E-learning project definition
author: Eric Kluijfhout, [email protected]
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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