Customer Requirements in e-learning for vocational training. Some hints for Standardization Dr. Herbert Müller Philipps So...
… introductory remarks <ul><li>This is not a scientific contribution but a very hands on approach </li></ul><ul><li>It is ...
One of the central questions is: <ul><li>Who is our ‚Customer‘ </li></ul><ul><ul><li>The student, who has to use our offer...
… the answer <ul><li>All of them </li></ul><ul><ul><li>At different times </li></ul></ul><ul><ul><li>With time depending c...
Lets have a look on the requirements from a Students point of view (1) <ul><li>Contrary to popular belief the ‚anytime‘ pa...
Lets have a look on the requirements from a Students point of view (2) <ul><li>Even the reqirements regarding the contents...
Lets have a look on the requirements from a Students point of view (3) <ul><li>Very important for our students are the fol...
Never forget: e-learning has several serious disadvantages compared to other forms of learning from a students point of vi...
… so what does this all mean for Standardization? <ul><li>Descriptive elements like LOM have to give answers to the specif...
Lets have a look on the requirements from a Companies point of view (1) <ul><li>Contrary to popular belief the ‚anytime‘ p...
Lets have a look on the requirements from a Companies point of view (2) <ul><li>Besides that, there are lots of additional...
… so what does this all mean for Standardization? <ul><li>Descriptive elements like LOM have to give answers to questions ...
… a disturbing observation <ul><li>‚ Quality‘ is a very unstable issue </li></ul><ul><ul><li>It varies with time </li></ul...
..probably the ‚wrong‘ question <ul><li>Shall, can or will we agree on a standard for measuring quality or at least some q...
..to conclude this little report <ul><li>Excuse the lack of scientific proof – this were some practical observations </li>...
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Customer Requirements in e-Learning

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Presentation from Dr. Herbert Müller Philipps Sohn about e-Learning for vocational training including hints for standardization.

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Customer Requirements in e-Learning

  1. 1. Customer Requirements in e-learning for vocational training. Some hints for Standardization Dr. Herbert Müller Philipps Sohn Open Forum stuttgart 05.09.2008
  2. 2. … introductory remarks <ul><li>This is not a scientific contribution but a very hands on approach </li></ul><ul><li>It is based only on our experience while trying to market e-Learning courses in Germany </li></ul><ul><li>Of course it reflects also the work we have seen done in SC36 and elsewhere </li></ul>
  3. 3. One of the central questions is: <ul><li>Who is our ‚Customer‘ </li></ul><ul><ul><li>The student, who has to use our offer? </li></ul></ul><ul><ul><li>The company, which pays for it? </li></ul></ul><ul><ul><li>the regulatory body, who has to accept our results? </li></ul></ul><ul><ul><li>Or a very critical e-Learning community with ist own set of beliefs, what is good or bad </li></ul></ul>
  4. 4. … the answer <ul><li>All of them </li></ul><ul><ul><li>At different times </li></ul></ul><ul><ul><li>With time depending criteria </li></ul></ul><ul><ul><li>And very, very strong differences in itself </li></ul></ul>
  5. 5. Lets have a look on the requirements from a Students point of view (1) <ul><li>Contrary to popular belief the ‚anytime‘ paradigma seems not to be valid </li></ul><ul><ul><li>Most of (our?) students expect once they have started their studies a very clear statement, when they will finish the course/The examination </li></ul></ul><ul><ul><li>They expect a clear statement on any time requirements before starting </li></ul></ul><ul><ul><li>They want (really) the extrinsic motivation, which comes from a structured timetable </li></ul></ul><ul><ul><li>They ask for elements, which are timesensitive like virtual class rooms or fixed examinations </li></ul></ul>
  6. 6. Lets have a look on the requirements from a Students point of view (2) <ul><li>Even the reqirements regarding the contents are very precise. The content has to be </li></ul><ul><ul><li>Relevant, in respect </li></ul></ul><ul><ul><ul><li>Towards an examination </li></ul></ul></ul><ul><ul><ul><li>To fulfill a given task </li></ul></ul></ul><ul><ul><ul><li>To close a competency gap </li></ul></ul></ul><ul><ul><ul><li>To his expectations </li></ul></ul></ul>
  7. 7. Lets have a look on the requirements from a Students point of view (3) <ul><li>Very important for our students are the following informations </li></ul><ul><ul><li>Level of difficulty compared to the pre-requisites of the students </li></ul></ul><ul><ul><li>Fit to the contents of the course </li></ul></ul><ul><ul><li>Printable materials </li></ul></ul><ul><ul><li>Exercises, exercises, exercises  </li></ul></ul><ul><ul><li>Tutorial support </li></ul></ul>
  8. 8. Never forget: e-learning has several serious disadvantages compared to other forms of learning from a students point of view <ul><li>Normally it is expected to be done during your normal daily life and workload </li></ul><ul><li>The interaction with other students and/or teachers is formally restricted (one of the chances for Web 2.0 apps) </li></ul><ul><li>It lacks the rewards connected with traditional training like location out of area, contacts to new people and so on </li></ul><ul><li>It often neglects the need for individual recognition </li></ul><ul><li>To be continued (not here and now) </li></ul>
  9. 9. … so what does this all mean for Standardization? <ul><li>Descriptive elements like LOM have to give answers to the specific questions </li></ul><ul><li>Quality has to be described in regard to the students objectives </li></ul><ul><li>We have to strengthen collaborative elements and describe them and their role even in the ‚social‘ perspective </li></ul>
  10. 10. Lets have a look on the requirements from a Companies point of view (1) <ul><li>Contrary to popular belief the ‚anytime‘ paradigma seems not to be valid </li></ul><ul><ul><li>The ‚anytime‘ is restricted and changed to ‚when their is a concrete ´need for knowledge or a competency‘ </li></ul></ul><ul><ul><li>The time allocated to a learning step is defined by the work processes </li></ul></ul><ul><ul><li>It implies the availability of learning contents on different devices, especially for mobile workers </li></ul></ul><ul><ul><li>The most used requirement is that the students are ready to use their new knowledge or comoetency at a given, fixed date </li></ul></ul>
  11. 11. Lets have a look on the requirements from a Companies point of view (2) <ul><li>Besides that, there are lots of additional requirements – only some observations </li></ul><ul><ul><li>The LMS/or CMS has to fit in the IT environment </li></ul></ul><ul><ul><li>Compatibilty with existing contents </li></ul></ul><ul><ul><li>Heavy emphasis on cost/efficiency relations </li></ul></ul><ul><ul><li>Data protection and security as a key argument </li></ul></ul><ul><ul><li>Multicultural and multilinzual adaptability </li></ul></ul><ul><ul><li>Full Service providers are preferred </li></ul></ul>
  12. 12. … so what does this all mean for Standardization? <ul><li>Descriptive elements like LOM have to give answers to questions stemming from data security and compatibility </li></ul><ul><li>Quality has to be described in regard to the companies objectives </li></ul><ul><li>Re- and multiple use are essential and are quality criteria (SCORM??) </li></ul><ul><li>Standards have to imply cultural and linquistic aspects as well </li></ul>
  13. 13. … a disturbing observation <ul><li>‚ Quality‘ is a very unstable issue </li></ul><ul><ul><li>It varies with time </li></ul></ul><ul><ul><ul><li>If you ask the students during the course you will get a different ´rating‘ than when asking before and after the examination. If you then repeat your question in the work situation, the rating differs once more </li></ul></ul></ul><ul><ul><ul><li>It depends also largely on the perceived actuality of your data and materials, even if the subject is not time dependent </li></ul></ul></ul><ul><ul><ul><li>Even the look and feel of your courseware (reflecting the IT sate of the art) seems to be important. </li></ul></ul></ul>
  14. 14. ..probably the ‚wrong‘ question <ul><li>Shall, can or will we agree on a standard for measuring quality or at least some quality criteria like </li></ul><ul><ul><li>Students satisfaction </li></ul></ul><ul><ul><li>Relevance für examination </li></ul></ul><ul><ul><li>Accordance with vocational curricula </li></ul></ul><ul><ul><li>Transferability to the work place </li></ul></ul><ul><ul><li>Closing competency gaps </li></ul></ul>
  15. 15. ..to conclude this little report <ul><li>Excuse the lack of scientific proof – this were some practical observations </li></ul><ul><li>Perhaps I spoke not enough about Web 2.0, but we are collecting experience at our schools just now </li></ul><ul><li>I would be glad to discuss with xou </li></ul><ul><li>Anyhow – many thanks for your attention </li></ul>

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