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Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
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This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License.
To view a copy of this license, visit http://creativecommons.org/licenses or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
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?
• 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
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