To start this activity off I have identified the following statement to reflect my own thoughts on a definition to elearning:
‘e-Learning can be defined as 'learning facilitated and supported through the use of information and communications technology'. It can cover a spectrum of activities from the use of technology to support learning as part of a ‘blended’ approach (a combination of traditional and e-learning approaches), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element’ (JISC, 2010)
If we are to consider this definition to be a good guide then being an elearning professional is about facilitating the learning for others. This leads me to think that elearning professionals could probably already be professionals in their own right as teachers, lecturers, tutors or learning providers. E-Learning is just an extension on the methods to deliver learning via electronic means.
The argument that an elearning professional is purely someone who is paid to develop or facilitate elearning courseware might not hold true. By virtue of their job description some members of a TBT team could misguide this thought process. I have witnessed people being paid to deliver elearning and actually deliver very poor quality outputs.The immediate retort being the quality of their work was not professional enough to be used for learning. Being a Professional is far greater than just being paid to do a job, it includes having standards which are aligned to national or international standards, surely this can only be delivered via a structured programme.
I am sure this document has been introduced elsewhere but I find the professional development framework for e-learning (based on the learning and skills sector) to be very closely aligned to the training requirements within Defence.http://www.learningtechnologies.ac.uk/files/0627161Framework.pdf. This document clearly outlines the requirements for post-16 teacher education and training and for staff development within the Further Education.
The following document complements the above framework and lists the functional elearning roles into the following groups Practitioner, Developer, Internal/external Adviser & Strategist/Leader. Professional Development Framework for elearning. http://www.learningtechnologies.ac.uk/files/072821_Topics.pdf
In the document which calls for ‘Policy makers and practitioners should now plan to drop the ‘e’ from e-learning. Today, everyone needs to be confident and competent with electronic technology, not just technophiles’. The implicit definition for an elearning professional could be seen as one who ‘provides a high quality learning experience for all, making effective use of new technology’ (London Strategic Unit, 2006).
References:
JISC (2010), JISC Website Definition of E-Learning, http://www.jisc.ac.uk/whatwedo/themes/elearning (Accessed 5 Nov 10)
London Strategic Unit (2006), London Strategic Unit for the Learning and Skills Workforce, ‘e-briefing: ensuring the development of e-learning in teacher training and professional development in London’,http://www.talent.ac.uk/uploads/documents/doc_239.pdf (Accessed 5 Nov 10)
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