Sunday, September 03, 2006

Carnegie Mellon's Open Learning Initiative (OLI)

I've recently been reviewing Carnegie Mellon's OLI. It has some interesting models of instruction. The first thing I noticed is it's free, or that there is an open version of it. Apparently, "the Open & Free Version of the online course does NOT include
access to the end-of-module graded exams or to the course instructor.
No credit is awarded for completing the Open & Free Version of
the course." While the paid version, is:




Physics
go to physics Academic
Version



The
Academic Version

is offered through educational institutions for credit awarded by the
student's home institution. Students in the Academic Version have
access to the same course material as the students in the Open &
Free Version PLUS access to the graded exams. The Academic Version
tracks student learning of key concepts and gives the student and the
instructor formative feedback to improve learning outcomes.



What's very interesting, besides the business model it it comes with a tutor. Here is a video describing the phyiscs tutor and the courseware.
I likethat they've tried to reduce the amount of interaction between the learner and the instructor, such that it can be learned without an instructor. But with the instructor, a learner get's more individualized learning from a human who can view the results with the tutor.

Friday, September 01, 2006

Classic Instructional Designer Links

Wikipedia's Entry on Instructional Design
A Wikipedia entry on instructional design includes information on the history of ID, influential researchers and theorists, instructional design models, and various other resources.
ASTD
Website of the American Society for Training and Development
Learning Circuits
ASTD's e-Learning online magazine
Tips for Rapid Instructional Design
Some tips, tricks, and techniques for rapid instructional design.
Training Supersite
A resource for training professionals with information on research, materials, education and employment.
Instructional Designers Forum
Forum for individuals to discuss instructional design.
Glossary of Instructional Strategies
Design and planning resource for classroom teachers, instructional designers, and professors of education. The glossary lists, describes, and provides links for over 600 educational strategies, theories, and activities.
Enrichment Games and Instructional Design
Essay by Robert Nagle that attempts to justify the use of computer games for instructional purposes.
Tools for Automating Instructional Design
Provides full-text access to the ERIC Digest of this name dealing with resources for automating the instructional design process.
Knowledge Management in Instructional Design
Provides full-text access to the ERIC Digest of this name dealing with how knowledge management can aid instructional design.
STC Special Interest Group - Instructional Design and Learning
Group's mission is to identify and develop knowledge and practical skills for designing, developing, and implementing technical instruction in electronic and traditional classroom settings. Mail list, resource links.

The ADDIE Model

The Simplest ID Model
http://www.csc.noaa.gov/wcde/images/Fig_06_010.gif
Analyze: Needs assessment-- What are the learners' need? Define who is the audience?
Design: Create learning objectives and plot an instructional approach.
Develop: Build materials
Implement: Deliver and Distribute materials
Evaluate: And a question: Did the materials achieve the desired learning objectives?


Technorati Tags:

Saturday, July 22, 2006

Getting an Education Online for Free

Getting an Education Online for Free


This article will teach you how to get a top notch education for free online. Ctrl+Click any link to open it in a new window.

1. Berkeley Webcasts


Einstien TongueBerkeley
University records many of its lectures by mp3 and real media video.
Berkeley is known for being an outstanding school, especially in
computer science. It is ranked nationally as 20th best
by usnews.com in a 2006 study of the best colleges. You can pause the
videos and mp3s, take notes, research, and press play again at your
convenience. The Berkeley webcast is the number one resource because it
lets you be in the classroom with the students watching some amazing
teachers and accomplished professionals.

URL: http://webcast.berkeley.edu/courses/feeds.php


Why More People Don't Know


Many people leave the official Berkeley webcasts
page because it links the courses in RSS format. Those who can't follow
the rss tags, or don't know what the heck rss is, won't get to the
downloadable videos and mp3s. For those people, I list here all the
berkeley courses.

List of Free Berkeley Courses


  1. Amercian Cyberculture
  2. General Biology
  3. Structural Biomaterials
  4. ^ Discussion
  5. Intro to Chemistry
  6. Operating Systems
  7. Programming Structures
  8. Data Structures
  9. Machine Structures
  10. Microeconomics
  11. Digital Image Processing
  12. Solid State Devices
  13. Analogue Circuits
  14. Digital Circuits
  15. Microelectronic Circuits
  1. Geology & US Culture
  2. Wildlife Ecology
  3. Natural Resources
  4. European Civ. History
  5. US Foreign Policy 9/11
  6. Animal Behavior
  7. Intro to Computers
  8. Intro to Human Nutrition
  9. Existentialism Film/Literature
  10. Intro to Physics +
  11. Intro to Physics 1
  12. Intro to Physics 2
  13. Political Science
  14. Clinical Psychology
  15. General Astronomy

Berkeley Webcast Recommendations


I recommend downloading media player classic with the Real Alternative
plugin. Media Player Classic is a quality freeware program on
sourceforge that works on both linux and windows. Real Player is
bulkware and can be really annoying, add itself to the windows startup
and opening slowly.

Despite the first lecture almost always being
an introduction, watch it anyway. It usually gives the course website
somewhere in there where you can download the lectures and assignments.

2. MIT Open Courseware


Despite having a lot of people who have donated a whole lot of money to help MIT OpenCourseware,
I don't see it as being all that much better than the Berkeley
webcasts. The benefit of going to such top notch schools, in this case
MIT is rated rated 7th nationally by usnews.com,
is being taught by masters of the field, not being on a "University
Book Club". The only benefit given on MIT open courseware is the
lecture notes, written by some unnamed MIT student and the assignments
and exams written by the professors. Otherwise, you're just simply
sharing the same reading and homework assignments as MIT students from
the required book. It gives a lot of fluff about the syllabus,
calender, reading and assignments, but again, nothing more than telling
you to read the book and do the assignments.

There's also a
discussion group for each course, but I've rarely seen much activity in
them. To be fair, I saw some video lectures somewhere in the
architecture page but after looking through about 25 courses I can't
find it again, and its safe to say most courses don't have video
lectures.

URL: http://ocw.mit.edu/OcwWeb/index.htm


3. Aquiring Books


Many of these courses require books in order to follow the course as
if you were a student of the school. I've been trying to go through the
Machine Structures
course in the Berkeley webcasts, and decided to get the books required.
Computer Organization And Design - The Hardware-Software Interface was
$2 used on amazon.com, and the other required book, Ansi C Programming
Language 2nd Ed By Brian W Kernighan And Dennis M Ritchie, I got at
used books store for 10$.

Peer to Peer Networks


Some books are out of copyright and available for download as an
ebook. Be sure and check to see the status of the copyright before you
try the peer 2 peer networks because many books may be pirated. An easy
way to do this is to search the book on Google Book Search and see if full view is enabled. I highly recommend Emule and Frostwire.

Some
books cannot be found on the peer to peer networks. The amount of books
that are associated with the MIT and Berkeley courses is still high
enough to make it worth searching for. Use the document option, and
arrange by availability for best results.

Ebooks on Emule

4. Barnes and Nobles University


Buy the book and take the course online. Seems pretty simple. The
course aren't archived so it's limited to what's open at the moment.
You also have to enroll ahead of time.

http://university.barnesandnoble.com/browse.asp?z=y

5. Power of Forums


Forums are very useful when you find them very specific to what
you're trying to learn. People often associate forums with terrible
spelling and lost sheep fascinated with flaming misspelled obsenities
and competing to see who got the highest IQ on their tickle.com test.
There are Math Forums and even Grammar Forums where typing "omg teh monkay roxxors" is punishable by death. To find forums just search google, for example for calculus forums.
Scrolling to the bottom of a wikipedia entry of any topic will usually
give quality external links. If you're confused, you're probably not
the first. Search for your question on Google Answers and Answers.com. If it's something complex and technical, search for the title of the chapter you're currently in to get examples. Yahoo Answers is more of a lame duck, but if you search long enough you can usually find someone who answers your question seriously. See my custom Yahoo Answers page for more sites like Yahoo Answers. Always use the search feature first!

Sparknotes has a lot of forums too and I highely recommend it. Here's a list of message boards from sparknotes.

  1. English
  2. History
  3. Math and Science
  4. Other

6. Wikipedia


Many people don't know that wikipedia has a desk reference area in which people can ask questions. Wikipedia also has a spoken articles page which has many wikipedia articles in .ogg downloadable audio format. Wikipedia also has a Wikibooks section that will teach anything from Organic Chemistry to the french language.
Like the spoken articles solution, wikibooks also offers high quality
pdf downloads if you don't like reading from your computer which you
can quickly view in Foxit Reader. Don't use the bulky adobe PDF, it's horridly slow.

Misc Educational Resources


These are great reference sites to accompany wikipedia for your research.

  1. Citeseer
  2. Google Scholar
  3. Infomine
  4. Questia
  5. Berkeley Engineers

7. Learning Languages


Learning languages can be great fun because you can watch TV online in the language of your choice and legally play old consol RPGs with translations. Google Toolbar
has a multilingual spell check feature if you're not strong on your
writing. Yahoo Chat in the Yahoo Messenger program has chat categories
arranged by religion, and by language. Check out the top sites on the
internet for your language in Alexa.com's top lists. Read their news stories and chat in their forums. If there are words you don't understand use babelfish
to give a rough translation. Remember that there's people interested in
practicing English too, so they can be patient and correct you if you
do the same. I was interested particularly in french so if you're also
interested, see my Learn French online section.

8. Firefox: Quick Search Video Tutorial


Watch this video to see the power of the firefox quick search and
how to make your own custom searches. Increasing the speed at which you
can access resources can in the long term save hours of time.

Drag and Drop Quick Searches


  1. Click Ctrl+B
  2. Open the Quick Search Folder
  3. Drag and drop these links into that folder.
  4. Right click the new links and click properties
  5. Add a keyword

Drag
and drop these selected links right below into your quick searches
folder in firefox, and just input a keyword as shown in the video.

Quick Search Feature Tutorial


If you open the firefox bookmarks tab (click ctrl+B), there's a
folder called quick search. For example, I type the phrase "w mad cow
disease" and it will automatically give me the wikipedia entry for mad
cow disease (bovine spongiform encephalopathy).

Step by Step to Adding a Quick Search


  1. Find a site you search often
  2. Do a search for any keword
  3. Copy the URL address after clicking search
  4. Click Ctrl+B to open the bookmarks panel
  5. Open the "Quick Searches" folder.
  6. Right Click and Add a new book mark
  7. Paste the URL address into the locations box
  8. Replace the keyword you searched with %s
  9. Add a keyword (like w for wikipedia)

Thank
goodness for internet video sites, which make following those
instructions a lot easier. Here's a picture example of google finance.

Firefox Quick Search

Remember
you can do this with any site you use often, be it myspace, digg, or
newscientist. Quick search can save about 3 or 4 clicks per search,
which can add up to a lot of time. For example, searching "cats" on
youtube. With a quicksearch you just type "y cats" in the address bar.
Without the quick search you have to type youtube.com in the address
bar, type cats in the search, order by views. Too much effort!!! XD

Answers.com Extension


Answers.com has a great extension that lets you research a word just by alt clicking it.

9. Freeware Applications


There are tons of freeware that will help you study and become more efficient. Sourceforge and the free software foundation have tons of freeware on education. For example, a useful Mind Mapping program for those complicated essays, a quiz creator and a hyper advanced flash card maker. Maybe a simple flash card maker or a web based quiz creator? How about a macro
to automatically perform common tasks like typing urls and inputting
dates. Macros are extremely useful for the 1% of computer users that
learns to use them, but they can also be a little too complex for beginners to learn.

10. Misc Video Resources


MIT has a whole lot of video lectures, but most are related to very current events and likely won't gain people better marks on traditional tests. PBS fontline has a pretty large archive of awesome documentaries. Check out our Google Hidden Categories
post about all 38 categories on Google Video, most of which Google
doesn't list anywhere on their site. We can use the hidden queries to
search for Educational Lectures.
Google video has a bunch of college lectures in it, just do a search
for the subject you want to learn about, then try adding lecture. Also
search your favorite college like MIT. How Stuff Works has a few google videos as well. Archive.org also has its own section about educational videos.

Internet to Replace Colleges?


There are already many online universities, but I hope for something free and accessible by anyone. Most online universities are ripoffs owned by stock holding companies. They want to maxamize profits while spending the minimal on education. Sites like AIU university
have their own team of aggressive telemarketers they have the nerve to
call "counselors" which work to excite the students into thinking
they're prime candidates for the university.

With high speed
connection users increasing and streaming video downloads becoming more
and more popular, it's very likely that internet based streams and
video collections will one day compete with traditional schools. Video
competition will eventually lead to more and more efficient and fun
ways of learning things. For example many instant messenger programs
like MSN and Yahoo! have white board options that people could use
already for Math. You can even use an Ajax Whiteboard
and invite a friend using only your browser. A whiteboard in
combination with a voice messenger like skype and yahoo is an
invaluable tutor resource. A search for Education and self learning on google brings up more sites than I can bookmark.

So
maybe you won't get the little paper saying you graduated from that
University, but is that really the point of college? I anticipate and
immidiate grown of "...yes...sfld", but in any case, if you write your
notes down and show you've participated in the online courses the
classes will be a breeze and the colleges are more likely to accept you
when you show them you're hard work, and how you've been able to apply
it. Impress them with your talk about current issues from the MIT
videos, and your contributions to helping others in wikipedia help desk
after you studied the subjects.

Thursday, July 06, 2006

How to Plan Manpower on a Web Team

How to Plan Manpower on a Web Team








How to Plan Manpower on a Web Team


It can be tricky to identify the right levels of manpower
for a web team. Indeed, many organisations badly underestimate the
amount of work required to keep their sites operating smoothly—they
perhaps imagine that once a website is put live, it magically looks
after itself. As a result, only the barest bones of proper staffing are
put in place.




Fortunately, the problem of defining the number
of people required on a web team is not insurmountable. A useful device
for arriving at a good answer is the concept of “website scale.”




Step onto the scales




Website scale is a means of describing a site in terms of three parameters:




  • size
  • complexity
  • level of activity



Almost
any online venture can be represented in this way—from a small intranet
to a massive e-commerce site. The reason website scale is so useful is
that it provides a practical means for estimating the number of people
needed to carry out the activities of site maintenance. This includes
content publishing, feedback monitoring, technical maintenance and
general quality assurance.




For example, consider the websites of the British Broadcasting Corporation and the Icelandic TV channel, Ríkisútvarpið RUV. Even a cursory review will show that the BBC site is far greater in scale than that of its Icelandic equivalent.




That
is, www.bbc.co.uk has more pages, uses a wider variety of more complex
technologies, and receives substantially more traffic than www.ruv.is.
It can therefore be concluded that a greater number of people are
required to support it. The actual amount can be gauged by examining
each of the elements of website scale.




Why size matters




In simple terms, the bigger a website is, the more people are needed to maintain it.




Yet,
how can the “size” of a site be measured? Is it simply a total of all
the megabytes of data it contains? Or, perhaps a count of the number of
pages it has online?




In fact, neither of these is
satisfactory. A website could contain hundreds of megabytes in just a
few video files. Another might host thousands of pages, but each might
consist of only a few words.




As a consequence, the best way
of calculating website size is the total number of man-hours required
to produce and maintain all of that site’s content. This can then be
used to estimate the number of people required for support,
particularly in the areas of content publishing and quality assurance.




Calculating man-hours




For
instance, it may take 3 hours to create and publish a 500 word feature
for an intranet; information about medical benefits, for example. This
content would then be scheduled for review every six months (to ensure
it remains accurate), at a cost of 30 minutes per review. Therefore, an
intranet of this type requires 3.5 man-hours to produce and maintain a
500-word article.




If 100 new features of this type are
planned, 350 man-hours (eight and a half weeks) are needed for
production and review. Given that the average number of man-hours
available per person per year is about 1,750, we can now see how
staffing is calculated.




For example, the content described
above could be maintained by a single person over the course of a year,
with plenty of time to spare: 1,750–350 = 1,400.




Although
this math is fairly straightforward, recommending precise levels of
employment is more complicated because of the ways in which websites
differ from one another. For example, a site that contains a lot of
video or highly technical content may need far more time for production
than one that holds simple generic text.




The general rule is
that any site containing a lot of frequently changing features will
need far more staff than one with only a few, static pages. The
following table shows indicative staffing levels for the three most
common grades of website size.






























Figure 1. The three grades of website size
Website size Man-hours Staffing level
Small 1,500–4,000 About 1–2 people
Medium 4,000–10,000 About 2–4 people
Large 10,000+ From 5 people upwards


Complexity by progression




Differences in
manpower can also arise as a result of the technology used to develop a
site. This is because intricate websites usually require several people
in the area of technical maintenance. In this way, we can say that
there are three levels of site complexity.




Basic




Often
referred to as “brochureware,” this is the most straightforward type of
website. Such sites merely contain information in plain text
(HTML/XHTML) hosted on a webserver, with perhaps a few supporting
images and downloads. The uncomplicated nature of such sites means they
are relatively easy to maintain. A single person with low-level skills
may often be enough.




Dynamic




On a dynamic
website, content is stored in a database and published according to the
requirements of site visitors. Such sites are frequently used by
businesses that publish large volumes of information in a standard way,
e.g. news organisations. However, (within the terms of the definition
used here) it should be noted that a Dynamic site does not allow
transactions, i.e. there is no ability to “log on” or to “buy.”




Although
the user experience of a dynamic website is similar to that of a Basic
site, the technology that underlies it is much more involved. As such,
a team of two or three people with good technical skills may be needed
for a medium-sized entity of this type.




Transactional




A
transactional website is one that uses the internet to host
applications in support of business operations or revenue generation.
Indeed, some of the world’s best known sites use this as a model for
their operations, e.g. Dell.com.




Not
all such sites are vehicles for the exchange of money. For example,
many corporate intranets can be considered transactional because of the
interactive features they contain: timesheets, expense submission, etc.
The variety of technology used in transactional sites (application
servers, security systems, etc.) means that a team of highly qualified
staff is needed for support. Indeed, the largest and busiest sites
often employ half a dozen or more people.






























Figure 2. The three levels of website complexity
Website type Complexity Staffing level
Basic Plain content (HTML/XHTML) About 1 person
Dynamic Dynamically generated from a database About 2–3 people (or more on a very large or busy site)
Transactional Fully-transactional content, e.g. e-commerce From 3 people upwards (many more on a large or busy site)


The impact of activity




Website activity is
the last and possibly most important factor for planning manpower on a
web team. Busy sites inevitably have to deal with mountains of
feedback, customer problems, and general issues of upkeep. As a result,
complexity has a very strong influence on staffing across all areas of
maintenance. It can also have the effect of rapidly multiplying the
manpower estimates recommended by website size or complexity.




Two
common means for measuring online activity are page impressions and the
number of visitors. As a general rule, a site must receive a minimum of
1,000,000 page impressions or 100,000 visitors per month to be
considered busy (although many receive far more than that).




The
result of such heavy activity means a site is unlikely to function
properly without a full complement of maintenance personnel. Indeed, a
busy site that is also large in size and transactional in nature may
need dozens of staff to keep it up and running.


























Figure 3. The three levels of website activity
Level of activity Page impressions
Quiet 0–50,000 a month
Intermediate 50,000–1,000,000 a month
Busy 1,000,000+ a month


Staffing depends on management buy-in




Many
managers simply don’t understand why some website require a substantial
maintenance staff—and this can lead to chronic understaffing.
Overcoming this attitude is among the greatest challenges to be faced
by a web team; with luck, the principles outlined in this article will
help.

Screen resolution 800 x 600 significantly decreased for exploring the internet

Screen resolution
800 x 600 significantly decreased for exploring the internet
according to OneStat.com


 


Amsterdam
- June 25 - OneStat.com (
www.onestat.com
), the number one provider of real-time intelligence web analytics,
today reported that  the screen resolution 800 x 600 pixels has
signficantly decreased since July 2005. More and more internet users choose for screen resolution 1024 x 768
or higher. 


 


The finding has important implications for web site designers because most web sites are designed
for a screen resolution of 800 x 600 pixels.


 


The screen resolution 1024 x 768
has reached an all time high 
of 56.15 percent

Users with monitors set to the most common resolution 800 x 600 for
web sites have an approximate 12.04 percent global usage share. Almost
a year
ago this percentage was 18.23 percent.


 



"Our software is the ultimate solution for each webmaster to measure
screen resolutions of 
your website visitors," said Niels Brinkman, co-founder of
OneStat.com.


 



The most popular screen resolutions on the web

in
the world

are: 


 




























1. 1024 x 768 56.15%
2. 1280 x 1024 15.79%
3. 800 x 600 12.04%
4. 1280 x 800 4.09%
5. 1152 x 864 3.90%

 



The most popular screen resolutions


on the web in the USA

are: 


 




























1. 1024 x 768 52.22%
2. 800 x 600 13.81%
3. 1280 x 1024 16.91%
4. 1280 x 800 5.05%
5. 1152 x 864 3.63%

 


 



The most popular screen resolutions on the web


in Canada

are: 


 




























1. 1024 x 768 54.31%
2. 800 x 600 19.94%
3. 1280 x 1024 12.06%
4. 1280 x 800 3.93%
5. 1152 x 864 3.75%

 


 



The most popular screen resolutions on the web


in the UK

are: 


 




























1. 1024 x 768 58.90%
2. 800 x 600 15.38%
3. 1280 x 1024 12.90%
4. 1280 x 800 4.07%
5. 1152 x 864 3.08%

 


 



The most popular screen resolutions on the web


in Germany

are: 


 




























1. 1024 x 768 51.08%
2. 1280 x 1024 24.88%
3. 1280 x 800 5.70%
4. 800 x 600 5.48%
5. 1152 x 864 4.98%

 


 



The most popular screen resolutions on the web


in the Netherlands

are: 


 




























1. 1024 x 768 57.49%
2. 1280 x 1024 18.67%
3. 800 x 600 9.75%
4. 1280 x 800 4.11%
5. 1152 x 864 3.96%

 


All
numbers are an average of the last 2 months. OneStat.com is the number one
provider of real-time web
site analysis software in the world. Our
superior technology powers thousands of web
sites in different
countries all over the world.  With our accurate, detailed & reliable reports we will be
able to answer questions about visitor behaviour, site performance and
retention. 


 


The
OneStat.com solutions provide executives, marketers and webmasters
with answers to critical e-business questions such as: 


·       

Who is visiting my web

site?


·       

How many pageviews, visits (sessions) and visitors are coming on a daily,
weekly, monthly, quarterly or yearly basis?


·       

What content, products, and services do my visitors prefer?


·       

How many visitors return to the website and how often?


·       

What kind of search engine do they use?


·       

What kind of technology do your visitors use to view the web

site?


·       

How much time do they spent on the website?
 


OneStat.com
has the intention to become the number one and largest pan-European
provider of real-time website analysis software. The web analytics ASP
market totalled $49 million in 2000 and could be worth over $700
million in 2004, according to research agencies. 


 




Methodology:
A global usage share of xx percent for screen resolution Y means that
xx percent of the visitors of Internet users arrived at sites that are
using one of OneStat.com's services by using screen resolution Y.
All numbers mentioned in the research are averages of 
last month and

all
measurements are normalised to the GMT timezone. Research is based on
a sample of 2 million visitors divided into 20,000 visitors of 100
countries each day.

  



 

Tuesday, June 20, 2006

What is an e-book?

Boy is that really hard question masked in a simple question!  At first its just an Electronic Book, right?  Well...true, but more to the point, what kind of e-book?  All HTML text and images? All PDF text and images?   XML with CSS?   Flash?  What? 

Well, even within the framework of just those few choices we also have what platform, Laptop, iPod, PDA, eReader?  And the permutations and cost differences are all over the place.  Made many calls this past week trying to track them down.

I've mentioned XplanaBook before, but here's a link to it.  I rather like their use of Flash to make it work.  Their site doesn't really do it justice as they've updated it.

Sunday, June 18, 2006

Great eLearning Site

This Macro-Adobe site has some real awesome lectures and topics on eLearning.  Very skewed for Macromedia products, but between the sales its still awesome.

Mister Rogers at the Senate

I've always been a fan of Mr. Rogers.  When I was younger, I actually considered him a friend.  Its been a long time since I've considered him especially since I've been a teacher and an instructional designer, but having seen this speech by him in front of Congress, I've got a newfound respect for his work.  If I can ever get back to the K-12 space I think I want to bring back that touching the spirit of the child that Fred states he tries to touch with his show.  What's interesting is how he views the technology as both very powerful and can also be misguided.  His concern really did pan out, between the RockStar Games and the Power Rangers, we really haven't progressed, but have regressed since this speech.

Wednesday, May 17, 2006

interviews with the CEO’s of Indian e-Learning companies

I picked this up from -- The Learned Man! I thought it was kind of interesting, considering I'm having trouble with these guys so much lately.

January 31, 2006

CEO Speak: Brainvisa & Hurix Systems


CIOL has of late been doing interviews with the CEO’s of Indian e-Learning companies. The Learned Man! has taken some important questions (from an industry context) from the first couple of these interviews (Brainvisa & Hurix Systems) and juxtaposed the responses of the CEO’s to make it easier for the reader to have a combined perspective.

Q: How big is the E – learning market and what is the share of the Indian players?

Supam Maheshwari (Brainvisa): Globally the E – learning market is about 30 billion dollar, out of which India has a meager share of 150 million dollar.
Subrat Mohantry (Hurix): I can give a wide range; according to my guesstimate it could be anywhere between $200 million to a couple of billions annually, depending on how you define the market.

Q: What are your views on Brand India in the e-learning domain?

Supam Maheshwari (Brainvisa): There is no big difference. The Indian companies are as competitive, creative, innovative and focused as their foreign counterparts. Right now India is shining and would continue to shine, as more and more work would flow in. Now it's a compulsion for the foreign players to come shake hand with us due our competitive and skilled workforce.
Subrat Mohantry (Hurix): Times have changed drastically, when I started off selling the e-learning concept abroad in 1996-97, the companies were a bit vary of our capabilities and unsure about outsourcing their work. The global success of Indian IT services has changed all that, clients across the globe associate positive things with India. We in the e-learning industry have also proven our worth in the international market, and now 'India' tag can be quite favorable during a sales pitch.

Q: What are the compelling reasons for clients to outsource their work to India?

Supam Maheshwari (Brainvisa): In e –learning it is crucial to understand the culture and language of the target group for better designing of the course. Also it is very hard to find dedicated workforce in this field other than India. Though come eastern European countries are picking up the trade techniques but still India remains a strong contender.
Subrat Mohantry (Hurix): There are a couple of factors that can be termed as compelling, namely: quality, cost benefits, etc. Companies also look at India for project development, when a great deal of work needs to be accomplished in a short time frame. Finally, the expertise, India has a proven track record in the e-learning industry and has many highly qualified developers working in this space.

Q: What are the emerging trends in the e-learning space?

Supam Maheshwari (Brainvisa): Well, flash exhibits and facilitates to built a more focused solutions. Thus it remains the most favored with 95% of the market using it.
Subrat Mohantry (Hurix): Macromedia Flash is the platform of choice for the industry due to its rich user experience. Flash Lite for mobiles is going to open new vistas for learning. Some of the technology that is going to play an important role in the future is multi-role synchronous learning, like gaming or multiplayer interactive simulations. And the next frontier is obviously mobile handheld devices.

Q: What needs to be to promote e-learning in India?

Supam Maheshwari (Brainvisa): It will take its own time in India. Budget needs to be allocated with increased bandwidth to facilitate faster connectivity. Everybody concerned needs to give it a serious thought.
Subrat Mohantry (Hurix): The industry currently lacks visibility, not too much is talked about this market. It is due to the fact that there are not many publicly listed companies or a corporate figurehead, who goes about talking for and about the industry and becomes the spokesperson for the industry. As most of the clients are based overseas and lot of companies spend their advertising money in the foreign market and not in domestic market. Previously getting business was a challenge; now getting the right people is a challenge. I am pushing for an industry forum, a place where members can share concerns and learning. The e-learning companies could have a forum under the NASSCOM (National Association of Software & Service Companies) umbrella.

Q: What are your views on opportunities in domestic market?

Supam Maheshwari (Brainvisa): There is potential but no one is bothered to use it. Someone needs to budget and plan it. There is no governmental initiative in this regard. The basic infrastructure for e- learning is lacking. In Singapore e – learning programme is used to train taxi drivers.
Subrat Mohanty (Hurix): It is a mind-boggling proposition. I get goose bumps when I think what technology can achieve in the Indian market, and it will happen in the years to come. The traditional learning method is not an option, as we do not have that kind of infrastructure, e-learning will democraticize education in India. Millions of people in India who have the right base are waiting for the enabling layer to make them efficient, and that can happen through technology based learning alone. We are in talk with different parties. Personally, I feel India requires someone to own this vision and drive it.

The full interviews in original form can be found here:
With Supam Maheshwari, CEO, Brainvisa
With Subrat Mohanty, CEO, Hurix
January 31, 2006

CEO Speak: Brainvisa & Hurix Systems


CIOL has of late been doing interviews with the CEO’s of Indian e-Learning companies. The Learned Man! has taken some important questions (from an industry context) from the first couple of these interviews (Brainvisa & Hurix Systems) and juxtaposed the responses of the CEO’s to make it easier for the reader to have a combined perspective.

Q: How big is the E – learning market and what is the share of the Indian players?

Supam Maheshwari (Brainvisa): Globally the E – learning market is about 30 billion dollar, out of which India has a meager share of 150 million dollar.
Subrat Mohantry (Hurix): I can give a wide range; according to my guesstimate it could be anywhere between $200 million to a couple of billions annually, depending on how you define the market.

Q: What are your views on Brand India in the e-learning domain?

Supam Maheshwari (Brainvisa): There is no big difference. The Indian companies are as competitive, creative, innovative and focused as their foreign counterparts. Right now India is shining and would continue to shine, as more and more work would flow in. Now it's a compulsion for the foreign players to come shake hand with us due our competitive and skilled workforce.
Subrat Mohantry (Hurix): Times have changed drastically, when I started off selling the e-learning concept abroad in 1996-97, the companies were a bit vary of our capabilities and unsure about outsourcing their work. The global success of Indian IT services has changed all that, clients across the globe associate positive things with India. We in the e-learning industry have also proven our worth in the international market, and now 'India' tag can be quite favorable during a sales pitch.

Q: What are the compelling reasons for clients to outsource their work to India?

Supam Maheshwari (Brainvisa): In e –learning it is crucial to understand the culture and language of the target group for better designing of the course. Also it is very hard to find dedicated workforce in this field other than India. Though come eastern European countries are picking up the trade techniques but still India remains a strong contender.
Subrat Mohantry (Hurix): There are a couple of factors that can be termed as compelling, namely: quality, cost benefits, etc. Companies also look at India for project development, when a great deal of work needs to be accomplished in a short time frame. Finally, the expertise, India has a proven track record in the e-learning industry and has many highly qualified developers working in this space.

Q: What are the emerging trends in the e-learning space?

Supam Maheshwari (Brainvisa): Well, flash exhibits and facilitates to built a more focused solutions. Thus it remains the most favored with 95% of the market using it.
Subrat Mohantry (Hurix): Macromedia Flash is the platform of choice for the industry due to its rich user experience. Flash Lite for mobiles is going to open new vistas for learning. Some of the technology that is going to play an important role in the future is multi-role synchronous learning, like gaming or multiplayer interactive simulations. And the next frontier is obviously mobile handheld devices.

Q: What needs to be to promote e-learning in India?

Supam Maheshwari (Brainvisa): It will take its own time in India. Budget needs to be allocated with increased bandwidth to facilitate faster connectivity. Everybody concerned needs to give it a serious thought.
Subrat Mohantry (Hurix): The industry currently lacks visibility, not too much is talked about this market. It is due to the fact that there are not many publicly listed companies or a corporate figurehead, who goes about talking for and about the industry and becomes the spokesperson for the industry. As most of the clients are based overseas and lot of companies spend their advertising money in the foreign market and not in domestic market. Previously getting business was a challenge; now getting the right people is a challenge. I am pushing for an industry forum, a place where members can share concerns and learning. The e-learning companies could have a forum under the NASSCOM (National Association of Software & Service Companies) umbrella.

Q: What are your views on opportunities in domestic market?

Supam Maheshwari (Brainvisa): There is potential but no one is bothered to use it. Someone needs to budget and plan it. There is no governmental initiative in this regard. The basic infrastructure for e- learning is lacking. In Singapore e – learning programme is used to train taxi drivers.
Subrat Mohanty (Hurix): It is a mind-boggling proposition. I get goose bumps when I think what technology can achieve in the Indian market, and it will happen in the years to come. The traditional learning method is not an option, as we do not have that kind of infrastructure, e-learning will democraticize education in India. Millions of people in India who have the right base are waiting for the enabling layer to make them efficient, and that can happen through technology based learning alone. We are in talk with different parties. Personally, I feel India requires someone to own this vision and drive it.

The full interviews in original form can be found here:
With Supam Maheshwari, CEO, Brainvisa
With Subrat Mohanty, CEO, Hurix

Tuesday, May 02, 2006

Nurse training moves online - Philadelphia Business Journal:

Nurse training moves online - Philadelphia Business Journal:

I guess I will have to go do some aggressive sales calls on Philly area nursing programs.

The two things that really stand out for me in this article is a) that they state that there is a growing demand for online courses for nursing b) that "the flexibility" they are talking about is asynchronous time. But they are still focusing in on how much TIME does it take for students to learn the information. This is why Timed Topic Objects are the salient focus of my efforts here at LWW.

Saturday, April 29, 2006

Teach reading through the computer?

Can you teach reading through the computer? This article apparently says it doesn't.

But having made programs involving reading, I understand this problem. Passive listening/reading is not really reading. Listening is not active. Furthermore, the computer can't replace practice. It can only promote practice, maybe some pointed practice, like focusing in on grammar issues. But is quite impractical at hunderstanding what is the problem with the readers understanding because the computer needs a set of instructions. Instructions from the user, which reading and writing are linked, that the reader can't articulate the problem. I guess what I'm getting at is that the computer is a tool and has to be part of instructors toolkit, but for reading it doesn't replace the instructor. And as a tool, it will help the instructor see what the reader has accomplished, but the instructor needs to prob the learning to really understand the learnings competency and experience with the work/text itself. Unlike Math, which in the early abstract math topics,it is a ladder or stepped learning engagement and more options for understanding can be offered based upon where the learner fell off.