The examination of a business model framework within the e-learning Industry

The debate on the usefulness of business models to the IT/IS and strategy domains is fraught with confusion and contradictory views. However, recent research has indicated a convergence of ideas and a solid role for the business model concept within industry and the research community. Based within the maturing e-Learning industry, this paper empirically investigates the applicability of the business model concept as defined by Osterwalder et al. (2005). Firstly, the paucity of research within the area of business models and e-Learning is examined along with the convergence of business model research. Using a field study of four e-Learning organisations the value of the business model concept is empirically investigated as well as exploring the business models of the organisations themselves. Using the framework set out by Osterwalder et al. (2005) this study indicates that the business model is a solid tool for communicating the business execution plan of an organisation. However, when examining a specific industry, amendments to the framework are needed to fully describe the nuances of the organisations within that industry

The Examination of a Business Model Framework within the E-Learning Industry

The debate on the usefulness of business models to the IT/IS and strategy domains is fraught with confusion and contradictory views. However, recent research has indicated a convergence of ideas and a solid role for the business model concept within industry and the research community. Based within the maturing e-Learning industry, this paper empirically investigates the applicability of the business model concept as defined by Osterwalder et al. (2005). Firstly, the paucity of research within the area of business models and e-Learning is examined along with the convergence of business model research. Using a field study of four e-Learning organisations the value of the business model concept is empirically investigated as well as exploring the business models of the organisations themselves. Using the framework set out by Osterwalder et al. (2005) this study indicates that the business model is a solid tool for communicating the business execution plan of an organisation. However, when examining a specific industry, amendments to the framework are needed to fully describe the nuances of the organisations within that industry

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Ireland

This report will focuses on the current innovations and the future development of the practices and approaches to the assessment of learning in the area of work-based Vocational Education & Training in Ireland. The report is written from the perspective of the Irish Partner (Dublin City University) of the Leonardo da Vinci QualPraxis Research Project. In Ireland Vocational Education and Training (VET) exists mainly in the further education sector and this report will focus on this area

Supporting graduate teaching assistants in two STEM areas

No abstract available

The impact on firms of ICT skill-supply strategies: an Anglo-German comparison

This paper compares the supply of specialist ICT skills in Britain and Germany from higher education and from apprenticeship and assesses the relative impact on companies in the two countries. In contrast to Britain, where numbers of ICT graduates have expanded rapidly, the supply of university graduates in Germany has not increased. Combined with the constraints of the German occupational model of work organization, it is concluded that this failure of supply may have contributed to slower growth of ICT employment in Germany. At the same time, German firms have turned to a newly developed model of apprenticeship to supply routine technical ICT skills. This strategy contrasts with British firms which recruit from a wide range of graduate specialisms and invest more heavily in graduate training. Probably in part as a consequence, apprenticeship in ICT occupations in Britain has failed to develop

Common Territory? : Comparing the IMP Approach with Economic Geography

The IMP research tradition has always been open to the cross-fertilisation of ideas with other social science disciplines that study similar phenomena. Recent years have seen a growing interest among IMP researchers in phenomena such as regional strategic networks, spatial clusters and innovation and new business development in networks. IMP papers published on these topics are increasingly citing conceptual frameworks and empirical findings from the field of economic geography. This paper discusses the development of IMP thought and the development of thought in economic geography (particularly evolutionary economic geography), and compares their approaches to the analysis of regional phenomena. The goal is to identify key ideas from economic geography that have been under-exploited in IMP research, in order to suggest original new approaches available to IMP researchers interested in these fields. A number of such ideas are explored: proximity as a multi-dimensional and multi-faceted concept; the distinction between, and relative importance of, learning activities arising automatically from being embedded in a community (local or regional buzz) and learning activities arising from positive investment in channels of communication (pipelines); the concept of relational capital developed by economic geographers; and, conceptualisations of externalities commonly used in the study of spatial clustersPeer reviewedFinal Accepted Versio

Holistic Learning: A workforce development paradigm

The development of workforce knowledge, skills and attitudes are widely acknowledged in extant literature as being pivotal levers to deliver process improvement and efficiency. The success of an organisation depends as much on its technical system as on the social system that supports it. Strategies for improving organisational performance need to incorporate arrangements for developing the workforce competences required to implement strategy. Lean construction by definition involves continuous small-step improvements (Kaizen), problem solving and employee involvement at all levels. The argument for providing workplace systems that support life-long learning within construction businesses therefore takes on greater significance. This paper reports on the pilot for a wider research aimed at firmly linking construction businesses to the learning domain. The pilot involved a survey of domain experts (276) which sought to characterise the Nigerian construction industry in terms of its knowledge and learning requirements, the supply systems for construction skills, the individual attributes required for optimal performance, and the appropriate pedagogical approaches for learning construction skills. Findings to date suggest that the Nigerian construction industry exhibits many characteristics of Taylor-Fordist systems but with tendencies towards knowledge-based systems suggesting the need for improved systems of learning. The training systems of construction firms were found to supply a small percentage of skilled workers to the industry pool, but the few were perceived to be the most competent. Construction skilled workers were perceived to require not only cognitive but also emotional and social competencies for optimal performance. This paper posits that the construction industry needs to align its skill provision systems with modern learning theory to create effective learners and learning environments within organisations to drive the learning needed for performance and innovation. The paper proposes the development of a conceptual model which captures the key elements of an effective skills learning solution for construction