Group items tagged

Course is five days or less, then 3 hours of preparation for each hour of training. Course is between five and ten days, then 2.5 hours of preparation for each hour of training. Course is over 10 days, then 2 hours of preparation for each hour of training.

research generally shows that there is at least a 50% reduction in seat time when a course is converted from classroom learning to elearning. Brandon Hall reports it is a 2:1 ratio.

Estimated Average Cost Per Hour Of Instruction - $1,901.00 to $2,170.00

If your organization is inexperienced, expect your average developmental man-hours to be closer to 450-500 man-hours per instructional hour.

1995 August/September issue of CBT Solutions Magazine reported that 221 hours was the average development time.

Category 1: Baseline Presentation

34:1 -- Instructor-Led Training (ILT), including design, lesson plans, handouts, PowerPoint slides, etc. (Chapman, 2007). 33:1 -- PowerPoint to E-Learning Conversion (Chapman, 2006a, p20). 220:1 -- Standard e-learning, which includes presentation, audio, some video, test questions, and 20% interactivity (Chapman, 2006a, p20) 345:1 -- 3rd party courseware. Time it takes for online learning publishers to design, create, test and package 3rd party courseware (Private study by Bryan Chapman 750:1 -- Simulations from scratch. Creating highly interactive content (Chapman, 2006b)

Category 2: Medium Simulation Presentation

Estimated Average Cost Per Hour Of Instruction - $3,768.00

Category 3: High Level Simulation Presentation.

Estimated Average Cost Per Hour Of Instruction - $7,183.00

Verizon says once they develop enough learning objects, they will be able to build courses in five hours or less ($10,000 to $15,000)

includes the instructional designer, project manager, and outsourcing fees (the instructional designer takes the content that is written in instructional design format to three other companies and an in house group for bids)

They use a content management system from OutStart

between 40 to 80 hours and costs $15,000 to $30,000 to develop one hour of elearning (George & Mcgee, 2003)

If the elearning looks more like a PowerPoint presentation, then a 1:1 is probably close, however, the more elearning moves away from looking like a Powerpoint presentation and looks more like an interactive package, then the more the ratio starts to increase.

Outside Consultant - $90.00 hour

Chapman

Category 1: Baseline Presentation

A microinverter brings that DC-to-AC function onto each individual panel. Proponents say the technology simplifies installation and improves panel performance.

For example, shading on one panel will not affect the output of other panels connected to it, as happens with panels connected to a centralized inverter.

If the answers to these two questions are "yes," a court is likely to find a use fair

whether the use will cause excessive economic harm to the copyright owner

the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.

In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.

educators should provide reasonable protection against third-party access and downloads

educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work

Students’ use of copyrighted material should not be a substitute for creative effort

Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.

but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity

material that is incorporated under fair use should be properly attributed wherever possible

attribution, in itself, does not convert an infringing use into a fair one.

If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.

When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine

there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).

Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both

Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.

If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position

if work is going to be shared widely, it is good to be able to rely on transformativeness

courts have found that asking permission and then being rejected has actually enhanced fair use claims.

We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process