The document outlines key principles for effective e-learning practices, emphasizing learner support, diversity, and student-centered course design. It highlights the importance of active learning, collaboration, and ongoing evaluation while encouraging reflection among learners and e-learning professionals. Various resources and research studies are referenced to support the proposed practices.

1. Learner Support To provide support and advice to enable learners to achieve their potential. Respect for diversity (race, age, language, culture, beliefs, ability) Respect for different ways of learning Provide learners with a choice of ways to achieve an outcome depending on their diverse nature and learning styles Course Design Design student centred courses which enable learners to achieve the required outcome, using a variety of approaches. Discussion which is focused on tasks Tasks which focus on applying key concepts and skills Tasks which involve collaboration Tasks which involve multimedia responses Content to encourage inclusion Appropriate timings for activities Appropriate assessment Good Elearning Practice - Key Principles [Dain M., Dincic D., Wheeler S.] [H808 – 2007, Trevor Group 1] Based on the research of resources from the Core Activity 5.5 these are the six key principles that authors believe lead to good practice in elearning. Resources Goodyear, P., Salmon, G., Spector, M., Steeples, C. and Tickner, S. (2001) ‘Competencies for online teaching’, Educational Technology Research & Development, vol. 49, no. 1, pp. 65–72. Gorissen, P. (2005) ‘CEN/ISSS good practice report on quality in elearning’, elearning Themasitem, http://elearning.surf.nl/six/actueel/3267 (accessed 8 Nov 2007). Graham, C., Cagiltay, K., Lim, B.-R., Craner, J. and Duffy, T.M. (2001) ‘Seven principles of effective teaching: a practical lens for evaluating online courses’ [online], The Technology Source, March/April. Available from: http://technologysource.org/article/seven_principles_of_effective_teaching/ (accessed 8 Nov 2007). Hillier, Y. (2002) ‘The quest for competence, good practice and excellence’ [online], The Higher Education Academy. Available from: http://www.heacademy.ac.uk/resources/detail/id494_quest_for_competence (accessed 8 Nov 2007). JISC (2004) ‘Effective practice with elearning: a good practice guide in designing for learning’ [online], JISC/HEFCE. Available from: http://www.jisc.ac.uk/uploaded_documents/ACF5D0.pdf (accessed 8 Nov 2007). Bernard Lisewski, B. and Joyce, P (2003) Examining the five-stage e-moderating model: Designed and emergent practice in the learning technology profession ALT-J volume 11 No. 1 p 55-66 Interaction Facilitate interaction and collaboration among students and between students and tutors. Learners should  actively communicate on-line take an active part in group tasks E-learning professionals should  promote a sense of community within the student group manage the community and maintain motivation give prompt feedback support individuals according to their needs Active Learning Learners should become actively involved in their studies and relate newly acquired knowledge to their experiences and lives. This can be done through: Online research Online field-trips Online experiments Online simulations Online case-studies Online role-playing Community Promote good practice and ensure its evaluation. Encourage its acceptance and reproduction within a community of practice. Evaluation should be on-going Good practice should be shared with peers Aim for continued development and improvement Reflection Learners and e-learning professionals should reflect on their learning and practice. Learners reflection Engagement with the course Interaction with other learners Response to tasks Assessed work E-learning professionals reflection Course design Learner support Interaction Active learning Community Course Design Learner Support Interaction Active Learning Community Reflection