpringly the former focus much more on policy, infrastructure and management issues, whilst the latter focus on the skillset and competencies needed to deliver e-learning.

In both cases, the start point is assumed to be existing learning and development institutions and staff which require 'conversion' into the use/exploitation of information technology. This is very relevant to my own situation, where my business is keen to develop our existing face to face management training offering to be available in Distance Learning formats. To date, this learning is being provided by staff who have limited experience of operating as learning professionals in an e-learning context. They are, however, subject matter experts in their chosen areas of professionalism.

The e-learning professional roles (derived from the above research) that I believe apply in my own e-learning context are listed below. I have identified what I believe are the main developments that will be needed by the professionals in my context.

* Learning Design

E-learning design has a greater emphasis on constructivist principles and identification of the reflection required to enable deep learning. Designers must develop an understanding how technology/multi media can enable learning interactions to take place.

* Materials Design

Materials are a critical element of e-learning. Rather than just providing content input (which would be typical in the f2f setting), the emphasis should be to promote self directed learning, and prompt questions, connections and debates. Learner independence should be seen as a goal.
* Learning Environment Design/Management

The classroom context in e-learning is very different to f2f, and can only work if the learner chooses to engage actively. Creating the right online environment - building rapport - will be a priority.
* Learning Technology

Build up the team's understanding of the range of technology options (CMC, wikis, podcasting, blogs, e-portfolios, social networking etc) for delivering e-learning. This knowledge must be constantly updated.
* Course Facilitation

More hand's off than in a f2f practice. Encouraging of questions not just delivering content and supervising/debriefs. Less transmission, more discussion and expert 'responder'.
Coaching/mentoring

* The visibility of student reflections provided in the e-learning context enables us to offer much greater student support. Building the right bonds of trust and credibility are essential prerequisites for this relationship to thrive.
* Assessment of Student Learning and Evaluation of Programme Effectiveness

Exploit the opportunities to monitor student learning, such as e-portfolios and online discussions, that are offered in the e-learning context.
* Staff Development

Provide staff with the chance progressively to join in with e-learning delivery (legitimate peripheral participation, Lave and Wenger, 1991) and encourage them to create their own PDP in e-learning practice.
* Learning Infrastructure Design/Maintenance

The learning platforms we will use will be from 3rd party providers.

References:

http://cms.steo.govt.nz/eLearning/Projects/Tertiary+eLearning+Research+Fund.htm (accessed 5 November 2009)Research Center for e-Learning Professional Competency, http://elpco.a2en.aoyama.ac.jp/EN/index.cgi (accessed  6^th November 2009).
The Training Foundation, http://www.trainingfoundation.com/index.asp (accessed 6th November 2009).  

EIfEL (European Institute for E-Learning), http://www.eife-l.org/ (accessed 5 November 2009)
Lave, J. & Wenger, E. (1991), Situated Learning: Legitimate Peripheral Parcitipation, Cambridge University Press, Cambridge, UK.

New Zealand Ministry of Education (?) ‘Tertiary (e)Learning Research Fund’ (online). Available from: Available from: http://cms.steo.govt.nz/eLearning/Projects/Tertiary+eLearning+Research+Fund.htm (Accessed 5th November 2009)