The document summarizes research from a 2010 study on how long it takes to create different types of learning content. It provides development time benchmarks for instructor-led training (ILT), Level 1 eLearning, Level 2 eLearning, and Level 3 eLearning. For each learning format, it gives average development times and cost estimates based on survey responses from 249 organizations. It also breaks down the average time spent on different development tasks and provides charts to help organizations benchmark their own learning development times.
Developing Large Scale Blended Learning: Research 2013Chapman Alliance
This study measures time spent in 30 development tasks when creating large-scale, blended learning projects (courses than can span days, weeks, or even months) using multiple modalities of delivery. Great information for planning similar development projects.
Republication of benchmarking data on how long it takes to create different kinds of learning including: Instructor-Led Training and three different levels of eLearning.
This document outlines services related to developing and implementing learning strategies for organizations. It includes developing a 3-year learning plan, selecting an learning management system, developing courseware and competency models, creating informal and multimodal learning strategies, and establishing learning governance. It also involves creating future visions for learning, workshops, publications, and project management for learning platform implementations.
The document discusses development time benchmarks for different types of learning content:
1) Instructor-led training takes an average of 43 hours to develop 1 hour of content, ranging from 22 to 82 hours depending on complexity.
2) Level 1 eLearning (basic content) takes an average of 79 hours to develop 1 hour of content, ranging from 49 to 125 hours.
3) Level 2 eLearning (interactive content) takes an average of 184 hours to develop 1 hour of content, ranging from 127 to 267 hours.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
This document summarizes a research study conducted by Chapman Alliance on the time and costs required to develop different types of learning content. It provides development benchmarks for instructor-led training, basic eLearning, interactive eLearning, and advanced eLearning. On average, it takes 43 hours to develop 1 hour of ILT content at a cost of $5,934 per hour. Basic eLearning takes 79 hours at $10,054 per hour on average, while interactive eLearning takes 184 hours at $18,583 per hour. The most advanced type of eLearning studied, level 3, takes 490 hours on average at a cost of $50,371 per hour. Blended learning courses average 32 hours in length at a total
The document discusses various technology-based training methods including e-learning, mobile learning, simulations, virtual reality, intelligent tutoring systems, and social media. It provides examples of different technologies used for training, benefits of technology-based training methods, factors to consider in using social media for training, and tips for developing effective online learning. The document aims to explain how new technologies can influence training and enhance learning transfer.
Developing Large Scale Blended Learning: Research 2013Chapman Alliance
This study measures time spent in 30 development tasks when creating large-scale, blended learning projects (courses than can span days, weeks, or even months) using multiple modalities of delivery. Great information for planning similar development projects.
Republication of benchmarking data on how long it takes to create different kinds of learning including: Instructor-Led Training and three different levels of eLearning.
This document outlines services related to developing and implementing learning strategies for organizations. It includes developing a 3-year learning plan, selecting an learning management system, developing courseware and competency models, creating informal and multimodal learning strategies, and establishing learning governance. It also involves creating future visions for learning, workshops, publications, and project management for learning platform implementations.
The document discusses development time benchmarks for different types of learning content:
1) Instructor-led training takes an average of 43 hours to develop 1 hour of content, ranging from 22 to 82 hours depending on complexity.
2) Level 1 eLearning (basic content) takes an average of 79 hours to develop 1 hour of content, ranging from 49 to 125 hours.
3) Level 2 eLearning (interactive content) takes an average of 184 hours to develop 1 hour of content, ranging from 127 to 267 hours.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
This document summarizes a research study conducted by Chapman Alliance on the time and costs required to develop different types of learning content. It provides development benchmarks for instructor-led training, basic eLearning, interactive eLearning, and advanced eLearning. On average, it takes 43 hours to develop 1 hour of ILT content at a cost of $5,934 per hour. Basic eLearning takes 79 hours at $10,054 per hour on average, while interactive eLearning takes 184 hours at $18,583 per hour. The most advanced type of eLearning studied, level 3, takes 490 hours on average at a cost of $50,371 per hour. Blended learning courses average 32 hours in length at a total
The document discusses various technology-based training methods including e-learning, mobile learning, simulations, virtual reality, intelligent tutoring systems, and social media. It provides examples of different technologies used for training, benefits of technology-based training methods, factors to consider in using social media for training, and tips for developing effective online learning. The document aims to explain how new technologies can influence training and enhance learning transfer.
This document discusses e-learning and how new technologies are influencing training. It covers topics like different types of e-learning, distance learning, simulations, and learning management systems. The key benefits of technology in training are that it allows employees to learn anywhere and anytime, reduces costs, and increases the effectiveness of the learning environment. However, factors like high development costs and lack of technical skills can limit the use of e-learning. Overall, the document examines how new technologies are enhancing learning and training delivery methods.
This SlideShareshares the need for translating and localizing training programs and also the steps involved in an effective e-learning course translation process.
Want to know the strategies which will help instructional designers enhance their courses and learning experiences of learners, then checkout this slideshare.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This document outlines an e-training environment project for Omani school teachers called Bawabat Sahel. It aims to provide continuous, online training for teachers through instructional programs, teaching strategies, and technology integration sections on a website. A needs analysis found teachers lack continuous training opportunities. The project goals are for teachers to apply new teaching strategies, design content, and integrate technology. The target audience is all Omani teachers who will use the site from any computer. Resources, development process, and formative evaluation steps are also outlined.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
The plan outlines 4 goals for professional development to help teachers integrate technology into the classroom to meet student needs: 1) Teachers will learn to use technology for learning; 2) Address needs of all learners with technology; 3) Create a community of learners using technology; 4) Engage students in using technology to explore important issues. Each goal includes objectives, activities, responsibilities, and evaluations to ensure technology training is effective and improves student achievement.
The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
The difference between learning and trainingEnrique Lima
The document discusses the differences between training and learning. It argues that learning is more effective because it is tailored to customers' needs, includes assessments, and has follow through. A learning plan and learning management platform are proposed to structure learning. Such a system would deliver computer-based and classroom content in a blended approach. It would track individuals' progress through assessments and generate reports. The platform could be built in SharePoint and include courses, modules, tasks, and track completion and assessment results. The goal is to assess growth and make learning an ongoing part of the solution and organizational culture.
Seven Steps To Creating Training MaterialsGreg Consulta
The document outlines a 7-step process for developing and delivering an effective training program: 1) conduct a needs analysis to identify knowledge, skills, and operational training objectives; 2) set objectives that are realistic and meet business needs; 3) develop training materials appropriate to the needs and medium; 4) design evaluation materials to assess objectives; 5) implement the training; 6) evaluate the training and participant feedback; 7) modify future trainings based on evaluation results. It also recommends that training departments build partnerships by understanding the business, being engaged, offering training solutions, and hiring experienced consultants.
Int In House Service Excel Training Design A ProgramMark Thompson
The document discusses designing a training program using the ADDIE model of instructional design, which includes the steps of analyze, design, develop, implement, and evaluate. It also discusses concepts related to transferring training from the classroom to job performance. Specifically, it addresses inhibitors to transfer of training such as organizational climate factors, training design factors, and individual learner characteristics. The document emphasizes that training programs should only be provided when there is an identified performance gap and should include resources, incentives, and support to maximize the transfer of training from the classroom to job.
The document summarizes key aspects of conducting a needs assessment for training programs. It discusses using organization analysis, person analysis, and task analysis to determine training needs. Methods of needs assessment include interviews, surveys, focus groups, and reviewing performance data. The needs assessment process identifies performance gaps, who needs training, training objectives, and evaluation methods. It also addresses analyzing employee characteristics like skills, motivation, and job fit to ensure training readiness and success.
The document discusses instructional design and the role of instructional designers. It defines instructional design as assessing learning needs and applying suitable learning strategies to meet them. Instructional design ensures learners receive effective instructions by providing the right context and perspective. The role of an instructional designer is to understand learning principles, identify learner needs, develop learning objectives, chunk content appropriately, devise learning strategies, design assessments, and review courses. They work to create learner-centric e-learning that promotes engagement through relevant content and activities.
This document describes the development of an in-house project management training academy called L&T Institute of Project Management (L&T IPM) by Larsen & Toubro, an Indian engineering company. As 80% of L&T's revenue comes from projects, they recognized a need for formal PM training. L&T IPM was created to develop and deliver customized PM courses for L&T's project personnel. The curriculum was designed based on discussions with project managers to ensure relevance. Courses cover frameworks like PMI and PRINCE2 adapted to L&T's needs. Surveys found the courses effectively improved participants' PM knowledge and skills.
This document provides an introduction to e-learning, including definitions, benefits, models, costs, and considerations for implementation. It discusses how e-learning can provide training to employees without travel, at lower costs than classroom training. Both synchronous learning with instructors and asynchronous self-paced learning are covered. While new technology may be helpful, strong instructional design is more important for effective e-learning. Management support is key to overcoming barriers to change and motivation.
This document provides guidance on instructional design principles and best practices for creating effective e-learning content. It begins by explaining key instructional design concepts like Gagne's nine events of instruction and chunking content. It then discusses six design principles for multimedia learning - the multimedia, contiguity, modality, redundancy, coherence, and personalization principles. Examples are given to illustrate how to apply these principles, such as using visuals and narration together, placing corresponding words and graphics near each other, and using a conversational style. The document concludes by presenting examples of good and bad e-learning design, focusing on aspects like using visuals to aid understanding, creating charts and tables to organize information, using appropriate fonts and formatting for
Designing a Training Program: A Training Manager's Dilemmaanam_patel
This document describes a case study about a training manager, Mr. Sunit Verma, designing a training program for first-line managers at his company. A training needs analysis found that the managers lacked advanced selling skills, team management skills, and coaching skills. Mr. Verma identified topics and facilitators and planned a lecture-based program. However, the VP of HR, Mr. Prasad, noted that the managers had 10 years of experience on average so a purely lecture-based program may not motivate or help them internalize the training. Mr. Prasad suggested changes to the training design to engage experienced adult learners.
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
6 Secrets of Career change - Instructional Design to eLearningsuzetteconway
In this presentation I share some thoughts on moving from a career in instructional design to one in eLearning. However, most of the principles in this presentation could apply equally to any career transition. I hope you enjoy it!
This document discusses e-learning and how new technologies are influencing training. It covers topics like different types of e-learning, distance learning, simulations, and learning management systems. The key benefits of technology in training are that it allows employees to learn anywhere and anytime, reduces costs, and increases the effectiveness of the learning environment. However, factors like high development costs and lack of technical skills can limit the use of e-learning. Overall, the document examines how new technologies are enhancing learning and training delivery methods.
This SlideShareshares the need for translating and localizing training programs and also the steps involved in an effective e-learning course translation process.
Want to know the strategies which will help instructional designers enhance their courses and learning experiences of learners, then checkout this slideshare.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This document outlines an e-training environment project for Omani school teachers called Bawabat Sahel. It aims to provide continuous, online training for teachers through instructional programs, teaching strategies, and technology integration sections on a website. A needs analysis found teachers lack continuous training opportunities. The project goals are for teachers to apply new teaching strategies, design content, and integrate technology. The target audience is all Omani teachers who will use the site from any computer. Resources, development process, and formative evaluation steps are also outlined.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
The plan outlines 4 goals for professional development to help teachers integrate technology into the classroom to meet student needs: 1) Teachers will learn to use technology for learning; 2) Address needs of all learners with technology; 3) Create a community of learners using technology; 4) Engage students in using technology to explore important issues. Each goal includes objectives, activities, responsibilities, and evaluations to ensure technology training is effective and improves student achievement.
The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
The difference between learning and trainingEnrique Lima
The document discusses the differences between training and learning. It argues that learning is more effective because it is tailored to customers' needs, includes assessments, and has follow through. A learning plan and learning management platform are proposed to structure learning. Such a system would deliver computer-based and classroom content in a blended approach. It would track individuals' progress through assessments and generate reports. The platform could be built in SharePoint and include courses, modules, tasks, and track completion and assessment results. The goal is to assess growth and make learning an ongoing part of the solution and organizational culture.
Seven Steps To Creating Training MaterialsGreg Consulta
The document outlines a 7-step process for developing and delivering an effective training program: 1) conduct a needs analysis to identify knowledge, skills, and operational training objectives; 2) set objectives that are realistic and meet business needs; 3) develop training materials appropriate to the needs and medium; 4) design evaluation materials to assess objectives; 5) implement the training; 6) evaluate the training and participant feedback; 7) modify future trainings based on evaluation results. It also recommends that training departments build partnerships by understanding the business, being engaged, offering training solutions, and hiring experienced consultants.
Int In House Service Excel Training Design A ProgramMark Thompson
The document discusses designing a training program using the ADDIE model of instructional design, which includes the steps of analyze, design, develop, implement, and evaluate. It also discusses concepts related to transferring training from the classroom to job performance. Specifically, it addresses inhibitors to transfer of training such as organizational climate factors, training design factors, and individual learner characteristics. The document emphasizes that training programs should only be provided when there is an identified performance gap and should include resources, incentives, and support to maximize the transfer of training from the classroom to job.
The document summarizes key aspects of conducting a needs assessment for training programs. It discusses using organization analysis, person analysis, and task analysis to determine training needs. Methods of needs assessment include interviews, surveys, focus groups, and reviewing performance data. The needs assessment process identifies performance gaps, who needs training, training objectives, and evaluation methods. It also addresses analyzing employee characteristics like skills, motivation, and job fit to ensure training readiness and success.
The document discusses instructional design and the role of instructional designers. It defines instructional design as assessing learning needs and applying suitable learning strategies to meet them. Instructional design ensures learners receive effective instructions by providing the right context and perspective. The role of an instructional designer is to understand learning principles, identify learner needs, develop learning objectives, chunk content appropriately, devise learning strategies, design assessments, and review courses. They work to create learner-centric e-learning that promotes engagement through relevant content and activities.
This document describes the development of an in-house project management training academy called L&T Institute of Project Management (L&T IPM) by Larsen & Toubro, an Indian engineering company. As 80% of L&T's revenue comes from projects, they recognized a need for formal PM training. L&T IPM was created to develop and deliver customized PM courses for L&T's project personnel. The curriculum was designed based on discussions with project managers to ensure relevance. Courses cover frameworks like PMI and PRINCE2 adapted to L&T's needs. Surveys found the courses effectively improved participants' PM knowledge and skills.
This document provides an introduction to e-learning, including definitions, benefits, models, costs, and considerations for implementation. It discusses how e-learning can provide training to employees without travel, at lower costs than classroom training. Both synchronous learning with instructors and asynchronous self-paced learning are covered. While new technology may be helpful, strong instructional design is more important for effective e-learning. Management support is key to overcoming barriers to change and motivation.
This document provides guidance on instructional design principles and best practices for creating effective e-learning content. It begins by explaining key instructional design concepts like Gagne's nine events of instruction and chunking content. It then discusses six design principles for multimedia learning - the multimedia, contiguity, modality, redundancy, coherence, and personalization principles. Examples are given to illustrate how to apply these principles, such as using visuals and narration together, placing corresponding words and graphics near each other, and using a conversational style. The document concludes by presenting examples of good and bad e-learning design, focusing on aspects like using visuals to aid understanding, creating charts and tables to organize information, using appropriate fonts and formatting for
Designing a Training Program: A Training Manager's Dilemmaanam_patel
This document describes a case study about a training manager, Mr. Sunit Verma, designing a training program for first-line managers at his company. A training needs analysis found that the managers lacked advanced selling skills, team management skills, and coaching skills. Mr. Verma identified topics and facilitators and planned a lecture-based program. However, the VP of HR, Mr. Prasad, noted that the managers had 10 years of experience on average so a purely lecture-based program may not motivate or help them internalize the training. Mr. Prasad suggested changes to the training design to engage experienced adult learners.
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
6 Secrets of Career change - Instructional Design to eLearningsuzetteconway
In this presentation I share some thoughts on moving from a career in instructional design to one in eLearning. However, most of the principles in this presentation could apply equally to any career transition. I hope you enjoy it!
The document discusses the changing environment for learning and work, and how new technologies like wikis, blogs, social bookmarking, and RSS feeds are enabling a move toward eLearning 2.0. These new tools allow for lightweight, collaborative learning that is ongoing, social, and happens at the point of need. This represents a shift away from formal eLearning 1.0 which was centralized, one-directional, and focused on delivering full courses.
- The document discusses an agenda for a presentation on the Moodle learning management system (LMS), including an overview of Moodle, a live demo, and a follow-up question and answer session.
- Moodle is an open source LMS and the world's leading LMS in terms of satisfaction and market share. It has core features like user management, course management, content management, and assessment capabilities.
- Popular extensions allow for additional functionality like classroom courses, webinars, and e-commerce. The presenters will be available after to answer any questions.
Learn about best practices for developing Moodle code from custom plugins to submitting bug fixes for core Moodle code. Topics covered will include:
Overview of Moodle plugin systems and available API's
Working with the Moodle tracker
Peer review process
Maintaining a custom plugin using Github
Submitting core patches / bug fixes to Moodle HQ
The document discusses the shortcomings of traditional eLearning and lectures, noting that attention spans drop off significantly within the first 10-25 minutes of a lecture. It advocates for more interactive and engaging eLearning content that allows learners to explore, interact, and learn through experience in a risk-free environment. The principles of game design, like challenge, feedback, and flow are highlighted as important for keeping learners engaged. The document calls for educators, designers, and communicators to work together to create more engaging online learning experiences.
Aplicación práctica de la neuroeducación al elearning: las 7 claves del éxitoCRISEL BY AEFOL
Claves para un aprendizaje efectivo usando la neuroeducación a través de stroytelling, gamificación, tutorías proactivas, visual thinking, m-learning, realidad virtual, realidad aumentada y ABP.
Soluciones rápidas y móviles para dar respuesta a la demanda formativa de los millenials.
Pepe Soriano, Consultor en e-learning en Eprendizaje
Presentation sheds light on designing meaningful interactions that improve eLearning outcomes. Explore different types of content as defined by Dr. David Merrill and determine which of these content types lend themselves to digital interaction. Also find the Dos & Don’ts of interaction design.
The document discusses Moodle, an open-source learning management system. It describes Moodle as a platform for building online courses using modular "bricks" like forums, assignments, quizzes and more. These bricks provide different ways for teachers and students to communicate, store information, evaluate understanding, and collaborate. Moodle has over 33 million users worldwide and its developers remain committed to open-source sharing and improvement of the platform.
E learning resource Locator Project Report (J2EE)Chiranjeevi Adi
This document provides an overview of an e-learning resource locator project being developed by students at Shri Dharmasthala Manjunatheshwar College of Engineering &Technology. The proposed system will allow students and professors within the Computer Science department to access and share learning materials online. Students will be able to view and download notes, presentations, and other resources. Professors can upload materials and answer student questions on discussion forums. The system is designed to make educational resources more conveniently accessible for remote learning. It will be developed using technologies like Java, J2EE, DB2 database, and NetBeans IDE.
The document provides tips from teachers on how to create engaging content and activities in Moodle like assignments, quizzes, forums, chats, blogs, wikis, and podcasts to improve the learning experience and promote student collaboration, communication, and reflection. It emphasizes making the Moodle course visually appealing and including things like a glossary and videos to keep students engaged both inside and outside the classroom. The document concludes by stating you don't need to be a technical expert to use Moodle successfully and provides resources for learning how to set up the recommended activities.
Moodle is structured with a site at the top level containing categories to organize courses. Courses are then comprised of topics, resources, activities, and blocks. All parts of Moodle including the site, categories, courses, and their components are considered contexts where user roles can be assigned. The document outlines this structure and emphasizes that users have roles within contexts rather than being assigned globally in Moodle.
The document discusses integrating the BigBlueButton open source web conferencing software with the Moodle learning management system. It provides an overview of BigBlueButton and the integration process, which involves setting up a BigBlueButton server, installing the BigBlueButton activity module in Moodle, and configuring it with the server URL and secret salt. The integration allows instructors to create conference sessions in Moodle that students can join through BigBlueButton for virtual classroom experiences.
Moodle is an open-source learning management system that allows teachers to create online courses, discussion boards, and quizzes. The document outlines a training session to teach teachers how to use Moodle to communicate with students. Teachers will log into Moodle, set up their courses, and demonstrate how it can be used. There will also be examples provided of how other teachers in the district use Moodle, as well as hands-on time for teachers to work on their own Moodle courses.
The elearning localization process involves separate and distinct workflows for adapting the user interface, help files, technical documentation, images and audio. It's important to build the highest quality into every stage of the elearning localization process. From identifying and extracting the elements that need localization to re-engineering and conducting QA testing on multiple language versions.
The document discusses a learning benchmarking forum agenda that includes benchmarking learning infrastructure alignment, content development, use of web 2.0 technologies, blended learning, and talent/performance management practices. It provides examples of how different organizations implement blended learning and informal learning strategies. Delivery formats and trends in the industry are also benchmarked.
Single-Source XML: The Secret Behind Mobile and eLearningXyleme
The training industry today is in the unique position of continued heavy investment in eLearning, while in parallel, explosive growth of mobile learning technologies and devices is taking place.
This presentation explores why content development is fast becoming a strategic initiative within organizations.
Specifically, how leading companies are facilitating rapid development across multiple formats using existing content, resources, and technologies rather than using multiple redundant tools.
This document discusses the deployment of a multilanguage online security awareness course in Japan using the Moodle learning management system. It describes the goals of improving security awareness education for foreigners and keeping content up to date. The method section outlines how the course was developed in four languages and deployed using Shibboleth authentication across different Moodle instances. The results section discusses initial small usage in 2012, increased success at Kyoto University in 2013, temporary fixes for load issues in 2014, adopting conditional activities to divide content in 2015, resetting the course yearly and developing an adaptive SCORM module in 2016, and migrating the system to a new platform in 2017.
The document provides an overview of eLearning presented by Tomas Pødenphant Lund. It begins with introductions and learning objectives focused on the basics of eLearning, buzzwords, technology including learning management systems and authoring tools, and creating eLearning content. The presentation discusses how nonprofits can benefit from eLearning and provides tips on getting started with eLearning project planning and development.
Modernize for Engagement: The 5 Steps to Breathing Life Back into Stale Content!Human Capital Media
The average L&D organization spends $18,000 to produce one hour of content. Within a short time period, the value of this content depreciates as the subject matter becomes inaccurate, designs become dated, or technology advancements make the content completely inaccessible with current tools.
Attend our webinar, “The 5 Steps to Breathing Life Back into Stale Content!”, to learn how to maximize your training ROI and start developing a strategy for revitalizing legacy content and preparing content for future usability.
As a gift for attending the webinar, InfoPro Learning will deliver a free Content Asset Repository Worksheet, which your team can use to easily catalog learning assets (the first step in content modernization).
Attend this webinar to learn how to:
Calculate the total cost of your training portfolio
Catalog your learning assets using a free tool by InfoPro Learning
Extend the shelf-life of your existing content
Develop new content for future re-usability
This document outlines the instructional design process for a new training course following the ADDIE model of Analyze, Design, Develop, Implement, and Evaluate. It includes sections for needs analysis, content items, design, development, implementation, and evaluation. Key information gathered includes the target audience, proposed budget, learning objectives, content outline, assessment questions, and plans for measuring the impact of the training.
The document discusses vertical collaborative teams in ISD 191. It outlines the objectives of revisiting norms, reviewing the school improvement plan (SIP) and professional development (PD) processes, analyzing student achievement data, and establishing protocols for vertical team sharing. Teams will use constructivist listening, analyze data, develop SIP/PD plans and timelines, differentiate between PD and team meetings, and participate in district PD days focusing on curriculum development.
Formative EvaluationFormative evaluation gives real results as t.docxhanneloremccaffery
Formative Evaluation
Formative evaluation gives real results as the extent of the validity of the project submitted. Where it is in the development stage as it gives specific guidance on the kinks at each stage of the design stages. This gives us a good opportunity for the development and improvement before starting the execution, which helps to reach the desired goal.
"Formative evaluation is conducted during the process of designing and development the materials while there's still time to make changes. Summative evaluation measures the effectiveness of instruction after it has been finalized.” (Lecture Note).
During the first phase of the project design (analysis phase) and found several recipes
characteristics of participants
During the first phase of the project design (analysis phase) and found several recipes they are involved, including:
1- All of the targeted are teachers of elementary schools.
2- Thy did not use iMovie before.
. 3- They have the basics of computer use
. 4- Thy have a desire to use technology in education
. 5- All of them have experience of not less than five years in education
. 6- all-male sex
This helps us a lot in choosing the right tools to deliver the project in proportion to their
characteristics. Also it helps in building the content according to the quality of our targets and what should we say and what we must not say.
The materials and instruments used in the evaluation
Due to the value of our project is submitted, the first steps to success is the involvement of experts and some of the target in the evaluation process. This helps a lot in the detection of defects that may be unclear to us. Can not build any project according to a personal opinion because it certainly would lose a lot of elements that make it an integrated and comprehensive.
"A fourth class of strategies is termed participant-oriented models. As the term suggests, they emphasize the central importance of the evaluation participants, especially clients and users of the program or technology. Client-centered and stakeholder approaches are examples of participant-oriented models, as are consumer-oriented evaluation systems. “(William M.K 2006).
The preparation of questions of the most important matters to reveal the strengths and weaknesses of the project, and I have been chosen two people from the experts. The first one in curriculum design and the other in training program design ,and questions were as follows:
1. Are the objectives clear and been achieved?
2. Is the content sequential and interdependent makes the learning process more effective?
3. What is your assessment of the stimuli provided in the project?
4-Any other observations you see that we need them to raise the level of the project .
There will come a comment on the results of the questionnaire later. After this phase of the evaluation moved into a one to one, where it reflects the value that is gained from the educational situation and skills gained from the impact o ...
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...Stephen j Hall
This document provides guidance on creating an online lesson plan that incorporates technology-enhanced learning for inclusive education. It consists of 7 steps: 1) select a subject and lesson, 2) identify learning outcomes, 3) focus on formative assessment, 4) select relevant activities, 5) choose appropriate technology tools, 6) list instructional steps, and 7) describe feedback methods. Examples of technology platforms that can be used include Padlet, Kahoot, Screencast-O-Matic, Microsoft 365, Microsoft Teams, and Google Classroom. The online lesson plan template includes spaces for topics, learning outcomes, assessment type, online delivery methods, and providing feedback.
The document describes a case study of a partnership between faculty and instructional designers to develop an online pharmacy certificate program. It discusses the genesis of the project, including market research showing strong global demand for online education. It outlines the instructional design process used to develop the fully online program, including defining learning outcomes, designing courses, developing content and assessments, and evaluating effectiveness. The program will offer four courses over 8-week periods to earn a certificate in regulatory affairs. The collaboration aims to launch the full certificate by spring 2014.
The document provides guidelines for estimating the time needed to design and develop various types of training courses. It estimates that developing a one-hour information-only course with objective assessments would take approximately 1.5 weeks. An activity-based course would take around 3 weeks and a scenario-based course around 5 weeks to develop. The most complex, a one-hour simulator-based course, is estimated to require around 6.5 weeks to develop. Vendor-provided courses require half a day of staff time while vendor-partnered courses require 1.5 days. A one-hour online interactive course is estimated to take around 4 weeks to develop.
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
The document discusses building a world-class technical training program that blends eLearning with hands-on training. It introduces the training team and their experience. It advocates for a blended learning approach using an LMS, discussion boards, web conferencing. It discusses taking advantage of resources like SharePoint for courseware development. The benefits are said to include accountability, consistency, and preparing students for hands-on training. It outlines using the ADDIE model to design the program and create value by linking learning to business strategy. Support is requested to fully realize the benefits of the blended technical training program.
This document summarizes Kristin Westbrook's experience and qualifications in instructional design. It outlines several projects she worked on, including needs analyses, online courses, and training workshops for various clients such as Eli Lilly, Avaya, Big Brothers Big Sisters, and government agencies. Her roles included instructional design, project management, and subject matter expertise. She demonstrates skills in analysis, design, development, and evaluation of training solutions.
The continuous improvement cycle document outlines a process for ongoing evaluation and improvement of student learning, operations, planning, and stakeholder engagement. Key components include collecting inputs like resources, data, and staff time to inform school processes and drive outcomes in areas such as learning, operations, and satisfaction. It emphasizes using data to monitor variability and make adjustments.
Here are the prompts for today's 60 second lecture:
- Summarize your team's discussion about how to deepen learning through collaborative teams.
- Share one insight or "aha" your team discussed regarding next steps.
You have 60 seconds to stand on one leg and share! Go!
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
Presents a model for building e-capability in organisations, based on our research into success factors in e-learning delivery projects in training providers and businesses.
Improving Nuclear Training with Engaging Presentationsjljensenjr
Description of a 90-minute course designed to help instructors in the nuclear power industry create and deliver better training presentations while saving time and effort.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Research data collected: September 2010, by Chapman Alliance
How Long Does it Take to Create
Learning?
A Chapman Alliance, Research Study
September 2010
By Bryan Chapman, Chief Learning Strategist
bryan@chapmanalliance.com
www.chapmanalliance.com
Abstract: Several years ago, I published some learning development metrics from several
different studies that included ratios for how long it takes to create different types of
learning. The information has been widely used and appears frequently throughout the
Blogosphere. Recently, we have been receiving many requests to update this data, so
Chapman Alliance created a survey to collect usable metrics that will help you benchmark
your own learning development times. This time, all of the results were collected from a
single audience (249 completed surveys) across several learning formats including instructor
–led training (ILT), Level 1 e-Learning (Basic), Level 2 e-learning (Interactive), Level 3 e-
learning (Advanced), and information about blended learning. The results are contained in
this deck.
Now, the good news… You are welcome to share this research with anyone you’d like.
Because we feel that this information is so important to the industry, we have released it
under Creative Commons, meaning that you can share the whole deck or pull-out
slides/charts and add them to your presentations, white papers, conference presentations,
etc. The only restrictions are (1) you must ALWAYS list the source of information as
“Chapman Alliance” and (2) you are NOT allowed to sell the results without written
permission from Chapman Alliance. That’s it. Enjoy!
Source Citation: Chapman, B. (2010). How Long Does it Take to Create Learning? [Research
Study]. Published by Chapman Alliance LLC. www.chapmanalliance.com
2. Research data collected: September 2010, by Chapman Alliance
Survey Demographics
Thanks to all of you who took time to complete the survey!
If you would like to participate in future research surveys from Chapman Alliance, please join our list at
www.chapmanalliance.com/join-our-mailing-list
3. Research data collected: September 2010, by Chapman Alliance
The data contained in this research was collected from 249 organizations, representing 3,947 learning development professionals,
who have created learning content (ILT and eLearning) that is consumed by 19,875,946 Learners.
4. Research data collected: September 2010, by Chapman Alliance
Instructor-Led Training (ILT)
Development Benchmark
5. Research data collected: September 2010, by Chapman Alliance
Low Range (average)
Rapid Development, Simple Content, Possible repurposing
from existing source material
Average
Most Typical, ILT Development Projects
High Range (average)
Complex Projects, Often very Custom,
Extended time spent on formatting
during production
Development of Instructor-Led Training (ILT)
Overall Times and Ranges
Low Range (average)
Rapid Development, Simple Content, Possible repurposing
from existing source material, minimal print-based
learning support materials
Average
Most Typical, ILT Development Projects
High Range (average)
Complex Projects, Often very Custom,
Extended time spent on formatting
during production
Development of Instructor-Led Training (ILT)
Overall Times and Ranges
43:1
82:1
22:1
6. Research data collected: September 2010, by Chapman Alliance
Development of Instructor-Led Training (ILT)
Itemized Development Tasks – How much time is spent in each area through the development process?
Snapshot: Average time allocation by task and time spent (all respondents)
Number of
hours of
development
time in each
task, per
finished hour
(people hours)
5.36 6.84 5.06 3.38 4.83 6.76 3.42 2.88 3.45 1.01
Based on average of 43 development hours, per finished hour of ILT
= 43 hours
NOTE: Times reflect time spent by all members of the development team including: instructional designers, writers, subject matter experts (SME), graphic artists, project managers, etc.
7. Research data collected: September 2010, by Chapman Alliance
Development of Instructor-Led Training (ILT)
How much are organizations spending, on average, per-finished-hour, to create instructor-led training (internally)?
$5,934
We asked respondents:
List (if known) your
average, internal cost for
creating 1 finished hour
of ILT.
The cost shown is the average
8. Research data collected: September 2010, by Chapman Alliance
Development of Instructor-Led Training (ILT)
Combining Average Time and Average Cost to Estimate Development Costs
NOTE: The numbers above assume that all tasks are repeated for each hour of instruction. The study did not explore the efficiency and reduction
of time for longer courses by task.
Tasks
% of time spent on
each task
Time spent on
each task (per
finished hour)
1-hour ILT
Course
5-hour ILT
Course
10 hour ILT
Course
Front End Analysis 12% 5.36 $ 739 $ 3,695 $ 7,391
Instructional Design 16% 6.84 $ 944 $ 4,722 $ 9,444
Lesson Plan Development 12% 5.06 $ 698 $ 3,492 $ 6,985
Creation of Handouts 8% 3.38 $ 466 $ 2,331 $ 4,662
Student Guide/ Workbook Development 11% 4.83 $ 667 $ 3,336 $ 6,671
PowerPoint and/or other visual development 16% 6.76 $ 933 $ 4,667 $ 9,335
Test and Exam creation 8% 3.42 $ 472 $ 2,360 $ 4,720
Project Management during Development 7% 2.88 $ 397 $ 1,987 $ 3,973
SME/ Stakeholder Reviews 8% 3.45 $ 477 $ 2,384 $ 4,768
Other 2% 1.01 $ 139 $ 697 $ 1,395
Totals 100% 43 * $ 5,934 ** $ 29,672 $ 59,345
Variables:
* Average time of development per finished hour of ILT: 43
** Average cost of development for 1 finished hour of ILT content: $5,934
9. Research data collected: September 2010, by Chapman Alliance
Level 1 - eLearning
Development Benchmark
10. Research data collected: September 2010, by Chapman Alliance
Development of Level 1 - eLearning
How is Level 1 eLearning Defined?
Level Definition
Level 1 eLearning (Basic) Content pages, text, graphics, perhaps simple
audio, perhaps simple video, test questions.
NOTE: PowerPoint-to-eLearning often falls into
this category. Basically pages with assessment.
Level 2 eLearning (Interactive) Level 1 plus 25% (or more) interactive exercises
(allowing learners to perform virtual "try it"
exercises), liberal use of multimedia (audio,
video, animations)
Level 3 eLearning (Advanced) Highly interactive, possibly simulation or
serious game based, use of avatars, custom
interactions, award winning caliber courseware
The following definitions were used to collect survey data…
VERY IMPORTANT: It is important to understand that these definitions were written to be relatively broad by design. Having conducted
similar surveys for many years, we’ve found that defining the exact framework of each level makes it virtually impossible for survey
respondents to reply (unless their courses just happen to match the definition completely). By allowing for some interpretation, we have
found that these guidelines yield the desired results, especially since respondents are also allowed to list low range, average, and high
range based on further characteristics of learning content development.
11. Research data collected: September 2010, by Chapman Alliance
Development of Level 1 - eLearning
Overall Times and Ranges
Low Range (average)
Rapid Development, Simple Content, Specialized Authoring
Tools (includes simple PowerPoint to eLearning projects)
Average
Most Typical, Level 1 Development Projects
High Range (average)
Complex Projects, Difficult to Produce,
more Media Production
79:1
125:1
49:1
12. Research data collected: September 2010, by Chapman Alliance
Development of Level 1 eLearning
Itemized Development Tasks – How much time is spent in each area through the development process?
Snapshot: Average time allocation by task and time spent (all respondents)
Number of
hours of
development
time in each
task, per
finished hour
(people
hours) Based on average of 79 development hours, per finished hour of Level 1 eLearning
= 79 hours7.87 10.88 9.03 8.66 3.49 5.47 13.42 5.12 5.08 5.59 3.43 0.96
NOTE: Times reflect time spent by all members of the development team including: instructional designers, writers, subject matter experts (SME), graphic artists, authors, media producers, project managers, etc.
13. Research data collected: September 2010, by Chapman Alliance
Development of Level 1 eLearning
How much are organizations spending, on average, per-finished-hour, to create Level 1 eLearning?
$10,054
We asked respondents:
List (if known) your
average, internal cost for
creating 1 finished hour
of Level 1 eLearning.
The cost shown is the average
14. Research data collected: September 2010, by Chapman Alliance
Tasks
% of time spent on
each task
Time spent on
each task (per
finished hour)
1-hour Level 1
eLearning
5-hours Level
1 eLearning
10-hours Level
1 eLearning
Front End Analysis 10% 7.87 $ 1,002 $ 5,009 $ 10,018
Instructional Design 14% 10.88 $ 1,384 $ 6,922 $ 13,845
Storyboarding 11% 9.03 $ 1,149 $ 5,745 $ 11,490
Graphic Production 11% 8.66 $ 1,102 $ 5,512 $ 11,023
Video Production 4% 3.49 $ 445 $ 2,224 $ 4,447
Audio Production 7% 5.47 $ 696 $ 3,478 $ 6,956
Authoring/ Programming 17% 13.42 $ 1,708 $ 8,541 $ 17,082
QA Testing 6% 5.12 $ 651 $ 3,257 $ 6,515
Project Management 6% 5.08 $ 646 $ 3,232 $ 6,463
SME/ Stakeholder Reviews 7% 5.59 $ 711 $ 3,557 $ 7,115
Pilot Test 4% 3.43 $ 437 $ 2,185 $ 4,370
Other 1% 0.96 $ 122 $ 608 $ 1,216
Totals 100% 79 $ 10,054 $ 50,270 $ 100,540
Development of Level 1 eLearning
Combining Average Time and Average Cost to Estimate Development Costs
NOTE: The numbers above assume that all tasks are repeated for each hour of instruction. The study did not explore the efficiency and reduction
of time for longer courses by task.
Variables:
* Average time of development per finished hour of Level 1 eLearning: 79
** Average cost of development for 1 finished hour of Level 1 eLearning: $10,054
15. Research data collected: September 2010, by Chapman Alliance
Level 2 - eLearning
Development Benchmark
16. Research data collected: September 2010, by Chapman Alliance
Development of Level 2 - eLearning
How is Level 2 eLearning Defined?
Level Definition
Level 1 eLearning (Basic) Content pages, text, graphics, perhaps simple
audio, perhaps simple video, test questions.
NOTE: PowerPoint-to-eLearning often falls into
this category. Basically pages with assessment.
Level 2 eLearning (Interactive) Level 1… plus 25% (or more) interactive
exercises (allowing learners to perform virtual
"try it" exercises), liberal use of multimedia
(audio, video, animations)
Level 3 eLearning (Advanced) Highly interactive, possibly simulation or
serious game based, use of avatars, custom
interactions, award winning caliber courseware
The following definitions were used to collect survey data…
VERY IMPORTANT: It is important to understand that these definitions were written to be relatively broad by design. Having conducted
similar surveys for many years, we’ve found that defining the exact framework of each level makes it virtually impossible for survey
respondents to reply (unless their courses just happen to match the definition completely). By allowing for some interpretation, we have
found that these guidelines yield the desired results, especially since respondents are also allowed to list low range, average, and high
range based on further characteristics of learning content development.
17. Research data collected: September 2010, by Chapman Alliance
Development of Level 2 - eLearning
Overall Times and Ranges
Low Range (average)
Rapid Development through Templated Interactions. Simple
Animation, Efficient or low-end Media Production
Average
Most Typical, Interactive eLearning Projects – Level 2
High Range (average)
Advanced and custom interactions,
Embedded simulation activities and
lots of media
184:1
267:1
127:1
18. Research data collected: September 2010, by Chapman Alliance
Development of Level 2 eLearning
Itemized Development Tasks – How much time is spent in each area through the development process?
Snapshot: Average time allocation by task and time spent (all respondents)
17.36 24.69 20.88 22.39 11.29 11.59 32.20 11.88 11.74 10.96 7.41 1.63
Based on average of 184 development hours, per finished hour of Level 2 eLearning
= 184 hours
Number of
hours of
development
time in each
task, per
finished hour
(people
hours)
NOTE: Times reflect time spent by all members of the development team including: instructional designers, writers, subject matter experts (SME), graphic artists, authors, media producers, project managers, etc.
19. Research data collected: September 2010, by Chapman Alliance
$18,583
We asked respondents:
List (if known) your
average, internal cost for
creating 1 finished hour
of Level 2 eLearning.
The cost shown is the average
20. Research data collected: September 2010, by Chapman Alliance
Tasks
% of time spent on
each task
Time spent on
each task (per
finished hour)
1-hour Level 2
eLearning
5-hours Level
2 eLearning
10-hours Level
2 eLearning
Front End Analysis 9% 17.36 $ 1,753 $ 8,767 $ 17,535
Instructional Design 13% 24.69 $ 2,493 $ 12,466 $ 24,932
Storyboarding 11% 20.88 $ 2,108 $ 10,542 $ 21,085
Graphic Production 12% 22.39 $ 2,261 $ 11,305 $ 22,609
Video Production 6% 11.29 $ 1,140 $ 5,700 $ 11,400
Audio Production 6% 11.59 $ 1,171 $ 5,855 $ 11,710
Authoring/ Programming 18% 32.20 $ 3,252 $ 16,260 $ 32,520
QA Testing 6% 11.88 $ 1,200 $ 5,998 $ 11,996
Project Management 6% 11.74 $ 1,185 $ 5,926 $ 11,853
SME/ Stakeholder Reviews 6% 10.96 $ 1,107 $ 5,533 $ 11,066
Pilot Test 4% 7.41 $ 748 $ 3,740 $ 7,481
Other 1% 1.63 $ 164 $ 822 $ 1,644
Totals 100% 184 $ 18,583 $ 92,915 $ 185,830
Development of Level 2 eLearning
Combining Average Time and Average Cost to Estimate Development Costs
NOTE: The numbers above assume that all tasks are repeated for each hour of instruction. The study did not explore the efficiency and reduction
of time for longer courses by task.
Variables:
* Average time of development per finished hour of Level 2 eLearning: 184
** Average cost of development for 1 finished hour of Level 2 eLearning: $18,583
21. Research data collected: September 2010, by Chapman Alliance
Level 3 - eLearning
Development Benchmark
22. Research data collected: September 2010, by Chapman Alliance
Development of Level 3 - eLearning
How is Level 3 eLearning Defined?
Level Definition
Level 1 eLearning (Basic) Content pages, text, graphics, perhaps simple
audio, perhaps simple video, test questions.
NOTE: PowerPoint-to-eLearning often falls into
this category. Basically pages with assessment.
Level 2 eLearning (Interactive) Level 1… plus 25% (or more) interactive
exercises (allowing learners to perform virtual
"try it" exercises), liberal use of multimedia
(audio, video, animations)
Level 3 eLearning (Advanced) Highly interactive, possibly simulation or
serious game-based, use of avatars, custom
interactions, award-winning caliber courseware
The following definitions were used to collect survey data…
VERY IMPORTANT: It is important to understand that these definitions were written to be relatively broad by design. Having conducted
similar surveys for many years, we’ve found that defining the exact framework of each level makes it virtually impossible for survey
respondents to reply (unless their courses just happen to match the definition completely). By allowing for some interpretation, we have
found that these guidelines yield the desired results, especially since respondents are also allowed to list low range, average, and high
range based on further characteristics of learning content development.
23. Research data collected: September 2010, by Chapman Alliance
Development of Level 3 - eLearning
Overall Times and Ranges
Low Range (average)
Templated Interactions, Games and Simulations, Efficient
Simulation Development Practices (Rapid Development)
Average
Most Typical, Highly Interactive Courses, Simulations
and/or Games (Level 3)
High Range (average)
Complex Projects, Advanced Learning
Simulations and Games, Extensive
Media Production
490:1
716:1
217:1
NOTE: Several respondents
listed times greater than
2000+ hours of
development per finished
hour (very advanced learning
simulations and games)
24. Research data collected: September 2010, by Chapman Alliance
Development of Level 3 eLearning
Itemized Development Tasks – How much time is spent in each area through the development process?
Snapshot: Average time allocation by task and time spent (all respondents)
42.97 61.97 53.22 64.53 30.46 26.61 86.39 31.51 32.19 30.61 20.96 8.59
Based on average of 490 development hours, per finished hour of Level 3 eLearning
= 490 hours
Number of
hours of
development
time in each
task, per
finished hour
(people
hours)
NOTE: Times reflect time spent by all members of the development team including: instructional designers, writers, subject matter experts (SME), graphic artists, authors, media producers, project managers, etc.
25. Research data collected: September 2010, by Chapman Alliance
Development of Level 3 eLearning
How much are organizations spending, on average, per-finished-hour, to create Level 3 eLearning?
$50,371
We asked respondents:
List (if known) your
average, internal cost for
creating 1 finished hour
of Level 3 eLearning.
The cost shown is the average
26. Research data collected: September 2010, by Chapman Alliance
Tasks
% of time spent on
each task
Time spent on
each task (per
finished hour)
1-hour Level 3
eLearning
5-hours Level
3 eLearning
10-hours Level
3 eLearning
Front End Analysis 9% 42.97 $ 4,417 $ 22,086 $ 44,171
Instructional Design 13% 61.97 $ 6,370 $ 31,850 $ 63,700
Storyboarding 11% 53.22 $ 5,471 $ 27,355 $ 54,711
Graphic Production 13% 64.53 $ 6,633 $ 33,167 $ 66,335
Video Production 6% 30.46 $ 3,131 $ 15,654 $ 31,308
Audio Production 5% 26.61 $ 2,736 $ 13,678 $ 27,355
Authoring/ Programming 18% 86.39 $ 8,881 $ 44,404 $ 88,808
QA Testing 6% 31.51 $ 3,239 $ 16,196 $ 32,392
Project Management 7% 32.19 $ 3,309 $ 16,545 $ 33,090
SME/ Stakeholder Reviews 6% 30.61 $ 3,146 $ 15,731 $ 31,463
Pilot Test 4% 20.96 $ 2,154 $ 10,772 $ 21,543
Other 2% 8.59 $ 883 $ 4,417 $ 8,834
Totals 100% 490 $ 50,371 $ 251,855 $ 503,710
Development of Level 3 eLearning
Combining Average Time and Average Cost to Estimate Development Costs
NOTE: The numbers above assume that all tasks are repeated for each hour of instruction. The study did not explore the efficiency and reduction
of time for longer courses by task.
Variables:
* Average time of development per finished hour of Level 3 eLearning: 490
** Average cost of development for 1 finished hour of Level 3 eLearning: $50,371
27. Research data collected: September 2010, by Chapman Alliance
Comparison Charts
Development Ratios and Costs
28. Research data collected: September 2010, by Chapman Alliance
Development Ratios - Summary
ILT, Level 1 eLearning (Basic), Level 2 eLearning (Interactive), Level 3 eLearning (Advanced)
Rapid Development,
Simple Projects
Average
Typical Project
Advanced, Complex,
More Media
Instructor-Led
Training (ILT) 22:1 43:1 82:1
Level 1 eLearning
(Basic) – Content Pages
and Assessment
49:1 79:1 125:1
Level 2 eLearning
(Interactive) – Level 1,
plus 25%+ interactive
exercises
127:1 184:1 267:1
Level 3 eLearning
(Advanced) –
Simulations, Games,
Award Winning type
217:1 490:1 716:1
29. Research data collected: September 2010, by Chapman Alliance
Average Cost Comparisons - Summary
ILT, Level 1 eLearning (Basic), Level 2 eLearning (Interactive), Level 3 eLearning (Advanced)
Average Cost per-finished
hour
Instructor-Led
Training (ILT) $5,934
Level 1 eLearning
(Basic) – Content Pages
and Assessment
$10,054
Level 2 eLearning
(Interactive) – Level 1,
plus 25%+ interactive
exercises
$18,583
Level 3 eLearning
(Advanced) –
Simulations, Games,
Award Winning type
$50,371
30. Research data collected: September 2010, by Chapman Alliance
Blended Learning
Benchmark of Blended Learning Components
31. Research data collected: September 2010, by Chapman Alliance
Blended Learning Components
Radar chart showing components most frequently used as part of a blended learning course (across all
respondents)
32. Research data collected: September 2010, by Chapman Alliance
Blended Learning Components
Components used most frequently as part of a blend
Frequent
Use
• Classroom Session(s) ILT (24%)
• Self-Paced eLearning (23%)
• Virtual Classroom Sessions (12%)
Some
Use
• Online Simulations (7%)
• Pre-reading (6%)
• Knowledge-Based Tests (6%)
• Live Simulations (5%)
Low Frequency
• On-the-job Training Tasks (4%)
• Assigned Homework (completed outside class) (4%)
• Pretests (3%)
• Posttests (3%)
• Post Course Observation Worksheets (2%)
33. Research data collected: September 2010, by Chapman Alliance
Blended Learning Components
Average mix of major components: Classroom, Virtual Classroom and E-Learning (survey respondents)
34. Research data collected: September 2010, by Chapman Alliance
Blended Learning
What is the average size of a Blended Learning Course? …and what are organizations typically paying for internal development of blended learning (on average)?
$25,900
Average Duration
32 hours
Average Configuration
NOTE: These were asked as three
separate questions.
1. Components used in blend
2. Typical length of blend
3. Average cost of blend
We realize that this data doesn’t mesh
well with previous questions about
development per finished hour ratios.
If you average out the costs, it would
seem to suggest that blended learning is
created at a rate of $809 per finished
hour ($25,900 divided by 32).
We thought it would be helpful to share
the data anyway. Please understand
these constraints when interpreting the
data
35. Research data collected: September 2010, by Chapman Alliance
About the Author
Bryan Chapman is Chief Learning Strategist at Chapman Alliance; a provider of research-
centric consulting solutions that assist organizations in defining, operating and
optimizing their strategic learning initiatives. As a veteran in the industry, he has over 20
years experience and has worked with such organizations as American Express, Shell,
Kodak, Sprint, Sharp Electronics, Honda, IBM, Microsoft, Avon, UNICEF, American Red
Cross, The Food and Drug Administration, U.S. State Department, and many others; to
help them optimize learning efficiency through the use of innovative learning
techniques and technologies. Click here for a full bio.
Please feel free to contact me if you need some assistance…
• working through learning management system (LMS) or any other learning
technology selection project
• finding and applying learning industry research; custom research projects
• optimizing or establishing your learning governance approach
• exploring best practices for rapid learning development
• learning strategy “jam sessions” (available as a 2-hour block, full-day onsite, or
as a workshop)
• Click here for more available services
Contact information:
Bryan Chapman
Chief Learning Strategist
Chapman Alliance
(801) 568-7011
bryan@chapmanalliance.com
www.chapmanalliance.com