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E learning business plan development

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Eric Kluijfhout
Eric Kluijfhout

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

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E-learning business plan development author: Eric Kluijfhout, eric.kluijfhout@gmail.com   This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.  
E-learning business plan development Refresher Course for Senior Executives Program “ Entrepreneurship development and -training in a global perspective”: e-learning strand Uganda, 18-29 October 2004 by Dr Eric Kluijfhout
Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strategic aims of e-learning ,[object Object],[object Object],[object Object]
Relation to ‘traditional’ teaching ,[object Object],[object Object],[object Object]
Step 1 ,[object Object]
Step 2 ,[object Object],[object Object]
Analysis and design framework Level Dimension Macro National environment Mezzo Institutional environment Micro Learning environment Pedagogical Technological Organizational
Some e-learning movers at the global and national level ,[object Object],[object Object],[object Object],[object Object],[object Object]
National pedagogical dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
National technological dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
National organisational dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some e-learning inhibitors at the national level ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Prerequisites at national level ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 3 ,[object Object],[object Object],[object Object],[object Object]
Some e-learning movers at the institutional level ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Institutional pedagogical dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Institutional technological dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Institutional organisational (support) dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some e-learning inhibitors at the institutional level ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Prerequisites at the institutional level ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 4 ,[object Object],[object Object],[object Object],[object Object]
Some e-learning movers for students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning environment pedagogical dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning environment technological dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning environment organisational dimension ,[object Object]
Some e-learning inhibitors for students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student prerequisites ,[object Object],[object Object],[object Object],[object Object]
Step 5 ,[object Object],[object Object],[object Object],[object Object]
Step 6 ,[object Object],[object Object]

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E learning business plan development

  • 1. E-learning business plan development author: Eric Kluijfhout, eric.kluijfhout@gmail.com   This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.  
  • 2. E-learning business plan development Refresher Course for Senior Executives Program “ Entrepreneurship development and -training in a global perspective”: e-learning strand Uganda, 18-29 October 2004 by Dr Eric Kluijfhout
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Editor's Notes

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