professor paul bacsich and charlotte ash sheffield hallam university
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Professor Paul Bacsich and Charlotte Ash
Sheffield Hallam University
OverviewOverview
Based on a 6 month JISC funded study to assess the Hidden Costs of Networked Learning.
Concentrate on the development and consequent evolution of the lifecycle model.
Four sections:- original five-stage model testing and development evolution of the final model examples of application
Traditional financial Traditional financial management management accountingaccounting
1. Difference between University-borne costs and Student-borne costs.
2. Distinctions between people and things.
3. Organisations have different kinds of people.
4. People do different things.
Extensive literature review lead to the identification of over 100 cost items
Analysed currently available models for recording the costs of technology-enhanced learning systems.
Including:-Orivel (1987) Cukier (1997)
Rumble (1989) Moonen (1997)
Crabb (1990)
The original The original modelmodel
Analysis shows serious omissions in current frameworks with a view to exposing the hidden costs.
1. Students are not considered.
2. Staff are not considered.
3. Courses grow from nowhere and vanish into oblivion.
4. No connection between learning and the environment in which it takes place.
The original The original modelmodel
The original The original modelmodel
Planning the learning experience/
environment
Maintaining the learning experience/
environment
Developingthe learning experience/
environment
Managing the learning experience/
environment
Providing the learning experience/
environment
Academic Staff
Support Staff
Students
Test Group One consisted of over 50 academics, administrators and senior management interviewed during the project.
Seven Institutions were selected (from a sector wide survey) to represent:-
research or teaching bias
geographical split
current status of Networked Learning activities
Test group oneTest group one
Omissions:-Senior Management Evaluation
Flexibility Sustainability
Employers Parents
Positive response to Maintenance, Support Staff and Lifecycle approach.
Simple methods have more impact on academics.
“Hearts and Minds Buy-in” needed
Test group one - Test group one - resultsresults
Small workshop held at SHU with prominent educators and financial experts.
Important to be equally as appropriate for costing traditional learning paradigms.
Ommisions:-Quality Assurance and Evaluation
Proposed four stage BPR model of:-Develop Market
Provide Assure
Test group twoTest group two
Original five-stage model dismissed as too complex.
Reject four-stage model as unsuitable for purpose.
Propose new three stage model.
Staff and students removed as their place is more secure now stakeholder analysis is creeping into education.
Results of testing Results of testing processprocess
Three-stage Three-stage modelmodel
Planning and
Development
Production and Delivery
Maintenance and
Evaluation
5-phase 4-phase 3-phase
Planning (implicit?) Planning....
Developing Develop ....and Development
Providing Provide Production &Delivery....
Managing Market ... (includesManaging and
Marketing)
Maintaining Assure Maintenance &Evaluation
Evolution from 5 to 3Evolution from 5 to 3
To ensure the viability of the new model we rechecked it against the literature.
Rumble (1989) and Rumble (1997)
Orivel (1987) Crabb (1990)
Cukier (1997) Moonen (1997)
Work in the training sector became relevant but not necessarily more comprehensive.
Stahmer (1995) Hunt and Clarke (1997)
RecheckingRechecking
Standard Rumble (1997) Moonen Stahmer Hunt & Clark
Planning &Development
Productionincluding
Development
Development Research &Planning
Development
Research &Development
InitialInvestment
Production &Delivery
Transmission& Distribution
Reception
Production,Delivery,
Operation...
Delivery Operation andSupport
Maintenance &Evaluation
(omitted) ... andMaintenance
(omitted) Disposal &Salvage
Comparison of main Comparison of main modelsmodels
Examples of useExamples of use
IssuesIssues
Lifecycle model developed to assist Institutions who do not have own iteration.
Wider context - illustrates a lack of consensus in the literature.
Adequate costing throughout the course lifecycle is needed to inform resource planning and aid effective management of organisational change.
ConclusionsConclusions
Professor Paul Bacsich
URL:
www.shu.ac.uk/virtual_campus/cnl/
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