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
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 model was created by Chapman Alliance as a process methodology for adopting new learning technologies and practices. Many are familiar with ADDIE for the design and development of training; CLIC addresses the learning adoption cycle for annual (or more frequent) updates of learning strategy. It is available as Creative Commons, so you are welcome to adapt for your own use. Enjoy
ClipFlair Revoicing and Captioning ActivitiesClipFlair
This report presents the results of the work done by 58 foreign language teachers, i.e. more than 350 activities based on subtitling and dubbing video clips.
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!
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 model was created by Chapman Alliance as a process methodology for adopting new learning technologies and practices. Many are familiar with ADDIE for the design and development of training; CLIC addresses the learning adoption cycle for annual (or more frequent) updates of learning strategy. It is available as Creative Commons, so you are welcome to adapt for your own use. Enjoy
ClipFlair Revoicing and Captioning ActivitiesClipFlair
This report presents the results of the work done by 58 foreign language teachers, i.e. more than 350 activities based on subtitling and dubbing video clips.
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!
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.
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 ...
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.
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
If you’re planning to implement eLearning for your workforce training, you need to be aware of the factors that will impact the cost of eLearning development. Here’s a SlideShare that will you an overview of the cost factors.
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
This slideshare provides you the basic understanding of e-learning– its business impact, the steps involved in creating, delivering and deploying an eLearning program.
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.
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 ...
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.
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
If you’re planning to implement eLearning for your workforce training, you need to be aware of the factors that will impact the cost of eLearning development. Here’s a SlideShare that will you an overview of the cost factors.
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
This slideshare provides you the basic understanding of e-learning– its business impact, the steps involved in creating, delivering and deploying an eLearning program.
Astd 2010 From Reading Books To Sharing ExperienceEpise
International perspectives and Cultural Influences on Web 2.0:
In the modern world of web 2.0 how can organizations and
professionals be aware of global diversity and its cultural influence?
This panel will bring together international perspectives about
social networking, informal learning, and the influence of culture.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. 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. Survey DemographicsThanks 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. 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.
5. Development of Instructor-Led Training (ILT) Overall Times and Ranges Development of Instructor-Led Training (ILT) Overall Times and Ranges 82:1 43:1 22:1
6. 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) = 43 hours Based on average of 43 development hours, per finished hour of ILT
7. 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. Development of Instructor-Led Training (ILT) Combining Average Time and Average Cost to Estimate Development Costs Variables: * Average time of development per finished hour of ILT: 43 ** Average cost of development for 1 finished hour of ILT content: $5,934 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.
10. Development of Level 1 - eLearning How is Level 1 eLearning Defined? 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.
12. 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) = 79 hours Based on average of 79 development hours, per finished hour of Level 1 eLearning
13. 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. Development of Level 1 eLearning Combining Average Time and Average Cost to Estimate Development Costs 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 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.
16. Development of Level 2 - eLearning How is Level 2 eLearning Defined? 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.
18. 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) Number of hours of development time in each task, per finished hour (people hours) = 184 hours Based on average of 184 development hours, per finished hour of Level 2 eLearning
19. $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. Development of Level 2 eLearning Combining Average Time and Average Cost to Estimate Development Costs 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 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.
22. Development of Level 3 - eLearning How is Level 3 eLearning Defined? 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. Development of Level 3 - eLearning Overall Times and Ranges NOTE: Several respondents listed times greater than 2000+ hours of development per finished hour (very advanced learning simulations and games) 716:1 490:1 217:1
24. 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) Number of hours of development time in each task, per finished hour (people hours) = 490 hours Based on average of 490 development hours, per finished hour of Level 3 eLearning
25. 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. Development of Level 3 eLearning Combining Average Time and Average Cost to Estimate Development Costs 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 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.
33. Blended Learning Components Average mix of major components: Classroom, Virtual Classroom and E-Learning (survey respondents)
34. 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)? NOTE: These were asked as three separate questions. Components used in blend Typical length of blend 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 $25,900 Average Duration 32 hours Average Configuration
39. learning strategy “jam sessions” (available as a 2-hour block, full-day onsite, or as a workshop)
40. Click here for more available servicesContact information: Bryan Chapman Chief Learning Strategist Chapman Alliance (801) 568-7011 bryan@chapmanalliance.com www.chapmanalliance.com