The role of live elearning in education and training systems

Desmond Keegan and Paul Landers

Ericsson Education Dublin

Ericsson Education

• Ericsson Education Dublin as part of Ericsson Global Services is one of the leading providers of training solutions to the telecoms industry

• 20 equipped classrooms with access to in-house labs• Auditorium seating 80 with full multimedia facilities• Multmedia based learning laboratory• In-house fixed and mobile networks (2G, 2.5G, 3G)

Distance Education and Open Universities

European Systems American Systems

Individual-based Group-based and Individual-based

e-learning

European Systems American Systems

Individual-based Group-based and Individual-based

Pedagogical advantages of live elearning

• Teacher and student are separated in space but not in time

• The pedagogical structure of the class assembled at a fixed time and for a fixed period is restored

• A WWW browser is used as an important delivery medium

• Voice contact between the teacher and the students and, at times, between student and teacher is restored

• Student study is paced by the virtual classroom sessions

Pedagogical advantages of live elearning

• Breakout rooms for small group discussions and web safaris for use of the WWW are available

• Communication is managed electronically

• Pedagogical features of elearning like video broadcasts, text chat, whiteboards, Power Point type presentations and application sharing are available

• Students have the advantages of the flexibility of studying on their own and the social advantages of belonging to a learning group

Virtual Classrooms in Educational Provision

• The purpose of the project is to analyse, evaluate and document the use synchronous elearning systems (virtual classroom systems) in academic and corporate institutions in Europe.

• Other key outputs from the project will include a suite of reusable Virtual Classroom courseware as well as a comprehensive manual of good practice for all target groups embarking on the use of virtual training scenarios

• http://learning.ericsson.net/virtual/

Implementation of live elearning (VCT)

Return on Investment Assumptions

• Assume 4 regions, 125 students to be trained

• For ILT (Instructor-led training) 80% (100) of students must travel. For VCT 0% travel.

• Lost time (opportunity time) per student = 5 hours

• Hourly cost = €80

Return on InvestmentRegion Course 11 292 343 324 30Total 125

Assumptions for ILT deliveryFraction of students that have to travel 80%Number of students that have to travel 100 studentsLost time 5 hoursHourly cost 80 €

Courses No of courses Price / courseday Total course feesVCT courses (max 12 students) 11 500 2750ILT courses (max 16 students) 8 750 3000Difference in courseprice (ILT - VCT) 250

Type of cost for ILT delivery Cost per student (€) Total cost (€)Course fees X 250Flight 200 20,000Taxi 10 1,000Allowance 20 2,000Lost time 400 40,000Total cost saving if VCT has been used 63,250

Deployment issues

• Instructor Competence

• Centra Champions

• Administration Issues (booking, course material, tracking etc)

• Customer awareness and acceptance

• IS/IT requirements

http://www.centra.com/demovideo/index.asp