eVET workshop notes 2002

By Frances Elliott,2014-06-18 00:45
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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


    ? 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


    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


    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


    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


    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


    ? 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


    ? 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


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

    ? Increased number of working age people

    ? Workers in transition


    ? 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


    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


    ? 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


    ? 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


    ? 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

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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