These services are briefly mentioned in this section, they include Pedagogy, Resource planing and development (Human, Technology, Physical), Business and Marketing Development, and Partnership.

Online Collaboration

How To Encourage Online Collaboration Among Online Faculty  

The benefits of collaborating and sharing among students in the online classroom have been well documented by practice and research. Students report feeling a greater sense of community, increased understanding of the material and more opportunities for feedback. The drive for online collaboration and information sharing among virtual faculty is not as well recognized and is often difficult due to a sense of isolation from peers. Some online adjunct instructors may not participate in knowledge sharing due to lack of time, concerns about job security, lack of support from administration, or fear of losing status.

In this competitive landscape of online education, the winners will be those colleges that can stand out in cost, delivery, and quality in the eyes of students. One important aspect to achieving quality education is through investing in faculty. Many colleges are recognizing this need and striving to retain quality faculty in hopes of achieving greater student engagement and retention. Faculty that participate in knowledge sharing and best practices also benefit in similar ways as students, which ultimately carries over to improved student outcomes. Some faculty will simply engage in knowledge sharing due to a:

  • Willingness to help others. 
  • A desire to exchange information as part of a mutual relationship. 
  • Simply for recognition and reward if this is part of their university culture.

How can colleges encourage more online collaboration among their virtual faculty? In order for virtual faculty (especially busy online adjuncts) to feel motivated to engage in knowledge sharing, it is important to involve them in activities that encourage collaboration such as: mentoring relationships, virtual communities, opportunities for scholarship, and the potential for future career growth.

  1. Develop A Mentorship Program.
    Faculty benefit from the exchange of topics and ideas with other instructors, especially those within their own discipline. Newer faculty will especially need additional support on policies and procedures and will benefit from access to a more senior faculty member for questions and advice. Studies such as this one indicate the quality of this mentoring relationship is critical for its ultimate success.
  2. Have A Dedicated Faculty Area.
    Faculty also benefit from interacting with instructors from other disciplines in order to exchange ideas that are more general in nature. An online faculty lounge encourages sharing, especially if it is monitored by a senior faculty member willing to solicit examples of best practices from others as well as keep the discussions ongoing and active. In this article by Puzziferro and Shelton, the importance of engaging faculty by giving them multiple ways to communicate is cited as one of the most important factors to their motivation.
  3. Provide Opportunities For Scholarship.
    One of the most effective ways to encourage online faculty to engage in knowledge sharing is to provide a supportive environment for scholarship. When incentives are available to collaborate on projects or publish work, online faculty are provided with the rare opportunity to share their knowledge beyond the classroom. Research indicates the quality of education increases when full-time faculty engage in scholarship just as it should with part-time instructors as well.
  4. Provide Opportunities For Career Growth.
    Opportunities for career growth also encourage the online adjunct instructor to engage in knowledge sharing. These opportunities might include the chance to participate in course design, mentorship roles or even leadership positions. To find out what your online faculty desires the most, it is best to ask them first. Needs and interests often differ by university. At my institution, we discovered most of our adjunct population desired opportunities for continuing education, but few were interested in serving on university committees. This might be different for your institution, so try polling your instructors to discover how best to meet their needs.

For a comprehensive look at training and retaining online faculty, see the article Best Practices for Training and Retaining Online Adjunct Faculty by Faculty Focus.

This post was first published on eLearning Industry.

Common Problems Faced By Students In eLearning

How To Overcome Common Problems Faced By Students In eLearning

eLearning, being the latest wave of education, is already having a fair show despite posing challenges for both instructors and students. While instructors need to put in intensive work and time to design the instruction, students need to equip themselves with technical proficiency to decode the course material. There are 5 common problems faced by students in eLearning classes and which they need to be solved through proper initiatives for the students’ future benefits:

  1. Adaptability Struggle.  
    Switching from traditional classroom and face to face instructor training to computer-based training in a virtual classroom makes the learning experience entirely different for students. Their resistance to change doesn’t allow them to adapt to the online learning environment, whereas it takes time for them to get accustomed to Course Management Systems (CMS) and the methods of computer-based education. While passive listening and notes taking are expected in a traditional classroom, online discussions or creating a web page demand springing into action. Students with a “traditional” mindset find it difficult to adapt; however, they need to accept the new learning circumstances with an open mind and heart. Understanding the benefits of eLearning and even discussing them with their peers may change this mindset and better prepare students for online classes.
  2. Technical Issues.
    Many students are not provided with the high bandwidth or the strong internet connection that online courses require, and thus fail to catch up with their virtual classmates: Their weak monitors make it hard to follow the Course Management System and their learning experience becomes problematic. Moreover, most of them live off campus and find it difficult to keep in tune with the technical requirements of the chosen course. Some of them don’t even own computers and seek help in Learning Resource Centers for technical assistance. The only solution to this problem is knowing exactly what kind of technological support they will need for a certain course before enrolling in it, as well as properly equipping themselves for the course’s successful completion.
  3. Computer Literacy.
    Although students are generally tech savvy, and thus able to manage computers well, lack of computer literacy is a major issue among students today. Many of them cannot operate basic programs such as Microsoft Word and PowerPoint and therefore are not able to handle their files. Furthermore, many students find fixing basic computer problems troublesome, as they have no knowledge in this area. However, technological proficiency is a must for following online courses, as it enables students to manage their assignments and courseware in an organized manner without struggling. Basic courses in computer literacy enhance students’ knowledge in the field; having a fundamental knowledge of computer hardware would help them participate in online classes without interruptions and hindrances.
  4. Time Management.
    Time management is a difficult task for eLearners, as online courses require a lot of time and intensive work. Furthermore, whereas it is mostly adults who prefer web-based learning programs for their place and time flexibility, they rarely have the time to take the courses due to their various everyday commitments. A regular schedule planner would be a significant help to these learners, as they could even set reminders for their courses and assignments.
  5. Self-Motivation.
    Self-motivation is an eLearning essential requirement; however, many online learners lack it, much to their surprise. After enrolling in distance learning courses, many learners fall behind and nurture the idea of giving up, as difficulties in handling a technological medium also seem insurmountable. Students need to find the motivation to follow the new educational trends and also properly equip themselves for future challenges in their education and careers. Only a positive attitude will help them overcome the challenges in eLearning; though this is hard to practice, students need to understand that it is necessary in order to reap the eLearning’s benefits in the future.

eLearning is good news, but at its initial stage it poses certain threats to students. Attitude change and technological literacy would help them gain confidence in order to succeed in their courses with a positive vibe.

This post was first published on eLearning Industry.

eLearning Statistics For 2015


If these important eLearning statistics and facts for 2015 are any indication, the future of the eLearning industry is paved with exponential growth and immense potential for profit. Now, more than ever, learners and companies are turning to eLearning courses and online training events achieve their personal and professional goals. And 2015 holds the promise of even more learners expanding their educational horizons. What does 2015 have in store for your eLearning career?

Top eLearning Market Statistics For 2015

  1. The global eLearning Market is expected to reach $107 billion by 2015.
  2. The self-paced eLearning market should see estimated revenues of $49.9 billion in 2015.
  3. Growth rate shows how each country adopts eLearning and is a significant indicator for revenue opportunities. The growth rate of self-paced eLearning by country is:
    1. India: 55%
    2. China: 52%
    3. Malaysia: 41%
    4. Romania: 38%
    5. Poland: 28%
    6. Czech Republic: 27%
    7. Brazil: 26%
    8. Indonesia: 25%
    9. Colombia: 20%
    10. Ukraine: 20%
  4. The LMS market is expected to worth approximately $4 billion in 2015 and over $7 billion in 2018. The highest proportion of revenue contribution is expected to be generated in North America.Google has already enrolled 80,000 of its employees in Udacity’s HTML5 course.
  5. The online corporate market is expected to grow by 13% per year up to 2017. Today, 77% of USA companies offer online corporate training to improve the professional development of their employees .
  6. eLearning Top Buyers: Large companies are the main purchasers of eLearning products and services. As a matter of fact, these companies make up roughly 30% of all eLearning buyers.
  7. The worldwide market for Mobile Learning products for 2015 is estimated to reach $8.7 billion and it will even reach $12.2 billion by 2017. It is worth to note that while in 2012 the top buyers of mobile learning products and services where US, Japan, South Korea, China, and India, it is expected that by 2017 the top buyers of mobile learning products and services will be China, US, Indonesia, India, and Brazil.

eLearning Tech. Statistics For 2015

  1. Learning Technologies
    The learning technologies used for 2014 were as follows [6]:

    • 74% of companies currently use Learning management systems (LMS) and Virtual classroom/ webcasting/ video broadcasting
    • 48% of companies currently use Rapid eLearning Tool (ppt conversion tool)
    • 33% of companies currently use Application simulation tool
    • 25% of companies currently use Learning Content Management System
    • 21% of companies currently use Online performance support or knowledge management system
    • 18% of companies currently use Mobile Applications
    • 11% of companies currently use Podcasting.
  2. Demand of eLearning Software And Services in 2015.
    The following statistics present what the small, mid-sized and large companies intent to purchase in 2015, based on the 2014 Training Industry Report [6].

    • 44% of companies intent to purchase online learning tools and systems
    • 41% of companies intent to purchase Learning Management Systems (LMSs)
    • 37% of companies intent to purchase authoring tools/systems
    • 33% of companies intent to purchase classroom tools and systems
    • 29% of companies intent to purchase content development products and services
    • 27% of companies intent to purchase courseware design and presentation tools and software
    • 18% of companies intent to purchase audio and web conferencing products and systems.
  3. Corporate Training Delivery Methods.
    The training delivery methods for 2014 were as follows [6]:

    • 47% of training hours were delivered by instructor led classroom only setting- increased by 3% as compared to previous year
    • 29.1% of training hours were delivered with blended learning methods- increased by 0.8 as compared to previous year
    • 28.5% of training hours were delivered via online or computer based technologies (no- instructor)- increased by 2.6% as compared to previous year
    • 15% of training hours were delivered via virtual classroom/ webcast only (instructor from remote location)- decreased by 1% as compared to previous year
    • 4.2% of training hours were delivered via social learning- increased by 0.9% as compared to previous year
    • 1.4% of training hours were delivered via mobile devices- decreased by 0.5 as compared to previous year.


The Educators Road Map For The Next Generation of Work

This road map for the next generation of work is for the up and coming generation to make sure they start on the right foot.

What happens when the tools & technologies we use every day become mainstream parts of the business world?
What happens when we stop leading separate “consumer” & “professional” lives when it comes to technology stacks?

The result is a dramatic change in the products we use at work and as a result an upending of the canon of management practices that define how work is done.

New tools are appearing that radically alter the traditional definitions of productivity and work. Businesses failing to embrace these changes will find their employees simply working around IT at levels we have not seen even during the earliest days of the PC. Too many enterprises are either flat-out resisting these shifts or hoping for a “transition”—disruption is taking place, not only to every business, but within every business.

The Educators Work Culture

Continuous productivity is an era that fosters a seamless integration between consumer and business platforms. Continuous productivity manifests itself as an environment where the evolving tools and culture make it possible to innovate more and faster than ever, with significantly improved execution. Together our industry is shaping a new way to learn, work, and live with the power of software and mobile computing—an era of continuous productivity.

Continuous productivity is possible

Continuous productivity shifts our efforts from the start/stop world of episodic work and work products to one that builds on the technologies that start to answer what happens when:

  • A generation of new employees has access to the collective knowledge of an entire profession, experts, or enterprise.
  • Collaboration takes place across organisation and company boundaries with everyone connected by a social fibre rather than the organisations hierarchy.
  • Data, knowledge, analysis, and opinion are equally available to every member of a team in formats that are digital, sharable, and structured.
  • People have the ability to time slice, context switch, and proactively deal with situations as they arise, shifting from a start/stop environment to one that is continuous.

Join The Educators Pioneering projects

The vast majority of organisations are struggling right now with how to face these challenges. Beside the ones who try to ignore this shift, majority of the organisations are trying to use this new technology to run their old system. You are welcome to join The Eductors as an individual and develop your teaching environment or join any of our current and futur group projects.

How Different is the way we work:

The availability of the information and communications tools has allowed us to move  from a hierarchical access model of the past to a much more collaborative and sharing-first approach. Every member have access to the raw “feeds” that could be material to their role. Teams become the focus of collaborative work, empowered by the data to inform their decisions. The increasing use of “crowds” and product usage telemetry able to guide improved our services, based not on sampling and forecasting but on what amounts to a census of real-world usage.

The following table contrasts the way we work (continuous productivity) and the current norms.

Traditional way
Continuous Productivity
Process Exploration
Hierarchy, top down or middle out Network, bottom up
Internal committees Internal and external teams, crowds
Strategy-centric Execution-centric
Presenting packaged and produced ideas, documents Sharing ideas and perspectives continuously, service
Data based on snapshots at intervals, viewed statically Data always real-time, viewed dynamically
Process-centric Rhythm-centric
Exact answers Approximation and iteration
More users More usage

The cultural changes encouraged and enabled by continuous productivity include:

  • Innovate more and faster. The bottom line is that by compressing the time between meaningful interactions between members of a team, we will go from problem to solution faster. Whether solving a problem with an existing product or service or thinking up a new one, the continuous nature of communication speeds up the velocity and quality of work.
  • Flatten hierarchy. Equal access to tools and information, a continuous multi-way dialog, and the ease and bringing together relevant parties regardless of place in the organisation flattens the hierarchy, this is the key.
  • Improve execution. Execution improves because members of teams have access to the interactions and data in real-time. Gone are the days of “game of telephone” where information needed to “cascade” through an organization only to be reinterpreted or even filtered by each level of an organization.
  • Respond to changes using telemetry / data. With the advent of continuous real-world usage telemetry, the debate and dialog move from the problems to the solution. You don’t spend energy arguing over the problem, but debating the merits of various solutions.
  • Strengthen organization and partnerships. Organisations that communicate openly and transparently leave much less room for politics and hidden agendas. The transparency afforded by tools might introduce some rough and tumble in the early days as new “norms” are created but over time the ability to collaborate will only improve given the shared context and information base everyone works from.
  • Focus on the destination, not the journey. The real-time sharing of information forces organizations to operate in real-time. Problems are in the here and now and demand solutions in the present. The benefit of this “pressure” is that a focus on the internal systems, the steps along the way, or intermediate results is, out of necessity, de-emphasised.

Follow the following article for further reading.


  1. Road Map For The Next Generation of Work – Paradigm shift (1)
  2. Road Map For The Next Generation of Work – Theory & Technology (2)
  3. Road Map For The Next Generation of Work – Examples and Checklist (3)



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Thank you for your interest.

While we are dealing with your enquiry, you can start with our Free Guide on how to take your course online.

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e-learning technology content and services:

Have a look at our training programmes

Join our team as:

  • Certified member – Take any of the online courses and become certified member. (Subject to passing the exam)
  • Developer member – Collaborative Course Designers Package (Subject to Approval)
  • Teaching member – Join our approved teaching community (Subject to Approval)


And CHANGE your life!

Empower Yourself

You can, and should, empower yourself.

We tend to think of empowerment as a gift granted to us by others. Your supervisor empowers you to make decisions; your government empowers you to vote; a business empowers you to customize a product. These are all examples of empowerment, to be sure, but they are not the only ways we can experience it.

Empowering yourself means deciding your own path and doing what you need to do to acquire the skills and opportunities necessary to follow that path.

Steps to Self-Empowerment

Step 1: Expand Your Mind. Before you act in an empowered manner, you must be able to think in an empowered manner. Often, this means learning to let your mind roam beyond the parameters of what you have learned in school or been trained to do on the job.

Opening your mind to the possibilities is a skill that must be constantly practiced. Study, read, engage with others who can teach you something new.

Step 2: Expand Your Territory. If you are in extend your field of studies, start teaching  part times, study abroad. If you are in the workplace, seek opportunities to travel, take assignments in another city or country, expand your expertise,  get involved with new technology. Your exposure to new visions of success will radically change your thinking.

Next Step – The Educators Starter Pack

The starter pack is designed to empower you to manage your students community from different sources in one place. In most cases The Educators provide related test and content online to assist your teaching. The starter pack is offered free of charge (subject to approval) and is made of two stages:

Stage 1- You are given an online training/inductions programme. This online programme is designed to give you an understanding or how a virtual room works. Here you will be using the system as a student, this gives us the opportunity to not only to train you but also you will gain the learner experience  which is crucial for the next stage.

Stage 2- On a successful completion of the first stage you will be given a class room to manage (content in the class is subject to your expertise). You will be expected to enrol few students (5 min. to 10 max.) on your course and manage them through their tasks. Next step is to run your class subject to contract. (Click here  for Standard Service Rates) aims to create a wider spectrum of possibilities for its members. We create the opportunities, and you empower yourself.

You can carry on with further training programmes (Instructional Design, Moodle Course Design, Teaching with Moodle, Test and Assessment Design, Moodle Administrator, VLE Architecture)

International Day of Happiness

International Day of Happiness
20 March


The General Assembly of the United Nations in its resolution 66/281PDF document of 12 July 2012 proclaimed 20 March the International Day of Happiness recognizing the relevance of happiness and well-being as universal goals and aspirations in the lives of human beings around the world and the importance of their recognition in public policy objectives.

20 March Equinox – First day of Spring
On the equinox, night and day are nearly exactly the same length – 12 hours – all over the world. This is the reason it’s called an “equinox”, derived from Latin, meaning “equal night”. The March equinox occurs the moment the sun crosses the celestial equator – the imaginary line in the sky above the Earth’s equator – from south to north. This happens either on March 19, 20 or 21 every year.

But did you know 2o March is Iranian new year called Nowruz (No-Ruz)

The Iranian New Year (NowruzNo-RuzNo-Rooz or No Ruz) occurs during the time of the March equinox, in accordance with the Persian astronomical calendar. Ithas been celebrated for over 3000 years and is rooted in the traditions of Zoroastrianism. The No-Ruz celebration of spring lasts for about 12 days. Preparations start well in advance and include buying new clothes for family members and thoroughly cleaning homes. Wheat or lentil representing new growth is grown in a flat dish a few days before the New Year and is called Sabzeh (green shoots).


Chahar Shanbe Suri

On the last Wednesday of the old year, the night of Chahar Shanbe Suri is celebrated in order to symbolically get rid of all the misfortunes and bad luck of the pastyear. People light small bonfires and jump over the flames, shouting “Zardie man az to, sorkhie to az man,” which means, “May my sickly pallor be yours and your red glow be mine.” It is also acceptable to simply light a flame and shout the phrase.

A traditional ceremonial table display is set up called the sofreh-ye haft-sinn (“cloth of seven dishes”). Behrooz Far and his wife Nava explained to interfaith activist Rothwell Polk, “The haft-sinn table is set with the Kitab-i-Aqdas, our Holy Book, flowers, a bowl of goldfish, a mirror, candles and painted eggs and seven traditional foods each starting with the letter ‘s’ in Persian.” This table remains in the family home for thirteen days after the start of the holiday.

The seven traditional foods are:


  • sabzeh: lentil, barley or wheat sprouts growing in a dish, symbolizing renewal
  • samanu: a thick, sweet pudding made from wheat germ, symbolizing affluence
  • senjed: dried fruit of the lotus tree, symbolizing love
  • sir: garlic, symbolizing medicine
  • sib: apples, symbolizing health and beauty
  • somaq: sumac berries, symbolizing sunrise
  • serkeh: vinegar, symbolizing age and patience.

A traditional dinner for Norooz is Sabzi Polo Mahi, a rice dish with whitefish and green herbs like parsley, coriander, chives, dill, and fenugreek, explains Polk.

After thirteen days, Sizdeh Bedar is celebrated, which literally means “getting rid of the thirteenth.” Families throw green sprouts into rivers or lakes to symbolize the plant’s return to nature and conclude the festivities until the next year.

A taste of Iranian new year from MANOTO TV

Celebrating Nowruz – Click here to open the pdf
 A Resource for Educators From: Center for Middle Eastern Studies Harvard University 

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Education Business Development

Education Business Development- 

The Education and training business all over the world follows a very similar development pattern. The demand for better quality education and training is now higher than ever. This is a fact that applies internationally irrespective of how advanced the countries are. To capture this potential companies and individuals have to identify the key demands in their markets and be quick off the mark to develop these products and bring them to market. Our Business Development team is your key partner to assist you to turn these opportunities into reality in a realistic time frame with a well-trained team and effective international partners. Our services include;

  • Market Analysis, Planning, Portfolio Management, Revenue Streams, Cost Structuring, Value Proposition and Key Activities.
  • Definition and rationalisation of the product and service portfolio, value creation propositions and turnkey solutions.
  • Developing costing and pricing strategies and services.
  • Providing strategic direction to the business development and implementation.

International Market Development

Our Market Development team as part of Education Business Development services is always ready to advise our clients on their market development strategy, but our real expertise is in the international marketing strategy and implementation. Our team focuses on two main areas, first is the creation of strategic institutional international partnerships for our clients and second to develop the opportunities to recruit international students.

  •  We develop academic partnerships with reputable institutions around the world to increase international learning opportunities for students.
  •  We provide information to prospective international students through recruitment fairs and agency partnerships.


Developing new partnerships and collaborations around the world is a fundamental policy of Education Business Development team at Our current network has the capacity and the flexibility to approach these challenges. Our experience spans over thirty years of teaching students from all over the world, setting up colleges and universities all over the world and developing and validating courses for our partners internationally.

We are ready to listen.

Write to us and let us know what you have in mind. 

Course Development and Design

Course Development and Design

We specialise in developing and designing academic and corporate training programs to our client’s specifications. Our international experience in the education business allows us to provide our clients a unique international reach and to overcome the cultural barriers with a closer understanding of our client’s requirements. Our international presence brings the most relevant qualities and expertise to your projects with a solid understanding of business models. We will work closely with your team, from product conception to implementation or at any stage in the development cycle.

  • Curriculum development
  • Developing training programmes
  • Developing module content
  • Setting-up and launching of Training programmes, Undergraduate, Postgraduate and Professional degree programmes
  • Consultancy services
  • Specialists in the UK education its regulatory requirements

Resource Development Strategy

As part of our product development services we provide our clients with a comprehensive list of resource requirements. This is done to allow our clients to start work on capacity building well in advance of the programme launch. Beside the development and design of innovative learning programs we also offer resource development services, including management and development of personnel.

  • Technical assistance and training on organisational capacity to successfully enable members to deliver their respective tasks.
  • Professional development and training to assist education leaders and practitioners to become fully in-line with the programme.
  • Soliciting suitable partners to deliver education programmes including certified qualifications from Certificate to Masters levels.
  • Provide international lecturers, speakers, advisors,
  • Virtual Learning Solutions from conception to execution.
  • Development of learning content for training programmes.

E-Learning Technology Services

E-Learning Technology Services

E-Learning Technology Services

The use of new technologies in classrooms can be traced to the nineteen forties, but the speed of this integration has become exponential in the twenty first century due to three main factors. First is the availability of hardware at affordable prices both to the learners and teaching institutions. The second factor is the development in the telecommunication network and the opportunities that World Wide Web (WWW) has created. And finally the third factor is the ever-growing volume of content, which has become available via www.

Our team in is in the forefront of this technology and ready to help you to embrace the latest development. We provide total solution service, from design and training to full implementation and turnkey solutions. provides free introductory services to all educators in any field*. We will be happy to advise on any size project from a single virtual classroom to fully functioning university campus.

*Subject to terms and condition, visit our site for details.