LDSE Learning Design Support Environment The Technology
Enhanced Learning (TEL) programme building an environment for
teachers creative use of digital technologies in experimenting with
curriculum design approaches. 1
Slide 2
Methods and Highlights By identifying further opportunity to
work extensively with secondary educational subject specialist,
gaining a greater understanding of their requirements for
supportive learning design environment. Benefits The aim is to
adapt the software to meet the needs of a huge potential audience.
Developing learning resources for the 7-18 age range, to enhance
and enrich their learning experience by: 2
Slide 3
Benefits Improvements in reflection and in individualised
learning provision. Enhancement of skills and confidence. Learners
also indirectly experience the following benefits, identified for
staff involved in technology enhanced learning. A stimulus to
creative teaching and to educational research. Enhancement to staff
satisfaction and retention. (continue) 3
Slide 4
Benefits Analysis of e-learning have also more controversially,
found evidence of; Time savings to teaching and other frontline
staff. Specialism and diversification of teaching roles. More
effective use of resources/ management of assets. Enhancement of
staff skills and employability and/or confidence. Carbon savings
Performance in quality reviews 4
Slide 5
Conclusion As a Multimedia Instructional Design consultant, I
am influenced by the BECTA (British Educational Communications and
Technology Agency) 2010 report understanding the impact of
technology; learning and school level factors, building on almost
ten years of impact studies at primary and secondary school level.
A school based study; the report is significant in two respects.
First, it confirms the shift of emphasis over these ten years away
from researching the impact of specific technologies and towards
researching the impact of learners overall engagement. Second, it
reiterates that use of ICT is becoming highly differentiated and
personalised, with disparities between learners even in the same
class and (apparently) experiencing the same in school ICT
environment. 5
Slide 6
6 BUSINESS PLAN Company name E.CAMPBELL ELEARNING SOLUTIONS
(EES) CONTENTPAGE Executive Summary1 Background7 Product/Service11
Market11 Route to Market12 Competition13 Operations13 Management14
Financial Assumptions and Forecasts14 Risks15 Actions15
Appendix16
Slide 7
Background This business plan will be read by Children
Services, School Management Team; Financial Backers and Company
Directors. The business will provide a premium service in
Technology Enhance Learning, primarily to schools in Bradford and
surrounding districts. Working as a Multimedia Instructional
designer the company will provide an outsourced service for
teachers to develop their teaching resources in a collaborative,
environment using existing ICT infrastructure. Curriculum
development, addressing the learners needs, by analysing and
evaluating the choice of software and its effectiveness in engaging
learners Ensure learning content matches teaching methods, e.g.
Images, text, sound, (multimedia) the design of the resources, and
the way they are used. To revise and rewrite content, shaping it
for learners requirement, by structuring content and learning
activities to engage learners in the learning process. Adapt
existing classroom resources, i.e. Paper based learning material
used in a face to face context, into a multimedia e-learning
(on-line interaction) transformed from one format to another.
Choose to use Open Source Software for ICT solutions for building
learning resources. There are two distinct strategies for
implementing this service, they are; OUTSOURCING and INTERNAL
CHANGE MANAGEMENT. Outsourcing the service, reduces capital
expenditure, i.e. setting up an in-house task force, employing a
e-learning specialist. Operating as a change manager would involve
working in-house. Both strategies requires a job study, analysing
the schools existing ICT infrastructure, i.e. operating system
(server). Producing work schedules, of targets, performance
indicators, and a programme of formative and summative assessments.
7
Slide 8
Background Personal Statement/Career Aim I am a Multimedia
Instructional Designer, with thirteen years teaching experience
using traditional face to face and e-learning, i.e. on-line
interaction (blended learning) methods. I am therefore able to
deliver a consultancy service to schools. To achieve this I intend
to collaborate with subject specialist, for the purpose of
maximising their use of ICT, creating or adapting media resources
to support learning. Skills & Achievements Motivational
speaker, able to deliver professional presentation to a range of
audiences, e.g. learners, in secondary or post compulsory education
and professional colleagues, knowledge and understanding of
e-learning to meet their expectations, levels and learning
outcomes, in a range of context, i.e. classroom, lecture or on-line
conferences. Assessing, revising and writing reports to specified
deadlines; plan; negotiate and use appropriate software and
resources. Identify solutions and develop strategies and objectives
using expert analytical skills and subject knowledge in teaching
and learning using multimedia and e-learning.. Work with subject
matter experts to identify their needs. Advise, recommend, and
implement a technical ICT support team to trouble shoot users
problems. Operating as a change manager, identify and implement an
effective flow of operations that needs to be addressed internally.
Fully conversant with Windows programs, i.e. database; spreadsheet;
CAD/CAM and Knowledge of soft wares and learning platforms, e.g.
Moodle; Blackboard and current ATL (Association for Learning
Technology) projects, such as; Echoes; Ensemble; Haptel; Interlife;
Learning Designer; Migen; Personal Inquiry; and Synergynet. MSc in
Multimedia and E-Learning Dissertation: Identifying and Assessing
pupils learning Differences for Appropriate Provision; Introduction
to Action Research in Teaching and Learning. Understanding
E-Learning.. E-Tutoring. Theory and Evaluation of E-Learning GTP
Qualified Teacher Status in Design and Technology 8
Slide 9
Background There has been a rapid development in the use of
technology for teaching and learning, and a need for teachers to
adapt their resources, for learners who have individual needs. The
business requires no financial investment for start-up The current
assets are, the expert knowledge and experience of the team. The
operational team are; multimedia and e-learning specialist;
technical ICT support specialist; accountant/business advisor, who
all function as the management team/ company directors. The
managing director/owner of the business, and two non- executive
directors This business is scalable, based on a deliverable
schedule of target outcomes; reports, recommendations and
presentation of findings to meet the clients needs. Commiserative
of the successful outcome, the customer will be invoiced at a daily
rate of 132 @ 13 weeks (8580.00). In addition there will be an
estimated 11 weeks for embedding the software throughout the
school, costing a further 7260.00. Total service cost of 15840.00.
This is scalable, (see appendix) to a number of schools. The
business proposal presents an opportunity for schools who currently
use digital technology innovatively, i.e. virtual environment to
host a learning platform to enhance their teaching and learning.
The emphasis is on innovative use of technology to share good
practice. The value to the customer are : Saving customer time
Saving customer money Enhancing customers lives. i.e. Teachers, by
definition are busy professionals and as such a system that enables
them to work collaboratively, efficiently, saving time. The school
will, as a result of teachers working smarter will also save money
in the long term. The biggest benefactors will be the learners who
will be better engaged and whose learning will be greatly enhance.
9
Slide 10
Background The long term vision for the business is that in
three years it will increase from a 1% share of the identified
market to 4%, employing between 10-15. This will enable the
business model to increase its turnover from approximately 5166.00
pa to 206,672.00 pa, with estimated profits of 192,0475.00 before
tax over a period of three years (see appendix) Using a scalable
model, i.e. A team of consultants, outsourced to schools working
with individual clients, providing a customised service in
developing their Technology Enhance learning resources and
embedding a.Learning Design Support Environment. The business is
research lead and aims to be at the forefront of educational
multimedia instructional design. The business has scope to expand
into other educational sectors, e.g. Special Educational Needs:
Further and Continuing Education;:Higher Education and Industrial
Training(Computer Based Training). The market opportunity was
identified as a consequence of networking with other experts in the
community as a member of the Multimedia and E-learning Guild. Also
from primary research data, in the form of feedback given by the
Deputy Director of Bradford councils Children's Services. The
company as not started trading, but is presently tendering for
contracts. There as been no need for outside investment. There as
been personal investments, in professional development and the cost
of purchasing computers and software, totalling 5000, financed
through a personal loan. The business is different from its
competitors, in that it provides a comprehensive service to the
teaching profession. Other companies focus primarily on either
building ICT infra-structure, software development or producing
teaching resources. This company develops a learning environment,
and resources, applying innovative digital technology, aimed
specifically at the needs of teachers, for the benefit of learners.
10
Slide 11
Background/Service/Market The business is new to the market.
Key people are in place, who have expert knowledge, skill and
experience in the business and service provision (ICT) for teaching
and learning. These key personnel have a track record in their own
field. The business strategy is to provide a service to schools in
the local area. A three year plan, will see the business model
rolled out nation wide. There is the possibility of franchising the
business, in the long term, should we meet all our targets..
Product/Service The business develops multimedia and e- learning
software and teaching resources. Provides a consultancy service to
educational professionals, by working with schools, using their ICT
infra-structure to develop their use of technology for teaching and
learning. Evaluate analyse and recommend software solutions to meet
the customers requirements. Monitor and assess the affordability,
and suitability of different soft wares for the customers needs.
Market The business refers to a school as one unit, for a period of
24 weeks. This is approximately two school terms. Two units can be
achieved in one academic year. Primary market research revealed the
customers needs are; the re-usability; transferability and
operability of the resources. Secondary research of the market,
completed by the Association for Learning Technology (ALT) and
INSPIRE: Insight report; Context of use of learning design support
tool, (Dec 2011) found that teachers would mostly benefit from a
LDSE system. 11
Slide 12
Marketing /Route to Market The market consist of; the
compulsory education sector of (Maintained schools); school
Academy; Special schools; Free schools and private schools. There
is market potential to adapt the service, targeting the needs of
further and higher education Competitors have built a profitable
business model, developing teaching and learning resources, which
are proprietary, licensing the use of their product. Where as some
competitors offer a complete infra-structure incorporating a
Virtual learning environment (VLE), using a learning platform (LP)
for collaborative and interactive resource building. The market
opportunity for this business, is in providing an environment that
empowers teachers with the tools needed to build and adapt their
teaching resource, enabling them to share their innovations with
other teachers in their school, with in a cluster of schools or in
the wider teaching community. Route to Market A consultancy is the
chosen strategy for delivering the business proposal. This is
achievable by establishing a track record for delivering quality,
Return On Investment (ROI) for the customer. Promotion, will be
through networking and developing contacts and a website. The
business aims to establish a designated sales team. Distribution;
will be by developing a partnership/a team of e-learning
consultants or by building a brand name suitable for franchising.
The business aims to focus on using the customer existing soft
ware, developing it to its full potential. Where necessary
recommending alternative soft ware to meet the customers needs. The
business will promote the use of open source soft ware that
complies with industrial quality standards. 12
Slide 13
Competition/Operations Competition comes directly from other
Multimedia and E-learning consultancies, and from producers of
on-line teaching and learning resources, e.g. The Times Educational
Supplement provides a repository and on-line forum for sharing and
sharing resources by collaborating as a part of a community of
educational professionals. Experience teachers have over long
periods built up their own significant resource bank. Schools have
their own ICT department, who keep up to date with Technology
Enhance Learning development and innovations. Teacher training
providers, responding to the rapid development of digital
technology, provide more specialist training for trainee teachers
in the use of multimedia and e-learning. Operations The business
operates in the field of; Systems Development; Multimedia and
Instructional Design; and Soft ware Analysis The business will
operate primarily to develop a Learning Design Support Environment
(LDSE) using the customers existing ICT infrastructure. The
starting point for operating, is from taking the schools vision,
objectives and targets, and addressing their future needs,
philosophy and strategy for implementing teaching and learning. The
business seeks to operate a collaborative and sharing technology,
based on sound e- learning pedagogy. Technical support is available
throughout the embedding period of the soft ware and may be on
going according to the customers needs, which is subject to
negotiation. 13
Slide 14
Management/Financial Assumptions and Forecast The management
team where chosen based on the value that they bring to the
business. Their skill and expertise is at present assessed on a
advisory level, the main business is built around the personal
service provided by a single consultant, operating from the
customers premises. This being the case the management is
streamlined towards a functional level of operation. The management
team will steer and direct the service according to the businesses
short and long term targets. The managements strategy places
emphasis on the customer taking ownership of the process. From the
beginning of the consultation the custom will be engaged in and
contribute to planning and working towards set targets and expected
outcomes Financial Assumption and Forecast The business makes the
financial assumption, that a consultant fee @ 132 per day earns 660
per week. The consultant works 24wk @660 per wk = 1 unit (1unit the
time spent in a school) 15840. The total annual income for a
consultant is 2 units 31680 The potential market is to roll out the
service in10 local school which would generate a turnover of; 10 x
15840 = 158400 Nationally there are 326 local education authorities
in England. Based on this model 326 x 1 x 158400 = 5,163,840 10 100
1 The scalable model estimates 1% of the potential market would be;
5,163,840 = 51638 100 14
Slide 15
Risk/Actions There are no immediate financial risk to the
business due to the following; a low capital start-up no
requirements to carry stock a single consultancy, with a self
employed/ freelance back-up team, there are no employees. The need
to establish a track record of excellence in the field, would
overcome risk in lack of good will and winning future contracts.
Actions Establish a reliable system of data collection, for
monitoring the program, i.e. Induction to the system; interaction
with the system, involving the use of quantitative and qualitative
methods. Evaluating formative and summative assessments, using
questionnaires; interviews and on-line feedback. Continue research
and development of technical innovation. Networking with others
professionals, via guild membership and on-line forums Set specific
targets for the business and performance indicators Review action
plans on a weekly basis. 15
Slide 16
Learning Designer Workshop: Activity Handout learning outcome,
edit segment titles, add learning types, change duration, change
group size, use the drop-down menus on each activity to change the
learning type, add a blank Teaching-Learning Activity (TLA) to
create your own segment (you m may need to scroll to the right to
see it), toggle the teacher present/absent, click on the tool icon
to add a link to a resource. Save the pattern in a suitable folder.
(share) Activity 3: Creating a learning pattern In the PPC
Designer: 1. EITHER delete all the current activities by clicking
the close boxes so you can start afresh, OR return to the Browser
to select an existing pattern to adapt for your own teaching. 2.
EITHER enter OR adapt your learning design in the PPC Designer. 3.
Save the pattern on your hard drive. 4. Email your pattern to a
colleague for them to open in their PPC 16 APPENDIX Guide to using
the Pedagogical Patterns Collector http://tinyurl.com/ppcollector3
Activity 1: Adopting a learning pattern 1. In the PPC Browser
Browse through the patterns on the right: click one, then click on
the different instances listed at the bottom of the screen to see
how it looks for different subject areas. 2. Select a pattern from
the collection in the list that might be relevant for you. 3. Click
on the 'Generic' button 4. Put your own content parameters into the
pattern at the top of the screen. 5. Click the Adapt this pattern
button to open the PPC Designer In the PPC Designer: Activity 2:
Adapting a learning pattern 1. Adapt the pattern that you have just
adopted: change the