Contents

Position of SIMPEL (www.simpel-net.eu) on the Development

of Guidelines for Sustainable eLearning in SMEs ................................................ 2

1 eLearning: Definition and types ............................................................................ 4

2 Advantages and disadvantages of eLearning particularly for SMEs .................... 6

3 Factors to be considered in eLearning implementation ........................................ 9

4 Development of a sustainable vocational training

strategy for SMEs by including eLearning .......................................................... 10

5 Checking the eLearning market for appropriate eLearning offers ...................... 12

6 Development of a business- and work-oriented model of eLearning .................. 14

7 Mistakes in introducing of eLearning .................................................................. 19

8 Quality control of eLearning ............................................................................... 21

9 Best practice ...................................................................................................... 23

10 Recommendations ............................................................................................. 24

11 Some conclusions and open questions .............................................................. 25

References .............................................................................................................. 26

1
Position of SIMPEL (www.simpel-net.eu) on the Development
of Guidelines for Sustainable eLearning in SMEs
An underlying doctrine of European education and training funding programmes has
been the great opportunity eLearning affords for small and medium enterprise (SME) to
help meet their challenges in global competitiveness. Consequently a wide range of
European programmes have launched projects that support testing and introduction of
eLearning in SMEs. After some two generations of such projects, various attempts have
been made to take stock and analyse this experience. The precursor of SIMPEL, the
ARIEL project, was one of these undertakings. ARIEL and other projects conclude, that
only a rather limited number of projects succeeded in introducing eLearning in SMEs in
a sustainable manner. The main reason for this state of affairs was seen as a general
lack of recognition of the strategic importance of sustainable training and qualification in
SMEs. This lead to a poor match between eLearning provision and real SME needs. As
a consequence, SIMPEL was formed to work towards identifying successful, viable
models that would form a basis to develop guidelines for the implementation of eLearn-
ing as an integral part of sustainable training and qualification in SMEs.

In developing these guidelines, the SIMPEL partners collaborate with experts, such as,
training managers in SMEs, consultants, providers of training and SME interface bodies.
This document draws together experiences from all the partner countries involved in
SIMPEL and puts forward recommendations for both training activities in SMEs and for
policy makers.

SIMPEL considered the following aspects in the development of these guidelines:

1 eLearning denotes any learning process supported by information and commu-

nication technology, or using digital media/technology

2 eLearning is not seen in isolation and not primarily as eLearning technology, but
in the wider context of conceptions and strategies of training and qualification as
a factor guaranteeing survival and competitiveness of SMEs. This is based on
the recognition, that the development of human resources and knowledge are
the most important assets for European SMEs in global markets. The impact of
ICT and digital media on education and training is becoming ever more signifi-
cant. At the same time it is becoming so self-evident, the “e” is going to disap-
pear and there just will be learning integrating a mix of technologies and ap-
proaches.

3 At the same time the distinction between eLearning/acquisition of education and

knowledge management is getting blurred. “Informal learning” is deeply rooted
especially in SMEs. In order to avoid the arbitrariness and lack of systematiza-
tion inherent in informality, knowledge management is required.

4 Introducing and maintaining eLearning is a rather complex process, many fac-

tors have to be taken into account: the educational culture of the enterprise, its
strategic aims, methods and technologies adequate to the aims and to the target
groups, available funds and much more. However, those involved in the man-
agement or provision of eLearning often do not understand this complexity or
avoid facing it, mostly because it seems too costly or inappropriate in view of
short term pressures.

2
5 These guidelines have to take on board this complexity as well as the pro-
nounced diversity of the SME sector, where demands require tailor made solu-
tions rather than “one-size-fits-all“. In addressing the sector as a whole, these
guidelines will focus on the processes crucial for the success and sustainability
drawn from proven effective examples and will demonstrate stable practical so-
lutions from best practice examples and models defined by SIMPEL.

6 Five core processes form the bedrock of the SIMPEL models:

a. Analysis of business strategy (aims), environment and requirements
b. Conception
c. Planning
d. Implementation
e. Evaluation

For this core and the consequential sub-processes, a whole range of conditions
have to be taken into account:
• Awareness-raising of the actors, and especially decision-makers, of the
complexity and strategic nature of comprehensive training and eLearning
projects against their “natural” inclination towards pragmatic short-term solu-
tions. Successful strategies to bridge the gap between long-term strategies
and short-term needs must be formulated.
• Fostering active participation of employees.
• Role, analysis and, if necessary, development of eCompetence as precondi-
tion of eLearning and modern knowledge management, (possibly including
ePortfolios).
• External and internal support mechanisms.
• Role of “soft” factors such as trust (e.g. between provider and customer; be-
tween SMEs in joint organisations, clusters etc.).
• Role of current technical-social changes, such as web 2.0 and its impact on
eLearning and Knowledge Management.

3
1 eLearning: Definition and types
Computer Based Generic (older) term used for the wide range of software and ser-
Training (CBT) vices offering education and training on the computer. It is char-
acterised by being self contained and stand-alone the information
presented is usually stored on the local machine, a local server,
or a local CD-ROM.

Web Based Method for delivering training that uses the world wide web
Training (WBT) (WWW) as the delivery mechanism for information usually stored
at a distant location. It is characterised by more sophisticated
pedagogical techniques and increased interaction supported by
the media features of the local PC’s web browser. Using the
WWW enables WBT potentially to reach a widespread, limitless
audience.

Simulation-based Involves the placement of a learner into a realistic scenario or

learning situation in a virtual or simulated environment The learner is then
responsible for any changes that occur as a result of their deci-
sions and actions. However, unlike the real world no permanent
damage results form mistakes or ill advised actions and valuable
lessons are learned. It is often the case that more effective learn-
ing takes place when things go wrong and must be fixed than if
all goes smoothly.

Blended Learning The combination of multiple approaches to learning. Blended

learning can be accomplished through the use of 'blended' virtual
Technology-
based
materials
and physical resources. A typical example of this would be a
combination of technology-based materials and face-to-face ses-
Blendend

Face-to-face
Learning
virtual and
physical
sions used together to deliver instruction, of individual and team
sessions resources
learning. The best features of each approach combine to form a
richer learning environment.

M-learning Mobile learning, mLearning, distinct in that it designed to enable

learners in any location to use mobile devices for delivery.
“Learning that happens across locations, or that takes advantage
of learning opportunities offered by portable technologies”. The
term covers: learning with portable technologies, where the focus
is on the technology (which could be in a fixed location, such as a
classroom), learning across contexts, where the focus is on the
mobility of the learner. By extension, learning in a mobile society,
with a focus on how society and its institutions can accommodate
and support the learning of an increasingly mobile population.

4
 Learning in social The acquisition of competences that happen exclusively, or pri-
networks/groups marily, by interaction in a social network/group. This type of learn-
ing is seen as a way to overcome hierarchical, linear behaviour-
istic learning. It promotes the development of individual emotional
and practical competence as well as the perception of oneself
and the acceptance of others with their individual competencies
and limitations. Leading to a metacognative awareness of a per-
son learning processes. In an eLearning context the social group
involved would be on-line.

eLearning solutions for SMEs are usually a “mixture” of such different forms. The choice
of a suitable form is dependent on the many factors that have to be considered (see
part 3).

5
 2 Advantages and disadvantages of eLearning
particularly for SMEs

ADVANTAGES

Flexibility: eLearning offers the possibility to learn or to execute learning

anyone, processes independently from place and time. This way eLearn-
anytime, ing enlarges a range of possibilities to learn more frequently
anywhere and more efficiently. From a technological point of view many
more learners can easily be reached. eLearning offers the pos-
sibility to use new media that can interest more people to partic-
ipate learning, make the learning more attractive, or more ac-
cessible, potentially enabling more people to find their way to
improving skills, abilities or competences. eLearning offers
SMEs easier and simpler participation in learning than do more
traditional routes, and in the long run it can be cheaper. This
flexibility encourages Life Long Learning enabling employees to
keep their knowledge, skills and competences up-to-date so
contributing to the company’s competitiveness and profitability.
eLearning, because of its “anyone anytime” nature, is a fine way
to introduce new employees to the activities on the shop floor.
The flexibility of eLearning removes the constraint of bringing
learners and teachers together at the same time characteristic
of traditional learning, enabling individuals to learn at a time and
place suitable to them.

Efficiency: eLearning offers the possibility to adapt better, quicker and

enables simpler to new developments in knowledge through rapid dis-
“just in time” semination. Content can be adapted more easily and quickly
training, work- (than in traditional learning) to the training needs of an individu-
and need- al learner or to the specific need for dissemination of knowledge
oriented in a company at a given moment. Additional more detailed in-
learning and formation can be followed immediately when linked over the
access to internet, a process not easily achieved in printed material.
legacy The ready availability of eLearning material for use by individu-
content als facilitates “just-in-time” and “just-enough” learning para-
digms, techniques which can enhance training efficiency and
workplace learning.
Inexpensive digital storage and WWW access can make ready
and easy access to archived and legacy information a reality so
improving information enquiry and learning efficiency.

Possible Although the initial costs and resource input of eLearning may
cost saving be higher than traditional forms of training, in the long run the
return on investments can be much higher. There are three
main reasons for this. Firstly, the infrastructure needed to sup-
port eLearning (PCs, computer network, internet access) are, in
most cases, part of the normal workplace and so has a reduced
impact on training budgets. Secondly, eLearning, because of its
flexibility and the way it engages learners, is more efficient and

6
 effective Thirdly, initial high costs can also be absorbed over
time as repeat delivery is significantly cheaper. As an added
feature eLearning is readily documented (e.g. through ePorfo-
lio) so career development can be more efficiently managed
leading to improved employee functional availability and job-
mobility.

Interactivity The capability of communication technology offers enhanced

enabled by using contact and interactivity, including synchronous communication,
new communi- with other learners (as well as with suppliers and customers).
cation The opportunity to interact with other learners, a peer group,
technologies improves the attractiveness and efficiency of the learning. A
richer environment is enabled through forums and discussion
groups and rapid contact with and feedback from tutors is
enabled.

Learning The pedagogical models used in eLearning normally include

success easier interactive assessment so giving learners and tutors regular and
to assess timely feedback and assessment of progress.

High scalability eLearning material on a specific topic is readily adapted to

learners with different learning goals or requiring different depth
of treatment. It is also easily modified and updated. This leads
to highly scalable learning provision, reaching many different
types of learner over an extended number of deliveries.

Simulation Exercises and experiments using realistic simulation can be

enables mistake- embedded in eLearning enabling individuals or groups to gain
friendly experi- experience of expensive or easily damaged equipment or
mentation in a processes in the non-threatening, non-judgmental eLearning
non-judgmental environment. In this way the trust of the learners in their accu-
environment mulation of abilities and gaining knowledge can be built up se-
curely.

Possibilities eLearning makes it possible to offer a learning process tailored

for collaboration to the knowledge transfer needed in a company or adapted to
and the specific learners involved, so offering a completely person-
personalisation alised course.
The easy accessibly and independence from place and time of
eLearning enhance the possibilities for collaboration and a rich-
er learning environment.

POSSIBLE CONCERNS
Adoption/ Interviews and inquiries have made clear that many SME man-
acceptance of agers are suspicious of changes to learning structures, both
different mind-set formal and informal, with which they are familiar. They particu-
and culture larly relate to informal learning in apprenticeships and intern-
towards ships, and to traditional forms of formal learning. They are not
learning and the convinced of the place eLearning can take to support or replace
learning and these paradigms and so improve the learning environment in
teaching role SMEs.

7
Familiarity with Unfamiliarity with PCs and ICT, lack of eCompetence or eLite-
ICT by racy is a barrier to using eLearning. However, familiarity with
future learners ICT, PCs, the Internet, is gradually growing in the European
(eCompetence, societies of today, in many countries this is no longer consi-
eLiteracy) dered a problem as it once used to be. In the near future this
concern will disappear.

Sufficient support Where still necessary, initial courses and training in using the
for learners, new communication technologies and using eLearning technol-
including initial ogies are widely available already and can be used preceding
training in using an eLearning course. However, learning through eLearning is
learning not instinctive (working in a face-to-face class is, we all learned
technologies and that in school), so those new to eLearning need first to learn
getting used to how to be an eLearner, and must be supported through this
the eLearning process. Its helpful to do this with a group of people with similar
process lack of experience so they can support each other

Cost savings are SMEs often do not have specific human resources and training
to be expected management expertise and so find it difficult to develop an ap-
only in the propriate training strategy fro their employees, collectively and
medium to long individually, that will lead to cost savings. In the short term this
term, short term is a service that could be supplied by government supported
costs may interface organizations or training providers.
actually increase

Great demands Some possible advantages for learners using eLearning is an

on learners to improvement of discipline and self organisation, and in commu-
organise them- nication ability and techniques. Users of eLearning become
selves and their more aware that Life Long Learning is not only necessary to
learning on and participate in society today, but that it is at hand and in reach.
off the job However, it is tempting for employers to shift responsibility for
the time devoted to training to the learner by insisting it be done
out of work time, but this is a short sighted view. There are also
concerns about “who pays” for courses, as there are three par-
ticipants: the employer, the employee and the government. A
sharing based on who benefits needs to be worked out. This
concept is not, as yet, generally well developed.

8
 3 Factors to be considered in eLearning
implementation
Need for A deep analysis of the present and future business goals of the
eLearning to company, of the difficulties it has to achieve these goals and how
improve qualifi- this situation can be improved through a vocational strategy based
cation problems on eLearning is necessary before planning and implementing
in SMEs eLearning in the company.
Target group The target group for eLearning should be eLiterate (able to use the
computer for learning) and also ready to learn, not only through
teacher guidance, but also independently. It is important to take into
consideration that different groups of employees have different so-
cial provenience, education, culture so that suitable training strate-
gies have to be found not only for managers but also for all these
groups.
Content The most important focus for training courses in SMEs should be
the “core business” of the company, support of company goals re-
flecting real situations. The courses should refer to the competen-
cies staff need for their work tasks, norms and procedures helping
SMEs to survive/integrate into national and European/World mar-
kets, also management skills, accounting and language skills are
important topics. Content that is modularised is more easily inte-
grated into different learning instances.
Trainers, Like the target group (trainees) the trainers/tutors should be pre-
Tutors pared and qualified for their role. They should be competent users
of eLearning environments, be able to solve problems that appear in
connection with eLearning and able to use suitable IT-based com-
munication media and forums for teaching and learning.
Technology The necessary underlying ICT to support the eLearning environ-
ment, the teachers and the learners must be available, secure and
maintained. Users must have as open an access to the Internet, the
WWW and from outside the place of work, as is compatible with
adequate security.
Culture The culture of the SMEs should support innovative processes and
of the SMEs appropriate new technologies in learning and training, should en-
courage more independent and flexible learning approaches and
staff further educational initiatives.
Positive In order to be successful, the chosen eLearning solution should be
attitude of supported by the companies’ managers, having a positive attitude
managers and enough knowledge about the advantages eLearning brings for
the company.
Staff Staff should be encouraged to take-up learning opportunities, with a
motivation recognition of achievements and time set aside for work base learn-
ing.
Building The building of a continuous cooperation of the company with a
cooperative consultant, an eLearning-provider, with other SMEs and eLearning
infrastructures experts/practitioners has to be considered.

9
 4 Development of a sustainable vocational training
strategy for SMEs by including eLearning
When a company plans to introduce new ICT for learning, it can decide to follow one of
these strategies:

Minimal change A) The strategy of minimal change: introducing of new media and
training concepts should involve only minimal changes in the
structures and processes of the company. Through a latent im-
plementation, the acceptance of the new media by trainers will
be assured and the staff will be automatically introduced to the
new tools and learning methods.
Active change B) In contrast to the minimal change strategy active change in-
cludes a review of the organisation, its infrastructure, learning
culture and business strategy as appropriate to the new learn-
ing objectives, concepts and methods resulting in a global
change.

Strategy B is most efficient, but strategy A is often more acceptable. When first introduc-
ing eLearning the minimal change strategy as a pilot example is preferred.

Four fields can be identified in order to achieve the systematic integration of eLearning
into the training plan of a company:

Hardware and Software and the establishment of corresponding

services (Maintenance, Update) for the organisation, e.g. ICT
Infrastructure
equipment, basic ICT competences of staff, providing technical
and competence support, etc.

Human and material resources as well as organisational

Development
conditions for the efficient use of eLearning

Production and distribution of eLearning contents that are

Content engaging the learner into the learning process by using didactically
sound and appropriate elements of interaction and rich media.

Replacement of old teaching and learning methods with new ap-

proaches, (e.g. social constructivism, trainer as facilita-
Didactics
tor/moderator, group and project work, learner-centeredness,
competence development/acknowledgement of competences).

All these factors have to be considered together, with the last two: Content and Didac-
tics being inseparable.

10
 In addition to these four interrelated elements, each SME and
SME sector has to include in their consideration the issues of for-
mal and informal qualification and the issue of quality assurance of
Infrastructure Didactics
eLearning used. In general, there is much sympathy in SMEs and
among SME employees for informal approaches of learning and
Development Media this tends to get reinforced when eLearning is adopted. But both
sides of training and learning have to be considered in strategies
and practices to achieve sustainability and long-term impacts.

11
 5 Checking the eLearning market for appropriate
eLearning offers
An efficient eLearning concept needs the integration of competences in the field of
technology, pedagogy, content and enterprise training strategy. Providers either offer all
these services in one firm, or they are specialized to content or technology. In the latter
cases SMEs need to supplement the competences by own staff or by co-operation with
other firms.

All-in-one deliver the content of training, the organization of it testing and

eLearning certificates. Institutes and training providers for distance learning
providers have got strong and well developed competencies. Traditional
training institutes, for example within the framework of the cham-
ber of commerce, offer eLearning as an amendment and part of
their traditional course offer.

Content offer only the training content. Publishing houses with a specializa-
providers tion for management topics, soft skills, language for example sell
their content not only in the forms of textbooks, but also via CD-
Rom or their internet store. This training materials have to be inte-
grated into learning technologies and learning environments of an
enterprise.

Technology offer mainly the infrastructure for eLearning, e.g. the installation,
providers support and design of learning technology. They implement the
content and didactical prescriptions of a training. These have to be
delivered either by SMEs or by training agents, who have ana-
lyzed the training needs and developed a course.

The search by The nearest way to search for an adequate eLearning is to check
established the activities of the training providers and publishing houses for
training the own industrial branch. During the last years, several estab-
infrastructure lished training institutes have implemented parts of blended learn-
ing into their training offer. They provide content on their websites
or on CD-Rom and offer partly tutorials and test instruments.
Another searching strategy takes advantage of the manifold inter-
net-based databases about vocational education and training.
They are organized by branch organizations, regional or national
bodies for employment and training. These databases often allow
a detailed search for eLearning arrangements.

The search by A good overview over the existing eLearning solutions give
platforms, fairs eLearning “department stores”. They offer a variety of eLearning
and branch content on a common platform and work in part as a reseller (see
organizations also content syndication model below). Department stores are of-
ten organized as a service of public bodies, like for example the
WebKolleg in Northrhine-Westfalia. Good opportunities to map the
eLearning providers exist on annual training fairs, as for example
the Online Educa in Berlin, Learntec in Karlsruhe. In several Euro-
pean countries branch organizations for eLearning providers are
active and give advice, which providers could be consulted. In

12
 connection with these organizations exist registers and catalogues
of eLearning providers.

The search by A comfortable way to identify adequate eLearning solutions is to

a consultant engage a professional training consultant. Training consultants are
active within the chambers of industry and commerce, in trade un-
ions or in the framework of public consultation schemes for SMEs.
Often it is convenient to engage a consultant who also is able to
identify the training needs within the firm and to motivate the em-
ployees to participate.

13
 6 Development of a business- and work-oriented
model of eLearning
An eLearning model represents the structure of a sustainable eLearning strategy and
describes the steps for the introduction of eLearning within the SME. Its conception,
execution and evaluation should be an integral part of the SMEs integral vocational
training strategy.
A proposal for the phases of a vocational training model representing an eLearning
strategy:

Analysis of company business goals,

situation and needs of qualification and
of eLearning

Analyse of eLearning market

Concept

Planning

Implementation

Evaluation and improvement

Analysis of In the initial phase the present and future business goals of the
company company, its internal situation and the difficulties the company has
business goals, to achieve these goals should be analyzed first. The determination
situation and of the qualifications needed by the staff that could be acquired by
needs using eLearning and contribute to solve the difficulties should be
of qualification also done in this phase.
and of eLearning
Analysis of Before the development of an eLearning concept for the SME an
eLearning analysis of the eLearning market by contacting eLearning provid-
market ers, “drivers” of vocational training processes, networks etc. is re-
quired.

Concept The most complex phase of an eLearning strategy is the concep-

tion stage. Suitable offers and services for the qualification needs
required by the work tasks have to be found, learning contents,
forms and media, the relevant knowledge and data flows have to
be determined in this phase.

Planning The planning facilitates the implementation and defines the

eLearning measures as well as the time, the actors, the technolo-

14
 gical and organizational infrastructure and the tools needed for an
efficient realization of these measures.

The preparation of a financial (business) part of the eLearning

model providing a framework for the economical dimension of the
eLearning strategy in the SME, linking the planning with the proc-
ess level of the implementation is advisable. It reduces complex
events and relationships to achieve a clear focus, thus making
eLearning efficient and providing a basis for future decisions con-
cerning eLearning activities in the company. Support by different
national and European aid programmes should be considered.

Implementation eLearning solutions which correspond to the learning culture of the

company will be produced (or purchased and adapted) and intro-
duced in the implementation phase.

The implementation of eLearning should be supported by internal

marketing measures in the company.

A successful transferring process is important for the efficiency of

the eLearning measures that means the trainees can use what
they learn for their work tasks.

Evaluation and In the evaluation phase the company should found out how effec-
improvement tive and financial efficient the training was. A complete evaluation
concerns human and financial resources, developed measures,
participation, changed knowledge, behaviour, competences and
expectations of the participants to the eLearning programme, prac-
tical changes in the company. Different methods of evaluation
should be introduced not only after the implementation phase but
also earlier i.e. in the planning stages or in the transfer process.

Necessary improvements should be done at the eLearning strat-

egy after its evaluation.

At the evaluation process the norm ISO/IEC 19796-1:2005 has to

be considered which framework to describe, compare, analyse,
and implement quality management and quality assurance ap-
proaches (see part 8).

15
Examples of eLearning models for providers and users
Cooperation with SMEs which are suppliers of eLearning related
vocational education suppliers products and services cooperate with voca-
tional education suppliers to disseminate
Vocational eLearning contributor eLearning. The cooperation with the training
education supplier
provider offers the opportunity to access the
clients and the distribution ways of a training
trad. learning eLearning
provider. This business model works only if the
contributor:
- provider
vocational education supplier has a benefit
- developer from the cooperation i.e. generate additional
SME - projects business volume, reach new clients or raise
- consultants
costumer loyalty. The eLearning offer must be
supplementary or additional to the offer of
training. The creation of the eServices and
contents can be done in collaboration with the
vocational education supplier but this is not a
condition. The cooperation with a vocational
education supplier is mainly suitable for non-
profit projects and services as an instrument
for dissemination but is not a lasting business
model for profit orientated SMEs.

Subscription based services eLearning distributors offer their services as a

subscription. The particular point in this model
eLearning provider is the way of distribution. The distributor in this
business model gives first a trial offer or a free
of charge basic information or learning offer.
cost free learning / eLearning offer as a So clients know the services or products and
information offer subscription based service request the suitable services with costs. These
services are provided as a subscription. The
subscription based services have advantages
SME on both sides: The eLearning distributor has a
reliable income and the client has a moderate
fee. This business model is most suitable for
eLearning portals offering different products
for their clients on demand or for distributors
which offer a certain kind of services which is
continuously requested by an enterprise.

Refining of face- to-face courses The providers of eLearning services offer

their services to the providers of traditional
vocational education vocational education to build an eLearning
supplier integrated service. The end customer is not
the target group but providers which have not
eLearning contributor the ability or willing to develop or to run own
blended learning
eLearning services. The development of the
offer eLearning contents service is carried out
close together with the learning provider.

SME

16
 Content syndication model Different eLearning distributors pool their
contents on a common platform. This en-
eLearning eLearning eLearning eLearning eLearning ables a common marketing and common
contributor contributor contributor contributor contributor
standards. The common platform can be
established as a brand. The clients have the
possibility to access one platform for all
common platform courses. The content syndication model is
designed mainly for smaller providers.

SME other

Franchising of eLearning A franchisor offers a complete package of

services to his franchisee. This package can
franchisor contain amongst others the right to use a
common brand, a common platform or con-
platform with contents, eTutors and common cept, a special concept or a common mar-
advertising concept and brand
keting concept. Franchising of eLearning can
be successful if a franchisor has success in
education education education establishing an eLearning brand or develops
offerer offerer offerer a new outstanding concept.

clients

Sector courses developed by SMEs from one sector work together, in in-
collaboration between SME formal or formal ways, e.g. in associations,
to develop and to use eLearning applica-
tions, contents, platforms or courses to-
gether. The collaboration partners can come
SME SME SME SME from associations, branches or from supply
chain. This model promises a high degree of
tailor-made eLearning courses together with
eLearning developer
moderate developmental and operational
cost by cost sharing between the partners.
As a side effect the relations between the
eLearning
content/application enterprises can be improved. In spite of the
fact that these model seems to be evident
for usage in most SMEs, the SMEs show
little motivation for cooperation.

Internal courses developed by SME with Mainly medium sized enterprises with the
some help from external providers of necessary competence and resources can
eLearning services develop tailor-made contents with and for
their own employees and fall back to a plat-
(S)ME
form or knowledge of external providers. A
lack of resources of the enterprise is one
major obstacle in this model.
Content

External platform /
expertise

eLearning course

17
Generic courses for employees offered This model also deals with the fact that fur-
on the open market ther vocational training is shifted to personal
sphere of the employees. Internal business
SME processes of the enterprise are less affected
by the usage of the courses by the employ-
ees than in the other models. This model
provides the opportunity to externalise the
employee employee employee costs for the course to the employee. The
enterprises must not forget to bind their em-
ployees, preventing them to change the
enterprise after obtaining new qualifications.
Generic eLearning courses
on the open market

18
 7 Mistakes in introducing of eLearning

Many of the mistakes in the introduction of eLearning are not specific to eLearning but
apply to any form of learning and training, however, they are made worse in an eLearn-
ing environment because there is no “teacher” there to make an immediate adjustment.

Other problems arise because eLearning uses ICT technology. Learners may lack ICT
skills or may be uncomfortable in this environment and the ICT provision may be inade-
quate or broken.

The SME environment itself can be problematic in learning and training terms, it is no
coincidence that the first mistakes in our list relate to SME structures.

Low integration into The primary problem associate with any form of staff training
the business and and development, including eLearning, is that it is not inte-
organization grated into the business strategy of the SME and that that
strategy of SME strategy does not look far enough ahead. The usual reasons
for this are that SMEs are too small to have specialist HR and
training expert on staff and the focus of any strategic plan is on
the SMEs core business. The result is that training becomes a
fire fighting exercise, in response to obvious and urgent needs
but not a carefully considered planed activity.
“Top down“ strategy A consequence of the above is that training needs are often
only, lack of staff identified and a response formulated by senior SME staff on
involvement in the basis of severe time pressure. Training must be selected
conception and from whatever is available at short notice, there is little time for
planning those to be trained to be consulted as to the most appropriate
type, format and timing. This often results in a poor match be-
tween needs and response.
Lack of trainee All of us are familiar from school with the face-to-face class-
familiarity with the room environment for learning. eLearning requires a different
eLearning set of skills and familiarities, and a degree of ICT literacy that
environment learners may not have. Trying to assimilate new knowledge
and skills in an unfamiliar learning environment is a recipe for
disaster.
Lack of appropriate Current best practice eLearning that offers good learner inte-
ICT infrastructure raction and rich content requires broadband access, if this is
not available eLearning course must be carefully selected to be
able to use a lower band width channel, or a less rich learning
experience must be acceptable. Poor ICT infrastructure adds
an extra (and maybe fatal) barrier to the learning.
Poor pedagogical eLearning structure and content is not simply an import from
model paper based courses. eLearning provision must be obtained
from an experienced supplier.
Poor learner eLearning is not an excuse for neglecting to provide learners
support with proper support in their learning. A tutor or mentor is neces-
sary and if possible the support of a peer group of other learn-
ers. If this is mainly an on-line provision a local (in the flesh)
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 mentor may be advisable.
It is also necessary that time be given to allow the eLearning to
take place. An hour a day is not a bad motto.
No assessment It is not uncommon for little or no assessment to be made of
of outcome the effectiveness of training. If this is not done inadequacies
cannot be rectified or avoided next time, and the company may
be wasting resources (and money) on poor provision.

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 8 Quality control of eLearning

Quality in eLearning has become an issue of increasing importance in both researcher

and practitioner communities because this is a main precondition for the successful im-
plementation and use of eLearning. In order to find weak points of an eLearning strate-
gy and to eliminate them and/or to give a signal of a high quality process and product to
convince decision makers of the SME about the usefulness of eLearning is necessary to
evaluate the quality of the eLearning strategy in many of its stages.

The evaluation of the quality of an eLearning strategy includes the assessment of all the
training measures and their combination referring to the achieving of the determined
goals and their influence and usability.

A variety of approaches has been developed and implemented successfully for the
evaluation of quality of eLearning like expert evaluation procedures (catalogues of crite-
ria, expert training, etc.) or empirical assessment (e.g. user interviews).

One proven, practical, method for evaluation of quality control for eLearning in SMEs is
to develop target group oriented check-lists i.e. for content developers, for eLearning
technical providers, for eLearning consultants, for the eLearning process within the
SME, etc.

The high number of approaches and their different scopes and objectives lead to confu-
sion in the users and decision makers’ communities. Therefore the publication of the
International Standard ISO/IEC 19796-1, Quality Management, Assurance and Metrics
– Part 1: "General Approach", signifies an important step towards harmonisation. This
standard achieved a high level of consensus between the 28 member countries of the
committee ISO/IEC JTC1 SC36 which created it. This is the International Standards
committee for Information Technology in Learning, Education and Training.

The International Standard ISO/IEC 19796-1 harmonises the international conception of

eLearning quality by creating a coherent inventory for the diversity of processes which
influence the achievement and preservation of eLearning quality.

This standard provides an overall framework which can be used for introducing quality
approaches in all provider and user organisations of eLearning. As such, it can be the
basis for an organization-specific quality approach or can form the basis of regional,
national or trans-national quality initiatives or marks. This standard provides the ability
to compare between different such initiatives or marks and even, where necessary, for
their users be compliant with multiple quality standards.

The standard gives an orientation which aspects should be covered by evaluation and
how solutions can be found. The standard as an instrument to develop quality in the
field of eLearning consists of three parts:

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 A description A scheme to describe quality approaches (such as guidelines,
scheme for quality design guides, requirements). It documents all quality concepts
approaches in a transparent way. It bases on the CEN/ISSS CWA 14644
(CEN/ISSS, 2003).

A process model A guide through the different processes when developing learn-
as a reference ing scenarios. The process model includes the relevant proc-
classification esses within the life-cycle of information and communication sys-
tems for learning, education, and training. The process model is
divided in seven parts. Sub-processes are included referencing
to a classification of processes.

Reference Criteria Finally, ISO/IEC 19796-1 contains a comprehensive list of refer-

for ence criteria for the assurance of quality of learning products
evaluation which is provided in the criteria catalogue. The catalogue con-
tains as well functional as media and learning psychology related
reference criteria. Furthermore, it includes criteria related to data
security and criteria related to national laws in the area of dis-
tance learning.
These criteria can be used for assessment and evaluation of
learning processes and environments within the model, de-
scribed in the section. Only criteria which are suitable for a cer-
tain context should be used.
Furthermore the reference catalogue can be applied to create
criteria profiles which allow comparisons of learning products or
support certification of learning products (according to quality
standards).

The list of reference criteria is structured into catalogue sections, to allow easier access
to certain criteria. Each criterion appears only once in the catalogue. A criteria profile
however may use another structure.

Table3: Quality Criteria of ISO/IEC 19796-1

Section Section / Category No. of criteria No. of
No. descriptive criteria
1 ISO 9241
2 General Conditions 101 32
3 Technical Aspects 103 23
4 Data storage and Data Processing 37 14
5 Functionalities 69 29
6 Theoretical Aspects 80 17
7 Encoding of Information 59 3
8 Special modes of Presentation 31 0
Total 480 118

By using this model, quality approaches can be transparently specified and adapted to
the organisation’s evaluation needs. Currently, a variety of tools are developed to sup-
port this process, such as the initial choice of a quality approach or the choice of quality
instruments. For the future, it can be expected that a variety of tools will be available to
integrate quality into a broad range of educational organisations.

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 9 Best practice

Drawing from best practice identified by the SIMPEL partners in their own regions and
form the published literature the following are features of eLearning that follow Best
Practice. Further examples and discussion will be found in the references.

Development of a Successful SMEs do not stand still, a necessary part of

Learning culture strategic planning is the development of a learning culture
in which all employees are encouraged and enabled to
gain knowledge and skills that allow them to make a full
and fulfilling contribution, which should attract recognition
and reward.
Embrace the The commercial environment for all companies in the
Life-Long-Learning world market does not favour “standing still”. Gaining new
philosophy skills and expanded knowledge are often necessary to
maintain competitiveness and helps maintain interest and
motivation of all employees.
Make eLearning part of eLearning is not a panacea, it cannot replace all other
an overall provisions. Use it where it’s a best fit for identified training
learning and training needs. The wide availability of all types of eLearning
provision means that a good match to needs is often readily availa-
ble.
Appropriate eLearning doesn’t work if the available ICT infrastructure
ICT infrastructure is inadequate. Ensure that users have the necessary ICT
and skills literacy and available technical support.
Well structured Successful eLearning requires specialist structuring and
eLearning courses authoring to maintain learner engagement. Core elements
are: rich content, feedback, intellectual demand.
Supportive Learners and trainees need time, support and recognition
learning environment of their efforts.
Community of Communties of Practice as voluntary peer-to-peer learn-
Practice (CoP) ing networks offer an appropriate framework for e-learning
in SMEs or between SMEs. CoP are interlinked with prac-
tical considerations and consequences of learning. They
provide an excellent opportunity to integrate formal and
informal learning processes

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 10 Recommendations

Identification While this is a truism for most training practitioners, SMEs very
of needs and often hit their first serious barrier here: Many SMEs do not have a
objectives of Human Resource Department or a training expert to identify ex-
training actly the skills of the employees corresponding to the business
objectives of the company. Owners of SMEs should be encour-
aged and helped to carry out a training analysis in the wider con-
text of business aims and longer term business planning, before
the training process begins.
Engaging Unlike classroom based learning eLearning is not a familiar proc-
employees ess to novices; it is most successfully introduced when linked very
closely to day-to-day tasks of engaged and motivated staff.
Time factors and SME staffs are often guided by the daily business pressure and
form of training devote little time to learning activities; they prefer informal, on-the-
used job, forms of learning often taking place through sharing experi-
ence with colleagues about job tasks which have to be combined
with eLearning.
Courses/ should be business and work oriented and presented in a modular
Learning fashion.
Content
Tutor support for The evidence suggests that the learning experience is better and
eLearning and completion rates are greater where there is tutor support either
integration face-to-face, on-line or over the telephone.
with more
traditional forms
of learning

Learning Space, time, environment, etc. to support eLearning should be

infrastructures assured.
Organisational Community of practice, learning groups, partnerships supported by
perspective, learning platforms and special connections have to be developed
transfer of in order to strengthen dialogical transfer.
knowledge

Economical A cost-benefit analysis of the eLearning strategy should be part of

aspects the business plan.

Quality and (self) Quality criteria have to be established. Evaluation tools for effi-
evaluation ciency and results of the training efforts should be developed that
criteria can be easily handled because SMEs rarely evaluate training and
lack the staff, time and knowledge how to carry it out.

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 11 Some conclusions and open questions

Despite setbacks in the past, mostly caused by exaggerated expectations and inappro-
priate approaches and products, eLearning is still considered a key contributor to solv-
ing the training problems of European SMEs. To be part of sustainable learning strate-
gies, however, eLearning has to be embedded in an intelligent and adequate “mixtures”
of different learning methods and technologies. These Guidelines elaborated by the
partners and associates within the SIMPEL project, are intended to help those respon-
sible for developing training strategies for SMEs to make full and effective use of
eLearning.

Ours is not a static field, ICT becomes more capable and pervasive day by day, con-
cepts and actions associated with Life Long Learning throw up new opportunities and
responsibilities. There remain a lot of important questions as to the contribution that
eLearning will make, some of which are:

• Learning, as a social process, requires social and emotional reference; one aspect
of this is staff qualification and the associated National and emerging European
frameworks. How does eLearning, and the learners, tutors, trainers and consultants,
fit into this framework?
• How should eLearning content intended for SMEs be packaged and modularized,
how can existing (legacy) content be incorporated, and proper attention to company
specific information be made?
• What external services are needed to make eLearning sustainable for SMEs and
who should provide and pay for them?
• Web 2.0 applications are increasingly used for knowledge management and sharing
and for cultural interchange and networking, what, if anything, do they offer they of-
fer for SMEs? Can Web 2.0 tools be used to augment the features of existing Learn-
ing Management Systems or Virtual Learning Environments and will this lead to Per-
sonal Learning Environments? Is any of this relevant to contining vocational educa-
tion for SME staff?

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______________________________________

Strategies, Models, Guidelines to use eLearning in SMEs

The SIMPEL project’s Position on the Development of Sustainable eLearning in SMEs

Edited by
Timothy Hall
Ileana Hamburg

Contributing Authors
Doris Beer
Konrad Berger
Thorsten Busse
Steffi Engert
Timothy Hall
Ileana Hamburg
Herbert tenThij

SIMPEL supported by the EU DG Education and Training, eLearning Programme 2006

www.simpel-net.eu

©2008SIMPEL

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