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INFOSYS.110 BUSINESS SYSTEMS: DELIVERABLE 2: BUSINESS SECTION2014

Name Shelley AddisonNetID Sadd538Group Number: 466Website Link: http://infosys1102014fcgroup466.blogspot.co.nz/

Tutorial DetailsTutor: Day: Time:Mi-Ra Friday 11am

Time Spent on Assignment: 32 hours Word Count: 1640

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EQUAL LEARNING ABILITIESINTRODUCTION

Learning is a fundamental part of every persons life. Information learnt acts as a plaform for

other abilities, skills and knowledge in the future. In any learning environment it is

imperative that what is aimed to be taught is actually being understood by the learners.

Why is it even with more technology and funding learners are leaving their institution

without the knowledge they need to succeed. Teachme software provides a place for

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Problem: learners are finishing schools without completing the necessary curriculum

Manual process means results are being lost so not known

Increasing class sizes makes it harder to concentrate on all students

Students are able to leave the educational institution anyway

Supporters of learners are not as involved or do not understand

Widening gap between schools (learning institutions)

Lesser graduates in skill based careers

Some students being left behind, not having enough attention focused on them

Lesser informed individuals

Low pay prospects

Failing ethnicity’s and socio-economic groups

Not being able to measure up with world standards

Welfare reliance

Students unable to get into university or pass test

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programmed activities to be completed, with those marks collected and then reflected

upon by the learning provider. These results act as indicators so learning providers can

decide to modify and adapt activites based on skill level.

3. BUSINESS SECTION

3.1 Vision

Our pursuit is to provide developmental technology, that organises , collaborates and

supports individual tailored achievements, to monitor all learners of the world so they are

educated as effectively as they can be.

3.2 Industry Analysis: Digital Assistance Learning software Industry

Industry: Digital Assistance Learning software Industry This Industry uses software to

deliver learning of an educational curriculum.

Force: High/Low: Justification:

Buyer power: Low Consumers have little choice over different

brands, one being Chooseit! maker, which not

only assist learning but also offer individualised ,

interactive activities with easily accessible visual

recorded results . (Inclusive Technology,2013)

Supplier power: LowThe avaliability of technology to make this

device and software is becoming easier to

obtain.There are more and more technicans

avaliable to design computer systems.

(Department of Labour, 2014)

Threat of new entrants: Low The entry barriers to this market include capital

requirements and large time investment.”e-

learning have proven difficult to implement…

implementation of e-learning courses can 3

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involve very costly technology upgrades...”

(Wagner et al., 2008)

Threat of substitutes: High There are numerous alternatives to assist

learning. Traditional teaching techniques , books

and manual charts for tracking grades are still

predominant“Traditional teaching methodology

still has its place and will not be going anywhere

anytime soon.” (Ferriman, 2014). Other

substitutes include software games, e-portfolios,

smartboards and apps.

Rivalry among existing

competitors:

Low There is little competition among exsisting

rivalrys as the market has seen ‘lack of growth’

from the slow integration of this technology into

schools as well as not all schools embracing

using electronic media to teach. (Gordan. et. al,

2009).

Overall attractiveness of the industry: This industry is attractive to enter. This industry is

still growing and has high potential.

3.3 Customers and Their Needs

Our main customer most likely wanting to use this software would be eduaction providers.

Instituitions in all levels of tiertary, secondary, primary in both private and public sectors will

find this software useful.Consumers are looking for interactive electronic content that is

divorced from hardware, offered cheaply and conveniently, and provided in flexible and

sharable formats.Teachers want students to be able to receive and do work on devices they

already own. The ability to have students work sent to the techer is a critical need. (Horizon,

2010) These education providers need charts and reports that can be accessible, to not only

the teacher but also those supporting the learner such as parents. Educators want to extend 4

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learning out of school day boundaries by having home connections (Learning, 2012). They

want to be able to provide ongoing reports to assist supporting the learner. Regardless of

the school context any person who is teaching anything can use this. Consider workplace

trainings for health and safety, new employees and so on.

3.4 The Product and Service

This software is a product which acts in the service of organising and collating results, and

providing engaging educational activities. It will enable connectivity between the support

persons by sending latest progress analysis of students results. It is accessible to all students

by being able to be put onto any device they already have. To make succeeding at the

proposed curriculumachievable the activities will be structured according to individual

ability by the educational provider on a frequent basis. To be able to communicate progress

the marks will be displayed in individual profiles, in different formats such as graphs which

can have side by side comparisons. To ensure recent results, as soon as the activiteis are

submitted by the users, they will be collated into their individual profile.

3.5 Suppliers and Partners

We require partnerships with schools and agencys which set curriculum requirements to

provide the learning goals and appropiate tasks for students. These include agencys such as

the Ministry of Education, New Zealand Qualifications Association, International

Baccalaureate Organization, Education New Zealand, Education Review Office, New Zealand

Teachers Council and lastly Tertiary Education Commission (Ministry, 2012). Firstly, we will

need a software developer as a supplier to create the software such as Visual Basic by

Microsoft . Secondly, to create a sharing ability we will require a wireless provider so that it

is possible to send forms of information to another computer device.

3.6 Strategy: Cost Leadership

Our product is in the Digital Assisting Learning Software Industry it is aimed at a braod

market of all people who want to learn. Additionally because our potential main customer is

schools, schools do not have the financial resource to spend a lot of money on things like

software. They are likely to buy high frequencies of software.

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The overall strategy is therefore Cost Leadership.

u 3.7 Value Chain Activity: Service After the Sale

The most important value chain activity for this business is Service After the Sale.

Our vision is about supporting learners through the use of our software. To have this ability

the learner needs to know how to use the software and have the newest and informed

version of the software. Service after the sale is about understanding our costumers use and

maintaning the software to uphold the promised functions. Thus our software can be

flexible with frequent changes in learning like curriculumand allowing improvement.

3.8 Business Processes

3.8.1. SOFTWARE UPDATE PROCEDURE PROCESS – This is essential to our business so

customers have the newest and informed version of our software.

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3.8.2. CUSTOMER SOFTWARE TRAINING SOFTWARE – This process is essential for our customers to be able to use this software and feel confident in their ability to use it so that they can gain as much value from this software as they can .

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3.9 Functionalities

3.9.1. SOFTWARE UPDATE PROCEDURE PROCESS

Retrieve the customers details Issue update to software user

3.9.2. CUSTOMER SOFTWARE TRAINING PROCESS

Asking questions to support system Collect inflow information

3.10 Systems

3.10.1. CUSTOMER SUPPORT SYSTEM – This system helps customers with the product after it

is purchased, assisting the customers in its use. This assists all aspects of the software be

useable so that the software is perfoming at the level we intended it to be, to ensure it is

effective in collaborate learners results and in facilitating teaching.

3.10.2. TECHNICAL SUPPORT SYSTEM – This system provides help for any requests regarding

operating the software, with issues which are answered by a specialist in technology.

Technical support system delivers individual tailored help with the issues which are uniquely

happening from that user.

3.10.3. KNOWLEDGE MANAGEMENT SYSTEM – This system retrieves, classifys and evaluates

information feed into a server. This organises the information being received and identifys

which user type and profile it belongs too. It formulates the information into visual charts.

This means progress can be exceedingly monitored.

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3.11. Summary Table: Value Chain to Systems

Value Chain Activity

Processes Functionalities Specific Information System(s)

Broad Information System(s)

Service

After the

Sale

1. Software update procedure process

1. Retrieving customer details2. Issue update to software user

Filtering system

Technical support system

Decision support system

Customer relationship management system

2. Customer

software

training

process

1. Ask questions to support system

2. Collect inflow informationCustomer support system

Knowledge management system

Customer relationship management system

Collaboration system

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CONCLUSION

To conclude by ensuring students are learning the curriculumwe believe it can make the

world a better place. By every student fufilling their curriculum requirements with the

individually focused support from teachers and suppporters, it results in well educated

people who can have equal opportunitys in life and strive in the community. With each

activity individually tailored and ongoing every student will be able to learn. This imprrove

the worlds economy and the progress of mankind. Teachme’s vision is made possible

through the use of software that is compatible with several devices and systems which can

collaborate, integrate and display results easily and effectively.

REFERENCES

Education, M. o. (2012). Ministry of Education Statement of Intent. Retrieved from www.minedu.govt.nz

Ferriman, J. (2014, May 1). Retrieved from Learndash: http://www.learndash.com/the-benefits-of-personalized-learning/

Gordan, J. ,. (2009). E-Learning Industry. Encyclopedia of Distance Learning.

Johnson, L. S. (2010). The Horizon Report:Australia, New Zealand Edition. Austin, Texas: The New Media Consortium.

(2012). Learning in the 21st Century Digital Experiences and Expectations of tomorrows teachers. Washington: Project tomorrow.

Ministry of Business, I. a. (2014). Occupational Outlook. Retrieved from Department of Labour: http://www.dol.govt.nz/publications/lmr/occupational-outlook/occupation-outlook-report-2014.pdf

Technology, I. (2013). ChooseIt! Maker. Retrieved from http://www.chooseitmaker2.com/

Wagner, N. H. (2008). Who is responsible for E-Learning Success in Higher Education? A Stakeholders Analysis. Educational Technology & Society, 26-36.

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