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LDSE Learning Design Support Environment The Technology Enhanced Learning (TEL) programme building an environment for teachers creative use of digital technologies in experimenting with curriculum design approaches. 1

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Methods and Highlights By identifying further opportunity to work extensively with secondary educational subject specialist, gaining a greater understanding of their requirements for supportive learning design environment. Benefits The aim is to adapt the software to meet the needs of a huge potential audience. Developing learning resources for the 7-18 age range, to enhance and enrich their learning experience by: 2

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Benefits Improvements in reflection and in individualised learning provision. Enhancement of skills and confidence. Learners also indirectly experience the following benefits, identified for staff involved in technology enhanced learning. A stimulus to creative teaching and to educational research. Enhancement to staff satisfaction and retention. (continue) 3

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Benefits Analysis of e-learning have also more controversially, found evidence of; Time savings to teaching and other frontline staff. Specialism and diversification of teaching roles. More effective use of resources/ management of assets. Enhancement of staff skills and employability and/or confidence. Carbon savings Performance in quality reviews 4

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Conclusion As a Multimedia Instructional Design consultant, I am influenced by the BECTA (British Educational Communications and Technology Agency) 2010 report understanding the impact of technology; learning and school level factors, building on almost ten years of impact studies at primary and secondary school level. A school based study; the report is significant in two respects. First, it confirms the shift of emphasis over these ten years away from researching the impact of specific technologies and towards researching the impact of learners overall engagement. Second, it reiterates that use of ICT is becoming highly differentiated and personalised, with disparities between learners even in the same class and (apparently) experiencing the same in school ICT environment. 5

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6 BUSINESS PLAN Company name E.CAMPBELL ELEARNING SOLUTIONS (EES) CONTENTPAGE Executive Summary1 Background7 Product/Service11 Market11 Route to Market12 Competition13 Operations13 Management14 Financial Assumptions and Forecasts14 Risks15 Actions15 Appendix16

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Background This business plan will be read by Children Services, School Management Team; Financial Backers and Company Directors. The business will provide a premium service in Technology Enhance Learning, primarily to schools in Bradford and surrounding districts. Working as a Multimedia Instructional designer the company will provide an outsourced service for teachers to develop their teaching resources in a collaborative, environment using existing ICT infrastructure. Curriculum development, addressing the learners needs, by analysing and evaluating the choice of software and its effectiveness in engaging learners Ensure learning content matches teaching methods, e.g. Images, text, sound, (multimedia) the design of the resources, and the way they are used. To revise and rewrite content, shaping it for learners requirement, by structuring content and learning activities to engage learners in the learning process. Adapt existing classroom resources, i.e. Paper based learning material used in a face to face context, into a multimedia e-learning (on-line interaction) transformed from one format to another. Choose to use Open Source Software for ICT solutions for building learning resources. There are two distinct strategies for implementing this service, they are; OUTSOURCING and INTERNAL CHANGE MANAGEMENT. Outsourcing the service, reduces capital expenditure, i.e. setting up an in-house task force, employing a e-learning specialist. Operating as a change manager would involve working in-house. Both strategies requires a job study, analysing the schools existing ICT infrastructure, i.e. operating system (server). Producing work schedules, of targets, performance indicators, and a programme of formative and summative assessments. 7

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Background Personal Statement/Career Aim I am a Multimedia Instructional Designer, with thirteen years teaching experience using traditional face to face and e-learning, i.e. on-line interaction (blended learning) methods. I am therefore able to deliver a consultancy service to schools. To achieve this I intend to collaborate with subject specialist, for the purpose of maximising their use of ICT, creating or adapting media resources to support learning. Skills & Achievements Motivational speaker, able to deliver professional presentation to a range of audiences, e.g. learners, in secondary or post compulsory education and professional colleagues, knowledge and understanding of e-learning to meet their expectations, levels and learning outcomes, in a range of context, i.e. classroom, lecture or on-line conferences. Assessing, revising and writing reports to specified deadlines; plan; negotiate and use appropriate software and resources. Identify solutions and develop strategies and objectives using expert analytical skills and subject knowledge in teaching and learning using multimedia and e-learning.. Work with subject matter experts to identify their needs. Advise, recommend, and implement a technical ICT support team to trouble shoot users problems. Operating as a change manager, identify and implement an effective flow of operations that needs to be addressed internally. Fully conversant with Windows programs, i.e. database; spreadsheet; CAD/CAM and Knowledge of soft wares and learning platforms, e.g. Moodle; Blackboard and current ATL (Association for Learning Technology) projects, such as; Echoes; Ensemble; Haptel; Interlife; Learning Designer; Migen; Personal Inquiry; and Synergynet. MSc in Multimedia and E-Learning Dissertation: Identifying and Assessing pupils learning Differences for Appropriate Provision; Introduction to Action Research in Teaching and Learning. Understanding E-Learning.. E-Tutoring. Theory and Evaluation of E-Learning GTP Qualified Teacher Status in Design and Technology 8

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Background There has been a rapid development in the use of technology for teaching and learning, and a need for teachers to adapt their resources, for learners who have individual needs. The business requires no financial investment for start-up The current assets are, the expert knowledge and experience of the team. The operational team are; multimedia and e-learning specialist; technical ICT support specialist; accountant/business advisor, who all function as the management team/ company directors. The managing director/owner of the business, and two non- executive directors This business is scalable, based on a deliverable schedule of target outcomes; reports, recommendations and presentation of findings to meet the clients needs. Commiserative of the successful outcome, the customer will be invoiced at a daily rate of 132 @ 13 weeks (8580.00). In addition there will be an estimated 11 weeks for embedding the software throughout the school, costing a further 7260.00. Total service cost of 15840.00. This is scalable, (see appendix) to a number of schools. The business proposal presents an opportunity for schools who currently use digital technology innovatively, i.e. virtual environment to host a learning platform to enhance their teaching and learning. The emphasis is on innovative use of technology to share good practice. The value to the customer are : Saving customer time Saving customer money Enhancing customers lives. i.e. Teachers, by definition are busy professionals and as such a system that enables them to work collaboratively, efficiently, saving time. The school will, as a result of teachers working smarter will also save money in the long term. The biggest benefactors will be the learners who will be better engaged and whose learning will be greatly enhance. 9

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Background The long term vision for the business is that in three years it will increase from a 1% share of the identified market to 4%, employing between 10-15. This will enable the business model to increase its turnover from approximately 5166.00 pa to 206,672.00 pa, with estimated profits of 192,0475.00 before tax over a period of three years (see appendix) Using a scalable model, i.e. A team of consultants, outsourced to schools working with individual clients, providing a customised service in developing their Technology Enhance learning resources and embedding a.Learning Design Support Environment. The business is research lead and aims to be at the forefront of educational multimedia instructional design. The business has scope to expand into other educational sectors, e.g. Special Educational Needs: Further and Continuing Education;:Higher Education and Industrial Training(Computer Based Training). The market opportunity was identified as a consequence of networking with other experts in the community as a member of the Multimedia and E-learning Guild. Also from primary research data, in the form of feedback given by the Deputy Director of Bradford councils Children's Services. The company as not started trading, but is presently tendering for contracts. There as been no need for outside investment. There as been personal investments, in professional development and the cost of purchasing computers and software, totalling 5000, financed through a personal loan. The business is different from its competitors, in that it provides a comprehensive service to the teaching profession. Other companies focus primarily on either building ICT infra-structure, software development or producing teaching resources. This company develops a learning environment, and resources, applying innovative digital technology, aimed specifically at the needs of teachers, for the benefit of learners. 10

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Background/Service/Market The business is new to the market. Key people are in place, who have expert knowledge, skill and experience in the business and service provision (ICT) for teaching and learning. These key personnel have a track record in their own field. The business strategy is to provide a service to schools in the local area. A three year plan, will see the business model rolled out nation wide. There is the possibility of franchising the business, in the long term, should we meet all our targets.. Product/Service The business develops multimedia and e- learning software and teaching resources. Provides a consultancy service to educational professionals, by working with schools, using their ICT infra-structure to develop their use of technology for teaching and learning. Evaluate analyse and recommend software solutions to meet the customers requirements. Monitor and assess the affordability, and suitability of different soft wares for the customers needs. Market The business refers to a school as one unit, for a period of 24 weeks. This is approximately two school terms. Two units can be achieved in one academic year. Primary market research revealed the customers needs are; the re-usability; transferability and operability of the resources. Secondary research of the market, completed by the Association for Learning Technology (ALT) and INSPIRE: Insight report; Context of use of learning design support tool, (Dec 2011) found that teachers would mostly benefit from a LDSE system. 11

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Marketing /Route to Market The market consist of; the compulsory education sector of (Maintained schools); school Academy; Special schools; Free schools and private schools. There is market potential to adapt the service, targeting the needs of further and higher education Competitors have built a profitable business model, developing teaching and learning resources, which are proprietary, licensing the use of their product. Where as some competitors offer a complete infra-structure incorporating a Virtual learning environment (VLE), using a learning platform (LP) for collaborative and interactive resource building. The market opportunity for this business, is in providing an environment that empowers teachers with the tools needed to build and adapt their teaching resource, enabling them to share their innovations with other teachers in their school, with in a cluster of schools or in the wider teaching community. Route to Market A consultancy is the chosen strategy for delivering the business proposal. This is achievable by establishing a track record for delivering quality, Return On Investment (ROI) for the customer. Promotion, will be through networking and developing contacts and a website. The business aims to establish a designated sales team. Distribution; will be by developing a partnership/a team of e-learning consultants or by building a brand name suitable for franchising. The business aims to focus on using the customer existing soft ware, developing it to its full potential. Where necessary recommending alternative soft ware to meet the customers needs. The business will promote the use of open source soft ware that complies with industrial quality standards. 12

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Competition/Operations Competition comes directly from other Multimedia and E-learning consultancies, and from producers of on-line teaching and learning resources, e.g. The Times Educational Supplement provides a repository and on-line forum for sharing and sharing resources by collaborating as a part of a community of educational professionals. Experience teachers have over long periods built up their own significant resource bank. Schools have their own ICT department, who keep up to date with Technology Enhance Learning development and innovations. Teacher training providers, responding to the rapid development of digital technology, provide more specialist training for trainee teachers in the use of multimedia and e-learning. Operations The business operates in the field of; Systems Development; Multimedia and Instructional Design; and Soft ware Analysis The business will operate primarily to develop a Learning Design Support Environment (LDSE) using the customers existing ICT infrastructure. The starting point for operating, is from taking the schools vision, objectives and targets, and addressing their future needs, philosophy and strategy for implementing teaching and learning. The business seeks to operate a collaborative and sharing technology, based on sound e- learning pedagogy. Technical support is available throughout the embedding period of the soft ware and may be on going according to the customers needs, which is subject to negotiation. 13

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Management/Financial Assumptions and Forecast The management team where chosen based on the value that they bring to the business. Their skill and expertise is at present assessed on a advisory level, the main business is built around the personal service provided by a single consultant, operating from the customers premises. This being the case the management is streamlined towards a functional level of operation. The management team will steer and direct the service according to the businesses short and long term targets. The managements strategy places emphasis on the customer taking ownership of the process. From the beginning of the consultation the custom will be engaged in and contribute to planning and working towards set targets and expected outcomes Financial Assumption and Forecast The business makes the financial assumption, that a consultant fee @ 132 per day earns 660 per week. The consultant works 24wk @660 per wk = 1 unit (1unit the time spent in a school) 15840. The total annual income for a consultant is 2 units 31680 The potential market is to roll out the service in10 local school which would generate a turnover of; 10 x 15840 = 158400 Nationally there are 326 local education authorities in England. Based on this model 326 x 1 x 158400 = 5,163,840 10 100 1 The scalable model estimates 1% of the potential market would be; 5,163,840 = 51638 100 14

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Risk/Actions There are no immediate financial risk to the business due to the following; a low capital start-up no requirements to carry stock a single consultancy, with a self employed/ freelance back-up team, there are no employees. The need to establish a track record of excellence in the field, would overcome risk in lack of good will and winning future contracts. Actions Establish a reliable system of data collection, for monitoring the program, i.e. Induction to the system; interaction with the system, involving the use of quantitative and qualitative methods. Evaluating formative and summative assessments, using questionnaires; interviews and on-line feedback. Continue research and development of technical innovation. Networking with others professionals, via guild membership and on-line forums Set specific targets for the business and performance indicators Review action plans on a weekly basis. 15

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Learning Designer Workshop: Activity Handout learning outcome, edit segment titles, add learning types, change duration, change group size, use the drop-down menus on each activity to change the learning type, add a blank Teaching-Learning Activity (TLA) to create your own segment (you m may need to scroll to the right to see it), toggle the teacher present/absent, click on the tool icon to add a link to a resource. Save the pattern in a suitable folder. (share) Activity 3: Creating a learning pattern In the PPC Designer: 1. EITHER delete all the current activities by clicking the close boxes so you can start afresh, OR return to the Browser to select an existing pattern to adapt for your own teaching. 2. EITHER enter OR adapt your learning design in the PPC Designer. 3. Save the pattern on your hard drive. 4. Email your pattern to a colleague for them to open in their PPC 16 APPENDIX Guide to using the Pedagogical Patterns Collector http://tinyurl.com/ppcollector3 Activity 1: Adopting a learning pattern 1. In the PPC Browser Browse through the patterns on the right: click one, then click on the different instances listed at the bottom of the screen to see how it looks for different subject areas. 2. Select a pattern from the collection in the list that might be relevant for you. 3. Click on the 'Generic' button 4. Put your own content parameters into the pattern at the top of the screen. 5. Click the Adapt this pattern button to open the PPC Designer In the PPC Designer: Activity 2: Adapting a learning pattern 1. Adapt the pattern that you have just adopted: change the

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