**2. A Framework to guide and support the development of academics' eTeaching capabilities**

The ability to adapt to change has been highlighted as a crucial factor in the successful transition from traditional to emergent eLearning and eTeaching approaches [2, 3]. The role of the eTeacher is constantly evolving and, as such, difficult to explicate, develop, evaluate or quantify [5]. Descriptions of eTeaching and eTeachers include: those who use technology teaching tools [6]; "instructor, designer, guide, mediator, curator and mentor" ([2], p266); role-model in the effective use of technology for learning [5]; and having a sound understanding of technology as well as encouraging eLearning [8]. There is still recognition that a good teacher in an online environment is no different in principle to a good teacher in the face-to-face setting. That is, they require "awareness of student needs, levels of understanding and knowledge, ability to plan effective learning experiences, ability to communicate accessibly and stay in touch not just with current discipline knowledge but also with contemporary influences on students' learning" ([5], p267). eTeaching and eTeachers have been acknowledged as more aligned and therefore skilled in regard to technology related principles and capabilities [1]. It is in reference to these principles and capabilities that interventions are needed, to develop academics' eTeaching, so that contemporary pedagogically appropriate approaches are used in the online environment [1, 3, 7].

Effective eTeachers need expertise in pedagogical, social, managerial and technical capabilities [2, 7, 8]. Further, the literature suggests that successful eTeaching requires attendance at a range of diverse professional development and training opportunities [6, 7], more research into blended learning and associated academic practice [1, 6], and supportive systems and institutional infrastructure [1, 3, 9]. This inventory of requirements informed the conceptualisation of the Framework that was developed as part of the initiative that is the focus of this chapter. In this chapter the reference to capabilities encompasses both the individual's ability to do 'something' as well as the extent to which they can do 'something'. eTeaching capabilities provide a means of defining the sequentially developmental implementation and utilisation of tasks and resources to promote student engagement, learning outcomes and experience. These capabilities enable both student and teacher performance to be purposely organised in a progressive sequence that builds on prior learning and ensures foundational skills are acquired before progressing to complex levels of competence.

Across the higher education sector, learning and teaching standards are being increasingly used as a means of establishing the knowledge and skills that are important for effective learning and sound teaching as well as guiding and progressing change. These standards and their associated criterion assist universities to prioritise and better use resources as well as enabling the astute identification of potential enhancements [10].

As a mean of assisting academics and institutions to transition and navigate through the terrain of eLearning and eTeaching, change targeted resources and initiatives have been developed [2, 3, 7]. These resources and initiatives have focused on the dimensions of technology, pedagogy and context, and the aligning of these dimensions when designing eLearning environments [2–4, 7]. The emergent technologies incorporated in eLearning resources and initiatives include mobile devices as well as social media and networks. Connectivism, Communities of Practice (COP) and other co-authoring learning styles are relevant pedagogies to consider for the eLearning environment. Connectivism is a new learning theory that describes how technologies afford opportunities for individuals to learn through the virtual sharing and communication of information. A key feature of connectivism is peer and selfdirected learning that transpires through technologies such as Web browsers, email, online discussion forums, wikis, YouTube, or any other means by which information can be shared. Communities of Practice (COP) is a reference to the process of shared learning in relation to a particular area of concern or interest. COP foster relationships, the engagement and interaction of individuals to collectively learn about a topic or how to do things better. Co-authoring is the essence of these learning styles whereby learning does not occur in a one-way direction but rather is jointly constructed by two or more people.

The initiative that is a focus of this chapter sought to develop a resource that would promote and support the progression of eLearning and eTeaching across both the faculty and broader institution.
