The information sheets have been produced to support the ePD framework and have been developed as a flexible resource, using word, PDF and flash. They are available in electronic format on CD and via the Web and can be adapted by practitioners to support the individual requirements of the organisation and staff. The information sheets and ePD framework can be used wide range of education and work based training environments. Possible uses include:

• the support of identified training and development by a staff development manager;
• the support of identified training and development by heads of department. (for example - incorporating the units into the staff appraisal process);
• a teacher training department - (for both its staff and learners)
• individual members of staff looking to improve identified skills;
• a staff member using the Digital Learning Objects (DLRs) or information sheets with learners;
• work based learning environments;
• the resources could also be used to support the staff induction process.

A college staff development manager, or work based learning provider, has undertaken a staff needs analysis and, after analysing the results, identified that 85% of staff require training in the following areas from the eCPD framework:

• 2. e-learning: Initial/ diagnostic assessment , induction, and guidance
• 2.1 Identify initial/diagnostic assessment e-tools for learners and appropriate diagnostic methods
• 2.2 Verify the learners' previous educational experience and achievements
• 2.3 Provide feedback on the outcomes of the initial /diagnostic assessment
• 2.4 Guide and support the induction of learners into the organisation or their learning programme
• 2.5 Assist learners to develop and review their personal learning plans through the use of e-learning tools

S/he organises formal, class based, training over a period of three-months with dates and times to suit the majority of staff. Provision is also made available on the college/work base virtual learning environment (VLE) for those members of staff that are unable to attend, or would like to refresh/revise the materials at a later date/time to suit their individual needs.

The analysis has also identified that 15% of staff would like to develop their skills with regard to evaluating e-learning materials:

• 5. e-learning : Choosing and using e-learning content
• 5.1 Research the range e-learning materials available which meet the learning objectives
• 5.2 Review and select e-learning materials
• 5.3 Derive a plan to embed e-learning materials into learning
• 5.4 Implement the plan for e-learning materials utilisation
• 5.5 Evaluate and review the use of e-learning materials

S/he organises a one day training event with the individuals concerned, the aim of the event being to highlight the eCPD framework requirements, the support materials available to them on the VLE, set up a group network/support process and develop their individual training programme. Telephone and e-mail support is made available and a support tutor allocated.
Review and evaluation dates and times are set and measurable objectives and outcomes agreed.

The analysis also identifies that other staff have individual needs and the appropriate eCPD elements are identified and individual action plans agreed.

A college, or work based learning provider, undertakes a one day induction for all its new staff. Part of the induction programme includes ways in which the organisation use e-learning to deliver to, and support, its learners. Obviously time is limited and the induction programme now includes elements of the eCPD programme that have been put onto the college or work based providers VLE.

The three eCPD units identified are:

1. e-learning: fundamentals
2. e-learning: Initial/ diagnostic assessment , induction, and guidance
3. e-learning: blended learning

The information sheets and additional learning materials have been installed on the VLE and staff are shown haw to access them during the induction day. An individual training programme, measurable objectives, outcomes and review dates/times are agreed.

Initially, staff development in order to highlight the existence of the eCPD framework and the information sheets would be required. The framework and information sheets would also need to be loaded onto the college/work based learning VLE or be easily accessible from the CD/Web. Staff may require some assistance from the staff development/line manager in order to identify their individual needs and the time necessary to complete each unit. If the resources are available on the VLE or accessible via the CD/Web individual staff can work through the units at their own pace.

The examples above highlight how the eCPD units could be used to induct and train staff. The units and associated digital learning resource (DLR) could also be used by staff when delivering to learners. A wide range of DLRs have been produced and these can be downloaded individually by members of staff and incorporated into their PowerPoint presentations or handouts.

Trainee teachers could be asked to use the evaluation criteria to evaluate identified e-learning materials. They could also write information sheets for some of the areas not covered, or develop their own DLRs.