Authoring Tools for HTML5 Development

Recently read an brainstorming article from ASTD T+D Magazine on Authoring Tools which supports HTML5 output publishing by Judy Unrein and here I am sharing the excerpts in this blog.

Chances are, if you design and develop e-learning, you’ve at least heard of HTML5 within the last year. It’s taking the web world by storm and is starting to light fires in the world of both e-learning and m-learning. This has been largely helped by Apple’s refusal to allow Flash on its iOS devices (iPhone, iPod Touch, and iPad).

When the author first presented on HTML5 at TechKnowledge 2011, there weren’t many authoring tools available. But over the last one year, several more have come onto the scene or increased their capabilities. In this article, we’ll look at the authoring tools available now for HTML5 publishing.

But first, what is HTML5, and what are its advantages for e-learning development?

HTML5 refers to the latest version of the Hypertext Markup Language that has been used to create web content for the last couple of decades, but it also has come to include, at least in casual speech, assorted technologies that have become common on the web, such as CSS3 and JavaScript. Together, these technologies can provide a powerful, “app-like” experience similar to what you might see built by Flash, but with no need for plug-ins.

This is an advantage for m-learning as well as e-learning, particularly if you want your content to play on iOS devices. Some of the features that will matter most in e-learning development are

“inline” video and audio, the Canvas element (which allows for Flash-like animations), drag and drop within the browser, geolocation, and video that can be synchronized with events happening

on the rest of the page (such as text changes for closed captioning).

On the flipside, learners do need a modern browser to support some of the elements available in the HTML5 specification, and browsers may interpret some elements differently. However, an even bigger concern right now is that there are few e-learning authoring tools that utilize new HTML5 features, even in the larger web and multimedia development market. Today’s HTML5 authoring tools are largely about the tide shifting to offer HTML publishing rather than (or in addition to) Flash publishing, so that courses are playable on mobile devices.

As of this writing, tools for full course authoring fall into one of two categories, each with benefits and limitations:

• HTML publishing tools that have been around for years, even decades, that are slowly starting to incorporate new HTML5 features
• Emerging tools built for modern and mobile browsers that aren’t as feature-rich and powerful as their more mature counterparts.

HTML5 publishing from mature software

The major players are Trivantis’s Lectora and SumTotal’s Toolbook. Both have been on the e-learning development market for more than a decade. Both publish to versions of HTML and have the ability to include images, video, and audio. More impressively, both tools include the ability to embed web objects. My favorite tools like Articulate and iSpring already in beta version and expected to release in the mid of this year.

This is an often-overlooked feature in the rapid development world, but in today’s environment of cobbling together output from different software to create something as impressive as Flash-based output, this allows you to integrate output from HTML5 based animation tools. Notably, both Lectora and ToolBook also have the ability to use variables and variable-based actions, giving them tremendous power over presentation-based tools.

Lectora

This is a very easy-to-learn tool considering the power it packs. Using a template to present content is turnkey. It’s also very easy to use object-oriented learning development to level up the interactivity. You create the actions, store pretty much anything you want in variables, and all of the scripting is done for you on the back end. On the downside, Trivantis hasn’t done much yet to take advantage of the new parts of the HTML5 specification. One element that Trivantis has taken advantage of is video, which can now be published to play in HMTL5 friendly formats or Flash player, depending on the learner’s browser. However, to be a more complete tool, Lectora needs to add animation, fades, and the ability to sync actions with non Flash video. Lectora works only on Windows operating systems, though Trivantis also offers Lectora Online a comparable online, subscription-based version of Lectora.

ToolBook

Recent additions to this authoring tool include the ability to integrate drag and drop and geolocation (for mobile courses and performance support) that works on iOS devices (such as the iPad), and browser-specific publishing. ToolBook also has some advantages in animation and higher-end scripting. One disadvantage is that there is very little online community compared to most software today, and none that I could find that was driven by the publisher. It was difficult to get SumTotal to answer questions about the software for this review, which is something to take into consideration if you’re more interested in getting up and running quickly than designing advanced interactivity. The operating system for ToolBook is also Windows only.

New players on the HTML5 scene

The second category of software has seen launches this year from dominKnow and Rapid Intake: Claro and mLearning Studio, respectively. Both of these tools are web-based and require subscriptions. It has allowed both mLearning Studio and Claro to build in easy reviewing systems in addition to enabling multiple developers to work on a course at once. Both tend to follow a mostly linear model of e-learning; they make it easy to do the most e-learning-ish things we want to do in PowerPoint and publish to HTML5. Both include templates for easy course creation and allow you to upload images, video, and audio. Now let’s examine some differences.

Claro

Claro is very easy to use. Anyone who uses PowerPoint will almost certainly have a fast learning curve. It also includes a few very distinctive and even surprising features, such as the ability

to take and upload screen captures (both still images and videos), a charting tool, embedding of external web pages, assignable actions that can make objects appear and disappear, and the ability to link to other locations within the course, files, URLs, and email addresses. True to its presentation-based structure, Claro allows PowerPoint import. However, since it doesn’t have the same object-drawing capability as PowerPoint, many effects in PowerPoint aren’t carried over, and users might end up with some objects (such as charts) converted to un-editable graphics, while others (such as rectangles with text in them) are converted to two separate objects. Embedded audio and video must be removed and imported separately. The navigation is not editable at this time, making anything other than a linear course somewhat unrealistic, but dominKnow does customize the navigation for clients. Claro works on all operating systems.

mLearning Studio

Essentially a new edition of Rapid Intake’s Unison authoring software, mLearning Studio adds the ability to publish to HTML5 as well as course templates sized for mobile devices and previewing modes for tablets and smartphones. Creating pages in mLearning Studio is extremely template-based, which will be a boon to some and too restrictive to others. The templates provide for mobile versions of the pages for the users who access courses on their mobile devices. Rapid Intake is working on making HTML5 versions of all of its existing Flash-based templates; happily for m-learning designers, the ones that are available to date tend to be geared toward performance support as well as courses. Another distinctive feature is the ability to edit courses using XML integration. While not necessarily for the beginner, this method of storing the course data provides a powerful way to make changes without having to go back into the authoring tool. mLearning Studio also works on all operating systems.

I am very sure in 2012 this list will become heavier as I also mentioned that tools like Articulate and iSpring already in beta version of this HTML5 supporting feature.

21st Century Learning Skills: Implementing Student Individual Education Plan System

Recently have gone through an wonderful concept called IEP (Individual Education Plan) in schools and I really wanted to share it in my blog and will recommend my circle of educational consultants who can refer this system to their known schools or even colleges.

The development of 21st century learners through guided instruction, critical thinking, collaborative processes and technology production is paramount in education. Subsequently, special education teachers are focused on closing the achievement gap that exists between their students and their non-disabled peers. The implementation of student-led individual education plan (IEP) meetings is a journey of students have traveled to develop 21st century skills and become empowered, self-motivated learners. This process to engage students in their learning and develop the IEP starts at the beginning of each school year. Student-led IEPs are a vehicle for promoting self-determination in students with special needs. With the guidance of special education teachers, students document their progress toward individualized goals, engage in activities to gain an understanding of the purpose and components of the IEP document, and present at annual IEP meetings.

Students practice multiple higher-order thinking skills when preparing for their student-led IEPs in which they can document working toward goals:

• Reading and writing in context.
• Goal setting.
• Advocating.
• Using presentation skills.
• Listening and responding.
• Compromising.
• Summarizing.

Additional benefits of implementing student-led IEPs include increased involvement of families and general education staff in planning developments. Increased collaboration occurs when the student, staff and families work together to develop a plan. Thus, the IEP meeting is a reflection of each individual student and is focused on his or her abilities. Furthermore, the ongoing planning provides the opportunity for frequent feedback from all stakeholders.

It’s like driving a car

Implementing student-led IEPs is a journey in which special education staff are vital in setting the course and providing opportunities for student success. The implementation journey is similar to the activities involved in buying a new car:

Take a test drive. Implementing student-led IEPs requires the teacher to understand what their students know about their skill gaps, services and IEPs. Thus, it is paramount that a teacher solicits student feedback. A survey asking students to rate their level of knowledge about the IEP process, meeting and services will inform the teacher’s instruction regarding the IEP. After each student with an IEP completes a survey, the special education teacher averages the classroom data and includes the baseline data on a graph in the classroom data center. The teacher tracks progress throughout the planning process and plots the data on the chart. The classroom data center is an interactive display the teacher and students use to monitor classroom progress toward common goals on charts and graphs. Information from the data center is used in conversations with the special education teacher and students to encourage continuous improvement and focus instruction and learning on the most important concepts.

Read the owner’s manual. All too often, IEPs are locked and safeguarded in a teacher’s file cabinet, and students have limited to no access to these documents. In an effort to increase an understanding of the IEP document, teachers should allow students to access these documents. Creating an IEP scavenger hunt in which students search for the IEP’s key elements is one way to teach them about the document’s key components. During this process, students work with the special education teacher to locate portions of the IEP. Students are asked to locate signatures of individuals who have previously attended conferences, their goals and objectives, accommodations and services. Conversations are conducted in an environment that is conducive to honest and age-appropriate dialogue with students.

Set direction. Following the IEP scavenger hunt, students are presented with a slideshow called “An Introduction to Your IEP.” In student-friendly language, this presentation details the components of their IEP. At the end, students are given a checklist of tasks to complete prior to the student-led IEP meeting. This checklist includes a PowerPoint or Prezi presentation template students will create for the meeting. The template includes slides that address:

• Student strengths.
• Progress toward current goals.
• Current accommodations and necessary accommodations moving forward.
• Feedback from parents.
• Feedback from general education teachers and related services providers.
• Goals for the following year.
• A plan for services and placement.

Students also are required to write a statement regarding their present levels of performance, compose business letters and address envelopes inviting IEP members to the meeting, and conduct a self-assessment regarding their learning styles. Through these activities, students become more aware of their abilities, develop key communication skills and reinforce 21st century skills.

Follow the map. As the school year progresses, students monitor their performance in data binders, which allow students to track their individual progress in each goal area. They are routinely shared with their classroom teachers and parents as an avenue for collaboration and communication. The data binders also include a list of their classroom accommodations in which the students monitor the frequency they use the accommodation. This is discussed during IEP planning to determine the accommodations that are needed for the student. Specific, measurable, attainable, resources and time-bound (SMART) goals are also set. They are related to the results of the pre-IEP survey and the students’ progress toward their individual goals. Students and the special education teacher determine the level of understanding in each of the survey areas they want to achieve at the end of the school year, and they monitor their progress throughout the planning process. In monitoring individual goals, a scatter diagram was created to allow students to indicate, with an anonymous sticker, their progress toward the individual goals in their goal passports in the classroom data center. Students soon recognize trends on the charts and begin posing questions regarding their progress and seeking solutions to improve.

Maneuver the obstacles. Implementing student-led IEPs is not done without some roadblocks. Students may be hesitant to present in front of a group of professional adults. It is vital to give students the opportunity to refine their presentation skills within the context of the curriculum and interventions, as well as with their IEPs. Furthermore, some students’ disabilities may warrant a modified format for an IEP meeting in which the special education teacher or parent prompts or models appropriate communication strategies. In one instance, a student was videotaped giving the presentation prior to the meeting. Parents may wish to discuss with teachers any issue they feel are not appropriate to have with the students at the time of the student-led IEP. Throughout the IEP planning process, the special education teacher needs to facilitate collaboration so any concerns are addressed prior to the meeting. If a lingering concern exists, parents are encouraged to set up an appointment to meet at the end of the student’s presentation.

Start their engines. The special education teacher develops a schedule of IEP meetings. Students generate letters to participants in the IEP that are sent two weeks prior to the IEP meeting. These meetings are allotted 45 minutes, which covers the time needed for the formal presentation, follow-up questions and completion of the IEP document. On the day of the IEP, students should be prepared to greet the IEP team members at the door. When all members are present, students are prepared to facilitate introductions of all team members and begin the IEP meeting following their prepared presentation. As students integrate technology into their presentation through PowerPoint, they also are prompted to engage team members in conversations regarding the presented information. All members of the IEP have an opportunity to ask questions or provide feedback.

Provide opportunity for feedback. A key element to the IEP process is general education staff and parent involvement. Using a quality tool such as a lotus diagram, parents and general education staff provide feedback on multiple areas of the student’s performance, including:

• Academic strengths and areas for growth.
• Behavioral and social emotional strengths, and areas for growth.
• Effectiveness of accommodations.
• Goals for the student.
• General comments regarding their services.

The student collects this feedback, which is shared in the context of the IEP planning with the special education teacher. This feedback is then included in the student’s IEP presentation, during which the teacher or parent can elaborate on the feedback to be used to develop a more comprehensive IEP for the student. Furthermore, parents and teachers are encouraged to complete a follow-up survey regarding their experiences at the IEP meeting. The special education teacher uses this opportunity for feedback to refine the process or respond to lingering questions or comments regarding the IEP.

The finish line. As students complete their presentations, a follow-up celebration is organized to congratulate them on their successes and reflect on their experiences. Student-led IEPs are the vehicles for driving continuous improvement and developing 21st century skills in special education students. The skills developed through the student-led IEP process are grounded in the desire to create critical thinkers, technology-capable producers and skilled collaborators. As a special education teacher, there is no greater victory than seeing a child empowered through engagement in their learning.

Tamil Nadu has potential to become destination of choice

Tamil Nadu has the potential to become an international destination of choice. With the combination of talent, technology and incentivised policy, the State has all the ingredients to become a global destination for products and services, S. Ramadorai, Advisor to Prime Minister on Skill Development, said on Wednesday.

Delivering the keynote address at ‘Connect 2011' meet organised by the Confederation of Indian Industry (CII) here, he said the economy of the State was dependable and consistent. Mr. Ramadorai said Tamil Nadu had the country's brightest minds, a vibrant entertainment industry, thriving art and culture and one of the largest entrepreneurial forces. “It must attract investment to drive growth and revenues multifold. In the line with world cities, Chennai needs investment to create world class infrastructure.”

He said challenges in health, education, water, agriculture, livelihood and energy should be addressed both in rural and urban areas. “Development is characterised by high influx of people into big towns and cities. This makes town planning critical not just for Chennai but other growing cities in the State. A holisitic approach to offer a comfortable urban lifestyle, create safe cities with affordable services, good education, reliable communication etc must be looked into as people evaluate their destination of choice based on these parameters.”

Mr. Ramadorai said the success of some recent Tamil movies reflected the customer taste ad appetite for science fiction and computer graphics. Combined with high quality technological talent available locally, the State could take leadership in becoming the preferred destination for film-related support services. Explaining his action plan for Tamil Nadu's sustainable growth, he said a centralised project monitoring system was required to track the progress of projects across the State.

Speaking on the occasion, S. Mahalingam, Chairman of ‘Connect 2011', said the global economic situation was worrying and hence the industry, which has a substantial export content, had to keep enhancing its value proposition for survival. Emphasising the need to attract research activities of global companies, he mooted for a separate department to support innovations.

T.T. Ashok, Chairman, CII (Southern Region) said the number of Indian and multinational organisations having presence in Tamil Nadu was testimony to the fact that Tamil Nadu had emerged as a hub for software, hardware and R&D.

Source: http://www.thehindu.com/news/cities/chennai/article2736022.ece

Implementing an e-Learning Program

When 24 hours a day is not enough, companies are seeking to push forward the boundaries of the training service they provide and to implement an e-Learning solution. 

The overall goal is to offer the staff a captivating and learning-rich environment that is available anytime, anywhere, in any amount and at a lower cost. This will increase employee productivity, enhance employee skills and reduce costs. 

Companies recognize that along with technologies and business practices, some skills are changing so quickly that they're outdated within a few years. In addition, the range of skills required of the average employee is increasing. In this changing environment Companies will use e-Learning to re-skill and keep pace with the changing technological and business world.

The business case for e-Learning is relatively straightforward: Cost savings of approximately 40% can be achieved by using e-Learning over classroom training. With e-Learning there is little downtime, employees can fit training into their work schedule by taking courses at their desk instead of off-site. There are also other important organizational factors that are difficult to measure such as increases in productivity, improved retention of employees, decrease in customer complaints etc. However, implementing a successful e-Learning program is a challenging undertaking. An  e-Learning infrastructure must be created, that includes the ability to deliver online courses, manage and track the results. The infrastructure must also be capable of creating compelling content in a reasonable and expeditious manner either in-house or with outside vendors. More importantly the infrastructure must be flexible, easy to maintain and capable of accommodating future technical changes.

The business advantages of e-learning have to be seen according to each specific case but it is a reality that good e-learning courses allow more flexibility both for employers and for their employees since participants can reduce their time away from the job; they receive just-in-time training that can be carried out in-house and when supported by the adequate learning materials, e-learning allows learners to study in an independent manner and when their time allows them.

Implementing e-learning requires a minimum technological platform: necessary hardware, adequate telecommunication capabilities, current browser versions, access to software, etc. As part of implementing this new learning technology, and in an effort to not create distrust and frustration in employees, the organization should ensure appropriate technological capability. The system should be completely tested and user problems anticipated and addressed.

Not only is it important to think of the internal equipment and software that deliver Web-based learning, but also to think of the end-user’s office and home PCs, portable PCs, printers, phones, and vendor technology. Again, while e-learning provides cross-platform flexibility, it also requires that astute consideration be given to all the possible permutations of equipment that may be used to complete on-line coursework.

Elements of a Successful e-Learning Program

The following is a list of the key elements for the success of the e-Learning initiative:

• Company Goal: A successful e-Learning program must have a well-defined goal.
• Business Case: A compelling business case must be made to show the corporate benefits of achieving the e-Learning goals.
• Implementation Plan: A comprehensive plan must be written detailing the steps involved in implementing and providing continuing support to the e-Learning initiative.
• Phased Implementation: Implementation should be incremental. It is important to establish e-Learning “wins” early in the implementation.
• Good Implementation Team: An implementation team must be assembled that consists of management, subject matter experts and personnel from Information Technology. Selected vendors should be allowed to participate on an invited basis.
• Support Employee Adjustment: Adjustments must be made by the existing training staff and also by the learners. Good follow-up will ease the adjustment.

The following steps can help you make a business case for e-Learning

Before the e-learning course

1. Share your vision on how e-learning can add value to the business
2. Explain your strategy and way of working including the benefits and success cases
3. Map the business opportunities and threats
4. Segment those parts where e-learning can strengthen the business
5. Determine the possible economic profit and potential proportion of added value of e-learning
6. Determine the total setting in which e-learning will add value and set the requirements
7. Calculate the initial investment for e-learning based on the projected returns

During the e-Learning course

1. Determine the interdependencies with other stakeholders, factors and interventions
2. Form a steering group with stakeholders based on the interdependencies
3. Determine the lag indicators (final results)
4. Determine the performance indicators of e-learning (lead indicators)
5. Determine how the results will be presented to the main stakeholders including participants
6. Determine how the effects will be monitored and evaluated
7. Set up a data collection plan

After the e-Learning course

1. Collect and analyze the data
2. Present the results periodically to all stakeholders
3. Determine how the added value of the e-learning intervention can be optimized based on the data
4. Adjust and optimize the e-learning intervention
5. Determine the final added value and return on investment with the focus group
6. Publish or present the final results to external parties
7. Celebrate your success

Though customized e-learning trainings can meet exactly the needs of the learners and therefore have a positive impact on their efficiency, Instructor led trainings (ILT) are of course still effective ways to learn new topics and acquire new skills, especially in terms of behavioural changes but they usually result in high costs in terms of fees, travel and lodging expenses - and of course - costs resulting from the employee’s absence from the workplace.

Implementing an e-Learning program will change established practices. Some individuals will resist these changes. The key to overcoming this resistance is to establish a clear goal for the e-Learning program that delivers strong benefits and rewards. These goals should be communicated to the organization and support for the e-Learning initiative should be solicited. Implementation should proceed at a steady but deliberative pace to reduce the risk of failure and to establish early wins. The e-Learning initiative should then proceed more aggressively since e-Learning is one of the few IT investments that has been shown to deliver tangible results for a large number of organizations.

Want to be a leader in Human Resource?

Human Resources or HR certification can mean many things, as there are a number of certification programs available on the market. When selecting a program however, students and professionals should keep in mind that while many programs result in certification, only a few carry significant value in the job market and world of professional employment.

Those individuals who are pursuing entry level and hourly positions within the industry may benefit greatly from the myriad of less formal HR certification programs available today. These programs can give job seekers a foot in the door, making them viable candidates for less highly skilled HR roles.



Those who wish to advance their professional careers in human resources must consider the merits of such programs more astutely, ensuring that they meet the criteria set forth by the Society of Human Resources Management (SHRM) for credible consideration by employers.

SHRM is the foremost authority in the industry as a whole, and partners with The Human Resources Certification Institute (HRCI) in establishing, tracking, and adjusting the certification criteria for professionals within the HR field.

HRCI offers four certification programs for professionals in the human resources field:

• PHR - Professional in Human Resources
• SPHR - Senior Professional in Human Resources
• GPHR - Global Professional in Human Resources
• PHR-CA and the SPHR-CA - the PHR and SPHR certifications particular to practitioners in the State of California.

As the certificate programs through HRCI require prerequisite salaried or exempt-level HR work experience requirements in addition to the passing of a hefty examination, achievement of HR certification through HRCI merits substantial consideration within the job market. Additional continuing education requirements for maintaining certification through HRCI serve to boost the standing of the achievement of such certification in the profession, requiring practitioners to maintain contemporary knowledge in the industry.

SkillSoft offers professional online training in two essential certifications: Professional in Human Resources (PHR) and Senior Professional in Human Resources (SPHR). Both represent commitment to keeping up-to-date with the latest HR trends and efficient solutions to the breadth of HR related issues. While not required everywhere, PHR and SPHR are highly respected within the HR community and some companies make it a point to only hire professionals with these qualifications.

Before opting to become a PHR or SPHR, it is key to analyze your grasp of the HR field in all its complexity and where you stand. This enables you to assess which designation is best for you.

For instance someone suited to the PHR has the following characteristics: tactical/logistical orientation; emphasis on program implementation; answerability to someone else in HR; only two to four years of general HR exposure and experience; reach is focused on the HR department rather than organization-wide; respectability through know-how and decision-making potential.

On the other hand, someone suited to the SPHR has the following traits: all-encompassing perspective; plans and designs; high up in the HR department with six to eight years of experience; mastery of general HR know-how; passes capable judgment based on exposure; grasps the internal and external impact of decisions; comprehends business at large; negotiating abilities, influence and great credibility.

Certification within a particular field of expertise is beneficial from a personal achievement perspective, allowing an individual to celebrate their own accomplishments and further their pursuit of knowledge within their chosen profession. It also indicates professional commitment, and is therefore viewed highly by current and potential employers.

Those interested in pursuing HR certification have a variety of options available to them. Selecting the appropriate program will be dependent upon career level, industry experience, and personal commitment to professional growth.

For More details click here

e-Learning Outsourcing: Advantage India

In recent times, corporations, educational institutions and governments have started re-examining the way training and education are imparted. e-learning has now become a crucial part of their strategy to deliver knowledge. But maintaining e-learning systems within the organization equals more costs. The solution? Outsource, and don’t look back – more international organizations, realizing cost advantages, are moving from dealing with local e-learning service providers to directly approaching Indian companies.



Revenues from the Indian e-learning offshoring industry stand at approximately USD 341 million at the end of calendar year 2008. While the economic recession will impact the growth in the industry for the next 6-8 quarters, the market will recoup and grow much faster, until 2012. Taking these factors into account, our estimates suggest that the e-learning offshoring industry will grow at a CAGR of 15% till 2012, though growth will be more subdued till 2010. We estimates the market size to touch $603 million by the end of calendar year 2012.

e-learning has several processes that can be outsourced, which we have grouped into the following buckets - content (development and repurposing), technology (tools to create, deliver and support content), and services (consulting and support services). Their current levels of offshoring and the opportunities for the future have been discussed in the report.

Today, the Indian e-learning outsourcing industry consists of both, third-party providers and
offshore delivery centers of international e-learning providers and consulting firms. Apart from pure -play e-learning firms, companies from fields such as IT, BPO, publishing and domestic retail education have made a foray into the market, mostly in the last decade. Given the fragmented nature of the Indian industry, We estimates that there are no more than 35 e-learning providers who have more than 100 employees. There are well over a hundred other smaller providers in this space.

We have grouped the service providers in the Indian e-learning industry based on their service
capabilities and maturity. Our analysis has thrown up 4 distinct clusters, including the market
leaders - the pioneers. It is their movements that will determine the strategic direction for the rest of the players in the industry in the next 4 years.

‘e-learning Outsourcing 2009: Advantage India’, presents the competitive landscape of providers in the e-learning space in the country. It features in-depth insights and analysis, including the competitive standing of India as an outsourcing destination, the services being outsourced, the client markets, and providers and their strategies for the future. Key market trends are also discussed, in light of certain opportunities and challenges - including the implications of the global economic slowdown on the industry.

This report will help:

• Corporates and academic institutions who are looking to outsource / offshore their e-learning requirements
• e-learning providers to assess their competitive environment
• International providers looking for Indian partners
• Outsourcing consultants to evaluate and compare the offerings of Indian providers
• Researchers and academicians looking for detailed information on e-learning outsourcing

The report is based on secondary information as well as extensive interviews with a number of e-Learning service providers in India.

For more information click here

Cloud computing and Higher Education Adoption

Cloud computing is a term you can see being used a lot, but there is a lack of clarity about precisely what cloud computing is?

However, most of us are probably making use of the cloud without realising that this is the case; whenever we access our Gmail or Hotmail accounts, or upload a photo to Facebook, we are using
the cloud. The potential benefits and risks, however, are more apparent. We will try and shed some light on defining cloud computing and then explore the opportunities and risks that adoption poses, with particular focus on (higher) education institutions.

Defining the cloud

Broadly, the cloud can be described as on-demand computing, for anyonewith a network connection. Access to applications and data anywhere, anytime, from any device is the potential outcome. The consumer-level cloud is a good starting point for this – sites like Flickr and Facebook act as digital repositories for data and we can access this data from any internet-enabled device, from our iPhones to our desktop computers. In the case of Flickr and the like, storage of our digital images is, from the consumer point of view, somewhere in the cloud. We don’t need to know where specifically, we just need our Flickr login credentials and a web connection. We can see this model as evident in web-based email too.

The benefits of the cloud

In many senses the primary advantages the cloud brings are to do with cost and efficiency, which are closely intertwined. Essentially the capital costs of computing can de done away with if an organisation relies on the public cloud, buying virtual server time and storage space on demand. Expenditure on IT becomes operational, rather than capital. Moreover, the physical space required for racks of servers is no longer necessary and the organisation no longer incurs energy costs for running and cooling its servers.

Why Is Cloud Computing Important?

McKinsey suggests that “using clouds for computing tasks promises a revolution in IT similar to the birth of the web and e-commerce.”7 Burton Group concludes that “IT is finally catching up with the Internet by extending the enterprise outside of the traditional data center walls.”8 Writers like Nicholas Carr argue that a so-called big switchis ahead, wherein a great many infrastructure, application, and support tasks now operated by enterprises will in the future be handled by very-large-scale, highly standardized counterpart activities delivered over the Internet.

The prospect of a maturing cloud of on-demand infrastructure, application, and support services is important as a possible means of:

• Driving down the capital and total costs of IT in higher education

• Facilitating the transparent matching of IT demand, costs, and funding

• Scaling IT

• Fostering further IT standardization

• Accelerating time to market by reducing IT supply bottlenecks

• Countering or channeling the ad hoc consumerization of enterprise IT services

• Increasing access to scarce IT talent

Adoption of Cloud Computing in Higher Education

In many technology arenas, higher education exhibits two behaviors. As regards networking and high-performance computing, higher education enjoys a reputation as an innovator. The world’s first computers were developed at Harvard, MIT, the University of Manchester, and the University of Pennsylvania, and the first four nodes of the Arpanet were located at UCLA, Stanford Research Institute, UC Santa Barbara, and the University of Utah. Research universities, often in concert with the National Science Foundation, continue to lead the way in networking (NSFnet, Vbns, Internet2, NLR) and in supercomputing, where 25 of the top 100 supercomputers are operated at universities.

On the other hand, higher education is a relative late adopter in the applications and IT support arena. This relates chiefly to the unique policy environment that regulates the acquisition, storage, and dissemination of higher education information (FERPA, HIPAA, GLB, and others) and also to a unique perspective that arises from viewing one’s organization as perpetual. On a less noble note, colleges and universities rarely account for the total cost of delivering IT infrastructure, services, and support and rarely pay for key cost drivers such as space and utilities directly and hence have no easy means of comparing the costs of self-operation and sourcing alternatives. Colleges and universities also have legitimate and pressing IT security concerns and a high sensitivity to adversepublicity.