Embedding eLearning in a Higher Education Institution

Mark Stiles

Abstract
This paper discusses issues surrounding the "embedding" of
eLearning in a UK post-1992 University. For purposes of discussion,
eLearning will be considered fully embedded into an institution when
all policies, procedures, roles and responsibilities pertaining to the use
of eLearning are fully integrated – not just with each other, but with
those applying to "normal" practice. Whilst a full institutional "road
map" could be produced for eLearning, this would be done by
extracting the required information from policies, etc., covering the
institution holistically, rather than as a "special" set of eLearning
statements. Many of the components of practice covered by these
policies, procedures, roles and responsibilities are not (and some may
never be) implemented technologically. Embedding implies however,
that the technologies are employed seamlessly alongside them
Embedding also implies that eLearning has become part of the
culture of the institution, and is seen by teaching staff, learners,
administrators and managers (and all other stakeholders) as part of
normal working practice. Its use will be seen by teachers and learners
as part of the normal portfolio available to facilitate learning. Equally,
management and administrative practice will be aligned to the use of
eLearning, which is integrated into business systems and part of day-today
operations whilst also forming part of planning and strategy. The
issue of cultural embedding is one which, given experience so far, can
only be addressed in parts until "process embedding" is complete.


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