TAILIEUCHUNG - THE DOKEOS E-LEARNING PROJECT MANAGEMENT GUIDE

Establishing a clear and effective governance structure to govern the planning and management of implementation is critical to effective policy delivery. This means ensuring that the correct management structures, roles and responsibilities are established and sustained throughout implementation phases. It must be driven by agency heads and Senior Responsible Officials who have direct access to individuals with expertise in this area. Existing ‘business as ususal’ agency management structures alone are not usually adequate to govern the planning and management of implementation, because implementation often requires teams of people with different skills working together across normal functional boundaries within. | rchitects THE DOKEOS E-LEARNING PROJECT MANAGEMENT GUIDE Dokeos 2007-2010. All rights reserved the Dokeos Company. V2. Authors Thomas De Praetere Christine Lobelle. Page 1 9 rchitects I. INTRODUCTION This guide is the result of a series of meetings with companies HR management teams and training departments. In most cases the team plans to launch an e-learning programme so as to improve flexibility accessibility and productivity of learning processes. The document defines guidelines for the pilot phase of such kind of projects. II. QUALITY MANAGEMENT Some 70 of e-Learning projects fail. Participants give up competences are not acquired or the project is not financially sustainable. It is consequently important to pay attention to the threats and dangers of such kind of projects. Weakness of learning analysis and design being the most obvious. Analyse the need for training the target audience and resources available but also delve into a reasonable understanding of norms and standards at stake SCORM W3C assessment norms and also norms that are internal to the organisation starting the e-learning project production quality standards processes normalisation and quality control. In one of our cases the organisation s training project is driven by the necessity to comply with recently introduced quality standards like PALAS and CMMI. The e-Learning pilot project should be an opportunity to delve into these norms and see how PALAS and CMMI propose their own validation protocols as guidelines for the training scenario course material and targeted competences. III. CONTENT VS COMPETENCES If most learning experts recommend that training programmes focus on competences what can participants do instead of contents what do participants know this is even more true for e-Learning programmes. Transferring part of your training to web-based sequences leads you to describe the process step by step in terms of activities and tests and you are automatically invited to describe what

• Quản lý dự án
• involvement represents
• enlarging lymph
• lymphadenopathy
• affected followed
• Multifocal involvement
• inguinal lymph
• previous infection
• spreads via
• matting and fixation