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eVET workshop notes 2002

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eVET workshop notes 2002 ...

    eVETmarketing workshop notes 2002 Changing view on the role of elearning

    ? People don’t buy Online education – little documented demand for it from

    mainstream learners in the VET sector

    ? Used to be seen as a cure-all buy a platform, load up the content and

    people will buy it not supported by the evidence ? The Web is making content ownership less relevant, less a competitive

    advantage (Web Monkey, MIT, small business planning)

    ? There is evidence that people are buying the ‘service’ or value-added side of

    elearning (Scottish Knowledge its marketability of credentials and

    perceived quality brand)

    o Access to learner support

    o Credentialing

    ? Platforms are a problem

    o OK for many corporate where there is enough money to set up and

    maintain it, homogenous audience (captive/guaranteed), access to

    technology

    ? For many in VET sector platforms pose problems

    o Hard to learn

    o Require all or nothing approach

    o Significant up-front and continuing costs (WebCT)

    o Limitations on portability of content

    o There is a reaction to platforms in the educational community (Bonk)

    o VET providers need low cost and more flexible solutions

    o The emergence of a better understanding of the blended model

    ? Reducing levels of base funding and high

    ? Lower levels of tied funding reduce VET capacity to invest in capital

    intensive solutions

    ? Locally-based and managed systems create additional demands on IT

    departments,

    o makes their roles more complex.

    o Many IT departments are more concerned with security and control than

    with wide access and innovation

    o hosted services offer a role here

    o Firewalls and other controls limit the range of tools that can be used

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? Fully utilising opportunities depends on organisation having a learning

    technologies management plan

    o separate from but linked to the organisation‟s IT plan

    o They are not the same thing and involve different stakeholders and decision

    makers

    o Control of the elearning „platform‟ has to stay with the teachers

    o Even a very simple plan will allow proper assessment of the role of

    technologies

    o Proper assessment will show up alternatives

    o Nothing wrong with LMS/CMS if it can be clearly demonstrated to provide

    positive ROI

    ? Another issue is the ‘digital divide’ within organisations

    o Many teachers are embracing the technologies but their managers are

    struggling to see how they integrate with established training management

    policies and procedures

    o Managers are being asked to manage something they don‟t fully

    understand

    o Managers don‟t have a business or administrative model for elearning

    o Elearning creates problems with enrolments, reporting, resulting,

    timetabling and staffing

    ? Elearning in the teaching context is not reflected in the way the organisation

    does its business internally. Organisations are trying to market something

    they don’t use themselves for internal training or knowledge management

    creates a credibility gap

    ? Common perceptions include

    o It‟s a fad

    o Low completion rates

    o High cost

    o Unreliability

    o The interface is poorly designed

    o Hard to repurpose

    Summary

    ? Substantial demand for elearning services shown by corporate interest

    ? Changing views on what it is and how it works

    ? Growing range of low cost alternatives

    ? Need for an elearning management plan that addresses educational, technical,

    administrative and financial issues

    ? Need to internalise elearning and make it part of the organisational culture before

    we can confidently market it

    ? Focus in marketing needs to be on benefits and outcomes rather than the

    packaging or technologies (features)

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    What is the market?

    International focus on elearning

    ? Almost every major player in the education economy has identified lifelong

    learning as a priority

    ? Canada

    ? Australia

    ? Britain

    ? Many are fostering elearning infrastructures UK e-University

    Overall market for elearning

    ? $90 billion by 2005

    ? US biggest player 75% distance education

    ? Canada 16%

    ? Australia 5%

    ? Course available in US doubled from „94 to „98

    ? Corporate elearning market likely to be $20 billion by 2004

    Key drivers

    Demand drivers

    ? Changing learner demographics

    ? Changes in post secondary education Supply drivers

    ? Growth of the internet

    ? Growth of educational technology and technical standards

    Demand drivers

    Growth of the knowledge economy and lifelong learning

    ? Knowledge workers need constant development of technical and soft skills

    ? Currency of knowledge becomes shorter computer programming and

    biotechnology

    ? Workplace learners needing learning opportunities throughout career

    ? Key industries are emerging as demanding attention

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Changing learner demographics

    Echo boom

    ? Catering to the return learners without putting pressure on existing

    resources

    ? Increased use of existing facilities in conjunction with use of technologies More workplace learners

    ? Increased number of working age people

    ? Workers in transition

    Immigration

    ? Diversified roles and cultures

    Urban concentrations

    ? Role of elearning as a response to changing demographics

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Changes in post-secondary education

    Decreased government funding

    ? Base funding is being reduced search for alternative sources of revenue

    Growing competition for funds

    Increased competition and breakdown of traditional geographic and subject markets

    ? Entry of private institutions into traditional markets

    ? Movement of other providers into non-traditional markets

    Learner as consumer

    ? Learners now paying more for their education and therefore demanding

    more

    Supply drivers

    ? Growth of the Internet and World Wide Web - we are traditional suppliers of

    distance learning but the Internet is making unique demands on our traditional

    models

    ? Government commitment to connectivity

    ? Growing levels of competence in consumers

    ? Issue of the digital divide

    Growth of educational technology and standards

    ? Now able to readily develop entire elearning courses easily

    ? Growth of technologies in all other areas of our operations ebusiness

    ? Technical standards are enhancing interoperability exchange of learning

    materials

    ? Reduced costs of moving to new platforms

    ? Easier access to learning objects

    ? Growth of the learning object economy

    ? Growing competition for fully structured courses leading to use of learning

    objects in less structured courses

    Market segments

    ? Demand for post-secondary education linked to labour market and economic

    outcomes

    ? Business plans will have to focus on target market segments

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Overall market

    International learners

    Trade and vocational education

    Corporate education

    Compliance Training

    Key growth markets

    Most lucrative but also most competitive are

    ? Age group over 25s

    ? Geographic area international markets with developing countries best

    medium to long term

    ? Subject areas business, IT, medicine, continuing professional education

    ? Consumer type corporate training, professional accreditation

    ? Compliance training

    Underserved markets developing countries and credit transfer to higher education

    ? Private providers pursuing these markets leaving public providers to the “non-

    profitable” markets.

    ? Collaboration will be a key to competitive offerings of quality programs

    ? Amount of cultural baggage (US) will be an issue

    ? Role of local markets in providing the foundation for international expansion

    ? Get your own house in order before branching out experiment on yourselves

60441392.doc 6/18/2010 Page 6 of 14

Business models for the delivery of eLearning

Very few delivery arrangements use a pure version of any of the following models. You

    might also find other arrangement that constitute a unique category. The purpose of this

    section is to simply provide a starting point for exploring ideas that might lead to

    strategies that capitalize on your unique capabilities and networks.

    Selling direct

    Provider offers web based services directly to the client and usually takes on all aspects

    of distribution and delivery. Most public providers using this approach have a diffuse

    market focus.

    Benefits to learners

    ? Single point of access for learners

    ? Credit transfer arrangements simplified

    ? Consistent learner support

    ? More likely to have consistency of quality between offerings

    ? Potentially closer liaison with support personnel

    Benefits to the provider

    ? Increased opportunities to target segments of the market

    ? Energy not dissipated in managing partnership arrangements

    ? Control over all aspects of the process including services and course offerings

    Drawbacks

    ? Additional effort needed to learn from experiences of others

    ? Harder for learners to compare products or move to another offering

    ? Infrastructure costs tend to be higher

    ? Fewer marketing opportunities that come from a wider base of operations

    ? Cost of skills in competitive markets is higher

    ? Reduced capacity to respond to changes in markets

    Examples

    ? South West Regional College of TAFE - http://www2.harvestroad.com.au/swrctafe/

    ? Southbank Institute of TAFE - http://www.southbank.tafe.net

    ? Deakin Prime - www.deakinprime.com

    ? Adelaide iGlobal - http://www.ait.org/

    ? University of Phoenix - http://online.phoenix.edu/

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Partnerships/Joint Ventures

    Typified by relationship based on shared need or benefit, ie shared curriculum or course delivery

    Benefits to learners

    ? Increased choice in course offerings

    ? Credit transfer options

    ? Consistent learner support

    ? Minimum quality standards more likely

    ? Wider range of access points

    Benefits to partners

    ? Shared development and delivery costs

    ? More manageable than a consortium

    ? Each partner has access to other‟s skill sets

    ? Economies of scale in infrastructure services

    Drawbacks

    ? Cumbersome decision making processes

    ? Staff involved in collaborative activities that detract from teaching roles

    ? Start-up time can be longer

    Examples

    ? Tasmanian Communities Online Project - http://www.tco.asn.au

    ? Many VET providers have established international partnerships to deliver training.

    In most cases it is a small step to add elearning strategies as a way of leveraging

    that partnership.

    Brand Brokers

    A broker offers courses designed or delivered by brand name learning providers.

    Typically offered by a company or agency which gains rights to offer courses from

    member institutions. Brokers often target higher fee markets with brands that signify quality and customer focus. Often associated with integrated learning environments and best-of-class learning technologies.

    Benefits to learner

    ? Marketability of credentials

    ? Wider range of choices

    ? Higher quality

    ? Customer service

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Benefits to members

    ? Power of association

    ? Efficiencies in marketing and distribution

    ? Increased funding for content development

    ? Leveraging of intellectual property

    ? Focus on core business rather than setting up structural support environments and

    marketing

    Drawbacks

    ? Loss of individual identity

    ? Risk of association with problems in aspects of the program

    ? Dependence on the broker to get it right

    Examples

    ? Universitas 21 - an international network of research-based universities.

    Incorporated in Guernsey, it has 17 member universities in 10 countries.

    www.universitas.edu.au

    ? Scottish Knowledge Plc - 30 universities and colleges, in Scotland, UK, United

    States and Australia. All the courses are accredited by the universities and

    colleges. They are delivered either online or paper-based, or in-country using local

    tutor support. www.scottishknowledge.com

    ? UNext - an Internet education company that provides professional development

    and education courses for companies and individuals through Cardean University

    Mall/Broker

    Essentially a listing service using an information portal. There may be some screening or

    rating of programs to indicate levels of quality. At its simplest, a mall provides a listing

    service in exchange for payment by institutions. Some offer value-added services such

    as money-back guarantees or links with other services.

    Benefits to learners

    ? Access to wide range of programs

    ? Ability to compare prices and offerings

    ? Possible credit transfer arrangements

    Benefits to the provider

    ? More efficient marketing and distribution

    ? Lower entry costs

    ? Improved ROI through leveraging into additional markets

    Drawbacks

    ? Providers jostling for client attention

    ? Promotion may not be targeted

    ? Wider range of quality and problems of “guilt by association”

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    Examples

    ? World Wide Learn - directory of online courses, online learning and online

    education - http://www.worldwidelearn.com/

    ? Telecampus - an online course directory listing thousands of courses

    from around the world, available over the internet - http://courses.telecampus.edu/

    Consortia

    A collaboration model involving shared resources and activities. Often run through some

    form of association or non-profit structure that acts as a broker between agencies and

    learners. It may involve vertically integrated services such as content developers, delivery

    platform providers, teachers and assessors as separate entities.

    Benefits to learners

    ? Access to wide range of programs

    ? Consistent learner support

    ? Minimum quality standards assured

    ? Possible credit transfer arrangements

    Benefits to the provider

    ? More efficient marketing and distribution

    ? Lower entry costs

    ? Greater efficiency through shared or coordinated services

    ? Improved ROI through leveraging into additional markets

    Drawbacks

    ? Cost of coordination

    ? Staff unable to identify with the new entity loss of identity

    ? Providers jostling for client attention

    ? Wider range of quality and problems of “guilt by association”

    Examples

    ? WestOne Online offers online access to vocational education and training

    http://www.westone.wa.gov.au

    ? eUniversity Inc (UK) http://www.euniversity.com/

    Channel Suppliers

    In this model, a provider offers courses through an existing business channel which offers

    vertically integrated services to a specific industry such as the accounting profession, or

    to a market segment such as the farming community.

    Benefits to learners

    ? Access to course from a channel they already use

    ? Customised courses tied to occupational requirements

    ? Access to learner support and value-added resources

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