E learning business plan development


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Define your pedagogical approach; Define your business model; Define (inter)national opportunities and threats; Define institutional opportunities and threats; Define student attractors and deterrents; Review your pedagogical model; Review your business model

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  • Substitution: you only change the medium; often emphasis on digital content presentation and in combination with face-to-face meetings. Innovation: using the added value of e-learning for time and place independent learning, asynchronous communication, personalised learning etc. Transformation: new didactics related to distributed learning (full distance learning) and required support organization.
  • Leerdoel: Begrijpen dat bij verschillende combinaties van traditioneel en afstandsonderwijs er verschillende eisen aan ELO’s worden gesteld. ELO functionaliteit bij aanvulling op traditioneel onderwijs: Vaak nadruk op organisatie van het onderwijs (bijv. rooster kunnen raadplegen; plaatsen van behandelde teksten; presenteren extra info door docent) ELO functionaliteit bij vervanging van een deel van een opleiding: Gaat dan vaak om zelfstudie en werken aan opdrachten waarbij bijeenkomsten gebruikt worden om mijlpalen te bespreken of te toetsen. ELO functionaliteit vooral gericht op communicatie tussen student en docent/begeleider tussentijds voor oplossen van problemen; soms ook functionaliteit voor samenwerken tussen studenten. ELO functionaliteit bij volledig afstandsonderwijs: Zowel presentatie van leerstof, begeleiding, samenwerken, en toetsing. Stelt niet alleen hoge eisen aan ELO functionaliteit maar ook het didactisch ontwerp van het materiaal!
  • Often no clear demarcation/some overlap between cells!! We will discuss each cell, for general (in terms of facilitating or inhibiting e-learning) as well as e-learning specific.
  • Political, economical and social pressure: motives in high-income and low-income countries are different: low-income countries: do more with less high-income countries: provide a high-level working force but for both: it is sexy, hot, ….
  • General E-learning specific
  • Attitudes: in NL supportive (of esp. services sector); in Finland technology itself as a major national economic asset (RTD as an export article)
  • Non-pedagogical and non-technical issues, but IN SUPPORT of pedagogy and technology.
  • National e-learning policy should be medium-long term (3-5 years rolling plan) and include also the role of non-gevernmental players. E-learning programmes are medium-term (1-3 yeaqrs) and should be derived from the long-term policy. Distance teaching/e-learning organizations along the lines of educational levels (secondary, tertiary), professional associations (IT staff, teachers, ….) or economical sectors (education, government, private sector). Teacher training: often the present generation of teachers is ‘lost’ Reliable hardware and software suppliers: e-learning requires stable hardware and software services. Internet services providers: to provide reliable connectivity ICT training and manpower providers: without competent and responsible people, no technology can function
  • Customer and market demands: students ask for it, and the competitors do it also; reaching new audiences; politicians Extending services: enrol more students, and different students (e.g. women, working professionals) Drive for excellence: improving the quality and efficiency of education Efficiency: Reaching more students with one-time investment Accommodating low enrolment numbers Accommodating limited availability of teachers
  • Accessibility at institutional level: Learning resources: e.g. to on-line libraries, own library with CD-ROM’s, learning objects repository, etc. Support services: e.g. domain-specific communities, e-learning support communities, etc.
  • Education is often one life-cycle behind developments in society (universities 5 year; secondary education 10 years, primary education 15 years).
  • Leerdoel: Aantal argumenten kennen voor de invoering van ELO’s bij bedrijfsopleidingen.
  • Learning resources: course texts, library access, web (google), other students Learning services: tutoring, self-tests, …………
  • Connectivity: lhe ‘last mile’ syndrome. Either not properly ‘designed’ in the course, or ‘perceived’ as insufficient. ‘ Improper’ = partly culturally determined: whether and how to discuss; who to initiate; open or closed groups; etc. Poor course examples: only digitised lecture notes/not using e-learning’s added-value; Poor tutoring: not reacting in time to questions; no clear course management; allowing unstructured discussions; dominating discussions; …………… Inferiority: e-learning = second-best education.
  • E learning business plan development

    1. 1. E-learning business plan development author: Eric Kluijfhout, eric.kluijfhout@gmail.com   This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.  
    2. 2. E-learning business plan development Refresher Course for Senior Executives Program “ Entrepreneurship development and -training in a global perspective”: e-learning strand Uganda, 18-29 October 2004 by Dr Eric Kluijfhout
    3. 3. Outline <ul><li>Define your pedagogical approach </li></ul><ul><li>Define your business model </li></ul><ul><li>Define (inter)national opportunities and threats </li></ul><ul><li>Define institutional opportunities and threats </li></ul><ul><li>Define student attractors and deterrents </li></ul><ul><li>Review your pedagogical model </li></ul><ul><li>Review your business model </li></ul>
    4. 4. Strategic aims of e-learning <ul><li>To replace (part of) traditional teaching and learning: substitution (same methodology) </li></ul><ul><li>To change (part of) traditional teaching and learning: innovation (different methodology) </li></ul><ul><li>To radically change the core business and its supporting organization: transformation </li></ul>
    5. 5. Relation to ‘traditional’ teaching <ul><li>In addition and parallel to traditional means of teaching and learning: extended classroom </li></ul><ul><li>To replace part of the traditional curriculum and teaching setting: blended learning </li></ul><ul><li>Completely time and place independent : distributed learning </li></ul>
    6. 6. Step 1 <ul><li>Define your pedagogical approach in terms of strategic aims and relation to traditional teaching </li></ul>
    7. 7. Step 2 <ul><li>Describe your e-learning business model in terms of activities and actors </li></ul><ul><li>Define who will be paying for what activity </li></ul>
    8. 8. Analysis and design framework Level Dimension Macro National environment Mezzo Institutional environment Micro Learning environment Pedagogical Technological Organizational
    9. 9. Some e-learning movers at the global and national level <ul><li>Innovations in ICT, creating opportunities </li></ul><ul><li>Competition in the global knowledge society </li></ul><ul><li>The life long learning paradigm </li></ul><ul><li>Demands for accessibility and cost-efficiency </li></ul><ul><li>…………………………… .. </li></ul>
    10. 10. National pedagogical dimension <ul><li>National educational system </li></ul><ul><ul><li>School types </li></ul></ul><ul><ul><li>Curriculum and accreditation system </li></ul></ul><ul><ul><li>E-learning policy </li></ul></ul><ul><li>Status of learning and knowledge </li></ul><ul><ul><li>In general </li></ul></ul><ul><ul><li>Towards distance- and e-learning </li></ul></ul><ul><li>Pedagogical tradition and teaching practices </li></ul><ul><ul><li>General </li></ul></ul><ul><ul><li>E-learning specific </li></ul></ul>
    11. 11. National technological dimension <ul><li>National telecommunications network infrastructure </li></ul><ul><ul><li>Coverage and capacity </li></ul></ul><ul><ul><li>Accessibility and reliability </li></ul></ul><ul><ul><li>Costs </li></ul></ul><ul><li>Technological support infrastructure </li></ul><ul><ul><li>Quality, quantity and costs of ICT products and services </li></ul></ul><ul><ul><li>Specific e-learning support infrastructure </li></ul></ul><ul><li>Technology-orientation </li></ul><ul><ul><li>General national level of technology-penetration </li></ul></ul><ul><ul><li>General attitudes towards technology </li></ul></ul><ul><ul><li>Attitudes specific to e-learning </li></ul></ul>
    12. 12. National organisational dimension <ul><li>General school system and support structure </li></ul><ul><ul><li>Size, capacity </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><ul><li>Professionalism </li></ul></ul><ul><li>National e-learning environment </li></ul><ul><ul><li>National e-learning policy </li></ul></ul><ul><ul><li>National e-learning support structure </li></ul></ul>
    13. 13. Some e-learning inhibitors at the national level <ul><li>Lack of vision </li></ul><ul><li>Vision not backed by action and funds </li></ul><ul><li>Misconceptions and short-term (political) views </li></ul><ul><li>Lack of national organizational and technological infrastructure </li></ul><ul><li>Inability to absorb and localise technology </li></ul><ul><li>Resistance to change in general </li></ul><ul><li>Failed pilots </li></ul><ul><li>……………………… . </li></ul>
    14. 14. Prerequisites at national level <ul><li>Realistic national e-learning policy </li></ul><ul><li>E-learning innovation programmes and funds </li></ul><ul><li>Telecommunications infrastructure </li></ul><ul><li>Internet services providers </li></ul><ul><li>Reliable hardware and software suppliers </li></ul><ul><li>ICT training and manpower providers </li></ul><ul><li>Distance teaching/e-learning association(s) </li></ul><ul><li>Pre- and in-service teacher training programmes in e-learning </li></ul><ul><li>Openness to (technological) innovation </li></ul><ul><li>Best practices examples </li></ul>
    15. 15. Step 3 <ul><li>Take your pedagogical approach and business case in mind </li></ul><ul><li>Define the 3 major opportunities at the (inter)national level </li></ul><ul><li>Define the 4 major threats at the (inter)national level </li></ul><ul><li>Identify any show-stoppers for your pedagogical approach and business case </li></ul>
    16. 16. Some e-learning movers at the institutional level <ul><li>Client, stakeholder, and market demands </li></ul><ul><li>Extending services and reaching new target groups </li></ul><ul><li>Fear of ‘being left behind’ </li></ul><ul><li>Drive for excellence in teaching and learning </li></ul><ul><li>Efficiency-considerations </li></ul><ul><li>Standardising the training offerings (e.g. between plants, within a professional sector) </li></ul><ul><li>Monitoring: logging of learning results </li></ul><ul><li>Initiation often by enthusiastic individuals! </li></ul><ul><li>………………………… </li></ul>
    17. 17. Institutional pedagogical dimension <ul><li>Curriculum </li></ul><ul><ul><li>Level, depth and scope </li></ul></ul><ul><ul><li>Orientation: general/vocational/professional </li></ul></ul><ul><ul><li>Pedagogical approach </li></ul></ul><ul><ul><li>Pedagogical vision on e-learning </li></ul></ul><ul><li>Student background </li></ul><ul><ul><li>General knowledge, skills, attitudes, learning styles </li></ul></ul><ul><ul><li>General demographical, economical, ……… </li></ul></ul><ul><ul><li>E-learning specific knowledge, skills, attitudes </li></ul></ul><ul><li>Teaching culture and practices </li></ul><ul><ul><li>General </li></ul></ul><ul><ul><li>E-learning knowledge, skills, attitudes </li></ul></ul>
    18. 18. Institutional technological dimension <ul><li>Connectivity: </li></ul><ul><ul><li>Internet, Extranet, Intranet </li></ul></ul><ul><ul><li>Capacity, connectivity, quality </li></ul></ul><ul><ul><li>Continuous or dial-in </li></ul></ul><ul><li>Hardware and software: </li></ul><ul><ul><li>PC’s (quantity, quality, access) </li></ul></ul><ul><ul><li>E-learning support software </li></ul></ul><ul><li>Accessibility: </li></ul><ul><ul><li>E-learning resource materials </li></ul></ul><ul><ul><li>E-learning support services </li></ul></ul>
    19. 19. Institutional organisational (support) dimension <ul><li>Institutional e-learning strategy/policy: </li></ul><ul><ul><li>Pedagogical grounding </li></ul></ul><ul><ul><li>Technological grounding </li></ul></ul><ul><ul><li>Capacity building for management, teachers, support staff and students </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><li>E-learning support structure </li></ul><ul><ul><li>Pedagogical </li></ul></ul><ul><ul><li>Technological </li></ul></ul>
    20. 20. Some e-learning inhibitors at the institutional level <ul><li>Inhibitors at the national level </li></ul><ul><li>Being shielded from political, economical and social developments (ivory tower) </li></ul><ul><li>Lack of vision and understanding </li></ul><ul><li>Misconceptions (too optimistic or pessimistic) about e-learning possibilities </li></ul><ul><li>Lack of management support </li></ul><ul><li>Inflexible organisational structure and practices to accommodate e-learning requirements </li></ul><ul><li>Lack of funding (in equipment and staff) </li></ul><ul><li>Resistance to change (individual and/or organisational) </li></ul>
    21. 21. Prerequisites at the institutional level <ul><li>National (system) support </li></ul><ul><li>Vision and realistic expectations </li></ul><ul><li>Enthusiastic individuals and role models </li></ul><ul><li>Management support </li></ul><ul><li>Flexible organizational structure and practices </li></ul><ul><li>Budget </li></ul><ul><li>Institutional innovation record </li></ul><ul><li>Capable staff in various (new) roles </li></ul>
    22. 22. Step 4 <ul><li>Take your pedagogical approach and business case in mind </li></ul><ul><li>Define the 3 major opportunities/strengths at the institutional level </li></ul><ul><li>Define the 4 major threats/weaknesses at the institutional level </li></ul><ul><li>Define any show-stoppers for your pedagogical approach and business case </li></ul>
    23. 23. Some e-learning movers for students <ul><li>Flexible learning: independent of time and place </li></ul><ul><li>Learning at the work place </li></ul><ul><li>Just-in-time learning </li></ul><ul><li>Access to international study programmes </li></ul><ul><li>Saving on study/training logistics </li></ul><ul><li>…………………………………… </li></ul>
    24. 24. Learning environment pedagogical dimension <ul><li>Applied e-learning modus: </li></ul><ul><ul><li>Substitution/innovation/transformation </li></ul></ul><ul><ul><li>Extended classroom/blended learning/distributed learning </li></ul></ul><ul><li>Suitability of e-learning modus to: </li></ul><ul><ul><li>Learning goals </li></ul></ul><ul><ul><li>Pedagogical approach </li></ul></ul>
    25. 25. Learning environment technological dimension <ul><li>Hardware and software: </li></ul><ul><ul><li>PC access </li></ul></ul><ul><ul><li>E-learning support software </li></ul></ul><ul><li>Connectivity: </li></ul><ul><ul><li>On-line or dial-in </li></ul></ul><ul><ul><li>Capacity </li></ul></ul><ul><li>Access to e-learning facilities: </li></ul><ul><ul><li>Learning resources </li></ul></ul><ul><ul><li>Learning services </li></ul></ul>
    26. 26. Learning environment organisational dimension <ul><li>E-learning help(-desk) function </li></ul>
    27. 27. Some e-learning inhibitors for students <ul><li>Lack of effective ICT facilities/connectivity </li></ul><ul><li>Lack of ICT skills </li></ul><ul><li>Lack of self-study skills/discipline </li></ul><ul><li>Poor course design leading to ineffective learning </li></ul><ul><li>Poor tutoring </li></ul><ul><li>No added value (e.g. on-screen page-turning) </li></ul><ul><li>Insufficient (social) interaction opportunities </li></ul><ul><li>Perceived inferiority of e-learning </li></ul><ul><li>………………………… . </li></ul>
    28. 28. Student prerequisites <ul><li>Sufficient ICT facilities and connectivity </li></ul><ul><li>Basic computer skills </li></ul><ul><li>Openness towards e-learning </li></ul><ul><li>Self-directedness and study discipline </li></ul>
    29. 29. Step 5 <ul><li>Take your pedagogical approach and business case in mind </li></ul><ul><li>Define the major attractors for your students </li></ul><ul><li>Define major deterrents for your students </li></ul><ul><li>Define any show-stoppers for your pedagogical approach and business case </li></ul>
    30. 30. Step 6 <ul><li>Review your pedagogical approach </li></ul><ul><li>Review your business model </li></ul>