TERMS OF REFERENCE FOR e-LEARNING IMPLEMENTATION TEAM (eLITE) 1. Introduction Taylor’s University’s Five-Year Strategic Plan (2012 – 2016) has made transformational learning one of its key thrust areas. One of the key initiatives within this thrust is the systematic implementation of blended learning within all curricula taught at the university. . The e-Learning Strategic Plan and the e-Learning Implementation Plan was formulated in April 2011 to support Taylor’s University’s strategic aims. Under the said document, technology is identified as one of the drivers that will shape the future direction of Taylor’s learning experience. The critical success factor for the implementation of e-Learning at Taylor’s University is the willingness and ability of existing faculty members to adopt technology into their teaching and learning activities. A success factor is to ensure that lecturers, as front liners, are the ones driving and advocating use of technology in teaching and learning. Ensuring sustainable buy-in from the academic staff can only be possible when strong structural and technical support is in place. To guarantee success in implementation, there must be significant reliance on sound planning and on the provision of appropriate developmental interventions. Accordingly, an e-Learning Implementation Team (eLITE) was proposed for every school to create awareness and enhance technology utilisation within each school in Taylor’s University. The initial goals for eLITE will be to serve as advocates of e-Learning at ground level and to support faculty with a demonstrated interest in e-Learning by developing useful e-Learning tools, applications and activities for their own students, which can then be shared more widely with other faculty in Taylor’s University. eLITE members are nominated by Deans and Directors, and selected by the University’s e-Learning Task Force based on certain criteria. They will be required to serve an initial induction period of six months followed by a full term of two years upon confirmation. Each member is provided with a professional development grant of RM 6,000 annually to be disbursed as stated in this document. This does not include other university wide workshops and professional development programmes which the e-Learning Academy will provide to all eLITE members from time to time. It is also foreseen that eLITE members will carry a slightly lower teaching load to enable them to focus on their role effectively. The actual workload is discussed and agreed between eLITE members and Dean of Schools. This also means that contributions made by eLITE members will be taken into account in the annual performance management process.
2. The Role of eLITE Members The role of an eLITE member is to establish the following:
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identify innovative means of applying technology to the discipline of its school;
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determine how existing e-learning infrastructure and capability can be used to develop the learning capability of the students as a whole;
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recommend steps that can be taken to secure co-operation, collaboration and the sharing of resources;
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identify barriers to developing further e-learning capability and means to address these barriers;
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explore mechanisms for ensuring the on-going coordination of e-learning capability and enabling the school to respond effectively to future learning needs;
Terms of Reference for e-Learning Implementation Team (eLITE) – effective 15th July 2011
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evaluate good practice in blended learning;
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recommend incentives for capability and staff development;
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advise on how best to link with research and commercial expertise where applicable;
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advise on processes that allow for the identification, monitoring and management of risks that may emerge with developing e-learning capability;
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advise on how e-learning can contribute to Taylor’s teaching and learning globally; and
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develop projects and frameworks for quality assurance and intellectual property rights management in line with international developments.
3. Governance Each School’s eLITE reports to the Head of the e-Learning Academy (e-LA). Members of eLITE from every school must provide quarterly reports to the e-Learning Academy (on or before the last day of the quarter) that covers the school’s initiatives in line with the University’s stated e-Learning goals. It is expected that most interactions between members will be conducted on-line, although in some instances eLITE will come together in a physical location. Equipment and applications purchased from eLITE grant remains the property of e-LA and Taylor’s University. Maintenance and licence renewal will be performed by e-LA as and when necessary.
4. Context of eLITE’s Work It is expected that an eLITE member will spend at least 3 hours a week – the amount of time may vary according to the number of staff from the school, projects and training required. Updates and reports to e-Learning Academy are kept to a minimum (as described in section 3). Due to the dynamic context of e-Learning, every member should exhibit enthusiasm, positive attitude towards risks and innovation as well as good interpersonal skills to communicate ideas to colleagues. In carrying out their work, every member will be required to have regard to other research and economic development initiatives within Taylor’s University. Accordingly, e-LA reserves the right to abort or make changes to any development undertaken by a member in violation of the roles and responsibilities given in section 2. 5. Disbursement of eLITE Grant Subject to approval from e-LA, the grant can be applied to the following:
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engage external services which includes support staff provided that service cannot be obtained in Taylor’s University;
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attend e-Learning field trips or professional development courses that are directly related to e-Learning;
Purchase of equipment and software for e-Learning development and application can be obtained from other sources where funds are already available within Taylor’s University’s programmes.
Terms of Reference for e-Learning Implementation Team (eLITE) – effective 15th July 2011
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