A project report on it enabled education

IT Enabled Education

CONTENTS

 CHAPTER 1
Introduction to the subjects 3
Purpose of the study 5
Objectives 5
Research Methodology 6
Scope 9
Limitations 9

 CHAPTER 2
Concepts of E-learning 11

 CHAPTER 3
Company Profile 39

 CHAPTER 4
Analysis and Findings 51

 CHAPTER 5
Summary of main findings 70
Suggestions/ Implication of the study 72
Conclusion 73
Scope for future research 73
Questionnaire
References

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 Introduction to subject

Rapid change in information and communication technologies and a parallel growth in
the deployment of these technologies for education is a hallmark of the early 21st century. We
had just come to grips with the Internet age when along came e-business and e-education. And
with every change in technology has come a transformation in educational pedagogy and learning
paradigms.

Historically, the E-learning process has taken place within the infrastructure of
institutions such as schools, university campuses, technical colleges, etc. The need to be part of
such institutions was driven by the notation that to access information and knowledge, a learner
had to be present where the teacher was. The first separation between the teacher and the student
occurred with correspondence education which offered information and knowledge mediated by
some format of media usually print.

The world is changing rapidly in all areas – in the environment, in the economy, in
technology and in education. While it is important to spend time pondering the implications of
such change, perhaps it is more important to consider the implications of the changes to
education. The education system should be the key platform that enables young people to develop
the necessary skills required to prepare for the changing world.

As companies digitally transform their businesses, knowledge and training become
rapidly obsolete, just-in-time training becomes a basic survival need, and identification of cost-
effective ways of reaching diverse global workforce becomes critical .Additionally, new learning
models are needed given the skills gap and demographic changes, and flexible access to lifelong
learning is highly desired. Stated differently, the use of e- Learning within an operating entity
forces organization to change the traditional learning paradigm. To coincide with this change,


new strategies for managing and developing their employees are a must. Companies who do not
react in such a manner or fail to use the technology to their advantage may find themselves losing
to their competitors. In contrast, for those companies who do capitalize on this change, will have

the potential to build and develop a workforce that performs at rates higher than their current
workforce; in turn, reaping benefits that enhance their organization’s bottom line.

The emergence of a post-industrial information age and the explosive growth and
distributed nature of new knowledge , the demand for greater access to tertiary education fuelled
by rapid changes in the economy, the need to maintain and update skills for employment, and
industry’s demand for “work ready” graduates.

This report is prepared in regards to E-learning. We have a large market who are unable
to their desired job or expected job due to the lack of knowledge or education. The best way one
can now get a degree and without giving up his job is by “E-Learning”. This is a key word in
education sector today where we have no barriers to age, sex, geographical area, etc. This report
deals in knowing the interested sectors in education, subjects that could be offered, cost of the E-
learning course, duration of these courses, etc. The study is to find out the potential market to.

provide E-learning courses for the people who have already employed.



 Purpose of the study

The purpose of this study was to provide an external perspective to the development and
delivery of e-Learning activities within the private sector. To achieve this purpose, the study
examined the events that propelled the implementation of e-Learning courses within the corporate
sector.
E-learning is going to boom in the near future. Especially in India, e-learning is not a
popular concept but slowly people / organizations / students etc. are moving towards e-learning.
Learnet India, a company in Bangalore wants to know the potential market for e-
learning, where in the company is interested to know which fields of education are the learners
interested in and which subjects would drag more people to join the e-learning courses. Learnet
wants to come up with offering e-learning courses and is interested to study the market regarding
the same.

 Objectives

- To study the profile of customers willing to undergo IT enabled education.

- To identify the different courses that can be offered through e-medium.

- To identify the factors which the respondents would give importance while selecting a

online course.

- To identify the duration of the above identified courses.


- To identify the Cost involved i.e. fee structure.

 Research Methodology

Sample
For this study 200 employees of call centers from six different call centers are surveyed.
The call centers surveyed are ICICI one source , Dell, America Online, 24/7 Customer, IBM and
Transworks. Sampling method was non- probability method as the samples was picked as per the
convenience. Due to the time constraint the sample constituted a very small percentage of only
2% of the total call center population of 1,00,000.

Data collection Approach

Data collection was done through both secondary and primary sources.
Primary data
- Information gathered from the sample respondents.
- Conversation with the Head Business Development ( Mr. C. K. Dwarkanath ).
Secondary Data
- E-learning Sites

Measurement technique :

- Questionnaire.
The questionnaire contains 22 questions and is designed in a sequencial manner
to fulfill the objectives. The first set is used to collect the personal profile of the respondents a


question is asked regarding their job satisfaction and these two questions are used to get the
objective ; profile of customers willing to go for E-learning. There are two questions which
are designed to get the interested fields and subjects to be offered by e-learning. This covers
the next objective of different courses to be offered. There is a question to get the duration of
the course which satisfies the next objective of course duration. There is a question to get the
cost of the course which satisfies the next objective of course fee. A 5 scale point question is
used to collect the preference of the respondents while selecting an e-learning course. Finally
a question regarding their internet skills and years of using computers is asked.

Sampling method : Convenience sampling method is used for surveying and respondents
were selected randomly.

Sample size : 200 from 6 call centres,

The Measures
The respondents are surveyed through questionnaire that is by means of personal
interview. The respondents were explained the purpose of the survey and were helped in case if
they had any queries. The questionnaire had questions which collected relevant information for
the study.

Profile of respondents and their willingness:
For getting the profile of the respondents, personal profile questions were asked like
Name, Age, Address, Education qualification, Organization they work in, Income and
Designation.
Age helps us to know that the average age of these employees were 22 years which
represents they are pretty young. Educational qualification helped to know whether they hold a
diploma or a degree or a master’s degree wherein this helps to know whether the employees are
working below their capabilities. In a call centers an employee who has done his master’s degree
(post graduation) earns the same salary as an employee with diploma. This job is irrespective of
their education qualification. This education qualification graph can represent the % of employees
working below their capabilities.



Income:
The average income a call center employee earns is good which represents they are
financially good. This indirectly indicates the cost that the respondents can afford to pay for en e-
learning course.

Willingness to undergo IT enabled education:
This was got from the questions asked whether they were satisfied with the current job
and there view of a better job with an additional degree. Awareness and interest in E-learning
courses were also asked.

Courses for E-learning:
Area of interest was collected by providing broad fields likes IT, Management,
Technical, Commerce and others. The respondents were advised to select a particular field and
then specify the subject of interest in that field if any.

Duration of the Course:
A straight forward or direct question was hosted to get the desired duration of an e-
learning course. Four options were given like 1 month or 3 months or 6 months or 1 year.

Importance for selecting e-learning course:
A set of factors which they would give importance for when selecting an e-learning
course were listed down and a five liquored scale is used to rate each factor and then all the
factors were ranked according to there preferences.
Even support structures for an e-learning course were listed down and the respondents
were asked to tick the support structure they prefer.

Cost:


An open ended question is asked to determine the cost, the respondents are ready to pay
for an e-learning course.

 Scope
The scope of the project is limited to Bangalore city. And only six call centers are
covered .

 Limitations
- Sample size is very small & it represents only 2 % of the total population.
- The data collected can’t be 100 % accurate because the data was collected during the
respondents logout period they had very little time to fill the questionnaire . So in a hurry
they may not have given their all the correct data.
- The learning style of the respondents is not studied.



 Concepts of E-learning
Different terminologies have been used for online learning, a fact that makes it difficult
to develop a generic definition. Terms that are commonly used include e-learning, Internet
learning, distributed learning, networked learning, tele-learning, virtual learning, computer-
assisted learning, Web-based learning, and distance learning. All of these terms imply that the
learner is at a distance from the tutor or instructor, that the learner uses some form of technology
(usually a computer) to access the learning materials, that the learner uses technology to interact
with the tutor or instructor and other learners, and that some form of support is provided to
learners

E-learning is defined as “instructional content or learning experiences delivered or
enabled by electronic technology.” It is also viewed as “technology-enabled learning designed to
increase workers’ knowledge and skills so that they can be more productive, find high-quality
jobs, advance in their careers

The term “e-Learning” is derived from “electronic learning” and refers to technology-
based learning or the “electronic” delivery of learning. It covers a wide range of distributed
knowledge applications and processes, including computer-based learning, web-based learning,
virtual classrooms, and digital collaboration. Thus, e-Learning includes the delivery of content


via all electronic media, including the Internet, intranets, extranets, satellite broadcast,
audio/video tape, interactive TV, and CD-ROM

The term “Online Learning,” although sometimes used interchangeably with e-Learning,
more precisely refers to web-based learning, which constitutes just one part of the technology-
based learning spectrum: learning via Internet.

“Distance Learning,” on the other hand, is a broader and less precise term that
encompasses non-electronic as well as technology-based methods of distributing knowledge.
Distance learning includes correspondence study such as mailing training manuals and
videotapes, “on-demand” computer-based training (CBT) using pre-recorded lessons on diskette
or CD-ROM, and live point-to-multipoint delivery of instruction to geographically dispersed
locations, including teleconferencing, videoconferencing, and business television (BTV)

broadcasts. Like its business counterpart, e-commerce, the meaning of the term e-Learning is
evolving as the scope, application, and power of the technologies it describes develop and expand
to encompass increasingly high levels of multimedia-rich content and interactivity among
presenters and participants.

The first generation of distance education, the correspondence model , was based solely
on print technology, the second, the multimedia model; was based on print , audio and video
technologies; the third, the tele-learning model , involved the application of telecommunication
technologies to provide opportunities for synchronous communication; and the fourth, the
flexible learning model, is based on online delivery via the internet. Even though this fourth
generation of distances education is still gathering momentum , a fifth generation is beginning to
emerge. It will use automated response system that scan the text of incoming e-mail and response
intelligently without human intervention, thereby decreasing the cost of online tuition and
increasing access learning opportunities on a global scale.

Originally, interactivity was added to distance learning using standard telephones and fax
machines in classrooms. This was not effective, however, as students using telephones were not
easily identified, and the cost of keeping students on hold was often excessive. Fax machines, on


the other hand, did not offer a real-time information exchange between the presenter and all
audience participants.

Interactivity is now added to e-Learning by giving students at geographically remote sites
the means to communicate verbally and/or electronically with their presenters in real-time.
Interactive e-Learning variously incorporates telephony, broadcast video, computer hardware and
software, and multimedia content to create an interactive learning experience.

E-learning tools and practices will continue to grow in importance during the coming
decade. There are many reasons why e-learning is entering the workplace. Firms view it as a new
way to deliver instruction, boost worker productivity, creating better job prospects, broaden
training opportunities, reduce costs, eliminate instructors, stay competitive, improve motivation
and morale, and implement strategic initiatives. Travel costs are supposedly reduced since
training is now locally available for off-site personnel, instructors are not held to certain

geographic boundaries, and more students can view presentations simultaneously .There are also
cost savings from fewer hours away from the workplace and lower internal training expenses.

While creating opportunities for learning, online learning environments also create
demands on learners for new skills in managing their own learning. Being successful in such
learning environments requires learners to possess the ability to organize, evaluate, and monitor
the progress of their learning. Not all learners possess these skills, and have to be taught how to
take advantage of the opportunities that online learning environments afford.

Features of e-Learning
"Good teaching is good teaching, no matter how it's done."
The old adage still rings true, and e-Learning brings with it new dimensions in education. Some
of the unique features of e-Learning are listed below.
Features
• Learning is self-paced and gives students a chance to speed up or slow down as necessary
• Learning is self-directed, allowing students to choose content and tools appropriate to
their differing interests, needs, and skill levels


• Accommodates multiple learning styles using a variety of delivery methods geared to
different learners; more effective for certain learners
• Designed around the learner
• Geographical barriers are eliminated, opening up broader education options
• 24/7 accessibility makes scheduling easy and allows a greater number of people to attend
classes
• On-demand access means learning can happen precisely when needed
• Travel time and associated costs (parking, fuel, vehicle maintenance) are reduced or
eliminated
• Overall student costs are frequently less (tuition, residence, food, child care)
• Potentially lower costs for companies needing training, and for the providers
• Fosters greater student interaction and collaboration
• Fosters greater student/instructor contact

• Enhances computer and Internet skills
• Draws upon hundreds of years of established pedagogical principles

• Has the attention of every major university in the world, most with their own
online degrees, certificates, and individual courses

Benefits of e-Learning

There are many significant advantages for the student who learns online. Here are just a few to
consider:
Convenience and Portability
• Courses are accessible on your schedule
• Online learning does not require physical attendance
• Learning is self-paced (not too slow, not too fast)
• You're unbound by time - courses are available 24/7
• You're unbound by place - study at home, work, or on the road


• Read materials online or download them for reading later
Cost and Selection
• Choose from a wide range of courses to meet your needs
• Degree, Vocational, and Certificate programs
• Continuing Education
• Individual courses
• Wide range of prices to fit your budget
Flexibility
• Online learning accommodates your preferences and needs - it's student-centered
• Choose instructor-led or self-study courses
• Skip over material you already know and focus on topics you'd like to learn
• Use the tools best suited to your learning styles
Higher Retention
• Online learning will draw you to topics you like and enjoy. Studies show that because of
this and the variety of delivery methods used to reach different types of learners,
retention is frequently better than in a traditional classroom.

Greater Collaboration
• Technology tools make collaboration among students much easier. Since many projects
involve collaborative learning, the online environment is far easier (and often more
comfortable) to work in since learners don't have to be face-to-face.
Global Opportunities
• The global learning community is at your fingertips with online learning. The
technologies used give online instructional designers the ability to build in tools that take
you to resources you may never see in a traditional classroom.

Learning Styles

Knowing a little bit about learning styles can help you determine if online learning is for
you. The interaction and delivery methods used in online classes are dramatically different from
traditional classes, so understanding how you learn is a good part of the decision-making process.


The knowledge can help you improve your study habits and be successful in any educational
setting, regardless of what type of learner you are.
The three predominant learning styles are visual, auditory, and tactile/kinesthetic.
Broken down further, people learn by:
• Reading (visual)
• Listening (auditory)
• Seeing (visual)
• Speaking (auditory)
• Doing (Tactile/Kinesthetic)
The first three on the list are passive types of learning, while the last two are active types of
learning. How much we tend to remember is a function of the type of learning we prefer and our
level of involvement in the learning. People often learn through a combination of the ways
described above. To a lesser degree, environment is a factor too.

The Active Learning Modes
Given a good learning environment (be it online or traditional), most people tend to
remember best that which they do - practicing the real thing. Next, a combination of doing and
speaking about what we learn produces a high retention rate, followed by speaking alone. These
levels of involvement are all active learning modes.

The Passive Learning Modes
The passive learning modes - seeing and reading - fall just below the active learning
modes on the retention ladder. After speaking, the combination of listening and seeing produces
the next best retention results, then listening, then seeing, and then reading.

How it all relates to Online Learning
In an online class there is a lot of passive learning done through reading text, listening to
audio clips, and seeing graphics, but the active "speaking" mode is done very much through
writing, email, and chatting. Online learners are often self-directed and/or working in their chosen
fields, so a lot of doing happens in the way of applying their newfound knowledge to the
workplace, hobby, or home. For this reason many online learners say they learn more in online
classes than traditional settings, and have better retention, too.



As you consider online learning, recognize that everyone learns differently and attempt to
zero in on the particular style you use best. Maximize your online learning by choosing the
courses suited to your learning styles - and be sure to talk about and apply what you learn.
The Illinois Online Network says one of the best things you can do as an online learning student
is become a true advocate of its merits through discussion. If you ". . .truly believe in its potential
to provide quality education which is equal to, if not better than the traditional face-to-face
environment", you'll strengthen the habits you need to succeed.

Assessing learning outcomes is concerned with determining whether or not learners have
acquired the desired type or level of capability, and whether they have benefited from the
educational experience (i.e., have they learned, and how their performance has changed). A
measure of learning outcomes requires learners to complete tasks, which demonstrate that they
have achieved the standards specified in the learning outcomes. In order to ascertain the most
realistic and valid assessment of performance, these task(s) have to be as similar to on-the job
conditions, that is, as authentic as possible. A major purpose of assessment in education is
learning improvement. When focusing on learning improvement, it is essential to bear in mind
the relationship between the objectives of a course and the measures of learning achievement.
Without a clear goal, it is difficult to present the criteria for judging whether we have arrived at
the place we set out for. While some skills are easy to assess, others are quite ambiguous and

therefore, very difficult to assess and mark with an objective criterion. In this case, the only fair
form of assessment is one that is very transparent, with explicitly tated criteria for all those
involved. This is not only fair, but a useful instructional device as well. If teachers clearly
communicate the basis for their assessment criteria, they will find that they also have a powerful
teaching tool.

In any learning context, certain methods for determining whether learners have reached a
specified level of performance are more appropriate than others. These may include: Actual
performance, which is examining learner performance on actual on-the-site conditions or
situations.
* Simulation is measuring learner performance in an artificial or controlled environment.


* Demonstration is measuring performance while the learner is actually conducting or carrying
out the task.
* Oral responses comprise measuring performance via oral responses or presentations the learner
gives to specific questions.
* Written responses comprise assessing learner performance through written responses to
questions or test items.

Types of e-Learning

e-Learning is comes in many variations and often a combination of the following:
• Purely online - no face-to-face meetings
• Blended Learning - combination of online and face-to-face
• Synchronous
• Asynchronous
• Instructor-led group
• Self-study
• Self-study with subject matter expert
• Web-based
• Computer-based (CD-ROM)
• Video/audio tape

Delivery Methods

E-Learning is done over the WORLD WIDE WEB or by CD-ROM, and some variations
(distance learning) incorporate traditional media. Here are common delivery methods used in e-
Learning:
Print
• e-text
• textbooks
• e-zines


Video
• streaming video
• video tape
• satellite transmission
• cable
Audio
• streaming audio
• audio tape
Review and Exams
• electronic
• interactive
• paper
Communication
Asynchronous
• email
• listservs
• threaded discussion, weblogs
• forums
Synchronous
• chat
• videoconferencing
• teleconferencing

The delivery modes are termed in 3 phases as follows :
Distance Learning: Emerged in response to the need of the learners who were unable to
access campus-based institution because of geographical distance and/or work and personal
commitments.
Open learning : While also responding to the problems of distance, is primarily focused
on meeting the needs of those who disadvantaged in terms of entry qualifications and, therefore,


need to be served through “ second chance “ enrolment policies and alternative programs and
delivery models.
Flexible learning: is less about distance or disadvantage than about providing “more”
education to “more” students (anywhere, anytime) at less cost. Flexible delivery modes using
CD-ROMS and the internet are being used as much as solutions to on-campus problems as they
are to off-campus access.

Levels of E-learning
E-learning falls into four categories, from the very basic to the very advanced. The
categories are:
Knowledge databases -- While not necessarily seen as actual training, these databases are the
most basic form of e-learning. You've probably seen knowledge databases on software sites
offering indexed explanations and guidance for software questions, along with step-by-step
instructions for performing specific tasks. These are usually moderately interactive, meaning that
you can either type in a key word or phrase to search the database, or make a selection from an
alphabetical list.
• Online support - Online support is also a form of e-learning and functions in a similar
manner to knowledge databases. Online support comes in the form of forums, chat
rooms, online bulletin boards, e-mail, or live instant-messaging support. Slightly more
interactive than knowledge databases, online support offers the opportunity for more
specific questions and answers, as well as more immediate answers.
• Asynchronous training - This is e-learning in the more traditional sense of the word. It
involves self-paced learning, either CD-ROM-based, Network-based, Intranet-based or
Internet-based. It may include access to instructors through online bulletin boards, online
discussion groups and e-mail. Or, it may be totally self-contained with links to reference
materials in place of a live instructor.

• Synchronous training - Synchronous training is done in real-time with a live instructor
facilitating the training. Everyone logs in at a set time and can communicate directly with
the instructor and with each other. You can raise your cyber hand and even view the
cyber whiteboard. It lasts for a set amount of time -- from a single session to several
weeks, months or even years. This type of training usually takes place via Internet Web

sites, audio- or video-conferencing, Internet telephony, or even two-way live broadcasts
to students in a classroom.

Driving forces
There are many identifiable drivers E learning, and these may be classified as technical
innovation, organizational and business developments, and the needs and demands of the
individual learner. Often it is a combination of these three components that brings about change.
Although the rate of development in each of the areas differs, they are clearly not mutually
exclusive, and developments are invariably led by the advent of new technologies. The
capabilities of hardware and the technical infrastructure to support it move ahead rapidly and
often lead to development in other areas. For example, technologies such as wireless access to
high bandwidth and web enabled mobile phones are released to a market and initially adopted by
enthusiasts. Business then experiments with possible viable models for the efficient use of the
technologies and methods for integrating them into organizational practices and culture. Finally,
as end users become accustomed to the technology and the demographic profile shifts, they will
more readily recognize its benefit and the technology becomes a part of their lives, and the cycle
is complete.

A similar cycle exists within educational technologies. Educational applications leverage
off base technologies and tend to lag significantly behind in their maturity cycles, not least
because of the complexity of integrating them into organizational practices and culture, and in
gaining broad acceptance from their users. For an educational technology to be mature, it must be
firstly a stable technology, secondly it must be integrated into the business and provide a Return
On Investment (ROI), and thirdly it must conform to workflow and practices of its core users,
namely teachers and learners. They are the ultimate consumers of e-learning,

In terms of the broader uses of IT, organizations are well on the way in harnessing
developments to more effectively meet organisational goals. Businesses are realizing efficiencies
through the introduction of integrated knowledge management systems to handle business
processes. At present, e-learning is still an add-on to the business’ fundamental usage of IT; in
many instances e-learning has not yet become an integrated part of the knowledge management


and HR functions of businesses. The knowledge economy places a premium on innovation,
customization, new business models, and new ways of organizing work. In order to succeed and
survive in this new environment, individuals and organizations must continually acquire new
skills and new ways of managing knowledge and information As technology drives many of the
revolutionary changes that are occurring in the work world, it also holds the potential of helping
people and organizations keep pace with change. In other words, there is a range of complex
incentives for business to invest in e-learning beyond the immediate desire to create efficiencies
in training.

E-learning is efficient because it shortens the time required to update workers on new
products, methods, and processes. Proponents of e-learning suggest that it provides real-time
learning of critical or just-in-time knowledge. With state-of-the-art e-learning management
systems, training costs can be traced to individual learners and costs can then be measured against
results. Advocates believe that online training is better, faster, and cheaper than conventional
training. E-learning is becoming an integral part of organisational training. E-learning may be
delivered via numerous electronic media, including the Internet, intranets, extranets, satellite
broadcast, audio/videotape, interactive television, and CD-ROM.

Learner needs are also driving forces in e-learning. In today's new economy characterized
by industrial change, globalization, increased intensive competition, knowledge sharing and
transfer, and information technology revolution, traditional classroom education or training does
not always satisfy all the needs of the new world of lifelong learning.

Learner-centre learning is replacing instructor centered learning. Such learning is
initiated in homes offices, shops and factories as well as classrooms. E-learning provides people
with a flexible and personalized way to learn. It offers learning-on-demand opportunities and
reduces learning cost. At its best, e-learning is individual, customized learning that allows

learners to choose and review material at their own pace. At its worst, it can disempower
and demotivate learners by leaving them lost and unsupported in an immensely confusing
electronic realm.


Technology has been a strong catalyst for educational innovation and improvement,
especially when the World Wide Web is involved. Drivers for e-learning continue to be a mixture
of the advent of new technologies; the expectations of users growing up with new technologies
and increasingly using them for productivity; the quest for efficiencies in the delivery of training;
organisational initiatives to maintain currency with developments in technology; and policy
initiatives. Best practices that enhance the business ROI for e-learning by improving its
effectiveness will gradually overtake the passion for new technology for its own sake.

E-learning appears to be growing out of these directions:

1. From within educational institutions, which have offered open and distance learning
programs either in a single, dual, or mixed mode. These institutions generally have a great deal of
expertise and infrastructure to support learning and teaching in the distance mode. For them, the
integration of information and communications technologies in their educational programs is a
natural progression as access to these technologies improves.
2. From conventional educational institutions that have never been involved in open and
distance learning. These institutions are applying information and communications technologies
to support and enrich their campus-based face-to-face learning and teaching experiences. Their
goal, in most cases, is to increase flexibility and efficiency in the belief that doing so will enable
them to tap into niche markets and student populations, which were previously out of their reach.
3. From the corporate sector, many of which are favoring e-learning over residential
workshop-based approaches to staff training and development. The corporate world is
increasingly finding e-learning to be an attractive model as it searches for flexible and "just-in-
time" learning opportunities.

Forces driving the growth and development of e-learning seem to include:
1. The increasing accessibility as well as the decreasing costs of information and communications
technologies.
2. The need for flexible access to learning opportunities from distributed venues such as the

home, workplace, community center, and the conventional educational institution.
3. The demand from isolated and independent learners for more equitable access to educational
opportunities and services.
4. The need, among educational institutions, to be seen to be "keeping up with the times" in order

to attract the attention of parents, students and other funding donors.
5. The belief and the expectation that online learning will reduce costs and increase productivity
and institutional efficiency.

The number of e-learning programs is growing, and many more institutions plan to
establish such programs. Surveys reveal that major challenges confronting organizations in this
regard include;
a) Getting teachers to integrate technology into their teaching.
b) Resource implications of adequate user support.
c) Poor financial planning for information and communications technology applications.

An increasing number of organizations are, into their teaching and learning activities.
Students and faculty alike are spending an increasing amount of their study time on the Internet.
Across all sectors of higher education, a growing number of institutions are using the WWW to
provide students access to admission forms, financial aid applications, course catalogs, and other
related material.

The right kind of system is highly necessary to support E learning .So the attributes of a
good conferencing system there is no single perfect solution for all people and for all purposes.
Nevertheless, a few generalizations about what seems to work well in computer mediated
conferencing can be made. Several of these are briefly reviewed in the following.

Separate conferences for broad subject areas
This is a nearly universal feature. Whether the discussion areas are called conferences,
forums, or newsgroups, they provide a basic level of organization. Besides enabling a focus on
different subjects, different conferences allow you to establish small discrete communities who
are enthusiastic about particular subjects. These communities grow to cement their interests and
relationships after communicating online for some time.

Threaded discussions within conferences
Most conferencing software applications enable posting of messages in response to other
messages such that a line of reactions can be traced to the original comment. This is called


threading and it takes the form of a tree structure, in which the topic is the starting point for a
branching of responses that follow. Most conferencing systems offer this capability for up to
three or four responses to an original thought. Threads can get lost after that which is one of the
reasons why it is very important to impress upon participants to keep their comments focused on
the topic.

Informative topic list
A good moderator is able to guide a discussion online with astute use of topics and leading
questions. A conference participant should be able to easily see the list of the topics in a
conference and the questions or issues that need a response. At the minimum, the list of topics in
a conference should show each topic's title and some indication of the amount of activity in the
topic: the number of responses, date of the last response, or both. The topics should be able to be
sorted both by topic start dates and by last response dates. Participants should always be able to
go back to the beginning of a topic and follow it all the way through to the most recent responses.
In a newsgroup type conference, moderators may decide to occasionally delete obsolete material
to avoid clutter, especially after certain topics have fallen into disuse.

Support for both frequent readers and casual browsers
A computer conference should support both, frequent reading and casual browsing.
Those who wish to browse should be able to choose a conference manually and scroll through the
list of topics, dipping in here and there, moving backward or forward sequentially through topics,
returning repeatedly to the topic list. A frequent reader, on the other hand, should be able to cycle
automatically through a customized list of conferences, skipping topic lists entirely and getting
immediately to the new, unread messages. Moreover, readers should be able to search messages
by date, author, or keyword. Frequent readers should also have tools for controlling what they
see; for example, a way to 'forget' topics so that any subsequent responses on past topics are
skipped automatically. I have not seen many conferencing systems that afford that kind of
capability.

Access control


Both public and private conferences are useful in different situations. A conference host
or moderator should have flexible control over who can access the conference and what level of
access each participant has. For example, it should be possible to give some participants read and
write permission, and others read only access. The host of a conference should have good tools
for managing a conference discussion, for the purposes of weeding out obsolete topics, archiving
those that are worth saving but no longer active, and moving a divergent thread of a topic to a
new topic of its own.

Forming
The first task in the moderation of an e-learning environment comprises orientation of
participants for conferencing. This can be achieved either synchronously or asynchronously. At
this early stage, several skills are necessary for the formation of the group. It is more than likely
that your students will not know each other. It will be important to provide them with an
opportunity to introduce themselves to others in the group. This will comprise explaining their
academic and other interests but more particularly their specific interest in the subject. Some
students will be familiar with the e-learning technology and with computer mediated
communications and its conventions. Others will not be as familiar with the technology and its
conventions. Some students are in fact irritated by many of the conventions of this mode of
communications. It may be useful for the group to agree on some common ground rules for
communicating online. At this early stage the development of respect, tolerance and trust among
the group is very important. The moderator can set the tone of the communication, and try to
model those sorts of behaviors for the group to emulate. These would include things like, how
much to write in each message, how frequently, and the tone of the language that might be
appropriate. Some agreement at this stage on the etiquettes of communicating on the net (known
as “netiquette”) would be appropriate.

Functioning
This comprises ensuring that the group is on track for completing the assigned tasks.
Foremost, it will include making clear the goals and objectives of the computer mediated
communication. In addition to this, providing some structure and direction for the ensuing


discussions will lead to a coherent conversation on the assigned topic. Participants should be
encouraged to contribute responsibly, and equitably to ensure that everyone is contributing their
fair share to the discussions Participants should also be encouraged to share their ideas and
opinions with group members in good faith. They ought to feel free to ask questions, and seek the
opinions and support of others in the group members.

Formulating skills
By this stage, participants are ready to use cognitive skills to build a deeper level
understanding of the learning tasks. These will include: At regular points, summarizing the ideas
and thread of the discussion. Asking students to assist and check each other's understanding of
complex ideas. Linking theory with practice and elaborate current material with previously
learned material.

Fermenting
This is starting to happen when participants are engaging more readily in debate and
discussion about the central issues, challenging each other's ideas, meanings, reasoning and
concepts. Any controversies need to be handled carefully by the moderator, and students should
be taught the skills to manage debates. Criticizing ideas without criticizing people is an important
but difficult skill to learn. It is important to challenge the ideas of others but it is essential that
students learn not to alienate other group members in this process. For example, ideas can be
challenged in subtle ways by asking questions, by suggesting alternatives, by asking for the
reasoning and justification of arguments. A critical cognitive skill is being able to differentiate
the ideas and reasoning of group members. Students could be encouraged to find out how the
thinking and reasoning of group members' differ and how the different ideas about issues could
be integrated into a smaller set of propositions on the subject. At the end of this process, the
moderator must bring the discussion to some sort of a close.

Issues for developing E learning courses

Contemporary e-learning environments are characterized by a growing use of
asynchronous online collaborative learning activities, online assessment, and interactive course
materials. Online educators are realizing that sound online learning requires careful planning.
Some of the strategies used as part of this include breaking large numbers of students into smaller


groups, providing them direction and specific tasks, such as searching for answers to specific
questions in readings or Web-based resources, and setting timelines for discussion. They are very
aware that an open, unguided asynchronous online discussion can be ineffective. Such
discussions have been abandoned for serious teaching purposes, although they continue to
flourish in social and professional settings.

E-learning environments continue to make greater use of collaborative learning activities
to support small group work. In many cases, a learning management system acts as the platform
within which these activities are supported using course-specific materials and the resources of
the Web itself. Students are often asked to work together in groups. Peer commenting on work
that normally would have been seen only by the teachers, is an area of group activity that is well
supported by contemporary learning management systems. Students can submit their work to an
area in these systems so that other students on the course can read and comment on it. Naturally,
this kind of practice makes student work more visible and open to critique just as the online
learning and teaching environment breaks down the barriers to the lecture room walls and makes
the teacher and the teaching more visible and open to critique.

Some of the operational and administrative issues that are central to developing and
implementing a successful e-learning course include:

 Adopting successful cost-effective learning management systems that are scalable, and
hopefully customizable in order to cope with large numbers of students, and serve the needs of a
wide variety of approaches to teaching and learning.
 Setting up administrative systems to handle a rolling intake, which is appealing to learners and
administrators because it can support just-in-time learning.
 Adopting learning and teaching designs that maximize the input of the teachers and tutors, and
do not leave students floundering in an open and flexible learning space.
 Offering incentives to students for participating in online learning more actively and
supporting them in taking responsibility for their own learning.
Breaking down the distinctions between 'teacher' and 'taught' as computer conferencing
enables students to take on a tutorial role as they learn how to learn from each other.



E-learning environments, with their wide range of resources, separate conferences for
group interaction, experts to contact, and places for small group work forms the backdrop against
which an online learning community comes together. These learning communities are not very
different from those that exist in conventional educational settings. They are, however, different
in the way they emerge, and nurture themselves. Many of these learning environments are the
result of a team effort, which brings together a wide range of expertise including subject matter
experts, web developers, graphic artists, and systems engineers to produce one or more courses.
Not always the most successful approach, the team approach has been widely used especially by
distance education institutions. There are less collaborative approaches as well, in which a single
subject matter expert might be able to do everything.

The choice of a particular approach to the development of an e-learning course is based
on several fact ors including the academic tradition and resources available to the organization.
Institutions that are dedicated to the provision of online and distance education have tended to
adopt a more collaborative course team approach, while conventional campus-based educational
providers have tended to adopt a lesser collaborative approach. The development of an e-learning
course comprises a new experience for many. It calls for new skills and some de-skilling as well
(i.e. shedding off of old habits). Old habits die hard, and when faced with circumstances that
render some of one's previous experience “irrelevant” there is quite a lot of uneasiness, loss of
confidence, disillusionment, hostility, and at times withdrawal from the activity altogether.

Shaping the future

Forces that are aligning to shape the future for e-learning may be categorized as
technical, teaching and development practices or organisational initiatives. Dramatic changes in
hardware and software and the continued mainstreaming of technologies into our lives through e-
commerce and entertainment are providing a powerful and unstoppable force for the growth of e-
learning. A new generation of learners is growing up with technology and will increasingly
expect it to be deployed in undertaking training. Organizations, including schools, are developing
better IT infrastructure and systems for efficient business and will be seeking to leverage off
those efficiencies for the delivery of training. Businesses are seeking more skilled and flexible
workers who can ‘hit the ground running’ and already possess some of those attributes thought



once only achieved through experience. The only certainty is change, and the only way to
effectively accommodate change is through having sound processes. These are processes for
identifying the needs of the learner, for designing experiences that efficiently meet learning
objectives, for choosing appropriate technologies and creating motivating learning designs, and
for measuring learning outcomes.

E-LEARNING terminologies

Action learning
This is learning that is derived from doing, and reflecting in and on that activity.
Approaches to learning
Refers to how one goes about the process of engaging in a learning task or activity, such as in a
serial or linear versus a holistic manner.
Appropriate learning technologies
These are technologies that have been carefully selected in light of the nature of the subject
matter and skill that is being taught, the learning context, the nature of the learners, and the
relative costs of comparable technologies.
Assessment
This is the measurement of the achievement of learning outcomes by students.
Assessment tasks
These are activities that learners complete in order to demonstrate their knowledge and
competencies.
Assessment tools
These are instruments such as examinations, quizzes and IQ tests, which are designed to assess
particular student competencies.
Asynchronous communication
This refers to all forms of verbal and non-verbal exchanges between and among participants in
contiguous and noncontiguous settings, who are separated temporally from one another.
Authentic assessment
This refers to assessment that closely reflects reality and situations that the learner is most likely
to encounter in professional practice.



Authentic learning environments
These are learning and teaching arrangements that reflect reality and situations that the learner is
most likely to encounter in professional practice.
Authentic learning tasks
These are educational activities that closely mirror activities that learners are likely to encounter
in real-life.
Automated feedback
This refers to feedback that is provided to all learners in some standard format. This kind of
feedback is normally prepared in advance and stored such that the learner is able to receive it
almost immediately.
Cognition
This refers to the capability of the learner to understand and derive meaning from any stimulus
such as reading, viewing, observing, or doing something.
Cognitive apprenticeship
This refers to a model of training and education in which learning and understanding is derived
from being immersed in relevant cognitive tasks.
Cognitive flexibility theory
Largely the work of Rand Spiro, Paul Feltovich, and Richard Coulson, cognitive flexibility theory
is an attempt by these authors to reflect the interconnectedness of subject matter especially that in
ill-structured domains, and its implications for learning and teaching.
Cognitive skills
These refer to our mental capabilities and our abilities to perform tasks that draw upon memory
and thought.
Cognitive skills development
This refers to the empowerment of our mental capabilities, our memory, and our ability for
rational thought.
Collaboration
Refers to the act of working or doing something together, towards the accomplishment of
common or divergent goals.
Collaborative inquiry


This refers to group-based efforts in the pursuit of information or new knowledge.

Collaborative learning
This refers to group-based learning activities that are usually focused on the accomplishment of
common learning goals.
Computer-supported collaborative learning
This refers to all collaborative learning activities that are supported and managed via computers.
Collaborative learning tools
These are learning aides, instruments, and strategies that are designed to optimize engagement in
group-based learning activities.
Communication
This refers to the act of passing information from one source to another.
Computer mediated communication
This refers to all electronically supported communication between individuals or among groups.
Computer conference
This is an electronic environment that is able to simultaneously host a number of large and small
group activities and discussions.
Communities of practice
These refer to groups of people who are identifiable by their common interests, profession, or
work.
Computer-based assessment
This refers to the assessment of learning achievement that is managed via a computer.
Computer-based learning
This refers to learning activities that are managed via a computer.
Computer-mediated learning
This refers to all learning activity that is delivered and supported via a computer.
Constructivist learning activities
These are activities that situate learning in authentic learning tasks, and which enable learners to
derive understanding by being immersed in these tasks.
Courseware


This refers to all “wares”, i.e., educational resources that are directed at or associated with
learning and teaching in a subject or course.
Courseware design and development
This refers to the planning and production of all educational resources that are directed at or
associated with learning and teaching in a subject or course.

Distance learning
This refers to all organized learning activities under the influence of an educational organization
that are carried out by learners who are separated in time and space from their educational
organization.
Distributed learning
that are carried out by learners in a number of educational locations, and who may be separated in
time and space from their
educational organization.
Distributed problem-based learning
This refers to problem-based learning activities carried out by learners in educational settings
where they are separated in time and space from their educational organization.
E-mailing lists
Commonly known as “mailing lists”, these are text-based electronic communication channels that
support group-based discussion.
Educational design
This refers to the planning of all educational activities that are associated with the pursuit of
particular intended educational outcomes.
E-learning
that are carried out with the help of information and communications technologies.
Educational objectives
These are statement of outcomes of planned educational projects or programs.
Educational systems design
This refers to the planning of educational projects and programs that are associated with the
pursuit of particular educational outcomes.
Evaluation


This refers to the systematic acquisition of information and feedback on the use, worth and
impact of some object, program or process in relation to its intended outcomes.
Experiential learning
This refers to all organized learning activities that are grounded in the experience of learners or
the organization.

Feedback
This refers to information that is gathered or received on the impacts of some object, program, or
process.
Flexible learning
This refers to learning arrangements that allow learners access to learning opportunities and
resources at a time, place and pace that is convenient to them.
Formative assessment
This refers to the measurement of learning achievement during the educational process in order
to monitor the progress of students through the process.
Formative evaluation
This refers to the measurement, during the implementation process, of the use, worth and impacts
of some object, program, or process in relation to its intended outcomes in order to monitor its
progress.
Information and communications technology (ICT)
These refer to computer and telephonic technologies, usually working in an integrated mode.
Information commons
These are learning arrangements in educational settings where space and resources are made
available to learners in a flexible and user-friendly manner.
Information design
This refers to the arrangement and presentation of information in a user-friendly and pleasant
manner.
Information literacy
This refers to one's awareness of relevant information and resources, their ability to know where
to locate it, and know how to use it efficiently and effectively.
Instructional design


This refers to the planning of learning and teaching activities that are associated with the pursuit
of particular intended learning outcomes.
Instructional systems design
This refers to a widely recognized and iterative process, which incorporates the analysis, design,
development, and valuation of any educational or training activity.
Interactivity
This refers to all forms of transactions between and among learners, as well as the learners and
the learning resources.

Interactive multimedia
This refers to computer-based software that suitably integrates audio-video, text, and animation to
engage and motivate its users.
Learning
This refers to the acts of deriving meaning from some object or process, following which there is
a demonstrable change in the learner's cognition and behavior.
Learning by designing
This refers to the utilization of the act of designing some object or process as an anchor for
situating and engendering learning
Learning communities
These are groups that develop because of shared concerns and interests, and which thrive on the
pursuit of these shared goals.
Learning Content Management System (LCMS)
This is an electronic environment that serves as a content repository, which stores, manages, and
maintains the learning content. The purpose of a LCMS is to manage the students' learning
content and often times the development of that content. The LCMS separates the content from
its delivery and look, and feel.
Learning designs
These are plans and models for approaching the acts of learning in uniquely different ways.
Learning journal
This is a record of one's learning. It reflects significant changes in the views and perceptions of
the journal keeper about the subject matter and the learning experience.
Learning Management System (LMS)


This refers to an electronic environment, which serves as a front-end portal that interacts with the
student to register and manage all learning interventions. The purpose of a LMS is to manage the
students' learning transcript and support services.
Learning object
Broadly defined, this refers to any discrete resource (such as a book, subject or a course) that can
be put to educational use. More specifically and more commonly, however, a learning object is an
electronic resource with educational potential that can be stored, catalogued, searched, and
reused.
Learning Resource Catalogue (LRC)
This is a database of learning resources catalogued according to meta-tags.

Learning portfolios
These are files or folders, which contain students' work, including evidence of their learning.
Multimedia
This refers to computer-based software that suitably integrates audio-video, text, and animation
into a single product.
Multimedia design and development
This refers to the planning and production of computer-based software that suitably integrates
audio-video, text, and animation into a single product.
Online assessment
This refers to measurement of learning achievement that is conducted in an electronic networked
environment, such as an intranet or the Internet.
Online collaboration
This refers to collaborative activities that are carried out over an electronic networked
environment, such as an intranet or the Internet.
Online learning
This refers to all learning activities that are carried out over an electronic networked environment,
such as an intranet or the Internet.
Online pedagogy
This refers to unique approaches to learning and teaching that are particularly suitable for an
electronic networked earning environment, such as an intranet or the Internet.
Online socialization


This refers to all forms of communication in an electronic networked environment, such as an
intranet or the Internet that leads to cohesion and community building in a group.
Open learning
that are accessible to learners in many ways such as the time, pace and place of study.
Pedagogy
This is the science of teaching.
Peer feedback
This refers to all forms of responses and reactions, on a group member's work, from fellow
members of the group.

Problem solving
This is the process of identifying the causes of a problem and seeking for solutions to that
problem.
Problem-based learning
This refers to an approach to learning in which a problem situation serves as the focus and anchor
of all learning activities.
Professional practice
This refers to one's engagement in all activities that are consistent and congruent with a particular
profession.
Project-based learning
This refers to an approach to learning in which a project serves as the focus and anchor of all
learning activities.
Role-play
This refers to the enactment of particular roles, usually in a contrived situation, for the purposes
of learning and teaching, and entertainment.
Scaffolding learning
This refers to supporting students in their learning, and gradually withdrawing that support as
they become more adept and proficient at learning.
Self-assessment


This refers to attempts at ascertaining learning achievement by oneself, usually with the help of
automated marking schemes and feedback.
Simulation & modeling
This refers to the articulation of real-life scenarios, processes, and objects with artificial forms,
representations and models of the same.
Situated learning
This refers to learning wherein the situation serves as the focus and anchor of all learning
activities.
Social presence
This refers to evidence of being and existence in communal or group-based settings. In the
context of electronic conferencing environments, for instance, social presence refers to the
visibility of participants with the use of emoticons and other textual means.
Socialization
This refers to the process of community building among groups.

Student support
This refers to all forms of assistance that is provided to students to support their learning.
Student-centered learning
This refers to all educational activities, which considers the students, their needs, and
circumstances at the center of the process.
Summative assessment
This refers to the measurement of learning achievement at the end of the educational process as
an indicator of students' final achievement in the course or program.
Summative evaluation
This refers to the measurement, at the end of the implementation process, of the use, worth and
impacts of some object, program, or process in relation to its intended outcomes, in order to
ascertain its total impacts.
Synchronous communication
This refers to all forms of simultaneous verbal and non-verbal exchanges between and among
participants in both contiguous and noncontiguous settings.
Technology enhanced learning


This refers to all learning activities that are in some way empowered by the use of any form of
electronic media such as audio-video and various combinations of information and
communications technology.
Tele-mentors
These are academic advisors, and other student support staff who are temporally and spatially
separated from those they advise.
Virtual learning
This refers to all learning activities that occur in non-contiguous educational settings where the
learners and their teachers are separated temporally and spatially.
Virtual worlds
These are artificial environments that are designed to reflect real-life situations.
Web-based learning
This refers to all learning activities that are managed on the World Wide Web.
Web-based role-play simulation.
This refers to role-play activities that are carried out on the World Wide Web .



 Company Profile
About Learnet

“ONLY THE LEARNERS SURVIVE AND NOT THE LEARNED”

Learning never stops. Because the need to know can never be static. Precisely why, at the Learnet
Workout Station, there are always new things to discover and fresh ways to evolve. Put another
way, Learnet India Limited epitomises the best in the business of e-learning and technology-
based training solutions. Across a spectrum of learning segments, from corporate training to
school education.

Corporate profile


At Learnet, the key to success lies in their ability to cater to evolving customer needs.
The company’s competency lies both in creating content and developing innovative e-learning
solutions and products. They are one of the world's leading e-solution providers, committed to
providing their customers enhanced business performance through the strategic application of
their e-learning products and solutions, tailor-made to individualised learning requirements.
With development processes of international standards and an ISO 9001:2000
certification, Learnet is one of the world's most predominant players in the field of custom e-
learning solutions.
The company’s strong e-learning orientation enables them to deliver knowledge in the
most efficient, interactive and engaging way to meet the needs of both, the learner and the
enterprise.
Learnet India Limited is part of the US$ 1 Billion IL&FS Limited, one of the largest
infrastructure companies in India, with equity participation from International Finance
Corporation (Washington), Orix Corporation (Japan), Govt. of Singapore, Unit Trust of India
(UTI), Housing Development Finance Corporation (HDFC), Central Bank of India, State Bank of
India (SBI), Investment Corporation & Commercials de France.

People
Enthusiasm, versatility, eagerness, and dedication - hallmarks of the Learnet team. A
team that strives to make the unfamiliar familiar, and to transform the mundane into something
magical.
The Learnet team, are a contingent of formidable minds, some that prefer to remain in the
clouds and be called by a convenient euphemism, 'Creative'; for whom Flash and Shockwave are
reason enough to exist. And then there are those of them that thrive on number crunching,
analysing systems and creating software. Someone for practical purposes chose to demarcate
them into two separate divisions, Content and Software Technology. Eventually, no matter what
their labels, they are a family of over 200. Who said anything about the great Indian family
tradition dyingout?


Belonging to the Content side of the family are the Executive Producers, Instructional
Designers, Visual Designers, Graphic Designers, Media Experts, Content Experts, Writers and
Administrators. The more staid and sober branch of the family tree, the Software Technology
team, consists of Project Managers, Systems Analysts, Software Engineers and Networking
Experts. Both divisions have separate dedicated Quality Assurance teams.
No matter what the task, their impeccable pedigree assures every client quality software
solutions for a diverse set of needs. Every job is treated with utter professionalism and laced with
their special brand of expertise and self-pride. Professional dedication and tremendous self-
motivation drive each one of them to keep abreast of the latest developments and innovations in
their respective fields.

Empowering technology
"In the present global technology marketplace, the factor that separates the
men from the boys is the ability to construe domain knowledge along with technical
competence."

At Learnet India Limited, this philosophy has been in practice all along.
Excellent infrastructure combined with outstanding complementary services has made
them leaders in the learning management products and services arena.

Today Learnet operates a high speed LAN running on MS Windows NT high
availability RAID 5 server. Its two development centers are connected on a 128 KBPS
VPN through ISDN. The nodes are typically Pentium III with dedicated 512 KBPS Internet
connectivity on a Cisco 2610 router.
Their enterprise messaging runs on an IBM Lotus domino server version 5.0.6, on a high
availability server. Learnet's LAN rests secure behind a Gauntlet firewall. Their dedicated
Systems Administrator manages to keep their server's downtime to 0.40%. Their library, stacked
with the latest in technical periodicals and books, helps them keep abreast of the latest
developments in the field of technology. Learnet is a Technical Affiliate of NCST that provides
them with an ocean of technical resources. Their Developers use tools varying from Microsoft


Visual Studio to Forte for Java, for technical architectures ranging from two, three to n-tier
models. They have developed skills ranging from VB, VC++, ASP, COM, MTS, and COM+ to
Java, JSP, Servlets, Java Beans and EJB. Their animators are well versed with tools such as 3D
Studio Max, Maya, Director and Flash. Their graphic designers realize their visualizations with
Photoshop.

Vision & Mission

As a company they believe that in the new connected world, knowledge and information
are disseminated instantly and effectively across geographic and demographic segments. They
define themselves as a Learning Technology Organisation and their core strengths lie in being an
Applications Solution and Service Provider (ASSP), in the e-learning sector.
They strive to:
- Use technology to revolutionize the learning process.
- Create engaging teaching-learning products that delight the end use.
- Impart personalized training designed for higher retention and less intimidation.
- Bring learning to people instead of people to learning.
- Make learning accessible anytime, anywhere and to anyone.
- Improve collaboration and interactivity and nurture specialist online communities.

Products & Services

Their learning-training products and services cover a wide digital array. These comprise
innovative software, multimedia and web-enabled solutions that deliver customized content. You
choose the level of complexity you want. Simple skipping runs? Light weight workouts? Heavy
routines? Enter. Work out. Exit.

Enterprise product


Their range of sophisticated products also includes Content Authoring Tools that not only
hasten the development of multimedia projects, but can also be utilized by novice users to create
interactive content
 e- LMS
 AOL
 Athena
 OPMS
 Library management system
 School track

Technology based product
From robust guided information delivery tools to learning management systems their
experts have created customized, niche products to help you optimally utilize your management
systems.
 Power Tools
 Content Authoring Tool

Professional services
They, at Learnet, offer various professional services to corporate clients. These include
conversions of legacy courseware to interactive formats. Apart from this, they also reengineer
software to run on different platforms.
 Hosting and Consulting - Learnet India has set up a state-of-the-art Internet Data Centre,
which is equipped with extremely reliable, scalable, and high-availability servers and
infrastructure, in Bangalore.

As part of the hosting services companies are provided with:
 Technical architecture consulting.
 Application design, development, customization.
 Hardware, OS, database installation and customization.
 Hosting and database fine tuning for performance management.
 24 x 7 system administration for web security, anti virus, backups, disaster
 Recovery, and uptime monitoring.


 Helpdesk and tech support.

So far their hub has provided hosting services to:
 Schoolnet India's portal, www.schoolnetindia.com
 The portal set up by Health & Wellness Foundation, www.hnwindia.com
 IVC
 Orix BBS
 Orix India
 ACC Limited
 www.nalandainstitute.org

Architecture
Their e-Com hub is equipped with RISC and CISC based architecture with built in
redundancy for high availability.

Network High Availability
To facilitate high availability of the network, routers, switches and firewall with fail
over option have been set up in the hub.

RISC Architecture
The RISC architecture contains IBM SP6000 nodes with a single processor
(scalable up to 4 processors), and 1 GB RAM (can be upgraded up to 16 GB). All SP
Nodes have dual SMPS, redundant Ethernet cards and mirrored internal hard disk.
Data is stored in an external storage array, which has RAID-5 and can store data up
to 7 TB (existing usage is less than .5 TB). Node 1 has a high availability with Node

3, a dedicated Node to take over all the applications if Node 1 fails. All the Nodes are
effectively backed up using Tivoli Storage Manager and Tape Library.
This architecture is robust and capable of handling TB of data with numerous
concurrent users. RISC based systems run on an IBM AIX operating system and DB2
database.
CISC Architecture


IBM Netfinity 7100, 5600 and 5100 series servers all form a part of the CISC
architecture. All the servers have duel SMPS and redundant Network cards. The
Netfinity 7100 server has a single Xeon processor (scalable up to 4) having 2 GB
RAM (scalable to 16GB), and 9x3 GB HDD on RAID-5 (scalable upto 734GB).
Netfinity 5600 servers have single PIII processors (scalable up to 2), 1 GB RAM
(Upgradeable up to 4 GB). CISC based systems run on Microsoft technology and
Oracle 8i Database.

 Legacy Conversion- They can help repurpose or convert existing material for deployment as
an interactive online/ and offline course. Some of the clients, for whom they have undertaken
legacy conversion projects, are listed below:
 Lal Bahadur Shastri National Academy for Administration
 ICICI Prudential
 Carrier
 Schoolnet
 Mahindra Holidays Resorts India Ltd.

 Reengineering - As part of their reengineering services, they offer complete conversion
management services that include:
 Data/Content conversion
 Database redesign
 System migration and maintenance
 User Interface redesign

 Knowledge management
In today's Information Age, when intellectual capital and human resources are the
most critical assets of many organizations, leading companies are developing practices and
strategies for managing knowledge and information. Executives and management teams are
discovering that companies that reward collaboration and information sharing are


outperforming companies that discourage these practices due to their corporate culture or the
technologies they use.
Knowledge workers are faced with escalating amounts of information and increasing
demands for their expertise. Consequently, they are looking constantly for the information
they need to assess the changes that are shaping the marketplace.
For years, professionals have promised executives access to a wealth of information
from many sources, but they have delivered more data than workers can assimilate. With this
onslaught of information, the need is for better tools to filter the information and customize it
to meet their needs.
Inadequate management of its knowledge assets, prevents a company from operating
profitably or growing effectively. Information is lost, trends go unnoticed, and completed
jobs are re-created. Knowledge-management processes and technologies help organizations
respond to constantly shifting business dynamics by ensuring that workers have the
information they need to assess and act upon business opportunities.

Knowledge Interface :
Today companies needs a customized solution for knowledge workers that
consolidates personal, team, corporate, and external information and provides single-click
access to analytical and collaborative tools. It brings an integrated view of a company's
knowledge sources to an individual's desktop, enabling better decision making by providing
immediate access to key business information.
A Knowledge Interface consists of reusable components that can contain any kind of
enterprise information. It can consist of simple components that display a user's favorite Web
site, or it can be a sophisticated component that integrates existing systems with the analytical
and collaborative tools in products such as Microsoft Office, Microsoft Exchange Server, and
Microsoft SQL Server. By creating customized components we can tailor a Knowledge
interface solution to meet the specific needs of an enterprise.

A successful Knowledge Interface deployment is designed with the following goals
in mind:
- Focus on Critical Information


With so much information coming from so many sources; knowledge workers often
spend hours sorting through various materials to find one key point. A Knowledge
Interface helps solve information overload by delivering focused, vital business data
through the use of filters, user-specified categories, and summaries. Users can access
high-level information in relevant business reports directly from the Knowledge
Interface.

- Integrate Information from a Variety of Sources
Unlike some browser-only portal solutions that deliver information solely from the
Web or an intranet, a Knowledge Interface integrates information from a variety of
sources. Key business data from corporate applications, Internet and intranet sites,
team folders, and personal files can all be organized and viewed easily on a
Knowledge Interface.

- Use Company Knowledge Fully
Knowledge Interface will enable knowledge workers to make use of each other's
knowledge. As corporations become more multi-location, it becomes increasingly
difficult for workers to collaborate. Whether they are in the office next door or on
another continent, workers can use a Knowledge Interface to locate and communicate
with experts, collaborate on projects, and research corporate presentations and
documents. The Knowledge Interface is based on Active Server Pages and XML
technology, enabling companies to incorporate real-time tools into their Knowledge
Interface solutions, such as Microsoft NetMeeting® conferencing software and
Microsoft Windows Media™ Player, which enables people to access dynamic
streaming media content such as company communications, online training materials,
and business broadcasts from the Internet or intranet. Knowledge Interface allows
users to integrate unstructured and structured data alongside rich collaboration and
communication tools.

- Work With the Same Information, in the Office Or On the Move


Knowledge Interface will enable workers to make efficient and effective business
decisions no matter where they are. Nearly 44 million people travelled for business in
1998, up 14 percent from 1994, and the average business trip lasted about 2.5 days.
Knowledge workers are often away from their desks but still need to access their
company's networks, the World Wide Web, and communicate with their teams and
their customers. Using a Knowledge Interface, knowledge workers can view
information from any source-including messaging and company applications, public
folde rs, and favourite Web sites-from a Web browser, through a synchronised
Outlook 2000 view, or with a Personal Digital Assistant with wired or wireless
access.

A Powerful Tool for Change
As workers increasingly use Knowledge Interface to view their daily activities, share
information with co-workers, and get feedback on company performance, these systems have
a profound effect on workers' priorities. For example, if a Knowledge Interface provides
regular notifications of customer-satisfaction ratings, workers become more sensitive to the
needs of their customers. In this way, you can use Knowledge Interfaces to direct corporate
focus.

Learnet's Involvement
Knowledge Interfaces can host virtually any type of information. It is because of this,
much of the time designing Knowledge Interfaces is spent analyzing the needs of users,
assessing the information resources within the company, and ensuring the cultural acceptance
of the tool.
Learnet will initiate the Knowledge Interface development process through four key steps:
- Choosing the pilot group
- Conducting the needs assessment
- Tapping the information resources
- Developing and implementing the system


Content
They have contributed extensively in keeping those grey cells vigorously active! Their
team has developed a series of educational CD-ROMs, applications and utilities to support and
supplement the Schoolnet K-10 Program.

Process Flow
Content
-Brief
-Analysis
-Design
-Prototype
-Development
-Testing & Review
-Training
-Final Sign off
Software
-Scope
-Analysis
-Design
-Development
-Testing
-Training
-Pilot
-Deployment
-Post Implementaton



Clients
They action for their clients the three most powerful verbs in today's knowledge
economy. Collaborate. Innovate. Activate. Every project they take on is modular, interactive,
personalized and custom-specific. Once visited, we'll keep returning to the Station.
Schoolnet, India
LBSNAA India
Carrier Aircon India

ICICI Prudential life Insurance India
Club Mahindra Holiday Resort
HDFC Standard life Insurance Corporation, India
Mind Lever, USA
Dorling Kindersley, UK
Global Knowledge Network, USA
The American Research group, USA
ICL, USA
CSX Transportation, USA
Ingenuity Works , Canada



 Analysis and Findings
 Profile of customers willing to undergo E-learning courses.

The following five graphs show the general profile of the respondents surveyed.

 Gender

Gender

33%
Male
Female
67%

 Age :
The age of the respondents was between 18 years to 36 years.



Age Groups

180 163
160
140
120
100
80
60
40
16 18
20
2 1
0
<21 21-25 26-30 31-35 >35

 Education Qualification :

Education Qualification

160
No of Respondents

140
120
100
80
60
40
20
0
Diploma Degree Masters Others

 Income :


A project report on it enabled education

A project report on it enabled education

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