Often no clear demarcation/some overlap between cells!! We will discuss each cell, for general (in terms of facilitating or inhibiting e-learning) as well as e-learning specific.
Non-pedagogical and non-technical issues, but IN SUPPORT of pedagogy and technology.
Accessibility at institutional level: Learning resources: e.g. to on-line libraries, own library with CD-ROM’s, learning objects repository, etc. Support services: e.g. domain-specific communities, e-learning support communities, etc.
Learning resources: course texts, library access, web (google), other students Learning services: tutoring, self-tests, …………
National e-learning policy should be medium-long term (3-5 years rolling plan) and include also the role of non-gevernmental players. E-learning programmes are medium-term (1-3 yeaqrs) and should be derived from the long-term policy. Distance teaching/e-learning organizations along the lines of educational levels (secondary, tertiary), professional associations (IT staff, teachers, ….) or economical sectors (education, government, private sector). Teacher training: often the present generation of teachers is ‘lost’ Reliable hardware and software suppliers: e-learning requires stable hardware and software services. Internet services providers: to provide reliable connectivity ICT training and manpower providers: without competent and responsible people, no technology can function
E-learning analysis and design framework author: Eric Kluijfhout, email@example.com This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
E-learning analysis and design framework For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout