1. WSQ
Assignment
Select
New
Technology
Pla7orms
for
Business
Business
Plan
for
Conversion
of
Educa3on
Courses
to
Blended
Learning
By
Magdalene
Tan
6
September
2016

2. Objec3ve
Selec3ng
e-­‐learning
technology
op3ons
available
for
conversion
of
educa3on
courses
to
blended
learning.

3. Business
Model
Canvas
KEY
PARTNERS
-­‐ Government
Agencies
-­‐ Corpora3ons
Professional
Organiza3ons
-­‐ Trade
publica3ons
KEY
ACTIVTIES
-­‐ Offering
WSQ
courses
for
media
professionals
-­‐ Sales
and
marke3ng
of
courses
-­‐ Media
produc3on
VALUE
PROPOSITIONS
-­‐ WDA
endorsement
-­‐ Quality
of
teaching
and
curriculum
-­‐ Only
CET
centre
offering
WSQ
film
&
TV
produc3on
courses
CUSTOMER
RELATIONSHIPS
-­‐ Partner
corpora3ons
that
sponsor
employees
CUSTOMER
SEGMENTS
-­‐ PMEs
in
the
film,
TV
and
new
media
industries
CHANNELS
-­‐ Online
sales
-­‐ B2B
sales
to
corpora3ons
-­‐ Referrals
from
government
agencies
and
media
companies
KEY
RESOURCES
-­‐ Curriculum
that
adheres
to
WDA’s
standards
for
WSQ
funding
COST
STRUCTURE
-­‐ Administra3ve
staff
(sales,
marke3ng
and
business
development)
-­‐ Trainers
-­‐ Rental
of
premises
REVENUE
STREAMS
-­‐ Course
fees
-­‐ Media
produc3on
-­‐ Forums
and
Masterclasses

4. USPs
of
Singapore
Media
Academy
• Current
curriculum
adheres
to
the
requirements
of
the
Crea3ve
Industries
(WSQ)
Framework
by
WDA.
• WDA-­‐appointed
CET
centre
for
WSQ
media
courses.
• Strong
connec3ons
with
government
bodies.
• Modular
course
structure
–
flexibility
in
upgrading.

5. Current
Situa3on:
Porter’s
Five
Forces
• Other
educa3on
providers
and
professional
organisa3ons
introducing
WSQ
media
courses.
• Customer
demands:
ü Scheduling
flexibility
ü Op3on
to
learn
outside
of
classroom
• New
regulatory
requirements
o Deadline
of
Jan
2017
for
conversion
of
50%
of
courses
to
blended
learning.
• Other
media
professional
cer3fica3on
and
qualifica3on
tracks

6. Types
of
Learning
Op3ons
TradiJonal
Technology-­‐based
• Face-­‐to-­‐Face/
On-­‐Campus
Learning
• Distance
Learning
• Online
Learning
• E-­‐Learning
• Mobile
Learning
Blended
Learning

7. Criteria
in
Selec3ng
E-­‐
Learning
Technology
COST
DELIVERY
FEASIBILITY
SCHEDULE
VENDOR
TRACK
RECORD
Cost
quoted
vs
value
of
services
provided
Include
retainer
fee
Executable
on
dynamic
plaforms
(website,
mobile
app,
pod-­‐casts)
User-­‐friendly
and
intui3ve
Ease
of
adop3on
Value-­‐add
to
current
curriculum
Modular
RAD
(Rapid
Applica3on
Development)
systems
environment
Roll-­‐out
and
implementa3on
by
mid-­‐Dec
2016
to
meet
regulatory
deadline
Successful
track
record
in
developing
e-­‐
learning
technology
No
conflict
of
interest
Weighted
Point
Evalua3on
Method

8. Types
of
E-­‐Learning
Technology
Type
Cost
Delivery
Feasibility
Schedule
Webinars
(‘live’)
Low
Website
only
Low
Fast
Video
Lectures
(pre-­‐
recorded)
Low
Website,
mobile
app,
pod-­‐casts
Low
Fast
Animated
Teaching
Videos
Medium
Website,
mobile
app,
pod-­‐casts
High
Medium
Simulated
Role
Play
High
Website,
mobile
app,
pod-­‐casts
Low
Slow
Learning
Games
High
Website,
mobile
app,
pod-­‐casts
Low
Slow
E-­‐Book
Library
Low
Kindle,
Scoop,
iPad
News-­‐Stand
High
Fast
Electronic
Diagnos3c
Tests
Medium
Website,
mobile
app
High
Medium

9. • Animated
Teaching
Videos
Ø High
feasibility
o Supplement
face-­‐to-­‐face
teaching,
not
supplant
it
o Reinforce
students’
learnings
o Allow
catch-­‐up
on
core
course
content
for
missed
classes
Ø Delivery
o Executable
dynamically
(desktop,
mobile,
pod-­‐casts)
o Executable
within
RAD
system
Ø Cost
o Use
third-­‐party
sojware
to
save
cost
on
crea3ve
development
Ø Schedule
o Use
third-­‐party
sojware
to
save
3me
Recommenda3on
–
Animated
Teaching
Videos

10. • Animated
Teaching
Videos
–
Produc3on
o Sojware
available
SoQware
Vendor
Pros
Cons
Feasibility
Go
Animate
Playware
Studios
Cloud-­‐based
Does
not
require
programming
Character
movement
is
limited
High
CrazyTalk
The
Media
Skool
Incorporate
anima3on
into
exis3ng
assets
Not
cloud-­‐based
Medium
iClone
The
Media
Skool
Incorporates
real-­‐
life
trainer
Not
cloud-­‐based
High
Ajer
Effects
Adobe
3D
environment
Spectacular
styling
Cost
is
prohibi3ve
Time
scheduling
is
slow
Low
Recommenda3on
–
Animated
Teaching
Video

11. Award
of
Tendor:
Go
Animate
by
Playware
Studios
• Benefits
o Dynamic
accessibility
o Cloud-­‐based
–
save
on
storage/band-­‐width
o Cost-­‐saving
–
no
need
for
programming
o Able
to
meet
schedule
–
cut
down
on
3me
spent
on
crea3ng
characters
from
scratch
o Possibili3es
for
Mone3sa3on
Recommenda3on
–
Animated
Teaching
Videos

12. • Reading
Lists
o Each
course
comes
with
a
reading
list
for
addi3onal
research.
o However,
books
may
not
be
available
at
libraries
or
for
sale.
RECOMMENDATION
• E-­‐Book
Library
o E-­‐Book
Library
accessed
via
iPad
News-­‐Stand
and
Kindle
Recommenda3on
–
E-­‐Book
Library

13. • Benefits
o Implementa3on
and
scheduling:
Ø Conversion
is
easy
and
quick
Ø Implementa3on
is
fast
o Mobile
accessibility
o Possibili3es
for
Mone3sa3on
Ø Charge
rentals
on
the
e-­‐books
to
students.
Recommenda3on
–
E-­‐Book
Library

14. • Assessments
o Currently,
students
undertake
one
assessment
at
the
end
of
each
course
module
to
ascertain
their
competency.
o But
one
assignment
may
not
be
enough
to
reinforce
learnings.
RECOMMENDATION
• Electronic
Diagnos3c
Tests
o Install
Electronic
Diagnos3c
Tests
at
different
learning
checkpoints
during
course
dura3on.
Recommenda3on
–
Electronic
Diagnos3c
Tests

15. • Benefits
Ø Enhance
Teaching
Pedagogy
o Iden3fy
areas
of
learner
misunderstandings;
o Increases
student
engagement;
o Instant
grading
saves
3me
and
resources
which
can
then
be
used
for
planning
and
instruc3on.
• Considera3ons
Ø Programming
takes
up
3me
due
to
usability
tes3ng;
Ø RAD
systems
environment
–
for
future
revisions
and
upgrades.
Recommenda3on
–
Electronic
Diagnos3c
Tests

16. Opera3onal
Plan
–
Ganm
Chart
Dates
Week
of
5-­‐Sep-­‐16
12-­‐Sep-­‐16
19-­‐Sep-­‐16
26-­‐Sep-­‐16
3-­‐Oct-­‐16
10-­‐Oct-­‐16
17-­‐Oct-­‐16
24-­‐Oct-­‐16
31-­‐Oct-­‐16
7-­‐Nov-­‐16
14-­‐Nov-­‐16
21-­‐Nov-­‐16
28-­‐Nov-­‐16
5-­‐Dec-­‐16
12-­‐Dec-­‐16
Call
For
Tender/
RFP
Finalise
Vendor
Selec3on
Briefing
of
Vendors
Animated
Teaching
Videos
Agreement
on
video
anima3on
design
Copywri3ng
of
Video
Script
Content
First
edit
of
videos
Revisions
and
edits
Usability
tes3ngs
Upload
of
videos
on
HCS
website
and
learning
mobile
app
E-­‐Book
Library
E-­‐Book
Library
Cura3on
and
Layout
Comversion
of
books
to
E-­‐
Book
Format
Upload
of
E-­‐Books
to
HCS
website
and
app
Electronic
DiagnosJc
Assessments
Electronic
Diagnos3c
Assessment
Content
Development
Programming
of
Assessment
engines
Usability
tes3ngs
Upload
of
videos
on
HCS
website
and
app

17. Budget
Task
Budget
(S$)
Cost
of
Animated
Video
produc3on
(20
videos
-­‐
50%
of
modules)
50,000
Cost
of
e-­‐Book
conversion
5,000
Cost
of
Online
Diagnos3c
Assessments
Programming
10,000
Enhancements
to
HCS
website
and
app
to
accommodate
new
technologies
3,000
Total
Technology
Investment
68,000
Less
PIC
grant
(40%
of
total
technology
investment)
-­‐27,200
Finalised
Budget
40,800

18. Cri3cal
Success
Factors
• Endorsement
by
trainers
and
students
o Usability
tests
to
be
conducted
o Make
e-­‐learning
usage
a
requirement
• Easy
adop3on
o Intui3ve
and
easy-­‐to-­‐navigate.
o Easy
accessibility

19. Expansion
Plan
• Mone3sa3on
o Market
subscrip3ons
to
media
professional
associa3ons
and
media
agencies.
• Exit
Strategy
o All
new
technology
plaforms
must
be
developed
within
a
modular
RAD
(Rapid
Applica3on
Development)
systems
design:
Ø Enables
quick
exit
of
technologies
that
become
obsolete.

20. The
End
By
Magdalene
Tan