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  Place a number '1' in each of the TAM principles that applies to your profile.  
 
  Not all virtual learners/researchers are at a state of readiness for fully self-directed knowledge acquisition. Students may be too inexperienced or too conditioned by traditional rote teaching methods to benefit from a (virtual) autonomous learning setting (Potts D. 1988). The principles of the TAM aim to support the staggered development of online autonomy: Click the red triangle 'comment' link in the top right of each description for more detail.    
  1. Acknowledge the learner’s profile coming into the online learning event -[1]  
  2. Provide an appropriate induction to the system -[2]  
  3. Establish a strategy for the aims, objectives and goals of the online learning event rooted in an explicit VLE epistemology or ‘telepistemology’ –[3]  
  4. Define the transitional content and activity strategy – [4]  
  5. Define the transitional communication strategy – [5]  
  6. Define the transitional management logistics strategy –  [6]  
  7. Define the transitional learner support strategy – [7]  
  8. Define the transitional assessment strategy – [8]  
  9. Define the formative evaluation strategy – [9]  
  10. Link the VLE design to an eLearning model(s) – [10]  
0 % of TAM Principles applied to the VLED Profile  
 
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[1]
TAM Principle #1:
a. Establish the characteristics of the VLE stakeholders such as their prior experience and knowledge (level, depth, etc.), ICT and VLE skills and capability, language mastery, cultural context, critical thinking, etc.
b. This may be done in/formally through appropriate data collection techniques such as a feasibility study, needs/task analysis, Global Rich Picture (see Chapter 3), mind mapping exercise, etc.

[2]
TAM principle #2:
a. The induction should be segmented throughout the VLE to provide support at all stages of the learning process.
b. Content of the induction should include academic, administrative, technical, learning resources support, etc. references.
c. Multimodal and trans-level induction design should be considered. Meaning making can be approached from different media types and learning perspectives (Gardner H. 1983) which should be reflected in the format (e.g. paper handbook, video, etc.) and the structure (e.g. one-page help sheet, step-by-step software wizard, etc.).
[3]
TAM principle #3:
a. Constructive alignment aims to create consistencies between learning theory, outcomes, curriculum, teaching methods and assessment (Beetham 2004).
b. Define the learning paradigm (e.g. formal academic classroom model, informal learning context such as a work based learning scenario).
[4]
TAM principle #4:
a. In relation to the goals established in TAM Principle #3 – decide on the appropriate pedagogy, media types, etc. with respect to the online learning objects, artefacts, resources, etc.
[5]
TAM principle #5:
a. In relation to the goals established in TAM Principle #3 – decide on the appropriate pedagogy, synchronicity, media form, with respect to the online learning tools and associated protocols, etc.
b. Make explicit the ethical protocols for online identity, recordings of a/synchronous events, etc.
[6]
TAM Principle # 6:
a. In relation to the goals established in TAM Principle #3 – decide on the appropriate moderation guidelines, with respect to the online learning discussion, critical discourse, debate, collaboration, etc.
b. Establish explicit ‘service agreement’ protocols (e.g. how timely will tutor responses be posted to email, text discussion boards, etc.).
c. Establish file management protocols (e.g. file naming and organisation, version control, security access, etc.).
[7]
TAM Principle # 7:
a. In relation to the goals established in TAM Principle #3 – decide on the appropriate level of learner support (e.g. more tutor-led to start, shift to more peer-support as expertise is gained).
b. Support should include academic, administrative, technical, learning resources support, etc. with a clear ‘job description’ of the various stakeholders’ roles. The transitional nature of these negotiated role definitions may vary over time or as the capabilities of the actor’s increase.
c. The media and technology for support is also transitional. It may evolve from a static single-modality (e.g. – text FAQ) to a real-time multimedia virtual helpdesk (e.g. – dynamic natural language web-bot or web video conference application/documentation sharing).
d. The tutor’s role and relationship with the VLE stakeholders may show a transition from a teacher-led ‘docent’ design to adopting the role of a facilitator, mentor or moderator.
[8]
TAM Principle # 8:
a. In relation to the goals established in TAM Principle #3 – decide on the appropriate pedagogic model for blended or online summative assessment within the context of the organisation’s quality assurance regulations.
b. Identify the available online tools for monitoring and recording assessment opportunities (e.g. self-assessment quizzes, student tracking for access to web pages, review of online text discussion, project presentations via web video conference, etc.)
c. Decide how the issue of reflection will be addressed through the learning stages of the event and/or course (e.g. learning diary during the session or summary essay at the end).
[9]
TAM Principle # 9:
a. In relation to the goals established in TAM Principle #3 – decide on the appropriate pedagogic placement for feedback opportunities (e.g. end of the ‘unit of learning material’, after each webcast lecture) within the curriculum design.
b. Decide what action can be and will be done with the feedback collected. The timeliness of the action should be considered (e.g. – if a diagram on the webpage is inaccurate fix it before the exam).
c. Consider the issue of critical thinking and constructive feedback opportunities to encourage reflective thinking from the respondents.

[10]
TAM Principle # 10:
a. A relationship between the pedagogic design of the VLE and one or more eLearning models, theories, paradigms, frameworks, etc. should be made to guide the future development of the system.