Analysis of the current situation at HEI

The analysis should include an assessment of teachers' needs for instructional design or pedagogical support services, since the successful digital transformation of teaching depends not only on technical equipment and digital skills, but also on high-quality pedagogical design of teaching activities. Not all teachers are experts in designing teaching materials for the online environment, and many do not have enough time to systematically research digital teaching methods. Therefore, it is important to determine the extent to which there is an interest and need for professional assistance in planning courses, structuring teaching content, choosing the most appropriate teaching methods, and designing tasks and evaluation activities that match the specificities of the online and hybrid environment.

The role of an instructional designer and e-pedagogy expert is not only technical but also includes advice on the pedagogical effectiveness of the approaches used, suggestions for improving interaction between teachers and students, as well as support in designing active and collaborative learning methods. Such support can significantly contribute to the quality of e-teaching, increase student engagement, reduce the risk of reduced student participation/activity in the online environment, and make it easier for teachers to use digital educational tools. Continuous support is especially important, not just one-off training, because teachers discover new challenges and issues through practice that require professional guidance (similarly, teachers who have completed training for beginners after some time using educational technologies in their classes need training for more advanced users, and the like).

Information on such needs can be collected through various methods: focus groups with teachers provide an in-depth understanding of their experiences and challenges; evaluation questionnaires provide a broader quantitative picture of the level of need and areas where support is most needed; and individual consultations open space for a personalised approach and more detailed consideration of specific teaching situations. Based on such data, an institution can develop systematic support mechanisms, from constantly available instructors and mentors to online repositories with instructions and examples of good practice, to workshops and professional development programmes.
Teachers can get support at their own institution in e-learning support centres, IT services and similar support offices, as well as in SRCE or on CARNET.

Example: A mentoring support programme was introduced at one university, where each teacher had the opportunity to collaborate with an instructional designer during the preparation of e-courses. Evaluation results showed an increase in student satisfaction and greater interactivity of the courses compared to the previous year.