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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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E learning business plan development

  1. 1. E-learning business plan development author: Eric Kluijfhout,   This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit 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>