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E-learning business plan development
author: Eric Kluijfhout, [email protected]
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 strandUganda, 18-29 October 2004
by Dr Eric Kluijfhout
Outline
• 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
Strategic aims of e-learning
• To replace (part of) traditional teaching and learning: substitution (same methodology)
• To change (part of) traditional teaching and learning: innovation (different methodology)
• To radically change the core business and its supporting organization: transformation
Relation to ‘traditional’ teaching
• In addition and parallel to traditional means of teaching and learning: extended classroom
• To replace part of the traditional curriculum and teaching setting: blended learning
• Completely time and place independent : distributed learning
Step 1
• Define your pedagogical approach in terms of strategic aims and relation to traditional teaching
Step 2
• Describe your e-learning business model in terms of activities and actors
• Define who will be paying for what activity
Analysis and design framework
LevelDimension
MacroNational
environment
MezzoInstitutionalenvironment
MicroLearning
environment
Pedagogical
Technological
Organizational
Some e-learning movers at the global and national level
• Innovations in ICT, creating opportunities• Competition in the global knowledge society• The life long learning paradigm • Demands for accessibility and cost-efficiency• ……………………………..
National pedagogical dimension
• National educational system– School types– Curriculum and accreditation system– E-learning policy
• Status of learning and knowledge– In general– Towards distance- and e-learning
• Pedagogical tradition and teaching practices– General– E-learning specific
National technological dimension
• National telecommunications network infrastructure– Coverage and capacity– Accessibility and reliability– Costs
• Technological support infrastructure– Quality, quantity and costs of ICT products and services– Specific e-learning support infrastructure
• Technology-orientation– General national level of technology-penetration– General attitudes towards technology– Attitudes specific to e-learning
National organisational dimension
• General school system and support structure– Size, capacity– Funding– Professionalism
• National e-learning environment– National e-learning policy– National e-learning support structure
Some e-learning inhibitors at the national level
• Lack of vision• Vision not backed by action and funds• Misconceptions and short-term (political) views• Lack of national organizational and technological
infrastructure• Inability to absorb and localise technology• Resistance to change in general• Failed pilots• ……………………….
Prerequisites at national level• Realistic national e-learning policy• E-learning innovation programmes and funds• Telecommunications infrastructure• Internet services providers• Reliable hardware and software suppliers• ICT training and manpower providers• Distance teaching/e-learning association(s)• Pre- and in-service teacher training programmes in
e-learning• Openness to (technological) innovation• Best practices examples
Step 3
1. Take your pedagogical approach and business case in mind
2. Define the 3 major opportunities at the (inter)national level
3. Define the 4 major threats at the (inter)national level
4. Identify any show-stoppers for your pedagogical approach and business case
Some e-learning movers at the institutional level
• Client, stakeholder, and market demands• Extending services and reaching new target groups• Fear of ‘being left behind’• Drive for excellence in teaching and learning• Efficiency-considerations• Standardising the training offerings (e.g. between plants,
within a professional sector)• Monitoring: logging of learning results• Initiation often by enthusiastic individuals!• …………………………
Institutional pedagogical dimension
• Curriculum– Level, depth and scope– Orientation: general/vocational/professional– Pedagogical approach– Pedagogical vision on e-learning
• Student background– General knowledge, skills, attitudes, learning styles– General demographical, economical, ………– E-learning specific knowledge, skills, attitudes
• Teaching culture and practices– General– E-learning knowledge, skills, attitudes
Institutional technological dimension
• Connectivity:– Internet, Extranet, Intranet– Capacity, connectivity, quality– Continuous or dial-in
• Hardware and software:– PC’s (quantity, quality, access)– E-learning support software
• Accessibility:– E-learning resource materials– E-learning support services
Institutional organisational (support) dimension
• Institutional e-learning strategy/policy:– Pedagogical grounding– Technological grounding– Capacity building for management, teachers, support
staff and students– Funding
• E-learning support structure– Pedagogical– Technological
Some e-learning inhibitors at the institutional level
• Inhibitors at the national level • Being shielded from political, economical and social
developments (ivory tower)• Lack of vision and understanding• Misconceptions (too optimistic or pessimistic) about e-
learning possibilities• Lack of management support• Inflexible organisational structure and practices to
accommodate e-learning requirements• Lack of funding (in equipment and staff)• Resistance to change (individual and/or organisational)
Prerequisites at the institutional level
• National (system) support• Vision and realistic expectations• Enthusiastic individuals and role models• Management support• Flexible organizational structure and practices• Budget• Institutional innovation record• Capable staff in various (new) roles
Step 4
1. Take your pedagogical approach and business case in mind
2. Define the 3 major opportunities/strengths at the institutional level
3. Define the 4 major threats/weaknesses at the institutional level
4. Define any show-stoppers for your pedagogical approach and business case
Some e-learning movers for students
• Flexible learning: independent of time and place
• Learning at the work place• Just-in-time learning • Access to international study programmes• Saving on study/training logistics• ……………………………………
Learning environment pedagogical dimension
• Applied e-learning modus: – Substitution/innovation/transformation– Extended classroom/blended
learning/distributed learning • Suitability of e-learning modus to:
– Learning goals– Pedagogical approach
Learning environment technological dimension
• Hardware and software:– PC access– E-learning support software
• Connectivity:– On-line or dial-in– Capacity
• Access to e-learning facilities: – Learning resources– Learning services
Learning environment organisational dimension
• E-learning help(-desk) function
Some e-learning inhibitors for students
• Lack of effective ICT facilities/connectivity• Lack of ICT skills• Lack of self-study skills/discipline• Poor course design leading to ineffective learning• Poor tutoring• No added value (e.g. on-screen page-turning)• Insufficient (social) interaction opportunities• Perceived inferiority of e-learning• ………………………….
Student prerequisites
• Sufficient ICT facilities and connectivity• Basic computer skills• Openness towards e-learning• Self-directedness and study discipline
Step 5
1. Take your pedagogical approach and business case in mind
2. Define the major attractors for your students
3. Define major deterrents for your students4. Define any show-stoppers for your
pedagogical approach and business case
Step 6
• Review your pedagogical approach• Review your business model