Institutional / school based environment
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Planning decisions
This box explains the meaning of the elements in the table
- What management decisions need to be taken? Decisions about....
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- What additional information may they need to make decisions?
- What is the current position?
(helps to define objectives)
- What issues we are facing?
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- What are the specific issues you are trying to address?
- Learning issue?
- Institutional issue? (e.g. organisational, logistic, financial?)
- Externally imposed pressures?
- How were these issues identified? By whom? Through what processes? Top down or bottom up?
- Who is affected by the issues?
- In what way?
- What are the specific issues you are trying to address?
- Considering e-learning, rather than traditional learning as a response to a particular issue or issues
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- Position audit
- What other non-ICT approaches to similar issues are being tried or have been tried and to what effect?
- Within the institutional?
- Elsewhere?
- What ICT approaches to similar issues are being tried or have been tried and to what effect?
- Within the institutional?
- Elsewhere?
- Taking a coherent view
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- Institutional plans and policies
- What policies and strategies for e-learning are already in place in your institution?
- What previous experience does your institution have of e-learning?
- Working within institutional parameters
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- Who takes the decision to introduce a particular e-learning program, who else must be consulted and who has to approve it.
- What is the level of institutional / management support for this program?
- Is the program conducted in partnership with any other agency?
- What institutional constraints are or were imposed?
- Finding out technology options
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- Resource audit
- Summary of the advantages and disadvantages of each
- What existing infrastructure and resources exist which can be used to support e-learning? (e.g. networks, libraries and resource bases, ICT technical support, student counsellors etc)
- What range of ICT options were explored?
- What ICT based options were edited out and why
- What ICT based options were selected and why?
- Finding out what human expertise is needed
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- Staff audit
- What range of ICT options were explored in terms of
- Availability of staff
- Staff pedagogical competence (in-house and external)?
- Staff ICT competence (in-house and external)?
- Finding out what it all costs
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- Cost benefit analysis tools
- Sources of financial support
- Implications of choosing vendors /technologies e.g. technology lock-ins
- Copies of institutional procurement policies
- What are the costs associated with
- Staffing?
- Technology?
- Materials?
- Identifying limitations
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- What compromises were made?
- Determining who should be involved
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- Who participated in the decision making process
- Why and how were these judgements made?
- Was the decision making effective?
- Could they be improved?
- Focussing e-learning solutions
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- What learning, institutional or externally created problems will remain? (i.e. what problems are you not attempting to solve with e-learning)
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Please provide your comments on this section of the tool.
- Is there anything you would change about it? Is there anything you think should be left out or anything which should be added? Do you have any other comments about this section?
Structuring decisions
This box explains the meaning of the elements in the table
- What management decisions need to be taken? Decisions about....
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- What additional information may they need to make decisions?
- What is the current position?
(facilitates programme design)
- How does the programme fit into the curriculum
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- Is the e-learning part of an existing program, as an alternative to an existing programme running in parallel or exclusively available through e-learning?
- Is it expected that the learners will be remote or on-site?
- Establishing whether we can afford it
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- Review of grant aid and funding opportunities
- Income generation as a result of the programme
- Potential sales to other users
- What is the level of financial, technical and human resourcing?
- Matching e-learning and budget profiles
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- Review of grant aid and funding opportunities
- Income generation as a result of the programme
- Potential sales to other users
- How does expenditure break down into
- Capital?
- Revenue?
- What are the restrictions?
- What is the expenditure profile on e-learning likely to be?
- What percentage of the budget was "start-up"?
- What percentage of the budget is for continuation?
- Identifying limitations
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- Was the resourcing sufficient or were compromises made?
- Identifying the e-learning solution
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- Copies of Examination and Validating Body requirements
- List of training opportunities for teachers
- Copy of standards documents
- Rules and requirements for qualifications
- How and what decisions were made about the media /technology?
- How and what decisions were made about the e-product /e-learning opportunity?
- How and what decisions were made about the duration, depth, and breadth of the learning program?
- What commitment are learners expected to make (time, mode of attendance, resources etc)
- How were decisions made about the pedagogy?
- Were the tutors already trained in the pedagogy and application of e-learning? If not, did you provide training?
- Is the program /learning opportunity purpose built/adapted/off the shelf?
- Is the e-learning program and materials interoperable and compatible with existing e-learning in the institution
- Are the e-learning materials compliant with e-learning standards (e.g. SCORM, Learning Design etc.)
- What is the duration, depth, and breadth of the learning program?
- How are the learners selected or recruited and by whom?
- Is there a prerequisite qualification or skill level?
- How are the learners supported and 'tracked'?
- How are the learners assessed?
- Will the learning outcome need to be certificated /accredited /validated and by whom?
- Reviewing the process
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- What influenced the above choices?
- Would different choices be made next time?
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Please provide your comments on this section of the tool.
- Is there anything you would change about it? Is there anything you think should be left out or anything which should be added? Do you have any other comments about this section?
Implementing decisions
(collecting and acting on feedback)
This box explains the meaning of the elements in the table
- What management decisions need to be taken? Decisions about....
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- What additional information may they need to make decisions?
- What is the current position?
- Progress checking
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- Institutional monitoring and quality assurance system documentation
- What feedback /monitoring mechanisms were set up?
- How were they designed and implemented and by whom?
- What was /were the purposes of the monitoring system?
- Who made these decisions and why?
- How effective were the monitoring / feedback systems?
- Setting up feedback systems
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- What feedback was there to and from learners?
- What feedback was there to and from institutional managers?
- What feedback was given to and from tutors, support staff, technicians, other staff?
- How was this feedback provided and by whom?
- Dealing with operational problems
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- How much flexibility in the program was possible/How much did you allow yourself?
- How much room was given for responsiveness?
- Were problems dealt with on the spot or recorded for next time?
- What problems occurred and what solutions were found?
- Did the technology work?
- Were the learning materials relevant, appropriate and effective?
- How did the learners respond to e-learning?
- How did the tutors / facilitators respond to e-learning
- Feed forward mechanisms
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- Any institutional knowledge management systems documentation
- SWOT analysis
- Methods and tools for recording and disseminating results
- Methods for identifying critical success factors
- What revisions were needed as a result?
- What didn't occur that was expected?
- What occurred that was not predicted - positive and negative
- Why did this happen?
- What issues or problems were not solved?
- What problems or constraints were self-imposed?
- What were the reasons for this?
- What were the main barriers to success?
- What were the main contributors to success?
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Please provide your comments on this section of the tool.
- Is there anything you would change about it? Is there anything you think should be left out or anything which should be added? Do you have any other comments about this section?
Recycling decisions
(helps to inform future decisions and developments)
This box explains the meaning of the elements in the table
- What management decisions need to be taken? Decisions about....
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- What additional information may they need to make decisions?
- What is the current position?
- Measuring the results
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- Comparisons with student results from equivalent traditional learning programme
- How well were the original issues addressed?
- What were the specific results/attainments of the program in terms of student success?
- What were the immediate benefits for the institution and the learner
- What were the drawbacks/downsides for the institution and the learner?
- Assessing the impact
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- Impact Analysis
- What aspects of the program were unexpected?
- What additional / new training needs have been generated as a result of the program
- For learners
- For management and other staff?
- Sustainability
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- Availability of future support and resources
- Market survey
- What should be done with the program after it has run its course?
- What is the sustainability of the particular program in the institution
- Do you need to repeat it?
- Do you want to repeat it?
- Can you afford to repeat it?
- What should you do less of next time? Why?
- What should you do more of next time? Why?
- What should you do differently next time? Why?
- What additional know how is necessary?
- How is this going to be achieved?
- What further investment is necessary?
- In personnel?
- In technology?
- In material?
- How can this be organised?
- Transferability
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- Could the model and lessons learned from this program be transferred to other institutional contexts?
- Mainstreaming
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- Processes for mainstreaming
- What measures need to be taken to make this program part of the mainstream provision (if applicable)
- Dissemination and knowledge development
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- Information about what networks and organisations exist
- Access to e-learning communities
- What could benefit the institution by being disseminated outside the institution?
- How is this going to be done?
- What new e-learning developments would you now want to explore?
- What new partnerships would you want to develop?
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Please provide your comments on this section of the tool.
- Is there anything you would change about it? Is there anything you think should be left out or anything which should be added? Do you have any other comments about this section?
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Planning decisions
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Structuring decisions
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Implementing decisions
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Recycling decisions
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Do you have any overall comments about this tool.
- Is the explanation about its background and use clear and sufficient? In particular, how useful do you think the tool is? Who might you be able to use it with?
