[Title of presentation] eLene-EE economics of eLearning conference, Université Paris-Sud, Sceaux, France. December 13 th – 14th Photo if wished Name Job.

[Title of presentation]

eLene-EE economics of eLearning conference,

Université Paris-Sud, Sceaux, France. December 13 th – 14th

Photo if wished

Name

Job

Institution

Your own logos if wished

2/n

Slide title Level 1:

– Level 2

. Level 3

1997 2000 projects in the Politecnicno context20002007 projects at national and interantional levelELEARNING has an important impact on the communicationAn high engagement in diffused services with a standard level of interaction and multimediaBut also experimental projects in specific contextWeb enhanced learning as a standard service and blended learning as a development directionElearning as a human intensive activityToward Web enhanced learning for all teachers and studentsRevenues from extra fees and external funds for special projects and

Centro METID

Metodi E Tecnologie Innovative per la Didatticathe centre has been set up in 1995;is aimed at fostering the development and adoption of innovative tools and methodologies in university teaching.

One of the main technical Universities in Italy:7 campus in the Lombardy Region~ 40.000 students~ 1.200 teachers/researchers~ 800 technical-administrative staff

EngineeringArchitecture and UrbanismDesign

4/n

1997-2000 projects in the Politecnico context

5/n

2000-2007 projects at national and international level

in 200719 projects for the Politecnico17 national projects7 international projects

6/n

A strong evolution of the international dimension

eLene Consortiumand other countries:Gran Bretagna EstoniaBulgariaUkrainaCinaGiapponePerù SiriaRwandaCongoEtiopia…..

7/n

A slow growth in University expenditures…

0,00%

0,10%

0,20%

0,30%

2004 2005 2006

Trend of E-learning expenditure in University budget with particular attention at the repartition

Investments

General costs

0,00%

0,10%

0,20%

0,30%

2004 2005 2006

Trend of E-learning expenditure in University budget with particular attention at the repartition

Investments

General costs

8/n

…but a rapid increase of incomes thanks to external financed projects

0,44%

0,46%

0,48%

0,50%

0,52%

0,54%

0,56%

2004 2005 2006

Repartition of E-learning incomes

0,44%

0,46%

0,48%

0,50%

0,52%

0,54%

0,56%

2004 2005 2006

Repartition of E-learning incomes

9/n

Elearning as a “human intensive” activity

0%20%40%60%80%

100%

2004 2005 2006

General costs Investments Maintenance of investment

Repartition of E-learning expenditure

0%20%40%60%80%

100%

2004 2005 2006

General costs Investments Maintenance of investment

Repartition of E-learning expenditure

10/n

Towards the involvement of all teachers and students …

0,00%

100,00%

2004 2005 2006

Students Others customers Number of courses/teachers

Trends of people involved in e-learning

0,00%

100,00%

2004 2005 2006

Students Others customers Number of courses/teachers

Trends of people involved in e-learning

11/n

…through Web enhanced learning as a training strategy

2004

200520060,00%

20,00%

40,00%

60,00%

80,00%

100,00%

Students' distribution in e-learning diplomas

2004

200520060,00%

20,00%

40,00%

60,00%

80,00%

100,00%

Students' distribution in e-learning diplomas

12/n

Low levelMedium

level Highlevel

2004

2005

2006

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

Proportion of media on web courses

Low levelMedium

level Highlevel

2004

2005

2006

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

Proportion of media on web courses

An high engagement in diffused services with a standard level of multimedia but also experimental projects in specific context

13/n

Low levelMedium

level Highlevel

2004

2005

2006

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

Proportion of interaction on web courses

Low levelMedium

level Highlevel

2004

2005

2006

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

Proportion of interaction on web courses

Standard interaction “for all” and more attention to the interaction level in blended courses

14/n

Reassuring news about user’s satisfaction

20040,00%

50,00%

100,00%

User's satisfaction with E-learning

20040,00%

50,00%

100,00%

User's satisfaction with E-learning

15/n

Elearning has an important impact on the communication

Events brought by E-learning activities

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

2004 2005 2006

Nr. e

vents

ConferencesProjectsNew Partnerships

Events brought by E-learning activities

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

2004 2005 2006

Nr. e

vents

ConferencesProjectsNew Partnerships

16/n

Conclusions: the experience of BSC approach

Elearning is a complex field and needs a “multifaceted” approach for a good strategic comprehension: we discovered a lot bout ourselves!

Thanks to BSC we are now able to show to our stakeholders (METID Scientific Committee, University decision makers but also teachers and students) how really elearning impacts to the life of the University

For making it work it is important to personalize the model to the specific context by introducing or modifying single indicators

The data collection is a very hard work and needs dedicated resources..but it’s worth!