E learning project definition

E-learning project definition

author: Eric Kluijfhout, eric.kluijfhout@gmail.com 

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E-learning project definition

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

• Recap of business plan development outcomes (step 1-5)

• Step 6: Detail your e-learning project goals

• Step 7: Describe critical competencies

• Step 8: Outline your project

• Step 9: Validate with major stakeholders

Where are we?

Level

Dimension

MacroNational

environment

MezzoInstitutional

environment

MicroLearning

environment

Pedagogical

Technological

Organizational

SWOT analysis

Level

Dimension

MacroNational

environment

MezzoInstitutional

environment

MicroLearning

environment

Pedagogical

Technological

Organizational

Select your e-learning approach

Extended

classroom

Blended

learning

Distributed

learning

Substitution

Innovation

Transforma-tion

Determine your e-learning business model

• Who adds value in the e-learning value chain?

• Who is the client?• Who is paying for what?

Develop content

Develop education

Deliver education

Provide learning services

Provide accreditation

Provide ICT tools and services

Provide telecommunications services

Recap of business plan development outcomes

• Step 1: E-learning approach determined

• Step 2: E-learning business model determined

• Step 3-5: SWOT analysis and show stoppers determined

Project definition based on business plan definition step 1-5

• Step 6: Detail your e-learning project goals

• Step 7: Describe critical competencies

• Step 8: Outline your project

• Step 9: Validate with major stakeholders

Detail your e-learning project goals

• Scope

• Size

• Complexity

Scope options

• Targeted at the individual lecturer (course), the Department (programme) or the whole institution (curriculum)?

• Domains, educational levels and types of learning outcomes covered

• Pedagogical, technological and organizational disparity with the present situation (‘gap to bridge’)

• E-learning services provider or e-learning resources services provider?

Size options

• Number of courses

• Number of students

• Number of lecturers

• Number of ‘points of presence’

Complexity options

• Pedagogical complexity:– Cohort/individual, scheduled/free paced, fixed/

personalised route, individual/group assignments, …….

• Technological complexity– Media-mix, electronic services offered (server and

client side), integratedness, security, ………..

• Organizational complexity– Hierarchical levels and units involved,

project/programme structure, ………

• The integratedness of the three

Validate your e-learning project goals

Level

Dimension

MacroNational

environment

MezzoInstitutional

environment

MicroLearning

environment

Pedagogical

Technological

Organizational

Project definition step 1

• Take your e-learning strategy and business model in mind

• Describe your e-learning scope 3 years from now, in max. 20 words.

• Define the size: # courses, # of students, #lecturers, # points of presence

• Describe your strategy to reduce complexity in max. 20 words.

Detail required roles and competencies

• Management• Lecturers• Students• Educationalists• ICT staff• Multi-media experts• Support staff• ……………………

Actual roles depend on the innovation phase!!

initiation expansion consolidation integration transform.

IS development phases

costs

time

Role and competencies for e-learning: management

• Depending on the innovation phase: hands-off, observes, regulates, coordinates, initiates

• Does NOT have to be technical experts on ICT or e-learning

• Should understand the potential and pitfalls• Should create an appropriate environment for the

respective innovation phase• Should display leadership in solving intra-

departmental problems

Roles and competencies for e-learning: lecturers

• Depending on the scope, either self-develop courses or participate in a multi-disciplinary development team

• Computer and multi-media knowledge and skills• Change from lecturer towards tutor/coach• Manage heterogeneous and multi-paced groups• Manage 7x24 asynchronous communication

Roles and competencies for e-learning: students

• The self-directed learner

• Study discipline

• Basic computer skills

• Skills and attitudes towards synchronous and asynchronous technology-mediated communication and cooperation

Other roles and competencies for e-learning

• Educationalists:– Design course didactics and media– Bridge the world of the lecturer and ICT specialist

• ICT staff– Realise technical functionality– Identify technological opportunities

• Multi-media specialists– Realise multi-media products– Identify multi-media opportunities

• Support staff– Help-desk

Project definition step 2

• Take your e-learning strategy and business model in mind

• Describe the two management competencies that will require most attention

• Describe the two lecturer competencies that will require most attention

• Describe the two student competencies that will require most attention

Outlining your project

• Objectives-outcomes-activities-inputs definition• Implementation strategies• Project roles and structure• Phasing• Costing• Project management• Organisational culture

Logical framework

outcomes

objectives

activities

inputs

planning

Context

analysis

Devise project implementation strategy

• Depend on:– Scope– Size– Complexity– Required roles and competencies

• Options:– Bottom up vs. top down planning– Push vs. pull activities– Phased vs. one-time– Mix

Project roles and structure• Roles:

– Steering Committee– Project Support Group– Project Team– Work Group– Reference Group– (End) User Group– ………………..

• Structure:– Coordination structure– Matrix organisation– Autonomous project organization

Phasing options

Level of complexity

Level ofuncertainty

low linear parallel: - sub-projects - simultaneous

high cyclic: - development - version

low high

Cost categories in e-learning projects

• Staff, including development/training and consultancy• Materials development/conversion/acquisition• Production costs• Distribution costs• Tutoring services• Help desk services• ICT and multi-media infrastructure and services• Housing, transport, consumables etc.• Operational costs

Project management tasks

• Initiate• Plan• Coordinate• Control/monitor

– Activities and outcomes: timing & milestones, quality, risks– Inputs: staff, tools, facilities, funds– Organisation: work methods, strategies, structure– Team processes– Information– Environment

Project definition step 3

• Outline your project:– Logical framework– Implementation strategies– Project roles and structure– Phasing– Costing– Project management

Often neglected: organisational culture

• Power-distance: communication mechanisms between students and lecturers; authority, status and role definition

• Academic culture: ‘not invented here’ syndrome; the ivory tower; experiment instead of produce; 80% is not enough

• Global ‘rivalry’ between the academic and administrative organisation

• Project organisation vs. operations management• ……………………………….

Major pitfalls

• Wanting too much: scope, size and complexity• Wanting to little• Invisible institutional and individual inhibitors

(see also before):– Lack of vision– Misconceptions about e-learning– Lack of management support – Lack of implementation capacity– Organizational culture– ………………………….

Project definition step 4

• Re-validate your project design with major stakeholders