A project report on it enabled education

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A project report on it enabled education

  1. 1. IT Enabled Education CONTENTS  CHAPTER 1 Introduction to the subjects 3 Purpose of the study 5 Objectives 5 Research Methodology 6 Scope 9 Limitations 9  CHAPTER 2 Concepts of E-learning 11  CHAPTER 3 Company Profile 39  CHAPTER 4 Analysis and Findings 51  CHAPTER 5 Summary of main findings 70 Suggestions/ Implication of the study 72 Conclusion 73 Scope for future research 73 Questionnaire ReferencesBabasabpatilfreepptmba.com Page 1
  2. 2. IT Enabled EducationBabasabpatilfreepptmba.com Page 2
  3. 3. IT Enabled Education Introduction to subject Rapid change in information and communication technologies and a parallel growth inthe deployment of these technologies for education is a hallmark of the early 21st century. Wehad just come to grips with the Internet age when along came e-business and e-education. Andwith every change in technology has come a transformation in educational pedagogy and learningparadigms. Historically, the E-learning process has taken place within the infrastructure ofinstitutions such as schools, university campuses, technical colleges, etc. The need to be part ofsuch institutions was driven by the notation that to access information and knowledge, a learnerhad to be present where the teacher was. The first separation between the teacher and the studentoccurred with correspondence education which offered information and knowledge mediated bysome format of media usually print. The world is changing rapidly in all areas – in the environment, in the economy, intechnology and in education. While it is important to spend time pondering the implications ofsuch change, perhaps it is more important to consider the implications of the changes toeducation. The education system should be the key platform that enables young people to developthe necessary skills required to prepare for the changing world. As companies digitally transform their businesses, knowledge and training becomerapidly obsolete, just-in-time training becomes a basic survival need, and identification of cost-effective ways of reaching diverse global workforce becomes critical .Additionally, new learningmodels are needed given the skills gap and demographic changes, and flexible access to lifelonglearning is highly desired. Stated differently, the use of e- Learning within an operating entityforces organization to change the traditional learning paradigm. To coincide with this change,Babasabpatilfreepptmba.com Page 3
  4. 4. IT Enabled Educationnew strategies for managing and developing their employees are a must. Companies who do notreact in such a manner or fail to use the technology to their advantage may find themselves losingto their competitors. In contrast, for those companies who do capitalize on this change, will havethe potential to build and develop a workforce that performs at rates higher than their currentworkforce; in turn, reaping benefits that enhance their organization’s bottom line. The emergence of a post-industrial information age and the explosive growth anddistributed nature of new knowledge , the demand for greater access to tertiary education fuelledby rapid changes in the economy, the need to maintain and update skills for employment, andindustry’s demand for “work ready” graduates. This report is prepared in regards to E-learning. We have a large market who are unableto their desired job or expected job due to the lack of knowledge or education. The best way onecan now get a degree and without giving up his job is by “E-Learning”. This is a key word ineducation sector today where we have no barriers to age, sex, geographical area, etc. This reportdeals in knowing the interested sectors in education, subjects that could be offered, cost of the E-learning course, duration of these courses, etc. The study is to find out the potential market to.provide E-learning courses for the people who have already employed.Babasabpatilfreepptmba.com Page 4
  5. 5. IT Enabled Education Purpose of the study The purpose of this study was to provide an external perspective to the development anddelivery of e-Learning activities within the private sector. To achieve this purpose, the studyexamined the events that propelled the implementation of e-Learning courses within the corporatesector. E-learning is going to boom in the near future. Especially in India, e-learning is not apopular concept but slowly people / organizations / students etc. are moving towards e-learning. Learnet India, a company in Bangalore wants to know the potential market for e-learning, where in the company is interested to know which fields of education are the learnersinterested in and which subjects would drag more people to join the e-learning courses. Learnetwants to come up with offering e-learning courses and is interested to study the market regardingthe same. Objectives - To study the profile of customers willing to undergo IT enabled education. - To identify the different courses that can be offered through e-medium. - To identify the factors which the respondents would give importance while selecting a online course. - To identify the duration of the above identified courses.Babasabpatilfreepptmba.com Page 5
  6. 6. IT Enabled Education - To identify the Cost involved i.e. fee structure. Research MethodologySample For this study 200 employees of call centers from six different call centers are surveyed.The call centers surveyed are ICICI one source , Dell, America Online, 24/7 Customer, IBM andTransworks. Sampling method was non- probability method as the samples was picked as per theconvenience. Due to the time constraint the sample constituted a very small percentage of only2% of the total call center population of 1,00,000.Data collection Approach Data collection was done through both secondary and primary sources. Primary data - Information gathered from the sample respondents. - Conversation with the Head Business Development ( Mr. C. K. Dwarkanath ). Secondary Data - E-learning SitesMeasurement technique : - Questionnaire. The questionnaire contains 22 questions and is designed in a sequencial manner to fulfill the objectives. The first set is used to collect the personal profile of the respondents aBabasabpatilfreepptmba.com Page 6
  7. 7. IT Enabled Education question is asked regarding their job satisfaction and these two questions are used to get the objective ; profile of customers willing to go for E-learning. There are two questions which are designed to get the interested fields and subjects to be offered by e-learning. This covers the next objective of different courses to be offered. There is a question to get the duration of the course which satisfies the next objective of course duration. There is a question to get the cost of the course which satisfies the next objective of course fee. A 5 scale point question is used to collect the preference of the respondents while selecting an e-learning course. Finally a question regarding their internet skills and years of using computers is asked.Sampling method : Convenience sampling method is used for surveying and respondents were selected randomly.Sample size : 200 from 6 call centres,The Measures The respondents are surveyed through questionnaire that is by means of personalinterview. The respondents were explained the purpose of the survey and were helped in case ifthey had any queries. The questionnaire had questions which collected relevant information forthe study.Profile of respondents and their willingness: For getting the profile of the respondents, personal profile questions were asked likeName, Age, Address, Education qualification, Organization they work in, Income andDesignation. Age helps us to know that the average age of these employees were 22 years whichrepresents they are pretty young. Educational qualification helped to know whether they hold adiploma or a degree or a master’s degree wherein this helps to know whether the employees areworking below their capabilities. In a call centers an employee who has done his master’s degree(post graduation) earns the same salary as an employee with diploma. This job is irrespective oftheir education qualification. This education qualification graph can represent the % of employeesworking below their capabilities.Babasabpatilfreepptmba.com Page 7
  8. 8. IT Enabled EducationIncome: The average income a call center employee earns is good which represents they arefinancially good. This indirectly indicates the cost that the respondents can afford to pay for en e-learning course.Willingness to undergo IT enabled education: This was got from the questions asked whether they were satisfied with the current joband there view of a better job with an additional degree. Awareness and interest in E-learningcourses were also asked.Courses for E-learning: Area of interest was collected by providing broad fields likes IT, Management,Technical, Commerce and others. The respondents were advised to select a particular field andthen specify the subject of interest in that field if any.Duration of the Course: A straight forward or direct question was hosted to get the desired duration of an e-learning course. Four options were given like 1 month or 3 months or 6 months or 1 year.Importance for selecting e-learning course: A set of factors which they would give importance for when selecting an e-learningcourse were listed down and a five liquored scale is used to rate each factor and then all thefactors were ranked according to there preferences. Even support structures for an e-learning course were listed down and the respondentswere asked to tick the support structure they prefer.Cost:Babasabpatilfreepptmba.com Page 8
  9. 9. IT Enabled Education An open ended question is asked to determine the cost, the respondents are ready to payfor an e-learning course. Scope The scope of the project is limited to Bangalore city. And only six call centers are covered . Limitations - Sample size is very small & it represents only 2 % of the total population. - The data collected can’t be 100 % accurate because the data was collected during the respondents logout period they had very little time to fill the questionnaire . So in a hurry they may not have given their all the correct data. - The learning style of the respondents is not studied.Babasabpatilfreepptmba.com Page 9
  10. 10. IT Enabled EducationBabasabpatilfreepptmba.com Page 10
  11. 11. IT Enabled Education Concepts of E-learning Different terminologies have been used for online learning, a fact that makes it difficultto develop a generic definition. Terms that are commonly used include e-learning, Internetlearning, distributed learning, networked learning, tele-learning, virtual learning, computer-assisted learning, Web-based learning, and distance learning. All of these terms imply that thelearner is at a distance from the tutor or instructor, that the learner uses some form of technology(usually a computer) to access the learning materials, that the learner uses technology to interactwith the tutor or instructor and other learners, and that some form of support is provided tolearners E-learning is defined as “instructional content or learning experiences delivered orenabled by electronic technology.” It is also viewed as “technology-enabled learning designed toincrease workers’ knowledge and skills so that they can be more productive, find high-qualityjobs, advance in their careers The term “e-Learning” is derived from “electronic learning” and refers to technology-based learning or the “electronic” delivery of learning. It covers a wide range of distributedknowledge applications and processes, including computer-based learning, web-based learning,virtual classrooms, and digital collaboration. Thus, e-Learning includes the delivery of contentBabasabpatilfreepptmba.com Page 11
  12. 12. IT Enabled Educationvia all electronic media, including the Internet, intranets, extranets, satellite broadcast,audio/video tape, interactive TV, and CD-ROM The term “Online Learning,” although sometimes used interchangeably with e-Learning,more precisely refers to web-based learning, which constitutes just one part of the technology-based learning spectrum: learning via Internet. “Distance Learning,” on the other hand, is a broader and less precise term thatencompasses non-electronic as well as technology-based methods of distributing knowledge.Distance learning includes correspondence study such as mailing training manuals andvideotapes, “on-demand” computer-based training (CBT) using pre-recorded lessons on disketteor CD-ROM, and live point-to-multipoint delivery of instruction to geographically dispersedlocations, including teleconferencing, videoconferencing, and business television (BTV)broadcasts. Like its business counterpart, e-commerce, the meaning of the term e-Learning isevolving as the scope, application, and power of the technologies it describes develop and expandto encompass increasingly high levels of multimedia-rich content and interactivity amongpresenters and participants. The first generation of distance education, the correspondence model , was based solelyon print technology, the second, the multimedia model; was based on print , audio and videotechnologies; the third, the tele-learning model , involved the application of telecommunicationtechnologies to provide opportunities for synchronous communication; and the fourth, theflexible learning model, is based on online delivery via the internet. Even though this fourthgeneration of distances education is still gathering momentum , a fifth generation is beginning toemerge. It will use automated response system that scan the text of incoming e-mail and responseintelligently without human intervention, thereby decreasing the cost of online tuition andincreasing access learning opportunities on a global scale. Originally, interactivity was added to distance learning using standard telephones and faxmachines in classrooms. This was not effective, however, as students using telephones were noteasily identified, and the cost of keeping students on hold was often excessive. Fax machines, onBabasabpatilfreepptmba.com Page 12
  13. 13. IT Enabled Educationthe other hand, did not offer a real-time information exchange between the presenter and allaudience participants. Interactivity is now added to e-Learning by giving students at geographically remote sitesthe means to communicate verbally and/or electronically with their presenters in real-time.Interactive e-Learning variously incorporates telephony, broadcast video, computer hardware andsoftware, and multimedia content to create an interactive learning experience. E-learning tools and practices will continue to grow in importance during the comingdecade. There are many reasons why e-learning is entering the workplace. Firms view it as a newway to deliver instruction, boost worker productivity, creating better job prospects, broadentraining opportunities, reduce costs, eliminate instructors, stay competitive, improve motivationand morale, and implement strategic initiatives. Travel costs are supposedly reduced sincetraining is now locally available for off-site personnel, instructors are not held to certaingeographic boundaries, and more students can view presentations simultaneously .There are alsocost savings from fewer hours away from the workplace and lower internal training expenses. While creating opportunities for learning, online learning environments also createdemands on learners for new skills in managing their own learning. Being successful in suchlearning environments requires learners to possess the ability to organize, evaluate, and monitorthe progress of their learning. Not all learners possess these skills, and have to be taught how totake advantage of the opportunities that online learning environments afford.Features of e-Learning"Good teaching is good teaching, no matter how its done."The old adage still rings true, and e-Learning brings with it new dimensions in education. Someof the unique features of e-Learning are listed below.Features • Learning is self-paced and gives students a chance to speed up or slow down as necessary • Learning is self-directed, allowing students to choose content and tools appropriate to their differing interests, needs, and skill levelsBabasabpatilfreepptmba.com Page 13
  14. 14. IT Enabled Education • Accommodates multiple learning styles using a variety of delivery methods geared to different learners; more effective for certain learners • Designed around the learner • Geographical barriers are eliminated, opening up broader education options • 24/7 accessibility makes scheduling easy and allows a greater number of people to attend classes • On-demand access means learning can happen precisely when needed • Travel time and associated costs (parking, fuel, vehicle maintenance) are reduced or eliminated • Overall student costs are frequently less (tuition, residence, food, child care) • Potentially lower costs for companies needing training, and for the providers • Fosters greater student interaction and collaboration • Fosters greater student/instructor contact • Enhances computer and Internet skills • Draws upon hundreds of years of established pedagogical principles • Has the attention of every major university in the world, most with their own online degrees, certificates, and individual coursesBenefits of e-LearningThere are many significant advantages for the student who learns online. Here are just a few toconsider:Convenience and Portability • Courses are accessible on your schedule • Online learning does not require physical attendance • Learning is self-paced (not too slow, not too fast) • Youre unbound by time - courses are available 24/7 • Youre unbound by place - study at home, work, or on the roadBabasabpatilfreepptmba.com Page 14
  15. 15. IT Enabled Education • Read materials online or download them for reading laterCost and Selection • Choose from a wide range of courses to meet your needs • Degree, Vocational, and Certificate programs • Continuing Education • Individual courses • Wide range of prices to fit your budgetFlexibility • Online learning accommodates your preferences and needs - its student-centered • Choose instructor-led or self-study courses • Skip over material you already know and focus on topics youd like to learn • Use the tools best suited to your learning stylesHigher Retention • Online learning will draw you to topics you like and enjoy. Studies show that because of this and the variety of delivery methods used to reach different types of learners, retention is frequently better than in a traditional classroom.Greater Collaboration • Technology tools make collaboration among students much easier. Since many projects involve collaborative learning, the online environment is far easier (and often more comfortable) to work in since learners dont have to be face-to-face.Global Opportunities • The global learning community is at your fingertips with online learning. The technologies used give online instructional designers the ability to build in tools that take you to resources you may never see in a traditional classroom.Learning Styles Knowing a little bit about learning styles can help you determine if online learning is foryou. The interaction and delivery methods used in online classes are dramatically different fromtraditional classes, so understanding how you learn is a good part of the decision-making process.Babasabpatilfreepptmba.com Page 15
  16. 16. IT Enabled EducationThe knowledge can help you improve your study habits and be successful in any educationalsetting, regardless of what type of learner you are.The three predominant learning styles are visual, auditory, and tactile/kinesthetic.Broken down further, people learn by: • Reading (visual) • Listening (auditory) • Seeing (visual) • Speaking (auditory) • Doing (Tactile/Kinesthetic) The first three on the list are passive types of learning, while the last two are active types oflearning. How much we tend to remember is a function of the type of learning we prefer and ourlevel of involvement in the learning. People often learn through a combination of the waysdescribed above. To a lesser degree, environment is a factor too.The Active Learning Modes Given a good learning environment (be it online or traditional), most people tend toremember best that which they do - practicing the real thing. Next, a combination of doing andspeaking about what we learn produces a high retention rate, followed by speaking alone. Theselevels of involvement are all active learning modes.The Passive Learning Modes The passive learning modes - seeing and reading - fall just below the active learningmodes on the retention ladder. After speaking, the combination of listening and seeing producesthe next best retention results, then listening, then seeing, and then reading.How it all relates to Online Learning In an online class there is a lot of passive learning done through reading text, listening toaudio clips, and seeing graphics, but the active "speaking" mode is done very much throughwriting, email, and chatting. Online learners are often self-directed and/or working in their chosenfields, so a lot of doing happens in the way of applying their newfound knowledge to theworkplace, hobby, or home. For this reason many online learners say they learn more in onlineclasses than traditional settings, and have better retention, too.Babasabpatilfreepptmba.com Page 16
  17. 17. IT Enabled Education As you consider online learning, recognize that everyone learns differently and attempt tozero in on the particular style you use best. Maximize your online learning by choosing thecourses suited to your learning styles - and be sure to talk about and apply what you learn.The Illinois Online Network says one of the best things you can do as an online learning studentis become a true advocate of its merits through discussion. If you ". . .truly believe in its potentialto provide quality education which is equal to, if not better than the traditional face-to-faceenvironment", youll strengthen the habits you need to succeed. Assessing learning outcomes is concerned with determining whether or not learners haveacquired the desired type or level of capability, and whether they have benefited from theeducational experience (i.e., have they learned, and how their performance has changed). Ameasure of learning outcomes requires learners to complete tasks, which demonstrate that theyhave achieved the standards specified in the learning outcomes. In order to ascertain the mostrealistic and valid assessment of performance, these task(s) have to be as similar to on-the jobconditions, that is, as authentic as possible. A major purpose of assessment in education islearning improvement. When focusing on learning improvement, it is essential to bear in mindthe relationship between the objectives of a course and the measures of learning achievement.Without a clear goal, it is difficult to present the criteria for judging whether we have arrived atthe place we set out for. While some skills are easy to assess, others are quite ambiguous andtherefore, very difficult to assess and mark with an objective criterion. In this case, the only fairform of assessment is one that is very transparent, with explicitly tated criteria for all thoseinvolved. This is not only fair, but a useful instructional device as well. If teachers clearlycommunicate the basis for their assessment criteria, they will find that they also have a powerfulteaching tool. In any learning context, certain methods for determining whether learners have reached aspecified level of performance are more appropriate than others. These may include: Actualperformance, which is examining learner performance on actual on-the-site conditions orsituations.* Simulation is measuring learner performance in an artificial or controlled environment.Babasabpatilfreepptmba.com Page 17
  18. 18. IT Enabled Education* Demonstration is measuring performance while the learner is actually conducting or carryingout the task.* Oral responses comprise measuring performance via oral responses or presentations the learnergives to specific questions.* Written responses comprise assessing learner performance through written responses toquestions or test items.Types of e-Learninge-Learning is comes in many variations and often a combination of the following: • Purely online - no face-to-face meetings • Blended Learning - combination of online and face-to-face • Synchronous • Asynchronous • Instructor-led group • Self-study • Self-study with subject matter expert • Web-based • Computer-based (CD-ROM) • Video/audio tapeDelivery Methods E-Learning is done over the WORLD WIDE WEB or by CD-ROM, and some variations(distance learning) incorporate traditional media. Here are common delivery methods used in e-Learning: Print • e-text • textbooks • e-zinesBabasabpatilfreepptmba.com Page 18
  19. 19. IT Enabled Education Video • streaming video • video tape • satellite transmission • cable Audio • streaming audio • audio tape Review and Exams • electronic • interactive • paper Communication Asynchronous • email • listservs • threaded discussion, weblogs • forums Synchronous • chat • videoconferencing • teleconferencingThe delivery modes are termed in 3 phases as follows : Distance Learning: Emerged in response to the need of the learners who were unable toaccess campus-based institution because of geographical distance and/or work and personalcommitments. Open learning : While also responding to the problems of distance, is primarily focusedon meeting the needs of those who disadvantaged in terms of entry qualifications and, therefore,Babasabpatilfreepptmba.com Page 19
  20. 20. IT Enabled Educationneed to be served through “ second chance “ enrolment policies and alternative programs anddelivery models. Flexible learning: is less about distance or disadvantage than about providing “more”education to “more” students (anywhere, anytime) at less cost. Flexible delivery modes usingCD-ROMS and the internet are being used as much as solutions to on-campus problems as theyare to off-campus access.Levels of E-learning E-learning falls into four categories, from the very basic to the very advanced. Thecategories are:Knowledge databases -- While not necessarily seen as actual training, these databases are themost basic form of e-learning. Youve probably seen knowledge databases on software sitesoffering indexed explanations and guidance for software questions, along with step-by-stepinstructions for performing specific tasks. These are usually moderately interactive, meaning thatyou can either type in a key word or phrase to search the database, or make a selection from analphabetical list. • Online support - Online support is also a form of e-learning and functions in a similar manner to knowledge databases. Online support comes in the form of forums, chat rooms, online bulletin boards, e-mail, or live instant-messaging support. Slightly more interactive than knowledge databases, online support offers the opportunity for more specific questions and answers, as well as more immediate answers. • Asynchronous training - This is e-learning in the more traditional sense of the word. It involves self-paced learning, either CD-ROM-based, Network-based, Intranet-based or Internet-based. It may include access to instructors through online bulletin boards, online discussion groups and e-mail. Or, it may be totally self-contained with links to reference materials in place of a live instructor. • Synchronous training - Synchronous training is done in real-time with a live instructor facilitating the training. Everyone logs in at a set time and can communicate directly with the instructor and with each other. You can raise your cyber hand and even view the cyber whiteboard. It lasts for a set amount of time -- from a single session to several weeks, months or even years. This type of training usually takes place via Internet WebBabasabpatilfreepptmba.com Page 20
  21. 21. IT Enabled Education sites, audio- or video-conferencing, Internet telephony, or even two-way live broadcasts to students in a classroom.Driving forces There are many identifiable drivers E learning, and these may be classified as technicalinnovation, organizational and business developments, and the needs and demands of theindividual learner. Often it is a combination of these three components that brings about change.Although the rate of development in each of the areas differs, they are clearly not mutuallyexclusive, and developments are invariably led by the advent of new technologies. Thecapabilities of hardware and the technical infrastructure to support it move ahead rapidly andoften lead to development in other areas. For example, technologies such as wireless access tohigh bandwidth and web enabled mobile phones are released to a market and initially adopted byenthusiasts. Business then experiments with possible viable models for the efficient use of thetechnologies and methods for integrating them into organizational practices and culture. Finally,as end users become accustomed to the technology and the demographic profile shifts, they willmore readily recognize its benefit and the technology becomes a part of their lives, and the cycleis complete. A similar cycle exists within educational technologies. Educational applications leverageoff base technologies and tend to lag significantly behind in their maturity cycles, not leastbecause of the complexity of integrating them into organizational practices and culture, and ingaining broad acceptance from their users. For an educational technology to be mature, it must befirstly a stable technology, secondly it must be integrated into the business and provide a ReturnOn Investment (ROI), and thirdly it must conform to workflow and practices of its core users,namely teachers and learners. They are the ultimate consumers of e-learning, In terms of the broader uses of IT, organizations are well on the way in harnessingdevelopments to more effectively meet organisational goals. Businesses are realizing efficienciesthrough the introduction of integrated knowledge management systems to handle businessprocesses. At present, e-learning is still an add-on to the business’ fundamental usage of IT; inmany instances e-learning has not yet become an integrated part of the knowledge managementBabasabpatilfreepptmba.com Page 21
  22. 22. IT Enabled Educationand HR functions of businesses. The knowledge economy places a premium on innovation,customization, new business models, and new ways of organizing work. In order to succeed andsurvive in this new environment, individuals and organizations must continually acquire newskills and new ways of managing knowledge and information As technology drives many of therevolutionary changes that are occurring in the work world, it also holds the potential of helpingpeople and organizations keep pace with change. In other words, there is a range of complexincentives for business to invest in e-learning beyond the immediate desire to create efficienciesin training. E-learning is efficient because it shortens the time required to update workers on newproducts, methods, and processes. Proponents of e-learning suggest that it provides real-timelearning of critical or just-in-time knowledge. With state-of-the-art e-learning managementsystems, training costs can be traced to individual learners and costs can then be measured againstresults. Advocates believe that online training is better, faster, and cheaper than conventionaltraining. E-learning is becoming an integral part of organisational training. E-learning may bedelivered via numerous electronic media, including the Internet, intranets, extranets, satellitebroadcast, audio/videotape, interactive television, and CD-ROM. Learner needs are also driving forces in e-learning. In todays new economy characterizedby industrial change, globalization, increased intensive competition, knowledge sharing andtransfer, and information technology revolution, traditional classroom education or training doesnot always satisfy all the needs of the new world of lifelong learning. Learner-centre learning is replacing instructor centered learning. Such learning isinitiated in homes offices, shops and factories as well as classrooms. E-learning provides peoplewith a flexible and personalized way to learn. It offers learning-on-demand opportunities andreduces learning cost. At its best, e-learning is individual, customized learning that allows learners to choose and review material at their own pace. At its worst, it can disempowerand demotivate learners by leaving them lost and unsupported in an immensely confusingelectronic realm.Babasabpatilfreepptmba.com Page 22
  23. 23. IT Enabled Education Technology has been a strong catalyst for educational innovation and improvement,especially when the World Wide Web is involved. Drivers for e-learning continue to be a mixtureof the advent of new technologies; the expectations of users growing up with new technologiesand increasingly using them for productivity; the quest for efficiencies in the delivery of training;organisational initiatives to maintain currency with developments in technology; and policyinitiatives. Best practices that enhance the business ROI for e-learning by improving itseffectiveness will gradually overtake the passion for new technology for its own sake.E-learning appears to be growing out of these directions: 1. From within educational institutions, which have offered open and distance learningprograms either in a single, dual, or mixed mode. These institutions generally have a great deal ofexpertise and infrastructure to support learning and teaching in the distance mode. For them, theintegration of information and communications technologies in their educational programs is anatural progression as access to these technologies improves. 2. From conventional educational institutions that have never been involved in open anddistance learning. These institutions are applying information and communications technologiesto support and enrich their campus-based face-to-face learning and teaching experiences. Theirgoal, in most cases, is to increase flexibility and efficiency in the belief that doing so will enablethem to tap into niche markets and student populations, which were previously out of their reach. 3. From the corporate sector, many of which are favoring e-learning over residentialworkshop-based approaches to staff training and development. The corporate world isincreasingly finding e-learning to be an attractive model as it searches for flexible and "just-in-time" learning opportunities.Forces driving the growth and development of e-learning seem to include:1. The increasing accessibility as well as the decreasing costs of information and communications technologies.2. The need for flexible access to learning opportunities from distributed venues such as the home, workplace, community center, and the conventional educational institution.3. The demand from isolated and independent learners for more equitable access to educational opportunities and services.4. The need, among educational institutions, to be seen to be "keeping up with the times" in orderBabasabpatilfreepptmba.com Page 23
  24. 24. IT Enabled Education to attract the attention of parents, students and other funding donors.5. The belief and the expectation that online learning will reduce costs and increase productivity and institutional efficiency. The number of e-learning programs is growing, and many more institutions plan toestablish such programs. Surveys reveal that major challenges confronting organizations in thisregard include; a) Getting teachers to integrate technology into their teaching. b) Resource implications of adequate user support. c) Poor financial planning for information and communications technology applications. An increasing number of organizations are, into their teaching and learning activities.Students and faculty alike are spending an increasing amount of their study time on the Internet.Across all sectors of higher education, a growing number of institutions are using the WWW toprovide students access to admission forms, financial aid applications, course catalogs, and otherrelated material. The right kind of system is highly necessary to support E learning .So the attributes of agood conferencing system there is no single perfect solution for all people and for all purposes.Nevertheless, a few generalizations about what seems to work well in computer mediatedconferencing can be made. Several of these are briefly reviewed in the following.Separate conferences for broad subject areas This is a nearly universal feature. Whether the discussion areas are called conferences,forums, or newsgroups, they provide a basic level of organization. Besides enabling a focus ondifferent subjects, different conferences allow you to establish small discrete communities whoare enthusiastic about particular subjects. These communities grow to cement their interests andrelationships after communicating online for some time.Threaded discussions within conferences Most conferencing software applications enable posting of messages in response to othermessages such that a line of reactions can be traced to the original comment. This is calledBabasabpatilfreepptmba.com Page 24
  25. 25. IT Enabled Educationthreading and it takes the form of a tree structure, in which the topic is the starting point for abranching of responses that follow. Most conferencing systems offer this capability for up tothree or four responses to an original thought. Threads can get lost after that which is one of thereasons why it is very important to impress upon participants to keep their comments focused onthe topic.Informative topic listA good moderator is able to guide a discussion online with astute use of topics and leadingquestions. A conference participant should be able to easily see the list of the topics in aconference and the questions or issues that need a response. At the minimum, the list of topics ina conference should show each topics title and some indication of the amount of activity in thetopic: the number of responses, date of the last response, or both. The topics should be able to besorted both by topic start dates and by last response dates. Participants should always be able togo back to the beginning of a topic and follow it all the way through to the most recent responses.In a newsgroup type conference, moderators may decide to occasionally delete obsolete materialto avoid clutter, especially after certain topics have fallen into disuse.Support for both frequent readers and casual browsers A computer conference should support both, frequent reading and casual browsing.Those who wish to browse should be able to choose a conference manually and scroll through thelist of topics, dipping in here and there, moving backward or forward sequentially through topics,returning repeatedly to the topic list. A frequent reader, on the other hand, should be able to cycleautomatically through a customized list of conferences, skipping topic lists entirely and gettingimmediately to the new, unread messages. Moreover, readers should be able to search messagesby date, author, or keyword. Frequent readers should also have tools for controlling what theysee; for example, a way to forget topics so that any subsequent responses on past topics areskipped automatically. I have not seen many conferencing systems that afford that kind ofcapability.Access controlBabasabpatilfreepptmba.com Page 25
  26. 26. IT Enabled Education Both public and private conferences are useful in different situations. A conference hostor moderator should have flexible control over who can access the conference and what level ofaccess each participant has. For example, it should be possible to give some participants read andwrite permission, and others read only access. The host of a conference should have good toolsfor managing a conference discussion, for the purposes of weeding out obsolete topics, archivingthose that are worth saving but no longer active, and moving a divergent thread of a topic to anew topic of its own.FormingThe first task in the moderation of an e-learning environment comprises orientation ofparticipants for conferencing. This can be achieved either synchronously or asynchronously. Atthis early stage, several skills are necessary for the formation of the group. It is more than likelythat your students will not know each other. It will be important to provide them with anopportunity to introduce themselves to others in the group. This will comprise explaining theiracademic and other interests but more particularly their specific interest in the subject. Somestudents will be familiar with the e-learning technology and with computer mediatedcommunications and its conventions. Others will not be as familiar with the technology and itsconventions. Some students are in fact irritated by many of the conventions of this mode ofcommunications. It may be useful for the group to agree on some common ground rules forcommunicating online. At this early stage the development of respect, tolerance and trust amongthe group is very important. The moderator can set the tone of the communication, and try tomodel those sorts of behaviors for the group to emulate. These would include things like, howmuch to write in each message, how frequently, and the tone of the language that might beappropriate. Some agreement at this stage on the etiquettes of communicating on the net (knownas “netiquette”) would be appropriate.Functioning This comprises ensuring that the group is on track for completing the assigned tasks.Foremost, it will include making clear the goals and objectives of the computer mediatedcommunication. In addition to this, providing some structure and direction for the ensuingBabasabpatilfreepptmba.com Page 26
  27. 27. IT Enabled Educationdiscussions will lead to a coherent conversation on the assigned topic. Participants should beencouraged to contribute responsibly, and equitably to ensure that everyone is contributing theirfair share to the discussions Participants should also be encouraged to share their ideas andopinions with group members in good faith. They ought to feel free to ask questions, and seek theopinions and support of others in the group members.Formulating skills By this stage, participants are ready to use cognitive skills to build a deeper levelunderstanding of the learning tasks. These will include: At regular points, summarizing the ideasand thread of the discussion. Asking students to assist and check each others understanding ofcomplex ideas. Linking theory with practice and elaborate current material with previouslylearned material.Fermenting This is starting to happen when participants are engaging more readily in debate anddiscussion about the central issues, challenging each others ideas, meanings, reasoning andconcepts. Any controversies need to be handled carefully by the moderator, and students shouldbe taught the skills to manage debates. Criticizing ideas without criticizing people is an importantbut difficult skill to learn. It is important to challenge the ideas of others but it is essential thatstudents learn not to alienate other group members in this process. For example, ideas can bechallenged in subtle ways by asking questions, by suggesting alternatives, by asking for thereasoning and justification of arguments. A critical cognitive skill is being able to differentiatethe ideas and reasoning of group members. Students could be encouraged to find out how thethinking and reasoning of group members differ and how the different ideas about issues couldbe integrated into a smaller set of propositions on the subject. At the end of this process, themoderator must bring the discussion to some sort of a close.Issues for developing E learning courses Contemporary e-learning environments are characterized by a growing use ofasynchronous online collaborative learning activities, online assessment, and interactive coursematerials. Online educators are realizing that sound online learning requires careful planning.Some of the strategies used as part of this include breaking large numbers of students into smallerBabasabpatilfreepptmba.com Page 27
  28. 28. IT Enabled Educationgroups, providing them direction and specific tasks, such as searching for answers to specificquestions in readings or Web-based resources, and setting timelines for discussion. They are veryaware that an open, unguided asynchronous online discussion can be ineffective. Suchdiscussions have been abandoned for serious teaching purposes, although they continue toflourish in social and professional settings. E-learning environments continue to make greater use of collaborative learning activitiesto support small group work. In many cases, a learning management system acts as the platformwithin which these activities are supported using course-specific materials and the resources ofthe Web itself. Students are often asked to work together in groups. Peer commenting on workthat normally would have been seen only by the teachers, is an area of group activity that is wellsupported by contemporary learning management systems. Students can submit their work to anarea in these systems so that other students on the course can read and comment on it. Naturally,this kind of practice makes student work more visible and open to critique just as the onlinelearning and teaching environment breaks down the barriers to the lecture room walls and makesthe teacher and the teaching more visible and open to critique. Some of the operational and administrative issues that are central to developing andimplementing a successful e-learning course include: Adopting successful cost-effective learning management systems that are scalable, andhopefully customizable in order to cope with large numbers of students, and serve the needs of awide variety of approaches to teaching and learning. Setting up administrative systems to handle a rolling intake, which is appealing to learners andadministrators because it can support just-in-time learning. Adopting learning and teaching designs that maximize the input of the teachers and tutors, anddo not leave students floundering in an open and flexible learning space.  Offering incentives to students for participating in online learning more actively andsupporting them in taking responsibility for their own learning. Breaking down the distinctions between teacher and taught as computer conferencingenables students to take on a tutorial role as they learn how to learn from each other.Babasabpatilfreepptmba.com Page 28
  29. 29. IT Enabled Education E-learning environments, with their wide range of resources, separate conferences forgroup interaction, experts to contact, and places for small group work forms the backdrop againstwhich an online learning community comes together. These learning communities are not verydifferent from those that exist in conventional educational settings. They are, however, differentin the way they emerge, and nurture themselves. Many of these learning environments are theresult of a team effort, which brings together a wide range of expertise including subject matterexperts, web developers, graphic artists, and systems engineers to produce one or more courses.Not always the most successful approach, the team approach has been widely used especially bydistance education institutions. There are less collaborative approaches as well, in which a singlesubject matter expert might be able to do everything. The choice of a particular approach to the development of an e-learning course is basedon several fact ors including the academic tradition and resources available to the organization.Institutions that are dedicated to the provision of online and distance education have tended toadopt a more collaborative course team approach, while conventional campus-based educationalproviders have tended to adopt a lesser collaborative approach. The development of an e-learningcourse comprises a new experience for many. It calls for new skills and some de-skilling as well(i.e. shedding off of old habits). Old habits die hard, and when faced with circumstances thatrender some of ones previous experience “irrelevant” there is quite a lot of uneasiness, loss ofconfidence, disillusionment, hostility, and at times withdrawal from the activity altogether.Shaping the future Forces that are aligning to shape the future for e-learning may be categorized astechnical, teaching and development practices or organisational initiatives. Dramatic changes inhardware and software and the continued mainstreaming of technologies into our lives through e-commerce and entertainment are providing a powerful and unstoppable force for the growth of e-learning. A new generation of learners is growing up with technology and will increasinglyexpect it to be deployed in undertaking training. Organizations, including schools, are developingbetter IT infrastructure and systems for efficient business and will be seeking to leverage offthose efficiencies for the delivery of training. Businesses are seeking more skilled and flexibleworkers who can ‘hit the ground running’ and already possess some of those attributes thoughtBabasabpatilfreepptmba.com Page 29
  30. 30. IT Enabled Education once only achieved through experience. The only certainty is change, and the only way toeffectively accommodate change is through having sound processes. These are processes foridentifying the needs of the learner, for designing experiences that efficiently meet learningobjectives, for choosing appropriate technologies and creating motivating learning designs, andfor measuring learning outcomes.E-LEARNING terminologiesAction learningThis is learning that is derived from doing, and reflecting in and on that activity.Approaches to learningRefers to how one goes about the process of engaging in a learning task or activity, such as in aserial or linear versus a holistic manner.Appropriate learning technologiesThese are technologies that have been carefully selected in light of the nature of the subjectmatter and skill that is being taught, the learning context, the nature of the learners, and therelative costs of comparable technologies.AssessmentThis is the measurement of the achievement of learning outcomes by students.Assessment tasksThese are activities that learners complete in order to demonstrate their knowledge andcompetencies.Assessment toolsThese are instruments such as examinations, quizzes and IQ tests, which are designed to assessparticular student competencies.Asynchronous communicationThis refers to all forms of verbal and non-verbal exchanges between and among participants incontiguous and non- contiguous settings, who are separated temporally from one another.Authentic assessmentThis refers to assessment that closely reflects reality and situations that the learner is most likelyto encounter in professional practice.Babasabpatilfreepptmba.com Page 30
  31. 31. IT Enabled EducationAuthentic learning environmentsThese are learning and teaching arrangements that reflect reality and situations that the learner ismost likely to encounter in professional practice.Authentic learning tasksThese are educational activities that closely mirror activities that learners are likely to encounterin real-life.Automated feedbackThis refers to feedback that is provided to all learners in some standard format. This kind offeedback is normally prepared in advance and stored such that the learner is able to receive italmost immediately.CognitionThis refers to the capability of the learner to understand and derive meaning from any stimulussuch as reading, viewing, observing, or doing something.Cognitive apprenticeshipThis refers to a model of training and education in which learning and understanding is derivedfrom being immersed in relevant cognitive tasks.Cognitive flexibility theoryLargely the work of Rand Spiro, Paul Feltovich, and Richard Coulson, cognitive flexibility theoryis an attempt by these authors to reflect the interconnectedness of subject matter especially that inill-structured domains, and its implications for learning and teaching.Cognitive skillsThese refer to our mental capabilities and our abilities to perform tasks that draw upon memoryand thought.Cognitive skills developmentThis refers to the empowerment of our mental capabilities, our memory, and our ability forrational thought.CollaborationRefers to the act of working or doing something together, towards the accomplishment ofcommon or divergent goals.Collaborative inquiryBabasabpatilfreepptmba.com Page 31
  32. 32. IT Enabled EducationThis refers to group-based efforts in the pursuit of information or new knowledge.Collaborative learningThis refers to group-based learning activities that are usually focused on the accomplishment ofcommon learning goals.Computer-supported collaborative learningThis refers to all collaborative learning activities that are supported and managed via computers.Collaborative learning toolsThese are learning aides, instruments, and strategies that are designed to optimize engagement ingroup-based learning activities.CommunicationThis refers to the act of passing information from one source to another.Computer mediated communicationThis refers to all electronically supported communication between individuals or among groups.Computer conferenceThis is an electronic environment that is able to simultaneously host a number of large and smallgroup activities and discussions.Communities of practiceThese refer to groups of people who are identifiable by their common interests, profession, orwork.Computer-based assessmentThis refers to the assessment of learning achievement that is managed via a computer.Computer-based learningThis refers to learning activities that are managed via a computer.Computer-mediated learningThis refers to all learning activity that is delivered and supported via a computer.Constructivist learning activitiesThese are activities that situate learning in authentic learning tasks, and which enable learners toderive understanding by being immersed in these tasks.CoursewareBabasabpatilfreepptmba.com Page 32
  33. 33. IT Enabled EducationThis refers to all “wares”, i.e., educational resources that are directed at or associated withlearning and teaching in a subject or course.Courseware design and developmentThis refers to the planning and production of all educational resources that are directed at orassociated with learning and teaching in a subject or course.Distance learningThis refers to all organized learning activities under the influence of an educational organizationthat are carried out by learners who are separated in time and space from their educationalorganization.Distributed learningThis refers to all organized learning activities under the influence of an educational organizationthat are carried out by learners in a number of educational locations, and who may be separated intime and space from theireducational organization.Distributed problem-based learningThis refers to problem-based learning activities carried out by learners in educational settingswhere they are separated in time and space from their educational organization.E-mailing listsCommonly known as “mailing lists”, these are text-based electronic communication channels thatsupport group-based discussion.Educational designThis refers to the planning of all educational activities that are associated with the pursuit ofparticular intended educational outcomes.E-learningThis refers to all organized learning activities under the influence of an educational organizationthat are carried out with the help of information and communications technologies.Educational objectivesThese are statement of outcomes of planned educational projects or programs.Educational systems designThis refers to the planning of educational projects and programs that are associated with thepursuit of particular educational outcomes.EvaluationBabasabpatilfreepptmba.com Page 33
  34. 34. IT Enabled EducationThis refers to the systematic acquisition of information and feedback on the use, worth andimpact of some object, program or process in relation to its intended outcomes.Experiential learningThis refers to all organized learning activities that are grounded in the experience of learners orthe organization.FeedbackThis refers to information that is gathered or received on the impacts of some object, program, orprocess.Flexible learningThis refers to learning arrangements that allow learners access to learning opportunities andresources at a time, place and pace that is convenient to them.Formative assessmentThis refers to the measurement of learning achievement during the educational process in orderto monitor the progress of students through the process.Formative evaluationThis refers to the measurement, during the implementation process, of the use, worth and impactsof some object, program, or process in relation to its intended outcomes in order to monitor itsprogress.Information and communications technology (ICT)These refer to computer and telephonic technologies, usually working in an integrated mode.Information commonsThese are learning arrangements in educational settings where space and resources are madeavailable to learners in a flexible and user-friendly manner.Information designThis refers to the arrangement and presentation of information in a user-friendly and pleasantmanner.Information literacyThis refers to ones awareness of relevant information and resources, their ability to know whereto locate it, and know how to use it efficiently and effectively.Instructional designBabasabpatilfreepptmba.com Page 34
  35. 35. IT Enabled EducationThis refers to the planning of learning and teaching activities that are associated with the pursuitof particular intended learning outcomes.Instructional systems designThis refers to a widely recognized and iterative process, which incorporates the analysis, design,development, and valuation of any educational or training activity.InteractivityThis refers to all forms of transactions between and among learners, as well as the learners andthe learning resources.Interactive multimediaThis refers to computer-based software that suitably integrates audio-video, text, and animation toengage and motivate its users.LearningThis refers to the acts of deriving meaning from some object or process, following which there isa demonstrable change in the learners cognition and behavior.Learning by designing This refers to the utilization of the act of designing some object or process as an anchor forsituating and engendering learningLearning communitiesThese are groups that develop because of shared concerns and interests, and which thrive on thepursuit of these shared goals.Learning Content Management System (LCMS)This is an electronic environment that serves as a content repository, which stores, manages, andmaintains the learning content. The purpose of a LCMS is to manage the students learningcontent and often times the development of that content. The LCMS separates the content fromits delivery and look, and feel.Learning designsThese are plans and models for approaching the acts of learning in uniquely different ways.Learning journalThis is a record of ones learning. It reflects significant changes in the views and perceptions ofthe journal keeper about the subject matter and the learning experience.Learning Management System (LMS)Babasabpatilfreepptmba.com Page 35
  36. 36. IT Enabled EducationThis refers to an electronic environment, which serves as a front-end portal that interacts with thestudent to register and manage all learning interventions. The purpose of a LMS is to manage thestudents learning transcript and support services.Learning objectBroadly defined, this refers to any discrete resource (such as a book, subject or a course) that canbe put to educational use. More specifically and more commonly, however, a learning object is anelectronic resource with educational potential that can be stored, catalogued, searched, andreused.Learning Resource Catalogue (LRC)This is a database of learning resources catalogued according to meta-tags.Learning portfoliosThese are files or folders, which contain students work, including evidence of their learning.MultimediaThis refers to computer-based software that suitably integrates audio-video, text, and animationinto a single product.Multimedia design and developmentThis refers to the planning and production of computer-based software that suitably integratesaudio-video, text, and animation into a single product.Online assessmentThis refers to measurement of learning achievement that is conducted in an electronic networkedenvironment, such as an intranet or the Internet.Online collaborationThis refers to collaborative activities that are carried out over an electronic networkedenvironment, such as an intranet or the Internet.Online learningThis refers to all learning activities that are carried out over an electronic networked environment,such as an intranet or the Internet.Online pedagogyThis refers to unique approaches to learning and teaching that are particularly suitable for anelectronic networked earning environment, such as an intranet or the Internet.Online socializationBabasabpatilfreepptmba.com Page 36
  37. 37. IT Enabled EducationThis refers to all forms of communication in an electronic networked environment, such as anintranet or the Internet that leads to cohesion and community building in a group.Open learningThis refers to all organized learning activities under the influence of an educational organizationthat are accessible to learners in many ways such as the time, pace and place of study.PedagogyThis is the science of teaching.Peer feedbackThis refers to all forms of responses and reactions, on a group members work, from fellowmembers of the group.Problem solvingThis is the process of identifying the causes of a problem and seeking for solutions to thatproblem.Problem-based learningThis refers to an approach to learning in which a problem situation serves as the focus and anchorof all learning activities.Professional practiceThis refers to ones engagement in all activities that are consistent and congruent with a particularprofession.Project-based learningThis refers to an approach to learning in which a project serves as the focus and anchor of alllearning activities.Role-playThis refers to the enactment of particular roles, usually in a contrived situation, for the purposesof learning and teaching, and entertainment.Scaffolding learningThis refers to supporting students in their learning, and gradually withdrawing that support asthey become more adept and proficient at learning.Self-assessmentBabasabpatilfreepptmba.com Page 37
  38. 38. IT Enabled EducationThis refers to attempts at ascertaining learning achievement by oneself, usually with the help ofautomated marking schemes and feedback.Simulation & modelingThis refers to the articulation of real-life scenarios, processes, and objects with artificial forms,representations and models of the same.Situated learningThis refers to learning wherein the situation serves as the focus and anchor of all learningactivities.Social presenceThis refers to evidence of being and existence in communal or group-based settings. In thecontext of electronic conferencing environments, for instance, social presence refers to thevisibility of participants with the use of emoticons and other textual means.SocializationThis refers to the process of community building among groups.Student supportThis refers to all forms of assistance that is provided to students to support their learning.Student-centered learningThis refers to all educational activities, which considers the students, their needs, andcircumstances at the center of the process.Summative assessmentThis refers to the measurement of learning achievement at the end of the educational process asan indicator of students final achievement in the course or program.Summative evaluationThis refers to the measurement, at the end of the implementation process, of the use, worth andimpacts of some object, program, or process in relation to its intended outcomes, in order toascertain its total impacts.Synchronous communicationThis refers to all forms of simultaneous verbal and non-verbal exchanges between and amongparticipants in both contiguous and noncontiguous settings.Technology enhanced learningBabasabpatilfreepptmba.com Page 38
  39. 39. IT Enabled EducationThis refers to all learning activities that are in some way empowered by the use of any form ofelectronic media such as audio-video and various combinations of information andcommunications technology.Tele-mentorsThese are academic advisors, and other student support staff who are temporally and spatiallyseparated from those they advise.Virtual learningThis refers to all learning activities that occur in non-contiguous educational settings where thelearners and their teachers are separated temporally and spatially.Virtual worldsThese are artificial environments that are designed to reflect real-life situations.Web-based learningThis refers to all learning activities that are managed on the World Wide Web.Web-based role-play simulation.This refers to role-play activities that are carried out on the World Wide Web .Babasabpatilfreepptmba.com Page 39
  40. 40. IT Enabled Education Company ProfileAbout Learnet “ONLY THE LEARNERS SURVIVE AND NOT THE LEARNED”Learning never stops. Because the need to know can never be static. Precisely why, at the LearnetWorkout Station, there are always new things to discover and fresh ways to evolve. Put anotherway, Learnet India Limited epitomises the best in the business of e-learning and technology-based training solutions. Across a spectrum of learning segments, from corporate training toschool education.Corporate profileBabasabpatilfreepptmba.com Page 40
  41. 41. IT Enabled Education At Learnet, the key to success lies in their ability to cater to evolving customer needs.The company’s competency lies both in creating content and developing innovative e-learningsolutions and products. They are one of the worlds leading e-solution providers, committed toproviding their customers enhanced business performance through the strategic application oftheir e-learning products and solutions, tailor-made to individualised learning requirements. With development processes of international standards and an ISO 9001:2000certification, Learnet is one of the worlds most predominant players in the field of custom e-learning solutions. The company’s strong e-learning orientation enables them to deliver knowledge in themost efficient, interactive and engaging way to meet the needs of both, the learner and theenterprise. Learnet India Limited is part of the US$ 1 Billion IL&FS Limited, one of the largestinfrastructure companies in India, with equity participation from International FinanceCorporation (Washington), Orix Corporation (Japan), Govt. of Singapore, Unit Trust of India(UTI), Housing Development Finance Corporation (HDFC), Central Bank of India, State Bank ofIndia (SBI), Investment Corporation & Commercials de France.People Enthusiasm, versatility, eagerness, and dedication - hallmarks of the Learnet team. Ateam that strives to make the unfamiliar familiar, and to transform the mundane into somethingmagical. The Learnet team, are a contingent of formidable minds, some that prefer to remain in theclouds and be called by a convenient euphemism, Creative; for whom Flash and Shockwave arereason enough to exist. And then there are those of them that thrive on number crunching,analysing systems and creating software. Someone for practical purposes chose to demarcatethem into two separate divisions, Content and Software Technology. Eventually, no matter whattheir labels, they are a family of over 200. Who said anything about the great Indian familytradition dyingout?Babasabpatilfreepptmba.com Page 41
  42. 42. IT Enabled Education Belonging to the Content side of the family are the Executive Producers, InstructionalDesigners, Visual Designers, Graphic Designers, Media Experts, Content Experts, Writers andAdministrators. The more staid and sober branch of the family tree, the Software Technologyteam, consists of Project Managers, Systems Analysts, Software Engineers and NetworkingExperts. Both divisions have separate dedicated Quality Assurance teams. No matter what the task, their impeccable pedigree assures every client quality softwaresolutions for a diverse set of needs. Every job is treated with utter professionalism and laced withtheir special brand of expertise and self-pride. Professional dedication and tremendous self-motivation drive each one of them to keep abreast of the latest developments and innovations intheir respective fields.Empowering technology "In the present global technology marketplace, the factor that separates themen from the boys is the ability to construe domain knowledge along with technicalcompetence." At Learnet India Limited, this philosophy has been in practice all along.Excellent infrastructure combined with outstanding complementary services has madethem leaders in the learning management products and services arena. Today Learnet operates a high speed LAN running on MS Windows NT highavailability RAID 5 server. Its two development centers are connected on a 128 KBPSVPN through ISDN. The nodes are typically Pentium III with dedicated 512 KBPS Internetconnectivity on a Cisco 2610 router. Their enterprise messaging runs on an IBM Lotus domino server version 5.0.6, on a highavailability server. Learnets LAN rests secure behind a Gauntlet firewall. Their dedicatedSystems Administrator manages to keep their servers downtime to 0.40%. Their library, stackedwith the latest in technical periodicals and books, helps them keep abreast of the latestdevelopments in the field of technology. Learnet is a Technical Affiliate of NCST that providesthem with an ocean of technical resources. Their Developers use tools varying from MicrosoftBabasabpatilfreepptmba.com Page 42
  43. 43. IT Enabled EducationVisual Studio to Forte for Java, for technical architectures ranging from two, three to n-tiermodels. They have developed skills ranging from VB, VC++, ASP, COM, MTS, and COM+ toJava, JSP, Servlets, Java Beans and EJB. Their animators are well versed with tools such as 3DStudio Max, Maya, Director and Flash. Their graphic designers realize their visualizations withPhotoshop.Vision & Mission As a company they believe that in the new connected world, knowledge and informationare disseminated instantly and effectively across geographic and demographic segments. Theydefine themselves as a Learning Technology Organisation and their core strengths lie in being anApplications Solution and Service Provider (ASSP), in the e-learning sector.They strive to: - Use technology to revolutionize the learning process. - Create engaging teaching-learning products that delight the end use. - Impart personalized training designed for higher retention and less intimidation.- Bring learning to people instead of people to learning.- Make learning accessible anytime, anywhere and to anyone.- Improve collaboration and interactivity and nurture specialist online communities.Products & Services Their learning-training products and services cover a wide digital array. These compriseinnovative software, multimedia and web-enabled solutions that deliver customized content. Youchoose the level of complexity you want. Simple skipping runs? Light weight workouts? Heavyroutines? Enter. Work out. Exit.Enterprise productBabasabpatilfreepptmba.com Page 43
  44. 44. IT Enabled Education Their range of sophisticated products also includes Content Authoring Tools that not onlyhasten the development of multimedia projects, but can also be utilized by novice users to createinteractive content  e- LMS  AOL  Athena  OPMS  Library management system  School trackTechnology based product From robust guided information delivery tools to learning management systems theirexperts have created customized, niche products to help you optimally utilize your managementsystems.  Power Tools  Content Authoring ToolProfessional services They, at Learnet, offer various professional services to corporate clients. These includeconversions of legacy courseware to interactive formats. Apart from this, they also reengineersoftware to run on different platforms. Hosting and Consulting - Learnet India has set up a state-of-the-art Internet Data Centre, which is equipped with extremely reliable, scalable, and high-availability servers and infrastructure, in Bangalore.As part of the hosting services companies are provided with:  Technical architecture consulting.  Application design, development, customization.  Hardware, OS, database installation and customization.  Hosting and database fine tuning for performance management.  24 x 7 system administration for web security, anti virus, backups, disaster  Recovery, and uptime monitoring.Babasabpatilfreepptmba.com Page 44
  45. 45. IT Enabled Education  Helpdesk and tech support.So far their hub has provided hosting services to:  Schoolnet Indias portal, www.schoolnetindia.com  The portal set up by Health & Wellness Foundation, www.hnwindia.com  IVC  Orix BBS  Orix India  ACC Limited  www.nalandainstitute.orgArchitecture Their e-Com hub is equipped with RISC and CISC based architecture with built in redundancy for high availability.Network High Availability To facilitate high availability of the network, routers, switches and firewall with fail over option have been set up in the hub.RISC Architecture The RISC architecture contains IBM SP6000 nodes with a single processor (scalable up to 4 processors), and 1 GB RAM (can be upgraded up to 16 GB). All SP Nodes have dual SMPS, redundant Ethernet cards and mirrored internal hard disk. Data is stored in an external storage array, which has RAID-5 and can store data up to 7 TB (existing usage is less than .5 TB). Node 1 has a high availability with Node 3, a dedicated Node to take over all the applications if Node 1 fails. All the Nodes are effectively backed up using Tivoli Storage Manager and Tape Library. This architecture is robust and capable of handling TB of data with numerous concurrent users. RISC based systems run on an IBM AIX operating system and DB2 database.CISC ArchitectureBabasabpatilfreepptmba.com Page 45
  46. 46. IT Enabled Education IBM Netfinity 7100, 5600 and 5100 series servers all form a part of the CISC architecture. All the servers have duel SMPS and redundant Network cards. The Netfinity 7100 server has a single Xeon processor (scalable up to 4) having 2 GB RAM (scalable to 16GB), and 9x3 GB HDD on RAID-5 (scalable upto 734GB). Netfinity 5600 servers have single PIII processors (scalable up to 2), 1 GB RAM (Upgradeable up to 4 GB). CISC based systems run on Microsoft technology and Oracle 8i Database. Legacy Conversion- They can help repurpose or convert existing material for deployment as an interactive online/ and offline course. Some of the clients, for whom they have undertaken legacy conversion projects, are listed below:  Lal Bahadur Shastri National Academy for Administration  ICICI Prudential  Carrier  Schoolnet  Mahindra Holidays Resorts India Ltd. Reengineering - As part of their reengineering services, they offer complete conversion management services that include:  Data/Content conversion  Database redesign  System migration and maintenance  User Interface redesign Knowledge management In todays Information Age, when intellectual capital and human resources are the most critical assets of many organizations, leading companies are developing practices and strategies for managing knowledge and information. Executives and management teams are discovering that companies that reward collaboration and information sharing areBabasabpatilfreepptmba.com Page 46
  47. 47. IT Enabled Education outperforming companies that discourage these practices due to their corporate culture or the technologies they use. Knowledge workers are faced with escalating amounts of information and increasing demands for their expertise. Consequently, they are looking constantly for the information they need to assess the changes that are shaping the marketplace. For years, professionals have promised executives access to a wealth of information from many sources, but they have delivered more data than workers can assimilate. With this onslaught of information, the need is for better tools to filter the information and customize it to meet their needs. Inadequate management of its knowledge assets, prevents a company from operating profitably or growing effectively. Information is lost, trends go unnoticed, and completed jobs are re-created. Knowledge-management processes and technologies help organizations respond to constantly shifting business dynamics by ensuring that workers have the information they need to assess and act upon business opportunities. Knowledge Interface : Today companies needs a customized solution for knowledge workers that consolidates personal, team, corporate, and external information and provides single-click access to analytical and collaborative tools. It brings an integrated view of a companys knowledge sources to an individuals desktop, enabling better decision making by providing immediate access to key business information. A Knowledge Interface consists of reusable components that can contain any kind of enterprise information. It can consist of simple components that display a users favorite Web site, or it can be a sophisticated component that integrates existing systems with the analytical and collaborative tools in products such as Microsoft Office, Microsoft Exchange Server, and Microsoft SQL Server. By creating customized components we can tailor a Knowledge interface solution to meet the specific needs of an enterprise. A successful Knowledge Interface deployment is designed with the following goals in mind: - Focus on Critical InformationBabasabpatilfreepptmba.com Page 47
  48. 48. IT Enabled Education With so much information coming from so many sources; knowledge workers often spend hours sorting through various materials to find one key point. A Knowledge Interface helps solve information overload by delivering focused, vital business data through the use of filters, user-specified categories, and summaries. Users can access high-level information in relevant business reports directly from the Knowledge Interface. - Integrate Information from a Variety of Sources Unlike some browser-only portal solutions that deliver information solely from the Web or an intranet, a Knowledge Interface integrates information from a variety of sources. Key business data from corporate applications, Internet and intranet sites, team folders, and personal files can all be organized and viewed easily on a Knowledge Interface. - Use Company Knowledge Fully Knowledge Interface will enable knowledge workers to make use of each others knowledge. As corporations become more multi-location, it becomes increasingly difficult for workers to collaborate. Whether they are in the office next door or on another continent, workers can use a Knowledge Interface to locate and communicate with experts, collaborate on projects, and research corporate presentations and documents. The Knowledge Interface is based on Active Server Pages and XML technology, enabling companies to incorporate real-time tools into their Knowledge Interface solutions, such as Microsoft NetMeeting® conferencing software and Microsoft Windows Media™ Player, which enables people to access dynamic streaming media content such as company communications, online training materials, and business broadcasts from the Internet or intranet. Knowledge Interface allows users to integrate unstructured and structured data alongside rich collaboration and communication tools. - Work With the Same Information, in the Office Or On the MoveBabasabpatilfreepptmba.com Page 48
  49. 49. IT Enabled Education Knowledge Interface will enable workers to make efficient and effective business decisions no matter where they are. Nearly 44 million people travelled for business in 1998, up 14 percent from 1994, and the average business trip lasted about 2.5 days. Knowledge workers are often away from their desks but still need to access their companys networks, the World Wide Web, and communicate with their teams and their customers. Using a Knowledge Interface, knowledge workers can view information from any source-including messaging and company applications, public folde rs, and favourite Web sites-from a Web browser, through a synchronised Outlook 2000 view, or with a Personal Digital Assistant with wired or wireless access. A Powerful Tool for Change As workers increasingly use Knowledge Interface to view their daily activities, share information with co-workers, and get feedback on company performance, these systems have a profound effect on workers priorities. For example, if a Knowledge Interface provides regular notifications of customer-satisfaction ratings, workers become more sensitive to the needs of their customers. In this way, you can use Knowledge Interfaces to direct corporate focus. Learnets Involvement Knowledge Interfaces can host virtually any type of information. It is because of this, much of the time designing Knowledge Interfaces is spent analyzing the needs of users, assessing the information resources within the company, and ensuring the cultural acceptance of the tool. Learnet will initiate the Knowledge Interface development process through four key steps: - Choosing the pilot group - Conducting the needs assessment - Tapping the information resources - Developing and implementing the systemBabasabpatilfreepptmba.com Page 49
  50. 50. IT Enabled EducationContent They have contributed extensively in keeping those grey cells vigorously active! Theirteam has developed a series of educational CD-ROMs, applications and utilities to support andsupplement the Schoolnet K-10 Program.Process FlowContent -Brief -Analysis -Design -Prototype -Development -Testing & Review -Training -Final Sign offSoftware -Scope -Analysis -Design -Development -Testing -Training -Pilot -Deployment -Post ImplementatonBabasabpatilfreepptmba.com Page 50
  51. 51. IT Enabled EducationClients They action for their clients the three most powerful verbs in todays knowledgeeconomy. Collaborate. Innovate. Activate. Every project they take on is modular, interactive,personalized and custom-specific. Once visited, well keep returning to the Station. Schoolnet, India LBSNAA India Carrier Aircon India ICICI Prudential life Insurance India Club Mahindra Holiday Resort HDFC Standard life Insurance Corporation, India Mind Lever, USA Dorling Kindersley, UK Global Knowledge Network, USA The American Research group, USA ICL, USA CSX Transportation, USA Ingenuity Works , CanadaBabasabpatilfreepptmba.com Page 51
  52. 52. IT Enabled EducationBabasabpatilfreepptmba.com Page 52
  53. 53. IT Enabled Education Analysis and Findings  Profile of customers willing to undergo E-learning courses. The following five graphs show the general profile of the respondents surveyed.  Gender Gender 33% Male Female 67%  Age : The age of the respondents was between 18 years to 36 years.Babasabpatilfreepptmba.com Page 53
  54. 54. IT Enabled Education Age Groups 180 163 160 140 120 100 80 60 40 16 18 20 2 1 0 <21 21-25 26-30 31-35 >35  Education Qualification : Education Qualification 160 No of Respondents 140 120 100 80 60 40 20 0 Diploma Degree Masters Others  Income :Babasabpatilfreepptmba.com Page 54

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