Canadian International College CREATEDATE 11/3/2010 <br />Proposal for<br />Open E-Learning Gateway -OELG<br /> TOC o "
h z u <br />Table Of Content <br />I.Introduction PAGEREF _Toc276963683 h 3<br />II.Needs/Problems PAGEREF _Toc276963684 h 3<br />III.Goals/Objectives PAGEREF _Toc276963685 h 4<br />IV.Procedures/Scope of Work PAGEREF _Toc276963686 h 4<br />Student Life Cycle PAGEREF _Toc276963687 h 6<br />V.Timetable PAGEREF _Toc276963688 h 7<br />VI.Budget PAGEREF _Toc276963689 h 7<br />VII.Key Personnel PAGEREF _Toc276963690 h 7<br />VIII.Evaluation PAGEREF _Toc276963691 h 9<br />IX.Appendix PAGEREF _Toc276963692 h 10<br />Benefits of E-learning PAGEREF _Toc276963693 h 10<br />Introduction<br />Community development is a structured intervention that gives communities greater control over the conditions that affect their lives. This does not solve all the problems faced by a local community, but human resources development build up confidence to tackle such problems as effectively as any local action can. <br />Community capacity is an important consideration in community development as the process of community development itself often results in increased capacity. Therefore, the two are interrelated but distinct. Combined or separate, they both have a great deal to do with developing potential and enhancing community living. The open e-learning gateway was designed to look at community development, realizing that capacity building and other processes often get confused with it.<br />The Open E-learning Gateway is created to deliver the knowledge of Community experts to our fresh graduates freely. It supports not only the understanding and effective application of the business market needs, challenges, and requirements but also community development, and capacity building concepts and principles. It comprises all forms of electronically supported learning and teaching. The Information and communication systems, whether networked or not, serve as specific media to implement the learning process.<br />Needs/Problems<br />Starting with our universities and institutes and its curriculum that depends on memorization and the lack of innovation and random education without regard to labor market needs, and the style of thinking that builds a general culture that affects the search for work. Around 2500,000 young people from within the labor force are in danger of stated unemployment, without going into the accounts of disguised unemployment, which much more than this figure. <br />In the same time, the Market is struggling to recruit and retain appropriately skilled staff, with increased complexity and new policy incentives meaning that organizations need staff with increased expertise and speed. <br />To reach our target of developing the community and building its capacity, it was important to define the circumstances that led to that gap:<br />Using old and traditional educational methods.<br />Fresh graduates don't have clear vision of the requirement of the labor market and how to obtain these skills.<br />Limited alignment between education and labor market needs, and poor skills of graduates for the labor market.<br />The lack of professional leading and directing during the educational process.<br />The common culture of collecting certificates and degrees instead of gaining the required skills.<br />The memorization method as a general teaching method, which buried the initiative and creativity and self-development of the learners.<br />Weakness of the teaching of languages and information for students, causing a language gap separating the information for the needs of the graduate job market<br />Student in other capitals in Egypt don't get the full chance to take competitive learning.<br />The government rules make some limitations to developing curriculums to meet market requirements .<br />Issues such as time, funding (particularly when travel is involved), distance and the dispersed nature of community service organizations provide significant barriers to training.<br />Goals/Objectives<br />Providing non-profit Open E-learning Gateway will help decreasing that gap. Introducing the suitable courses, materials, visions, and updates of the rapidly changing business world, will help to compensate the difference between the skills and knowledge of our young people and the professional business world. It will also provide appropriate materials that will help too <br />Our goal of this project is to maximize the result in improvements in proficiency and efficiency.<br />Provide Professional development for fresh graduates in a term of high quality of E-learning.<br />Helping the fresh graduates to define their career path, and to gain required skills, knowledge and behavior through a group of experts and professionals.<br />Delivering a free and open gateway for trainees, and community service volunteers<br />Providing professional and skilled man power.<br />Delivering accredited certification to those who successfully complete certain level to ensure they meet the proficiency standards.<br />Increase individuals and organization sharing in community development.<br />Delivering the Concepts and behaviors of urbanization, citizenship and respect for others and apply these concepts in Contemporary Egyptian society.<br />Developing Professions that is essential, incompetence or new to labor market.<br />Applying the concept of Higher interest above personal interest to develop the society and increasing the productivity.<br />Procedures/Scope of Work<br />Our procedures will start from the following<br />Delivering specification template for the following aspects :<br />The Project <br />The Curriculums <br />The Courses<br />The Learners<br />The Standers <br />Design Considerations<br />Technology <br />Maintenance and Support <br />Management <br />Ownership and Copyrights <br />2- Developing the E-learning environment (Server requirements, E-learning system, E-learning material forms, Security aspects and Facebook integration ) and customized it to met the project objectives .<br />3- We will start making market survey on the job requirements.<br />4-Working on developing curriculums for every desired job and determine the knowledge, skills, and capabilities learner will require to meet the job requirement .<br />5- Marketing for the project and start recruitment for required roles .<br />6- Establish content team and harvest existing content and learning resources that address the learning objectives.<br />7- Working on developing materials for the courses that we could produce with our own recourses on the first phase to met the E-learning environment.<br />8- Testing phase to evaluate our progress and to ensure that the project is ready for production .<br />9- Train the volunteers on their roles.<br />10- Open the registration for the project for public .<br />11- Follow-up, Mentoring and evaluate students and volunteers progress . <br />Student Life Cycle <br />Timetable<br />PhasesDescription of WorkStart and End DatesPhase OneDeveloping the E-learning Environment Within 2 months Phase TwoEvaluate market survey and developing curriculums Within 1.5 monthPhase ThreeDeveloping Course materials in E-learning forms Within 3 months Phase Four Evaluate the Project and process correct phase and train Volunteers Within 10 DaysPhase FivePublish the project, Marketing activates , Open registration, Evaluate applicants and Start studying Within 20 days Total time required to start the project Within 7.5 months (225 days )<br />Budget<br />The following are the main categories for the budget .<br />Activity DescriptionsItemsCost (Average) Entry costs Purchase costs of software, hardware, networking costs, staff costs, E-learning Systems0ServerStaffDevelopment costs Includes all instructional design, production and training materials Many costs are common to both training modes. Programming costs, graphics costs, ongoing costs with hosting, Training materials Development . Course Production including staff salariesx(per Course)Instructor fees100(per Hour)Location & Equipment feesx(per Course)Learner materialsx(per Student)Administration costs Ongoing and operation cost Serverx(per student per month )Virtual Class HostingX(per student per month )Student trackingx(per student per month )Student testingx(per test per student)Staff Salaries X (per month)certificatesX (Per Student)Marketing X (per month)<br />Key Personnel<br />428625733425 The following key persons are needed in the team that develops an e-learning course. <br />• Project manager: to oversee the development of all phases of the e-learning project coordinate the team, and usually oversee the budget.<br />• Appraisal Committee: to assess the value of the e-learning course and recommend refinements where Appropriate.<br />• instructors: to lead the education program, ensure it meets the education needs, and respond to learner queries. <br />• Mentors: to monitor, Support and Evaluate the progress of learners, maintain learner records.<br />• Course Production Coordinator: to develop the e-learning course, including script writers, designers, programmers and testers, and those who will install and implement the e-learning course<br />• Subject matter experts: to develop the content for the e-learning course, including the course Objectives.<br />• Instructional designers: to prepare the content for e-learning and develop ideas for the interactivity associated with the course.<br />• Multimedia Designers: graphic artists, sound recordists, videographers and animators to develop the interface and work with the media that support the course.<br />• Programmers: who work from a script prepared by the instructional designer and who use software to<br />assemble the text and all media into the final course ready for testing and then use by the learners<br />• Testers to test the final product for any problems and to make sure it meets any standards and quality assurance requirements<br />• System administrators to look after the software and hardware issues involved in running an E-learning Environment .<br />• Help desk to support learners and the instructors should there be problems with the e-learning course.<br />Evaluation<br />Donald Kirkpatrick pioneered the most widely used model for evaluating training programs around the world.<br />Kirkpatrick created four levels of evaluation.<br />Level 1. Reaction<br />This is an evaluation of the learner's experience of the e-learning, and is normally collected using a questionnaire. <br />Level 2. Learning<br />This level measures learning results. Did the trainee actually learn the knowledge, skills and attitudes the E-learning.<br />Level 3. Behavior / transfer to the job<br />This level measures the trainee's ability to transfer what they have learned back to the job. Did their<br />behavior change.<br />Level 4. Business results<br />This level evaluates the impact of the training on business results. <br />Appendix<br />Benefits of E-learning <br />The application of e-learning solutions to meet business and industry workforce development needs<br />continues to grow rapidly with e-learning fast becoming a central component of workplace learning.<br />Key business drivers identified for the implementation of e-learning were to increase staff knowledge,<br />provide online access to training materials, reduce costs and time associated with training in the long term and ensure quality and consistency of training.<br />Research suggests that there is no significant difference in educational outcome between e-learning and traditional classroom training, which means that your training goal can be reached irrespective of the training methodology.<br /> However, e-learning offers significant economic and social advantages over traditional classroom training. These benefits are listed below.<br />Anytime, anywhere, any place. Using CD-ROM or Internet technologies, e-learning can be delivered on demand, when and where it is needed, both on-site and off-site.<br />Because of the nature of e-learning with its visual and auditory reinforcement of information, and individualized feedback mechanisms, the time taken to learn the information is significantly reduced. Research indicates time reduction of the order of 30–50% is common. Because Student spend less time training. <br />E-learning also can be delivered as ‘just in time’ training, reducing the period between the learning and application of the knowledge or skills, which enhances the learning process. In some cases the e-learning course can be delivered while the learner is on the job.<br />Consistency of training. We all know that the effectiveness of the training can depend on the caliber of the trainer. In developing an e-learning course you can utilize the skills and knowledge of your best trainer and subject matter experts. This level of training is delivered to everyone consistently, from user to user and from session to session. E-learning also can compensate for a shortage of skilled trainers.<br />Increased payback. E-learning is an investment that increases its payback during its lifetime, as its primary costs are incurred during development.<br /> Delivery and maintenance costs are relatively low. Therefore, unlike instructor-led learning or paper-based communication, the per user costs for e-learning decrease each time the course is used. Most research indicates an average cost saving on training is in the range of 25–65%.<br />No-risk environment. E-learning can realistically simulate work, laboratory or field environments that may be hazardous or otherwise inaccessible. E-learning simulations allow trainees to safely master skills before applying them in actual, potentially hazardous situations (such as using flight simulators to train pilots).<br />Flexible access. E-learning accommodates individual styles of working and learning, and allows<br />learners to access and review the lessons they need at times convenient to them. This self-directed<br />approach puts people in control of their learning. This equality of access by all involved in the training is one of the important and appealing aspects of e-learning. And unlike face-to-face training, e-learning can be revisited by the learner as often as they desire.<br />Reinforcement. Research indicates that 20% of information is retained after six weeks in a traditional classroom setting, but up to 70% is retained when e-learning approaches allow learners to ‘see, hear and do'. <br />E-learning can result in a deeper understanding and positive attitudes towards the subject area.<br />Learners participate where they live and work, retaining an orientation to their surroundings. They are typically more comfortable in expressing their opinions, leading to more frequent, yet higher quality discussions when compared to traditional settings.<br />Motivation. Interactive lessons are advantageous for skill building because the computer has the ability to provide immediate feedback to the learner's questions or responses, and take the learner through the steps to find the right answer. Media elements, such as video, animation and sound, get the learners involved more quickly and keep them motivated to continue. <br />Experience indicates learners who feel shy or intimidated in a traditional classroom setting, or who may be resentful of their trainer, are more likely to participate in a virtual setting. There are similar benefits for minority groups.<br />Time to market. Because e-learning can be distributed or accessed through the web, training can rapidly be shared with others, and can also be updated frequently and kept current.<br />Monitoring of the learning process. Most e-learning allows instant and easy monitoring of the progress of learners, particularly when it is combined with a learning management system. <br />Such monitoring may be critical for areas where there may be legal implications, such as induction training and occupational health and safety training. The evidence for e-learning's effectiveness and efficiency is compelling.<br />This document Produced by Mr.Mohamed Nabil Rushdy Head of Solution Development Section – IT Department Canadian International College Higher Diploma in E-learning from EELU firstname.lastname@example.org <br />