Guidelines To Use Elearning In Smes

Contents

Position of SIMPEL (www.simpel-net.eu) on the Development of Guidelines for Sustainable eLearning in SMEs ................................................ 2 1 eLearning: Definition and types ............................................................................ 4 2 Advantages and disadvantages of eLearning particularly for SMEs .................... 6 3 Factors to be considered in eLearning implementation ........................................ 9 4 Development of a sustainable vocational training strategy for SMEs by including eLearning .......................................................... 10 5 Checking the eLearning market for appropriate eLearning offers ...................... 12 6 Development of a business- and work-oriented model of eLearning .................. 14 7 Mistakes in introducing of eLearning .................................................................. 19 8 Quality control of eLearning ............................................................................... 21 9 Best practice ...................................................................................................... 23 10 Recommendations ............................................................................................. 24 11 Some conclusions and open questions .............................................................. 25 References .............................................................................................................. 26

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Position of SIMPEL (www.simpel-net.eu) on the Development of Guidelines for Sustainable eLearning in SMEs An underlying doctrine of European education and training funding programmes has been the great opportunity eLearning affords for small and medium enterprise (SME) to help meet their challenges in global competitiveness. Consequently a wide range of European programmes have launched projects that support testing and introduction of eLearning in SMEs. After some two generations of such projects, various attempts have been made to take stock and analyse this experience. The precursor of SIMPEL, the ARIEL project, was one of these undertakings. ARIEL and other projects conclude, that only a rather limited number of projects succeeded in introducing eLearning in SMEs in a sustainable manner. The main reason for this state of affairs was seen as a general lack of recognition of the strategic importance of sustainable training and qualification in SMEs. This lead to a poor match between eLearning provision and real SME needs. As a consequence, SIMPEL was formed to work towards identifying successful, viable models that would form a basis to develop guidelines for the implementation of eLearning as an integral part of sustainable training and qualification in SMEs. In developing these guidelines, the SIMPEL partners collaborate with experts, such as, training managers in SMEs, consultants, providers of training and SME interface bodies. This document draws together experiences from all the partner countries involved in SIMPEL and puts forward recommendations for both training activities in SMEs and for policy makers. SIMPEL considered the following aspects in the development of these guidelines: 1

eLearning denotes any learning process supported by information and communication technology, or using digital media/technology

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eLearning is not seen in isolation and not primarily as eLearning technology, but in the wider context of conceptions and strategies of training and qualification as a factor guaranteeing survival and competitiveness of SMEs. This is based on the recognition, that the development of human resources and knowledge are the most important assets for European SMEs in global markets. The impact of ICT and digital media on education and training is becoming ever more significant. At the same time it is becoming so self-evident, the “e” is going to disappear and there just will be learning integrating a mix of technologies and approaches.

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At the same time the distinction between eLearning/acquisition of education and knowledge management is getting blurred. “Informal learning” is deeply rooted especially in SMEs. In order to avoid the arbitrariness and lack of systematization inherent in informality, knowledge management is required.

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Introducing and maintaining eLearning is a rather complex process, many factors have to be taken into account: the educational culture of the enterprise, its strategic aims, methods and technologies adequate to the aims and to the target groups, available funds and much more. However, those involved in the management or provision of eLearning often do not understand this complexity or avoid facing it, mostly because it seems too costly or inappropriate in view of short term pressures. 2

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These guidelines have to take on board this complexity as well as the pronounced diversity of the SME sector, where demands require tailor made solutions rather than “one-size-fits-all“. In addressing the sector as a whole, these guidelines will focus on the processes crucial for the success and sustainability drawn from proven effective examples and will demonstrate stable practical solutions from best practice examples and models defined by SIMPEL.

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Five core processes form the bedrock of the SIMPEL models: a. b. c. d. e.

Analysis of business strategy (aims), environment and requirements Conception Planning Implementation Evaluation

For this core and the consequential sub-processes, a whole range of conditions have to be taken into account: • Awareness-raising of the actors, and especially decision-makers, of the complexity and strategic nature of comprehensive training and eLearning projects against their “natural” inclination towards pragmatic short-term solutions. Successful strategies to bridge the gap between long-term strategies and short-term needs must be formulated. • Fostering active participation of employees. • Role, analysis and, if necessary, development of eCompetence as precondition of eLearning and modern knowledge management, (possibly including ePortfolios). • External and internal support mechanisms. •

Role of “soft” factors such as trust (e.g. between provider and customer; between SMEs in joint organisations, clusters etc.).

•

Role of current technical-social changes, such as web 2.0 and its impact on eLearning and Knowledge Management.

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1 eLearning: Definition and types Computer Based Training (CBT)

Generic (older) term used for the wide range of software and services offering education and training on the computer. It is characterised by being self contained and stand-alone the information presented is usually stored on the local machine, a local server, or a local CD-ROM.

Web Based Training (WBT)

Method for delivering training that uses the world wide web (WWW) as the delivery mechanism for information usually stored at a distant location. It is characterised by more sophisticated pedagogical techniques and increased interaction supported by the media features of the local PC’s web browser. Using the WWW enables WBT potentially to reach a widespread, limitless audience.

Simulation-based learning

Involves the placement of a learner into a realistic scenario or situation in a virtual or simulated environment The learner is then responsible for any changes that occur as a result of their decisions and actions. However, unlike the real world no permanent damage results form mistakes or ill advised actions and valuable lessons are learned. It is often the case that more effective learning takes place when things go wrong and must be fixed than if all goes smoothly.

Blended Learning

The combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction, of individual and team learning. The best features of each approach combine to form a richer learning environment.

Technologybased materials

Blendend Learning Face-to-face sessions

virtual and physical resources

M-learning

Mobile learning, mLearning, distinct in that it designed to enable learners in any location to use mobile devices for delivery. “Learning that happens across locations, or that takes advantage of learning opportunities offered by portable technologies”. The term covers: learning with portable technologies, where the focus is on the technology (which could be in a fixed location, such as a classroom), learning across contexts, where the focus is on the mobility of the learner. By extension, learning in a mobile society, with a focus on how society and its institutions can accommodate and support the learning of an increasingly mobile population.

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Learning in social networks/groups

The acquisition of competences that happen exclusively, or primarily, by interaction in a social network/group. This type of learning is seen as a way to overcome hierarchical, linear behaviouristic learning. It promotes the development of individual emotional and practical competence as well as the perception of oneself and the acceptance of others with their individual competencies and limitations. Leading to a metacognative awareness of a person learning processes. In an eLearning context the social group involved would be on-line.

eLearning solutions for SMEs are usually a “mixture” of such different forms. The choice of a suitable form is dependent on the many factors that have to be considered (see part 3).

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2 Advantages and disadvantages of eLearning particularly for SMEs ADVANTAGES Flexibility: anyone, anytime, anywhere

eLearning offers the possibility to learn or to execute learning processes independently from place and time. This way eLearning enlarges a range of possibilities to learn more frequently and more efficiently. From a technological point of view many more learners can easily be reached. eLearning offers the possibility to use new media that can interest more people to participate learning, make the learning more attractive, or more accessible, potentially enabling more people to find their way to improving skills, abilities or competences. eLearning offers SMEs easier and simpler participation in learning than do more traditional routes, and in the long run it can be cheaper. This flexibility encourages Life Long Learning enabling employees to keep their knowledge, skills and competences up-to-date so contributing to the company’s competitiveness and profitability. eLearning, because of its “anyone anytime” nature, is a fine way to introduce new employees to the activities on the shop floor. The flexibility of eLearning removes the constraint of bringing learners and teachers together at the same time characteristic of traditional learning, enabling individuals to learn at a time and place suitable to them.

Efficiency: enables “just in time” training, workand needoriented learning and access to legacy content

eLearning offers the possibility to adapt better, quicker and simpler to new developments in knowledge through rapid dissemination. Content can be adapted more easily and quickly (than in traditional learning) to the training needs of an individual learner or to the specific need for dissemination of knowledge in a company at a given moment. Additional more detailed information can be followed immediately when linked over the internet, a process not easily achieved in printed material. The ready availability of eLearning material for use by individuals facilitates “just-in-time” and “just-enough” learning paradigms, techniques which can enhance training efficiency and workplace learning. Inexpensive digital storage and WWW access can make ready and easy access to archived and legacy information a reality so improving information enquiry and learning efficiency.

Possible cost saving

Although the initial costs and resource input of eLearning may be higher than traditional forms of training, in the long run the return on investments can be much higher. There are three main reasons for this. Firstly, the infrastructure needed to support eLearning (PCs, computer network, internet access) are, in most cases, part of the normal workplace and so has a reduced impact on training budgets. Secondly, eLearning, because of its flexibility and the way it engages learners, is more efficient and 6

effective Thirdly, initial high costs can also be absorbed over time as repeat delivery is significantly cheaper. As an added feature eLearning is readily documented (e.g. through ePorfolio) so career development can be more efficiently managed leading to improved employee functional availability and jobmobility. Interactivity enabled by using new communication technologies

The capability of communication technology offers enhanced contact and interactivity, including synchronous communication, with other learners (as well as with suppliers and customers). The opportunity to interact with other learners, a peer group, improves the attractiveness and efficiency of the learning. A richer environment is enabled through forums and discussion groups and rapid contact with and feedback from tutors is enabled.

Learning success easier to assess

The pedagogical models used in eLearning normally include interactive assessment so giving learners and tutors regular and timely feedback and assessment of progress.

High scalability

eLearning material on a specific topic is readily adapted to learners with different learning goals or requiring different depth of treatment. It is also easily modified and updated. This leads to highly scalable learning provision, reaching many different types of learner over an extended number of deliveries.

Simulation enables mistakefriendly experimentation in a non-judgmental environment

Exercises and experiments using realistic simulation can be embedded in eLearning enabling individuals or groups to gain experience of expensive or easily damaged equipment or processes in the non-threatening, non-judgmental eLearning environment. In this way the trust of the learners in their accumulation of abilities and gaining knowledge can be built up securely.

Possibilities for collaboration and personalisation

eLearning makes it possible to offer a learning process tailored to the knowledge transfer needed in a company or adapted to the specific learners involved, so offering a completely personalised course. The easy accessibly and independence from place and time of eLearning enhance the possibilities for collaboration and a richer learning environment.

POSSIBLE CONCERNS Adoption/ acceptance of different mind-set and culture towards learning and the learning and teaching role

Interviews and inquiries have made clear that many SME managers are suspicious of changes to learning structures, both formal and informal, with which they are familiar. They particularly relate to informal learning in apprenticeships and internships, and to traditional forms of formal learning. They are not convinced of the place eLearning can take to support or replace these paradigms and so improve the learning environment in SMEs. 7

Familiarity with ICT by future learners (eCompetence, eLiteracy)

Unfamiliarity with PCs and ICT, lack of eCompetence or eLiteracy is a barrier to using eLearning. However, familiarity with ICT, PCs, the Internet, is gradually growing in the European societies of today, in many countries this is no longer considered a problem as it once used to be. In the near future this concern will disappear.

Sufficient support for learners, including initial training in using learning technologies and getting used to the eLearning process

Where still necessary, initial courses and training in using the new communication technologies and using eLearning technologies are widely available already and can be used preceding an eLearning course. However, learning through eLearning is not instinctive (working in a face-to-face class is, we all learned that in school), so those new to eLearning need first to learn how to be an eLearner, and must be supported through this process. Its helpful to do this with a group of people with similar lack of experience so they can support each other

Cost savings are to be expected only in the medium to long term, short term costs may actually increase

SMEs often do not have specific human resources and training management expertise and so find it difficult to develop an appropriate training strategy fro their employees, collectively and individually, that will lead to cost savings. In the short term this is a service that could be supplied by government supported interface organizations or training providers.

Great demands on learners to organise themselves and their learning on and off the job

Some possible advantages for learners using eLearning is an improvement of discipline and self organisation, and in communication ability and techniques. Users of eLearning become more aware that Life Long Learning is not only necessary to participate in society today, but that it is at hand and in reach. However, it is tempting for employers to shift responsibility for the time devoted to training to the learner by insisting it be done out of work time, but this is a short sighted view. There are also concerns about “who pays” for courses, as there are three participants: the employer, the employee and the government. A sharing based on who benefits needs to be worked out. This concept is not, as yet, generally well developed.

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3 Factors to be considered in eLearning implementation Need for eLearning to improve qualification problems in SMEs

A deep analysis of the present and future business goals of the company, of the difficulties it has to achieve these goals and how this situation can be improved through a vocational strategy based on eLearning is necessary before planning and implementing eLearning in the company.

Target group

The target group for eLearning should be eLiterate (able to use the computer for learning) and also ready to learn, not only through teacher guidance, but also independently. It is important to take into consideration that different groups of employees have different social provenience, education, culture so that suitable training strategies have to be found not only for managers but also for all these groups.

Content

The most important focus for training courses in SMEs should be the “core business” of the company, support of company goals reflecting real situations. The courses should refer to the competencies staff need for their work tasks, norms and procedures helping SMEs to survive/integrate into national and European/World markets, also management skills, accounting and language skills are important topics. Content that is modularised is more easily integrated into different learning instances.

Trainers, Tutors

Like the target group (trainees) the trainers/tutors should be prepared and qualified for their role. They should be competent users of eLearning environments, be able to solve problems that appear in connection with eLearning and able to use suitable IT-based communication media and forums for teaching and learning.

Technology

The necessary underlying ICT to support the eLearning environment, the teachers and the learners must be available, secure and maintained. Users must have as open an access to the Internet, the WWW and from outside the place of work, as is compatible with adequate security.

Culture of the SMEs

The culture of the SMEs should support innovative processes and appropriate new technologies in learning and training, should encourage more independent and flexible learning approaches and staff further educational initiatives.

Positive attitude of managers

In order to be successful, the chosen eLearning solution should be supported by the companies’ managers, having a positive attitude and enough knowledge about the advantages eLearning brings for the company.

Staff motivation

Staff should be encouraged to take-up learning opportunities, with a recognition of achievements and time set aside for work base learning.

Building cooperative infrastructures

The building of a continuous cooperation of the company with a consultant, an eLearning-provider, with other SMEs and eLearning experts/practitioners has to be considered.

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4 Development of a sustainable vocational training strategy for SMEs by including eLearning When a company plans to introduce new ICT for learning, it can decide to follow one of these strategies: Minimal change

A) The strategy of minimal change: introducing of new media and training concepts should involve only minimal changes in the structures and processes of the company. Through a latent implementation, the acceptance of the new media by trainers will be assured and the staff will be automatically introduced to the new tools and learning methods.

Active change

B) In contrast to the minimal change strategy active change includes a review of the organisation, its infrastructure, learning culture and business strategy as appropriate to the new learning objectives, concepts and methods resulting in a global change.

Strategy B is most efficient, but strategy A is often more acceptable. When first introducing eLearning the minimal change strategy as a pilot example is preferred. Four fields can be identified in order to achieve the systematic integration of eLearning into the training plan of a company:

Infrastructure

Hardware and Software and the establishment of corresponding services (Maintenance, Update) for the organisation, e.g. ICT equipment, basic ICT competences of staff, providing technical and competence support, etc.

Development

Human and material resources as well as organisational conditions for the efficient use of eLearning

Content

Production and distribution of eLearning contents that are engaging the learner into the learning process by using didactically sound and appropriate elements of interaction and rich media.

Didactics

Replacement of old teaching and learning methods with new approaches, (e.g. social constructivism, trainer as facilitator/moderator, group and project work, learner-centeredness, competence development/acknowledgement of competences).

All these factors have to be considered together, with the last two: Content and Didactics being inseparable.

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Infrastructure

Didactics

Development

Media

In addition to these four interrelated elements, each SME and SME sector has to include in their consideration the issues of formal and informal qualification and the issue of quality assurance of eLearning used. In general, there is much sympathy in SMEs and among SME employees for informal approaches of learning and this tends to get reinforced when eLearning is adopted. But both sides of training and learning have to be considered in strategies and practices to achieve sustainability and long-term impacts.

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5 Checking the eLearning market for appropriate eLearning offers An efficient eLearning concept needs the integration of competences in the field of technology, pedagogy, content and enterprise training strategy. Providers either offer all these services in one firm, or they are specialized to content or technology. In the latter cases SMEs need to supplement the competences by own staff or by co-operation with other firms. All-in-one eLearning providers

deliver the content of training, the organization of it testing and certificates. Institutes and training providers for distance learning have got strong and well developed competencies. Traditional training institutes, for example within the framework of the chamber of commerce, offer eLearning as an amendment and part of their traditional course offer.

Content providers

offer only the training content. Publishing houses with a specialization for management topics, soft skills, language for example sell their content not only in the forms of textbooks, but also via CDRom or their internet store. This training materials have to be integrated into learning technologies and learning environments of an enterprise.

Technology providers

offer mainly the infrastructure for eLearning, e.g. the installation, support and design of learning technology. They implement the content and didactical prescriptions of a training. These have to be delivered either by SMEs or by training agents, who have analyzed the training needs and developed a course.

The search by established training infrastructure

The nearest way to search for an adequate eLearning is to check the activities of the training providers and publishing houses for the own industrial branch. During the last years, several established training institutes have implemented parts of blended learning into their training offer. They provide content on their websites or on CD-Rom and offer partly tutorials and test instruments. Another searching strategy takes advantage of the manifold internet-based databases about vocational education and training. They are organized by branch organizations, regional or national bodies for employment and training. These databases often allow a detailed search for eLearning arrangements.

The search by platforms, fairs and branch organizations

A good overview over the existing eLearning solutions give eLearning “department stores”. They offer a variety of eLearning content on a common platform and work in part as a reseller (see also content syndication model below). Department stores are often organized as a service of public bodies, like for example the WebKolleg in Northrhine-Westfalia. Good opportunities to map the eLearning providers exist on annual training fairs, as for example the Online Educa in Berlin, Learntec in Karlsruhe. In several European countries branch organizations for eLearning providers are active and give advice, which providers could be consulted. In 12

connection with these organizations exist registers and catalogues of eLearning providers. The search by a consultant

A comfortable way to identify adequate eLearning solutions is to engage a professional training consultant. Training consultants are active within the chambers of industry and commerce, in trade unions or in the framework of public consultation schemes for SMEs. Often it is convenient to engage a consultant who also is able to identify the training needs within the firm and to motivate the employees to participate.

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6 Development of a business- and work-oriented model of eLearning An eLearning model represents the structure of a sustainable eLearning strategy and describes the steps for the introduction of eLearning within the SME. Its conception, execution and evaluation should be an integral part of the SMEs integral vocational training strategy. A proposal for the phases of a vocational training model representing an eLearning strategy:

Analysis of company business goals, situation and needs of qualification and of eLearning Analyse of eLearning market

Concept Planning Implementation Evaluation and improvement

Analysis of company business goals, situation and needs of qualification and of eLearning Analysis of eLearning market

In the initial phase the present and future business goals of the company, its internal situation and the difficulties the company has to achieve these goals should be analyzed first. The determination of the qualifications needed by the staff that could be acquired by using eLearning and contribute to solve the difficulties should be also done in this phase.

Concept

The most complex phase of an eLearning strategy is the conception stage. Suitable offers and services for the qualification needs required by the work tasks have to be found, learning contents, forms and media, the relevant knowledge and data flows have to be determined in this phase.

Planning

The planning facilitates the implementation and defines the eLearning measures as well as the time, the actors, the technolo-

Before the development of an eLearning concept for the SME an analysis of the eLearning market by contacting eLearning providers, “drivers” of vocational training processes, networks etc. is required.

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gical and organizational infrastructure and the tools needed for an efficient realization of these measures. The preparation of a financial (business) part of the eLearning model providing a framework for the economical dimension of the eLearning strategy in the SME, linking the planning with the process level of the implementation is advisable. It reduces complex events and relationships to achieve a clear focus, thus making eLearning efficient and providing a basis for future decisions concerning eLearning activities in the company. Support by different national and European aid programmes should be considered. Implementation

eLearning solutions which correspond to the learning culture of the company will be produced (or purchased and adapted) and introduced in the implementation phase. The implementation of eLearning should be supported by internal marketing measures in the company. A successful transferring process is important for the efficiency of the eLearning measures that means the trainees can use what they learn for their work tasks.

Evaluation and improvement

In the evaluation phase the company should found out how effective and financial efficient the training was. A complete evaluation concerns human and financial resources, developed measures, participation, changed knowledge, behaviour, competences and expectations of the participants to the eLearning programme, practical changes in the company. Different methods of evaluation should be introduced not only after the implementation phase but also earlier i.e. in the planning stages or in the transfer process. Necessary improvements should be done at the eLearning strategy after its evaluation. At the evaluation process the norm ISO/IEC 19796-1:2005 has to be considered which framework to describe, compare, analyse, and implement quality management and quality assurance approaches (see part 8).

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Examples of eLearning models for providers and users Cooperation with vocational education suppliers Vocational education supplier

eLearning contributor

trad. learning

eLearning

SME

contributor: - provider - developer - projects - consultants

Subscription based services eLearning provider

cost free learning / information offer

eLearning offer as a subscription based service

SME

Refining of face- to-face courses vocational education supplier

blended learning offer

eLearning contributor

SMEs which are suppliers of eLearning related products and services cooperate with vocational education suppliers to disseminate eLearning. The cooperation with the training provider offers the opportunity to access the clients and the distribution ways of a training provider. This business model works only if the vocational education supplier has a benefit from the cooperation i.e. generate additional business volume, reach new clients or raise costumer loyalty. The eLearning offer must be supplementary or additional to the offer of training. The creation of the eServices and contents can be done in collaboration with the vocational education supplier but this is not a condition. The cooperation with a vocational education supplier is mainly suitable for nonprofit projects and services as an instrument for dissemination but is not a lasting business model for profit orientated SMEs. eLearning distributors offer their services as a subscription. The particular point in this model is the way of distribution. The distributor in this business model gives first a trial offer or a free of charge basic information or learning offer. So clients know the services or products and request the suitable services with costs. These services are provided as a subscription. The subscription based services have advantages on both sides: The eLearning distributor has a reliable income and the client has a moderate fee. This business model is most suitable for eLearning portals offering different products for their clients on demand or for distributors which offer a certain kind of services which is continuously requested by an enterprise. The providers of eLearning services offer their services to the providers of traditional vocational education to build an eLearning integrated service. The end customer is not the target group but providers which have not the ability or willing to develop or to run own eLearning services. The development of the eLearning contents service is carried out close together with the learning provider.

SME

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Content syndication model eLearning contributor

eLearning contributor

eLearning contributor

eLearning contributor

eLearning contributor

common platform

SME

Different eLearning distributors pool their contents on a common platform. This enables a common marketing and common standards. The common platform can be established as a brand. The clients have the possibility to access one platform for all courses. The content syndication model is designed mainly for smaller providers.

other

Franchising of eLearning franchisor

platform with contents, eTutors and common advertising concept and brand

education offerer

education offerer

education offerer

A franchisor offers a complete package of services to his franchisee. This package can contain amongst others the right to use a common brand, a common platform or concept, a special concept or a common marketing concept. Franchising of eLearning can be successful if a franchisor has success in establishing an eLearning brand or develops a new outstanding concept.

clients

Sector courses developed by collaboration between SME

SME

SME

SME

SME

eLearning developer

eLearning content/application

Internal courses developed by SME with some help from external providers of eLearning services (S)ME

SMEs from one sector work together, in informal or formal ways, e.g. in associations, to develop and to use eLearning applications, contents, platforms or courses together. The collaboration partners can come from associations, branches or from supply chain. This model promises a high degree of tailor-made eLearning courses together with moderate developmental and operational cost by cost sharing between the partners. As a side effect the relations between the enterprises can be improved. In spite of the fact that these model seems to be evident for usage in most SMEs, the SMEs show little motivation for cooperation. Mainly medium sized enterprises with the necessary competence and resources can develop tailor-made contents with and for their own employees and fall back to a platform or knowledge of external providers. A lack of resources of the enterprise is one major obstacle in this model.

Content

External platform / expertise

eLearning course

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Generic courses for employees offered on the open market SME

employee

employee

employee

This model also deals with the fact that further vocational training is shifted to personal sphere of the employees. Internal business processes of the enterprise are less affected by the usage of the courses by the employees than in the other models. This model provides the opportunity to externalise the costs for the course to the employee. The enterprises must not forget to bind their employees, preventing them to change the enterprise after obtaining new qualifications.

Generic eLearning courses on the open market

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7 Mistakes in introducing of eLearning Many of the mistakes in the introduction of eLearning are not specific to eLearning but apply to any form of learning and training, however, they are made worse in an eLearning environment because there is no “teacher” there to make an immediate adjustment. Other problems arise because eLearning uses ICT technology. Learners may lack ICT skills or may be uncomfortable in this environment and the ICT provision may be inadequate or broken. The SME environment itself can be problematic in learning and training terms, it is no coincidence that the first mistakes in our list relate to SME structures. Low integration into the business and organization strategy of SME

The primary problem associate with any form of staff training and development, including eLearning, is that it is not integrated into the business strategy of the SME and that that strategy does not look far enough ahead. The usual reasons for this are that SMEs are too small to have specialist HR and training expert on staff and the focus of any strategic plan is on the SMEs core business. The result is that training becomes a fire fighting exercise, in response to obvious and urgent needs but not a carefully considered planed activity.

“Top down“ strategy only, lack of staff involvement in conception and planning

A consequence of the above is that training needs are often identified and a response formulated by senior SME staff on the basis of severe time pressure. Training must be selected from whatever is available at short notice, there is little time for those to be trained to be consulted as to the most appropriate type, format and timing. This often results in a poor match between needs and response.

Lack of trainee familiarity with the eLearning environment

All of us are familiar from school with the face-to-face classroom environment for learning. eLearning requires a different set of skills and familiarities, and a degree of ICT literacy that learners may not have. Trying to assimilate new knowledge and skills in an unfamiliar learning environment is a recipe for disaster.

Lack of appropriate ICT infrastructure

Current best practice eLearning that offers good learner interaction and rich content requires broadband access, if this is not available eLearning course must be carefully selected to be able to use a lower band width channel, or a less rich learning experience must be acceptable. Poor ICT infrastructure adds an extra (and maybe fatal) barrier to the learning.

Poor pedagogical model

eLearning structure and content is not simply an import from paper based courses. eLearning provision must be obtained from an experienced supplier.

Poor learner support

eLearning is not an excuse for neglecting to provide learners with proper support in their learning. A tutor or mentor is necessary and if possible the support of a peer group of other learners. If this is mainly an on-line provision a local (in the flesh) 19

mentor may be advisable. It is also necessary that time be given to allow the eLearning to take place. An hour a day is not a bad motto. No assessment of outcome

It is not uncommon for little or no assessment to be made of the effectiveness of training. If this is not done inadequacies cannot be rectified or avoided next time, and the company may be wasting resources (and money) on poor provision.

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8 Quality control of eLearning Quality in eLearning has become an issue of increasing importance in both researcher and practitioner communities because this is a main precondition for the successful implementation and use of eLearning. In order to find weak points of an eLearning strategy and to eliminate them and/or to give a signal of a high quality process and product to convince decision makers of the SME about the usefulness of eLearning is necessary to evaluate the quality of the eLearning strategy in many of its stages. The evaluation of the quality of an eLearning strategy includes the assessment of all the training measures and their combination referring to the achieving of the determined goals and their influence and usability. A variety of approaches has been developed and implemented successfully for the evaluation of quality of eLearning like expert evaluation procedures (catalogues of criteria, expert training, etc.) or empirical assessment (e.g. user interviews). One proven, practical, method for evaluation of quality control for eLearning in SMEs is to develop target group oriented check-lists i.e. for content developers, for eLearning technical providers, for eLearning consultants, for the eLearning process within the SME, etc. The high number of approaches and their different scopes and objectives lead to confusion in the users and decision makers’ communities. Therefore the publication of the International Standard ISO/IEC 19796-1, Quality Management, Assurance and Metrics – Part 1: "General Approach", signifies an important step towards harmonisation. This standard achieved a high level of consensus between the 28 member countries of the committee ISO/IEC JTC1 SC36 which created it. This is the International Standards committee for Information Technology in Learning, Education and Training. The International Standard ISO/IEC 19796-1 harmonises the international conception of eLearning quality by creating a coherent inventory for the diversity of processes which influence the achievement and preservation of eLearning quality. This standard provides an overall framework which can be used for introducing quality approaches in all provider and user organisations of eLearning. As such, it can be the basis for an organization-specific quality approach or can form the basis of regional, national or trans-national quality initiatives or marks. This standard provides the ability to compare between different such initiatives or marks and even, where necessary, for their users be compliant with multiple quality standards. The standard gives an orientation which aspects should be covered by evaluation and how solutions can be found. The standard as an instrument to develop quality in the field of eLearning consists of three parts:

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A description scheme for quality approaches

A scheme to describe quality approaches (such as guidelines, design guides, requirements). It documents all quality concepts in a transparent way. It bases on the CEN/ISSS CWA 14644 (CEN/ISSS, 2003).

A process model as a reference classification

A guide through the different processes when developing learning scenarios. The process model includes the relevant processes within the life-cycle of information and communication systems for learning, education, and training. The process model is divided in seven parts. Sub-processes are included referencing to a classification of processes.

Reference Criteria for evaluation

Finally, ISO/IEC 19796-1 contains a comprehensive list of reference criteria for the assurance of quality of learning products which is provided in the criteria catalogue. The catalogue contains as well functional as media and learning psychology related reference criteria. Furthermore, it includes criteria related to data security and criteria related to national laws in the area of distance learning. These criteria can be used for assessment and evaluation of learning processes and environments within the model, described in the section. Only criteria which are suitable for a certain context should be used. Furthermore the reference catalogue can be applied to create criteria profiles which allow comparisons of learning products or support certification of learning products (according to quality standards).

The list of reference criteria is structured into catalogue sections, to allow easier access to certain criteria. Each criterion appears only once in the catalogue. A criteria profile however may use another structure. Table3: Quality Criteria of ISO/IEC 19796-1 Section No.

Section / Category

1 2 3 4 5 6 7 8 Total

ISO 9241 General Conditions Technical Aspects Data storage and Data Processing Functionalities Theoretical Aspects Encoding of Information Special modes of Presentation

No. of criteria

101 103 37 69 80 59 31 480

No. of descriptive criteria

32 23 14 29 17 3 0 118

By using this model, quality approaches can be transparently specified and adapted to the organisation’s evaluation needs. Currently, a variety of tools are developed to support this process, such as the initial choice of a quality approach or the choice of quality instruments. For the future, it can be expected that a variety of tools will be available to integrate quality into a broad range of educational organisations. 22

9 Best practice Drawing from best practice identified by the SIMPEL partners in their own regions and form the published literature the following are features of eLearning that follow Best Practice. Further examples and discussion will be found in the references. Development of a Learning culture

Successful SMEs do not stand still, a necessary part of strategic planning is the development of a learning culture in which all employees are encouraged and enabled to gain knowledge and skills that allow them to make a full and fulfilling contribution, which should attract recognition and reward.

Embrace the Life-Long-Learning philosophy

The commercial environment for all companies in the world market does not favour “standing still”. Gaining new skills and expanded knowledge are often necessary to maintain competitiveness and helps maintain interest and motivation of all employees.

Make eLearning part of an overall learning and training provision

eLearning is not a panacea, it cannot replace all other provisions. Use it where it’s a best fit for identified training needs. The wide availability of all types of eLearning means that a good match to needs is often readily available.

Appropriate ICT infrastructure and skills

eLearning doesn’t work if the available ICT infrastructure is inadequate. Ensure that users have the necessary ICT literacy and available technical support.

Well structured eLearning courses

Successful eLearning requires specialist structuring and authoring to maintain learner engagement. Core elements are: rich content, feedback, intellectual demand.

Supportive learning environment

Learners and trainees need time, support and recognition of their efforts.

Community of Practice (CoP)

Communties of Practice as voluntary peer-to-peer learning networks offer an appropriate framework for e-learning in SMEs or between SMEs. CoP are interlinked with practical considerations and consequences of learning. They provide an excellent opportunity to integrate formal and informal learning processes

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10 Recommendations Identification of needs and objectives of training

While this is a truism for most training practitioners, SMEs very often hit their first serious barrier here: Many SMEs do not have a Human Resource Department or a training expert to identify exactly the skills of the employees corresponding to the business objectives of the company. Owners of SMEs should be encouraged and helped to carry out a training analysis in the wider context of business aims and longer term business planning, before the training process begins.

Engaging employees

Unlike classroom based learning eLearning is not a familiar process to novices; it is most successfully introduced when linked very closely to day-to-day tasks of engaged and motivated staff.

Time factors and form of training used

SME staffs are often guided by the daily business pressure and devote little time to learning activities; they prefer informal, on-thejob, forms of learning often taking place through sharing experience with colleagues about job tasks which have to be combined with eLearning.

Courses/ Learning Content

should be business and work oriented and presented in a modular fashion.

Tutor support for eLearning and integration with more traditional forms of learning

The evidence suggests that the learning experience is better and completion rates are greater where there is tutor support either face-to-face, on-line or over the telephone.

Learning infrastructures

Space, time, environment, etc. to support eLearning should be assured.

Organisational perspective, transfer of knowledge

Community of practice, learning groups, partnerships supported by learning platforms and special connections have to be developed in order to strengthen dialogical transfer.

Economical aspects

A cost-benefit analysis of the eLearning strategy should be part of the business plan.

Quality and (self) evaluation criteria

Quality criteria have to be established. Evaluation tools for efficiency and results of the training efforts should be developed that can be easily handled because SMEs rarely evaluate training and lack the staff, time and knowledge how to carry it out.

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11 Some conclusions and open questions Despite setbacks in the past, mostly caused by exaggerated expectations and inappropriate approaches and products, eLearning is still considered a key contributor to solving the training problems of European SMEs. To be part of sustainable learning strategies, however, eLearning has to be embedded in an intelligent and adequate “mixtures” of different learning methods and technologies. These Guidelines elaborated by the partners and associates within the SIMPEL project, are intended to help those responsible for developing training strategies for SMEs to make full and effective use of eLearning. Ours is not a static field, ICT becomes more capable and pervasive day by day, concepts and actions associated with Life Long Learning throw up new opportunities and responsibilities. There remain a lot of important questions as to the contribution that eLearning will make, some of which are: •

Learning, as a social process, requires social and emotional reference; one aspect of this is staff qualification and the associated National and emerging European frameworks. How does eLearning, and the learners, tutors, trainers and consultants, fit into this framework?

•

How should eLearning content intended for SMEs be packaged and modularized, how can existing (legacy) content be incorporated, and proper attention to company specific information be made?

•

What external services are needed to make eLearning sustainable for SMEs and who should provide and pay for them?

•

Web 2.0 applications are increasingly used for knowledge management and sharing and for cultural interchange and networking, what, if anything, do they offer they offer for SMEs? Can Web 2.0 tools be used to augment the features of existing Learning Management Systems or Virtual Learning Environments and will this lead to Personal Learning Environments? Is any of this relevant to contining vocational education for SME staff?

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References Attwell, G., Dirckinck-Holmfeld, L., Fabian, P., Kárpáti, A., Littig, P. (2003): ELearning in Europe – Results and Recommendations. Thematic Monitoring under the LEONARDO DA VINCI Programme. Report. Impuls 010. Bonn Averill, S., Hall, T., Mill, U. (2006): Analysing & Reporting on Electronic Learning in Europe (ARIEL). In: Hug, T., Lindner, M., Bruck, P.A.,(eds): Microlearning: Emerging Concepts, Practices & Technologies After e-Learning. Innsbruck University Press, pp 205-211 Averill, S., Hall, T. (2005): Is eLearning a viable alternative for Small Medium Enterprises in Europe? ISBE2005 Illuminating Entrepreneurship, Blackpool, UK, November Averill, S., Hall, T. (2005): An observatory of eLearning in Small Medium Enterprises (SMEs) in Europe – The Promise versus the Reality. In: G. Richards (ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education. Chesapeake, VA: AACE pp. 220-225 BMWA (2004): LERNET – ELearning für Mittelstand und öffentliche Verwaltungen. Ein Leitfaden zur erfolgreichen Nutzung und Produktion moderner ELearningAngebote Berger K. (2006): Paradigmwechsel für KMU. In: Trendbook E-Laerning 2006/2007. Freiburg Beer, D., Busse, T., Hamburg, I., Mill, U., Paul, H. (2006): eLearning in European SMEs: observations, analyses&forecasting Münster, Waxmann CEN/ISSS (2003): CWA 14644 Quality Assurance and Guidelines. Brussels. Ehlers, U.D., Hildebrandt, B., Görtz, L., Pawlowski, J.M. (2005): Use and Distribution of Quality Approaches in European ELearning, CEDEFOP European Quality Observatory (2004): European Quality Observatory: The EQO Model, draft version 1.2, University of Duisburg-Essen, http://www.eqo.info Frances, V.L, Garcia-Bonora, A, Cryer, J.C., Hall, T.B. (eds) (2006): ODL-Net Experience Reports Vol:I and II. Adiet Valencia Hamburg, I., Engert, S. (2007): Competency-based Training in SMEs: The Role of ELearning and E-Competence. In: Proceedings of the 6th IASTED International Conference "Web-based Education", March 14-16, 2007, Chamonix, France. Anaheim: Acta Press, pp. 189-193 Hamburg, I. (2007): Shifting eLearning in SMEs to a Work-based and Business Oriented Topic. In European Distance and ELearning Network: New learning 2.0? Emerging digital territories–developing continuities – new divides; THE EDEN, Annual Conference, June 13-16, 2007, Naples. CD-ROM. Budapest: EDEN, p. 4 Hamburg, I., Engert, St., Petschenka, A., Marin, M. (2008): Improving e-learning 2.0based training strategies on SMEs through communities of practice. In: The International Association of Science and Technology for Development: The Seventh IASTED International Conference on Web-Based Education, March 17-19, 2008, Innsbruck, Austria. Innsbruck, pp. 200-205 ISO/IEC 19796-1 (2005): Information Technology–Learning, Education, and Training– Quality Management, Assurance and Metrics – Part 1: General Approach Kerres, M. (2001): Multimediale und telemediale Lernumgebungen – Konzeption und Entwicklung, München, Oldenbourg

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O’Brien, E., Hall, T. (2004): Authoring e-learning through Training Needs Analysis – Identifying relevant content. ED-Media 2004 AACE, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lugano, Switzerland O’Brien, E. Hall, T., Johnson, K (2008): The Importance of Training Needs Analysis in Authoring Technology Enhanced Learning for Companies. In: Technology Enhanced. Learning Tools (ed), Lytras, Gasevic and de Pablos IGI Global publication OECD (2005): ELearning in tertiary Education: Where do we stand? OECD. Paris, OECD McPhereson, M., Henderson, L., Kinshuk (eds) (2002): Critical Success Factors in Implementing eLearning. ICCE 2002 NZ, Massey University Siemens, G. (2004): A Learning Theory for the Digital Age http://www.elearnspace.org/Articles/connectivism.htm Sun Microsystems, (2003): ELearning Framework, Technical White Paper February 2003, retrieved August 28, 2007 from http://www.sun.com/products-n-solutions/ edu/whitepapers/pdf/framework.pdf Timmermann, D.; Färber, G., Backes-Gellner, U., Bosch, G., Nagel, B. (eds.) (2004): Finanzierung lebenslangen Lernens – der Weg in die Zukunft. Schlussbericht der Expertenkommission Finanzierung Lebenslangen Lernens. Bielefeld: Bertelsmann. Schriftenreihe der Expertenkommission Finanzierung Lebenslangen Lernens, Bd. 6. http://www.bmbf.de/pub/schlussbericht_kommission_lll.pdf Wenger, E., McDermott, R., Sydner, W., (2002): Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press ______________________________________

Strategies, Models, Guidelines to use eLearning in SMEs The SIMPEL project’s Position on the Development of Sustainable eLearning in SMEs Edited by Timothy Hall Ileana Hamburg Contributing Authors Doris Beer Konrad Berger Thorsten Busse Steffi Engert Timothy Hall Ileana Hamburg Herbert tenThij SIMPEL supported by the EU DG Education and Training, eLearning Programme 2006 www.simpel-net.eu ©2008SIMPEL

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