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Stakeholder - focused e- l earning

Stakeholder - focused e- l earning. Targeting costs and benefits of stakeholders in the development of e-learning. Urs Gröhbiel, Dr. rer. p ol. d es. Objectives. To know a methodological approach to develop high quality e-learning plat forms.

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Stakeholder - focused e- l earning

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  1. Stakeholder-focused e-learning Targeting costs and benefits of stakeholders in the development of e-learning Urs Gröhbiel, Dr. rer. pol. des.

  2. Objectives • To know a methodological approach to develop high quality e-learning platforms. • To know one example of the systematic quality deployment.

  3. Procedure • Theory: Quality in the eyes of stakeholders • Case: Involving stakeholders in the development of e-learning • Questions, comments and discussion

  4. E-learning: product or service? • Complex construct of different processes between developers, staff and students using different products. • Service-quality including product-quality

  5. Concepts of quality • Product-related Quality • Consumer-related Quality • Definition service-quality:The ability of a service provider, to create a mainly intangible service which requires the participation of the consumer and which meets the standard expected from the consumer. (Meffert/Bruhn 1995)

  6. Defining stakeholders • „Those groups without whose support the organization would cease to exist“ (Stanford Research Institute) • „Affect the achievement of a organization‘s objectives“ (Freeman/Reed 1983) • Two important aspects: interest (stake) and power

  7. Focus on service quality and stakeholders • Focus on service quality instead of product quality • Focus on stakeholders instead of customer

  8. Content provider Pedagogy Students Funding Brokers Customer orientation Strategicmanagers Computer science Graphic design Coordination

  9. Costs and benefits Costs Benefits Monetary Monetary Non monetary Non monetary Not quantifiable Not quantifiable

  10. Costs and benefits for students Costs Benefits • Fees • Telecommunication costs • Costs for infrastructure • Cost savings • Opportunity costs • ... • Time on task • Distraction from work • ... • Application success • Learning results • ... • Social isolation • Psychological stress • ... • Better access • Higher quality of discussion • Higher flexibility

  11. How can we involve stakeholders? • Defining stakeholders • Collecting data concerning costs and benefits • Checking possible functions • Testing prototypes • Systematic evaluation of feedback: formative, summative

  12. Case

  13. Goals • Pedagogy: qualification of staff, pedagogical concept • Information science: learning platform • Organisation: support of five modules in post graduate studies

  14. Phases of the project • Implementation • Programming • Roll out • Design (selection) • Interaction • Functions (Selection) • Concept • Interviews • Learning objectives • Methods

  15. Lessons learned • Coordinating people from different disciplines • Conflicting and unarticulated needs of stakeholders • No established standards or products • Uncertain effect of e-learning

  16. Results • Qualification of lecturers and assistants • Sophisticated learning platform • Support of five modules in post graduate studies

  17. Interviews: Get to know your stakeholders • Interviewing strategic management, lecturers, students, and support • Questions: product requirements, availability, recompense, service requirements, information • Result: good picture of requirements and potential conflicts.

  18. Defining learning objectives • Input of pedagogical staff: levels of learning objectives • Defining and redefining objectives • Many “content providers” think in terms of content! • To apply a certain method you need to know what you‘re aming at.

  19. Deciding on the method • Suggestions from the pedagogical staff • Explanation of the proposed methods • Questions and discussion in small groups and plenary meeting

  20. Defining the interaction structure • Challenge: translating a „material environment“ into a „virtual environment“ • Who is involved? • What are the involved actors doing? • Example: Puzzle method with plenary and group session

  21. Defining functions • All available functions described on 20 pages • Distinction between functions for lecturers and students

  22. Programming

  23. Roll out • Prototype for testing the functions • Implementing exemplary modules • Feedback to developers • Feedback from pedagogical staff • Implementation of all modules • Start of the course

  24. Literature • Bates Tony: Managing technological change, San Francisco 2000. • Freeman R. Edward, Reed David L.: Stockholders and Stakeholders, Californian Management Review 1983. • Gröhbiel Urs: Entwicklung internetgestützter Lernprogramme, PhD Theses, Basel 2001. • Meffert Heribert, Bruhn Manfred: Dienstleistungsmarketing, Wiesbaden 1995.

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