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Moving Learning Online (Session 2)  Context of Online Delivery  Within the Funding Landscape Ainsley Cheetham – Consultant Gordon Millner – JISC RSC East Midlands 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape
The Moving Learning Online   Series 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Series aim - to help you answer the question… How can online delivery help us meet  our strategic and operational objectives?
Why Change? 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape The economic climate  Changing lifestyles and choice - particularly for adult learners (including work patterns) The removal of Government funding to support some adult learning The Government’s desire to achieve better value for money for 16-18 year olds The advancement of technology, its application and use in everyday life Competition from other learning/delivery providers which will open new opportunities to learners
The Reality 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Colleges will see real-term reductions in funding for all age groups, type of learners and levels of learning The Government funding strategy is changing and the use of Guided Learning Hours as a measure of efficiency in financial terms will be less important than achievement of qualifications  and job outcomes The QCF has made it easier to study in bite size portions and uses the Rules of Combination to suit the learner’s job role or career aspirations The cost of delivery needs to fall, whilst the utilisation of staff needs to increase, in some part achieved by changes to employee terms and conditions
What Can Be Delivered  Using Technology? 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Online learning Online submission of work and marking Assessment Question-and-answer sessions Conference calling and tutorials Research papers and background reading before and after a group classroom or online session
The Advantages to Learners 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Learning to suit students’ own circumstances May improve retention and achievement Maybe more cost effective in terms of fees and expenses Access to learning and feedback via on-line materials and research information Builds a brand loyalty for the learner
The Financial Case (1) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape In view of the rules and the new freedom and flexibilities introduced by the coalition Government, how does a college move its curriculum offer to increase a more demand-driven model, whilst ensuring financial viability?
The Financial Case (2) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape College and private training providers’ funding arrangements for England are based on qualifications which appear on the Learning Aims Database (LAD). This database provides a funding rate for all qualifications which both the YPLA and the ‘Agency’ will fund. The funding rate is applied at either a ‘listed’ or ‘unlisted’ rate, depending on the data provided by awarding organisations and delivery analysis of provider returns.
The Financial Case (3) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape For listed provision, the funding rate is applied irrespective of the GLH delivery subject to a minimum threshold of 6 direct hours for Adult learners and 9 direct hours for 16-18 year olds. * Under Train to Gain and Apprenticeship rules, no minimum threshold applies. Therefore if listed provision is delivered either wholly or partially by technology, the funding rates remain subject to certain conditions (including value for money). *YPLA Funding and Guidance 2010/11 Rates and Formula, page 6 paragraphs 11 and 12.
The Financial Case (4) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Staff Utilisation Example A provider with a traditional classroom-delivery-hours contract for staff delivers 864 hours per annum in 12 lesson/sessions of 2 hours over 36 weeks By changing the delivery to 12 lessons/sessions of 1 hour for 6 weeks and 2 hours for 30 weeks, then the delivery-hours saving would be 72 hours in the year. Learners would be set learning via technology and, for the first  2 years, staff would be given the 72 hours to develop and upload learning materials to the provider portals for learners to access.
The Financial Case (5) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Staff Utilisation Example - Savings In year 1 and 2, there will be no savings planned, although in year 2 you may expect to see 30-50% saving against year 3 Based on an average delivery hour cost of £50 per hour, expected savings after 3 years would be 72 x £50 = £3600 per staff member If a provider engages with 100 full time lecturers to utilise new-technology delivery, then the annual saving in year 3 will be £300,600.
The Financial Case (6) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Staff Utilisation Examples - Costs Additional IT facilities - costs already in provider’s budget. Additional out-of-class support (including learning mentors in open learning centres) estimated at 2 full time staff in open learning centres at approximately £40k in total. Development cost and training to support the staff as they develop resources in year 1 and 2 estimated at £50k for release from other duties or cover.
The Financial Case (7) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Additional Potential Income Sales of specific training material to business Sale of expertise to industry by up-to-date staff who developed the materials Access to the on-line sale of learning materials worldwide
Organisational Benefits 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Motivation of staff – they will get something back for the effort they put in, including changing working patterns for many staff Becoming a more responsive provider using technology to drive change  Use of internal expertise to expand the local community and job market via a new learning culture Better use of limited Government funding Introduction of potential new streams of income
Where to Start? (1) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Start with the converted and current champions.  Recognise  what they have achieved but question if it fits into the new flexibilities and freedoms. Is it cost effective? What savings have been made to both the institution and the member of staff? Undertake a risk assessment of changing the delivery culture within your  organisation .
Where to Start? (2) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Provide time outside of the present teaching time for discussion and development. You will need to free up staff from other administrative duties for them to have time to consider, plan and trial. Prepare a paper for senior managers and governors about the opportunities. No doubt this will sit alongside the strategic papers in your curriculum governors’ packs and, eventually, the proposal to shift the curriculum delivery methodology should gain full board approval.
Finally 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Many talk about changing delivery styles and patterns but few as yet have understood the financial advantages of using technology to improve delivery, success and the opportunities for new market sales. Many managers have understood the costs of such an activity, but failed to effectively implement the change. The climate of training-and-skills funding is changing. Do not be left behind or wait for things to happen. We know that achieving more for less and delivering better value for money is now key to everything we do.
What Next? 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Visit the Moodle course that supports this series at: http://moodle.rsc-em.ac.uk/   Book to attend the next session: Pedagogy and Online Learning  (12 th  Jan 2010) http://www.kent.ac.uk/rsc/events/2010/12-01-2011-mlo-pedagogy-&-online-learning.html Talk to your RSC about the support available to help your strategic planning  to make moving learning online a reality JISC RSC East Midlands  [email_address]   JISC RSC South East  [email_address]
Feedback 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape We always value your feedback and would be most grateful if you could use the following link to complete a very quick online evaluation survey for this event: http://www.surveymonkey.com/s/TNXX6Q8

More Related Content

Moving Learning Online (MLO) session 2

  • 1. Moving Learning Online (Session 2) Context of Online Delivery Within the Funding Landscape Ainsley Cheetham – Consultant Gordon Millner – JISC RSC East Midlands 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape
  • 2. The Moving Learning Online Series 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Series aim - to help you answer the question… How can online delivery help us meet our strategic and operational objectives?
  • 3. Why Change? 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape The economic climate Changing lifestyles and choice - particularly for adult learners (including work patterns) The removal of Government funding to support some adult learning The Government’s desire to achieve better value for money for 16-18 year olds The advancement of technology, its application and use in everyday life Competition from other learning/delivery providers which will open new opportunities to learners
  • 4. The Reality 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Colleges will see real-term reductions in funding for all age groups, type of learners and levels of learning The Government funding strategy is changing and the use of Guided Learning Hours as a measure of efficiency in financial terms will be less important than achievement of qualifications and job outcomes The QCF has made it easier to study in bite size portions and uses the Rules of Combination to suit the learner’s job role or career aspirations The cost of delivery needs to fall, whilst the utilisation of staff needs to increase, in some part achieved by changes to employee terms and conditions
  • 5. What Can Be Delivered Using Technology? 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Online learning Online submission of work and marking Assessment Question-and-answer sessions Conference calling and tutorials Research papers and background reading before and after a group classroom or online session
  • 6. The Advantages to Learners 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Learning to suit students’ own circumstances May improve retention and achievement Maybe more cost effective in terms of fees and expenses Access to learning and feedback via on-line materials and research information Builds a brand loyalty for the learner
  • 7. The Financial Case (1) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape In view of the rules and the new freedom and flexibilities introduced by the coalition Government, how does a college move its curriculum offer to increase a more demand-driven model, whilst ensuring financial viability?
  • 8. The Financial Case (2) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape College and private training providers’ funding arrangements for England are based on qualifications which appear on the Learning Aims Database (LAD). This database provides a funding rate for all qualifications which both the YPLA and the ‘Agency’ will fund. The funding rate is applied at either a ‘listed’ or ‘unlisted’ rate, depending on the data provided by awarding organisations and delivery analysis of provider returns.
  • 9. The Financial Case (3) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape For listed provision, the funding rate is applied irrespective of the GLH delivery subject to a minimum threshold of 6 direct hours for Adult learners and 9 direct hours for 16-18 year olds. * Under Train to Gain and Apprenticeship rules, no minimum threshold applies. Therefore if listed provision is delivered either wholly or partially by technology, the funding rates remain subject to certain conditions (including value for money). *YPLA Funding and Guidance 2010/11 Rates and Formula, page 6 paragraphs 11 and 12.
  • 10. The Financial Case (4) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Staff Utilisation Example A provider with a traditional classroom-delivery-hours contract for staff delivers 864 hours per annum in 12 lesson/sessions of 2 hours over 36 weeks By changing the delivery to 12 lessons/sessions of 1 hour for 6 weeks and 2 hours for 30 weeks, then the delivery-hours saving would be 72 hours in the year. Learners would be set learning via technology and, for the first 2 years, staff would be given the 72 hours to develop and upload learning materials to the provider portals for learners to access.
  • 11. The Financial Case (5) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Staff Utilisation Example - Savings In year 1 and 2, there will be no savings planned, although in year 2 you may expect to see 30-50% saving against year 3 Based on an average delivery hour cost of £50 per hour, expected savings after 3 years would be 72 x £50 = £3600 per staff member If a provider engages with 100 full time lecturers to utilise new-technology delivery, then the annual saving in year 3 will be £300,600.
  • 12. The Financial Case (6) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Staff Utilisation Examples - Costs Additional IT facilities - costs already in provider’s budget. Additional out-of-class support (including learning mentors in open learning centres) estimated at 2 full time staff in open learning centres at approximately £40k in total. Development cost and training to support the staff as they develop resources in year 1 and 2 estimated at £50k for release from other duties or cover.
  • 13. The Financial Case (7) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Additional Potential Income Sales of specific training material to business Sale of expertise to industry by up-to-date staff who developed the materials Access to the on-line sale of learning materials worldwide
  • 14. Organisational Benefits 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Motivation of staff – they will get something back for the effort they put in, including changing working patterns for many staff Becoming a more responsive provider using technology to drive change Use of internal expertise to expand the local community and job market via a new learning culture Better use of limited Government funding Introduction of potential new streams of income
  • 15. Where to Start? (1) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Start with the converted and current champions. Recognise what they have achieved but question if it fits into the new flexibilities and freedoms. Is it cost effective? What savings have been made to both the institution and the member of staff? Undertake a risk assessment of changing the delivery culture within your organisation .
  • 16. Where to Start? (2) 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Provide time outside of the present teaching time for discussion and development. You will need to free up staff from other administrative duties for them to have time to consider, plan and trial. Prepare a paper for senior managers and governors about the opportunities. No doubt this will sit alongside the strategic papers in your curriculum governors’ packs and, eventually, the proposal to shift the curriculum delivery methodology should gain full board approval.
  • 17. Finally 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Many talk about changing delivery styles and patterns but few as yet have understood the financial advantages of using technology to improve delivery, success and the opportunities for new market sales. Many managers have understood the costs of such an activity, but failed to effectively implement the change. The climate of training-and-skills funding is changing. Do not be left behind or wait for things to happen. We know that achieving more for less and delivering better value for money is now key to everything we do.
  • 18. What Next? 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape Visit the Moodle course that supports this series at: http://moodle.rsc-em.ac.uk/ Book to attend the next session: Pedagogy and Online Learning (12 th Jan 2010) http://www.kent.ac.uk/rsc/events/2010/12-01-2011-mlo-pedagogy-&-online-learning.html Talk to your RSC about the support available to help your strategic planning to make moving learning online a reality JISC RSC East Midlands [email_address] JISC RSC South East [email_address]
  • 19. Feedback 1st December 2010 Moving Learning Online: Context of Online Delivery Within the Funding Landscape We always value your feedback and would be most grateful if you could use the following link to complete a very quick online evaluation survey for this event: http://www.surveymonkey.com/s/TNXX6Q8

Editor's Notes

  1. This is your title slide and needs to be displayed before you start recording in order to brand and identify the webcasts. 02/11/11
  2. Use this slide to locate each session within the overall series – and point back to previous session and forward to the next one. February 11, 2011
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  18. All sessions should link to RSC support – the online Moodle courses, but more specicifically , the advice and guidance the RSCs offer. These sessions run over a number of months so, rather than wait until the end, get going now with RSC support. February 11, 2011
  19. This slide has the Survey Monkey link to the online evaluation form. February 11, 2011