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RRU BCom Online Venture Challenge
Welcome to the Online Venture Challenge (OVC...
Welcome to the Online Venture Challenge (OVC) This website describes an experiential exercise that is a successful component of the undergraduate entrepreneurship curriculum at Royal Roads University in Victoria, BC Canada. What you will see on these pages is meant to help educators evaluate this exercise for adoption in their institution. This activity is available for reuse under a Creative Commons Attribution Share Alike license. While we have made every effort to make all aspects of this site accessible, some links may point to resources available only to RRU faculty, staff and current students and therefore will not work for external visitors to this site. In learning more about the Online Venture Challenge we suggest you start with the Introduction for Educators. To Learn more about Royal Roads' programs, see our website. How to Print: Go to Activities block (right side of screen) > Course Compile > Select All > Compile. Then Print from your browser.
Online Venture Challenge Online Venture Challenge
Introduction for Educators text Site: RRU Open Educational Resources Course: Book: Introduction for Educators Printed by: Date: Sunday, 8 January 2012, 01:12 PM Our university offers undergraduate degrees through two different modes. In the Bachelor of Commerce, a student might choose to spend one year on campus or alternatively 'keep their day job', and complete the same degree online. Launched more than ten years ago, The Venture Challenge was an experiential exercise that had student teams imagine, launch, operate and report back about a charity fund raising business seeded with less than $5. Until 2009 our online students did not enjoy an analogous pedagogy. Enter the Online Venture Challenge, an evolution of the Venture Challenge that was designed to accommodate online students who typically live thousands of miles apart from their three or four teammates. Following Kolb's (1984) theory of adult learning these distance learning pupils now live the complete cycle of Think-Plan-Do-Reflect through a mission-driven e-commerce website of their creation. To succeed, internet based businesses must describe a compelling value proposition to a great numbers of strangers. This isn't a simulation that is like the real world; it is the real world experienced in an educational context that facilitates dialogue about business concepts and principles. In fact, we have found that the Online Venture Challenge is so effective with regard to attainment of learning outcomes that it is now replacing the on-campus exercise from which it evolved. Restating that, our on-campus students now do the Online Venture Challenge. Live merchandising events are an optional undertaking, no longer the backbone of the venture. Dog costumes and kissing booths are supplanted with viral videos and tweet ups.
We use this exercise in our undergraduate entrepreneurship curriculum. It started out as part of the introductory entrepreneurship course, and is currently being transformed into its own course. In discussions we have had with educators at Entrepreneurship and Teaching & Learning conferences all over the world, we have imagined its suitability in a variety of educational settings which include but are in no way limited to: Secondary file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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Secondary Computers Life Skills Economics Post-Secondary Accounting Business Communications Computer Science Engineering Entrepreneurship (including social and sustainable) Non-Profit Management
Here are the learning outcomes we use Program Learning Outcomes 1.0 Communicate Effectively 1.1 Writing skills 1.2 Computer and internet communication skills 1.3 Questioning skills
2.0 Think Critically 2.1 Make judgments and draw logical conclusions 2.2 Use a broad range of research methods and conceptual models. 3.0 Solve Problems 3.1 Ability to identify sound potential solutions, goals, and actions 3.2 Use a range of models, processes, and approaches 3.3 Ability to use quantitative and qualitative tools and techniques to make deductions. 4.0 Work With Others 4.1 Ability to work as a member of a team 4.2 Leadership and followership 4.3 Consideration of the needs and expectations of stakeholders 4.4 Recognition of cultural diversity 5.0 Thinking Globally Multicultural sensitivity and adaptability Awareness of global issues and opportunities Awareness of sustainability
Course Learning Outcomes/Criteria Writing is clear and concise. Correct use of spelling, punctuation, sentence structure, citations and references. Correct use of format and style as per RRU style guide. Logical flow and presentation of ideas in group settings. Questions asked of instructor and other learners are appropriate, clear and on topic.
Engineer a promising mission-driven business model. Determine the "discount rate" or risk adjusted return for a particular venture. Identify the effects that exit strategy has on the structure of a deal.
Build a mission-driven e-commerce website Calculate the estimated value of a new venture using 2 standard methods. Solve the problem(s) of an entrepreneur(s) featured in a case study by applying the concepts from this unit.
Discuss a case study as a team about an entrepreneur and come to a consensus on the key issues and strategies to overcome the entrepreneurial challenge. Generate and refine new business ideas Assemble a powerful live presentation
Demonstrate the ability to create Entrepreneurial solutions appropriate to their cultural context. Demonstrate an awareness of different cultures and an understanding of Entrepreneurship in a global context. Recognize challenges and opportunities of Entrepreneurship through the lens of sustainability.
You can proceed with this course by going through the instructions/links below, or you can return to the course main page and go through the pages on your own. We believe that you will get to know the Online Venture Challenge best by first reading this copy of the Student-Facing Instructions. After that you should have a look at the Assessment Criteria. Finally we have also posted some Design Notes. If you would like to speak with us, please email entrepreneurship@royalroads.ca with any further questions. Thanks for visiting, and check back over the coming months as we hope to post more examples here. file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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Assignment Instructions (Student-Facing) Assignment Instructions (Student-Facing) Site: RRU Open Educational Resources Course: Book: Assignment Instructions (Student-Facing) Printed by: Date: Sunday, 8 January 2012, 01:12 PM
Venture Challenge History Royal Roads University launched the Venture Challenge more than a decade ago. In what has become a tradition of social entrepreneurship, ENMN 313-Entrepreneurial Expertise on-campus students have dreamed up, refined, launched and operated small businesses that "make a difference while making a dollar." Each team starts with only $5 seed capital (but is allowed to take loans if they can get them) and has about a month to generate revenue, all of which goes to charity. In the past few years, on-campus cohorts of 60-70 students have typically raised between $30,000 and $40,000 while having all kinds of fun, and learning about start-ups in a very hands-on way. The online cohort who took this class in November of 2009 pioneered the venture challenge experience, customized for online participation; The Online Venture Challenge. Their seven websites were poised to make a difference while making a dollar, but they did not include 'checkout' functionality. The group of students who took this class in July, 2010 did make that one giant leap for RRU, and added 'checkout' functionality. Their nine different sites raised a total of more than $7000 for their charity partners. In February 2011, the third group of students to attempt the Online Venture Challenge raised almost $5000 from the efforts of seven different teams. Most recently, nine teams netted more than $14,000 in the Fall of 2011. Your Online Venture Challenge Your cohort will follow their example by building Mission-Driven E-Commerce websites that are open for business for the month between [insert date] and [insert date]. 100% of your profits from this period must be donated to the registered charity of your choice. Your start-up budget is limited to just $10 (recently increased from $5 so that you can afford your own URL).
To encourage maximum creativity the rules of the game are few: In the simplest of terms, you are to build, launch and operate a missiondriven, e-commerce website.
Mission The 'mission' you adopt is up to you. Check out these two very different reasons to purchase livestock online. Heifer International would have you buy a goat to help a (human) family in need. The WWF (World Wildlife Fund) wants you to buy a goat to help a leopard. What is important to your team? Is there a charitable organization whose work you would like to support?
Business Model Your team will design the business model that you implement. Many different business models might support the same mission. For example, Freecyle keeps used items (sofas, baby toys, flower pots, etc.) out of the landfill by connecting them with new owners. Babyplays keeps toys out of the landfill by offering a rental service.
Profit Orientation Although 100% of your profit from this one month of business needs to be donated to a charity, the future business investment opportunity that you present at the end of this course can be either a for-profit or a non-profit venture. This choice of corporate structure is up to you and your team. Notably, www.microplace.com and www.kiva.org do roughly the same thing - connecting microfinance lenders and borrowers. Kiva is a non-profit, whereas microplace is owned by eBay (and is obviously not a non-profit!).
Some of the businesses that began in this class exercise have crossed the chasm into the real world: Annalea Krebs ('08) launched Ethical Deal as an eco friendly alternative to Groupon. Aaron Smith ('11) brought classmate Wes Tyre ('11) on as an investor in GoVoluntouring which connects well-intentioned vacationers with volunteering opportunities. Here are some other real-world examples of mission-driven e-commerce websites that are not related to RRU: Artisan Wedding Rings
Goodshop
Baby Teresa
The New Masters of Fantasy
Basabody Donors Choose
Rideshark The Sustainable Village
Figs
If you seek even more inspiration then take a look through these (nearly half a million) webpages that contain the phrase "your purchase supports." file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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supports."
Prior to rolling up your sleeves and building your website, we ask that you submit your team's business concept to your instructor for approval. The explicit purpose of this step is to determine that the endeavor you are about to undertake is sensible and ethical. Often teams find that some great new brainstorms result from the simple process of attempting to explain their business and their partnerships to a third party. All that is required here is a brief write-up (one per team) that explains what you want to do and which charity that will benefit.
For this assignment, you need to create a site that: everyone on your team can access/edit can be made public is enabled for e-commerce (i.e., you can take in $) will allow you to track site traffic with statistics/web analytics For this assignment, we recommend: http://www.webs.com/ Your task: assign one team member to create your team site be sure to add your team members as administrators consider naming your site something that relates to your project (i.e., something other than "[course name] Team # site") If you want to use another tool or method to build your site, feel free (as long as it meets the criteria listed above). Students have been successful in the past using Blogger. WordPress is another popular tool you might like. A simple Google search will bring lots of hits if you wish to explore other options.
Add E-commerce/Shopping Cart on your site the key is having a Products page set on your site - this is a template page that you fill in details about what you're selling (including images, prices, etc), and where your customers will go to choose items You must provide PayPal or Google Merchant account information to set your account up properly.Go into "settings" on your Products page to do that. Add Analytics From the Site Manager page, click "set up site statistics" - this sets up a 3rd party tool called "Clicky web analytics" (you get a 14 day free trial of their pro version, after that you can upgrade or be automatically switched to the basic, which gives you what you'll need here are the details)
Add Team mates as administrators (editors) go to Manage Members, and invite everyone on your team by email once they accept your invitation, go into Manage Members and then change their permission to Administrator
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NOTE 1: If your team opts to continue operating this business after the course ends, you will need to properly incorporate, and effectively reset your business structure without relationship to Royal Roads University. NOTE 2: These socially responsible start-up businesses you create might also form an excellent basis for the ENMN 420 or ENMN 499 entrepreneurial (business plan) capstone projects later in your BCom studies. NOTE 3: In an exciting new development, some businesses are now for sale (and listed here http://management.faculty.royalroads.ca/entrepreneurial-studies/venture-challenge-businesses.) No, you can't buy one to shortcut this assignment, but it would be great if your team also participates in this optional after-class business brokerage (assuming that you do not go whole hog, and quit your day jobs.)
OVC Assessment Criteria OVC Assessment Criteria Site: RRU Open Educational Resources Course: Book: OVC Assessment Criteria Printed by: Date: Sunday, 8 January 2012, 01:12 PM In the event that you decide to assign this exercise for credit, there are several aspects which could be marked. How exactly you mark the Online Venture Challenge is up to you, and likely dependent on the nature of your program and its learning outcomes. At Royal Roads University we evaluate 20 different business elements that fall into three main categories; Design, Performance and Presentation. Instructions related to these categories are found in the pages that follow. You Mark Performance? Our university prides itself on delivering a very practical education to a student body that is largely comprised of working professionals. Accordingly, we do mark this assignment for real-world performance along five different metrics. When launched a few years ago, we sent a related question to the ENTREP mailing list thru AOM. Predictably, we heard back from those with extreme viewpoints, lovers and haters. Common amongst supporters was the idea of limiting the total point value of the performance based mark, simply so as to protect good students from having their grade pulled down by an experimental flop. How Will I Know Excellent from Mediocre? As our program is learning outcomes based we never grade on a curve. Our performance rubric must therefore include an ordinal scale that pre-determines the grade associated with a particular achievement. The numbers you see on the following pages are informed by the achievements of four different classes of students. As professors outside our university adopt this exercise and report back on their experiences we will add that information to this site.
Here are the student-facing instructions regarding the design component of their mark at Royal Roads University. This is not a course on web design, and you are not expected to be professional web designers or graphic artists. That said, the success of your Online Venture Challenge operation will likely be affected by the quality of your site seen through the eyes of potential customers. The grading guideline below should help in prioritizing your efforts. NOTE: Your Design mark is not assessed until two weeks after your site launches. During these two weeks you are free to update your site in response to real-world consumer feedback. Look & Feel (1 point) general layout & use of space: clarity + simplicity over complexity + density. Remember: white space helps people read ease of use - users can easily navigate the site and find information visual appeal (design does not detract from message/content). Aim for professional appearance (clean lines and simple colour schemes are better than being overly "busy" Tip: ask a friend or family member who doesn't know anything about the project to "test drive" your site and give you feedback. If possible, watch them as they first encounter and navigate the site – you can learn a lot this way. Content (1 point) specific mission or goals clear clarity of grammar & use of language - spelling, punctuation etc. No spelling or usage errors absence of duplication & repetition write for the web, not for an academic paper, e.g., get rid of bla bla bla text. You might be interested in how users read on the web (hint: they don't, they scan). Usability guru Jacob Neilson has lots to say about this stuff – don't read it all, just skim for anything of interest/use to you. file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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to you. Site Functionality/Function Connected to Goals (1 point) contact info – how can they get in touch? Information should exist on the site and be easy to find e-biz element – how can they give you money? it all works : absence of dead ends, dead links, & outdated pages – everything on the site works
Below is a paste of the student-facing PERFORMANCE instructions used at Royal Roads University. As previously explained, these numbers have been iterated through four deliveries of this assignment. The final category 'Number of Transactions' was also something we learned through these several attempts. It is intended to help students find a balance between few high-ticket sales and many low dollar transactions. Without this element, marks would likely be biased in favor of inauthentic business models. In other words, selling one expensive rowboat to a family friend generated as much or more revenue than moving two hundred $1 cans of catfood (to 200 different customers). If you would prefer to assign fewer marks for performance, we would suggest that you set the midpoints displayed below as your hurdle. So, for example, having 250 or more uniques might be worth one point. 1,500 or more pageviews would be worth one point, and so on. In this way the entire PERFORMANCE mark would be worth only 5 points, or about half of a letter grade at the end of the term. Website Traffic (3 points): Each team will report on cumulative traffic to their website in terms of unique visitors (a.k.a 'uniques'). Having more than 200 uniques earns one point. Having more than 250 uniques earns two points. Having more than 300 uniques earns the maximum three points. Website Usage (3 points): Each team will report on cumulative traffic to their website in terms of pageviews. Exceeding 1,000 pageviews earns one point. Exceeding 1,500 pageviews earns two points. Exceeding 2,000 pageviews earns the maximum three points. Revenue (3 points): Each team will present a basic income statement to depict how much revenue their business generated for their chosen charitable cause within this 30 day period. Exceeding $500 revenue earns one point. Exceeding $750 revenue earns two points. Exceeding $1,000 revenue earns the maximum three points. Net Profit (3 points): Each team will present a basic income statement to depict how much profit their business generated for their chosen charitable cause within this 30 day period. Exceeding $500 net profit earns one point. Exceeding $750 net profit earns two points. Exceeding $1,000 net profit earns the maximum three points. Number of Transactions (3 points): Each team will present evidence of their transaction history which reports how many different transactions occured. Exceeding 10 transactions earns one point. Exceeding 30 transactions earns two points. Exceeding 50 transactionsearns the maximum three points.
At Royal Roads University the Online Venture Challenge culminates in an in-class presentation. This event not only complete's Kolb's (1984) learning cycle of think-plan-do-reflect, but it also provides students the opportunity to learn about each other's experiences. Until this point, most students were unaware of what other teams of students had been doing. Watching these presentations is fun, educational, and for some people it is cathartic in that it becomes apparent how very much a bootstrapped social venture can achieve in a short period. On our campus, this presentation is marked according to twelve important elements found in a text co-authored by a former professor. The Venture Intelligence handbook advances 24 different metrics, each on a 9 point Likert-type scale (Mainprize, Hindle & Dorofeeva, 2007). You will see the student facing instructions below. You may choose these criteria to emphasize main elements described in your course. Most entrepreneurship or business plan textbooks proffer checklists that would map well here. For example, the First Screen section of Bruce Barringer's Preparing Effective Business Plans (2008) suggests 25 criteria, each on a 3 point scale. Notably, the Online Venture Challenge can be positioned as a feeder for a business plan or other type of new venture competition. After all, your students' experience is effectively feasibility testing and proof of concept. Our students are asked to frame their presentation as, "Here's what we did with only $5 seed money, imagine what we could do with $10,000." Teams are then invited to apply for a zero interest loan of $10,000 that is provided through our entrepreneurship center. Student-facing Instructions (12 points) During the last week of class, which is also the start of your 2nd Residency, each team will have 15 minutes (including 5 minutes for Q&A) to present their business concept to a live audience (10 slides max.). This presentation has traditionally been called the 'Venture Equity Pitch', and as such it asks you to imagine that you are hypothetically seeking external funding to establish a business that is based on your venture challenge experience. Like the Venture Challenge itself this sub-component of the assignment follows the 'choose your own adventure' logic: You and your team will know what worked, and dream up a way to build upon that success. file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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You and your team will know what worked, and dream up a way to build upon that success. Through this presentation you should explain what you did/will do, how and where you are planning to incorporate (i.e. as a typical corporation? as a non-profit? or maybe as a C.I.C., L3C or a B-Corp. - one of these new hybrid organizational forms now available in some states or territories?), and demonstrate why your business is a great investment (of money, likely but possibly also of time, resources, reputation, etc.). For example, if you had made and sold organic dog biscuits to benefit the local SPCA in your Venture Challenge, maybe your Venture Equity Pitch would simply propose a continuation of a similar model on a larger scale. On the other hand, it might be that what you learned in the Venture Challenge suggests that you prefer a service business, and would rather teach dog biscuit cooking classes than actually make products. There are countless possibilities, but your team will know what feels right. While transactions, awareness and real world profitability in this short-term experiment say a lot about your business's prospects, they do not say it all. Given that you are looking to attract investment to catalyze future growth and expansion, your businesses will also be graded according to the following criteria, informed by Mainprize, Hindle & Dorfeeva (2007). Simply addressing each criterion will not earn you the point for that line item; your business concept needs to score well (5 or higher) on each 9 point scale or do a good job of explaining why that might be impossible in your line of business. Criteria 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Innovation Intellectual Property Protection Market Receptiveness Industry Attractiveness Personal Aspirations Social Capital Revenue Model Margins Value Proposition Target Market Sustainable Advantage Ability to Execute
This presentation will be marked by your instructor, of course, but other expert faculty might join. You will not earn points for presentation quality, per se, but it will nevertheless make a difference in your final course grade. Participation in the delivery of a markedly terrible presentation (chewing gum, mumbling, busy slides with tiny fonts or illegible color schemes, generally acting in a manner that is not professional, etc.) will be reflected in your personal Class Participation mark.
Examples of previous student work (shared with permission): Project Shedding Light Presentation (ppt)
Books for Literacy Project http://booksforliteracy.blogspot.com/ this team got high marks on their website and project (A-range), but lost points for having a "donate" button - don't make that mistake! all your income must be from sales!) Presentation (ppt) Analytics (web traffic) Income Statement (pdf)
OVC Media Clips Venture Challenge In the Media Site: RRU Open Educational Resources Course: Book: OVC Media Clips Printed by: Date: Sunday, 8 January 2012, 01:12 PM You will find several Venture Challenge media clips on the following pages. These are included here to assist you in imagining the sorts of things students might do. Largely these are two and three year old examples of Royal Roads University On-Campus teams connecting with local reporters in Victoria, BC. There are three things to keep in mind while viewing them; 1) The on-campus Venture Challenge has a much longer history than the Online Venture Challenge (into which it evolved). The Venture Challenge was also a bootstrapped social venture but it was not e-commerce. Therefore, business models shown here will be slightly different than what you should expect in the Online Venture Challenge. 2) TV reporters are looking for stories that show well on video, and 3) Most media is either local or national in focus - but not both. file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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Teaching Online? Although it might be challenging to coordinate all of your geographically dispersed online students into a TV piece that suits the needs of one particular media outlet, it certainly could be done. Working with your university's communications and PR professionals you might be able to generate high quality 'B-Roll' (footage that plays in the background while newscasters do a voice over). Notably, prior online teams at Royal Roads University have had media success with national radio. Make sure to remind your students to engage their web analytics before getting so much attention.
OC 2010 videos
Duration: 1 minute 13 seconds
Credit - CTV Vancouver Island
Duration: 2 minutes 19 seconds
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Credit - CTV Vancouver Island On Campus 2009 Duration: 5 minutes 37 seconds
Credit - CTV Vancouver Island
Duration: 5 minutes 22 seconds
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Credit - CTV Vancouver Island
Duration: 4 minutes 34 seconds
Credit - CTV Vancouver Island
(Audio Only - MP3) - Approximate time: 19 minutes
On Campus 2008 Duration: 3 minutes
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Credit - CTV Vancouver Island
Duration: 1 minute 22 Seconds
Credit - CTV Vancouver Island
(Audio only MP3) Approximate time: 34 minutes
OER Resources
Design Notes
Last saved on: Wednesday, 14 December 2011, 03:34 PM Design Notes - for those adopting the OVC
Design Notes This document is intended to provide (hopefully) useful information about the course design (pedagogy, set up tips, context) that will help you adopt this Open Educational Resource (OER) at your institution.Notes from an Instructional Designer Here's what's cool about this course as an OER: this course is a "proven winner"' in terms of providing an exciting learning experience for students. It could easily fit in to any course on Entrepreneurship, where students are expected to come up with a business concept. Also, it's designed so that their efforts "do good" by benefiting charities. In some cases, the business concepts designed through the OVC have gone on to exist in the "real world" - see examples such as govoluntouring.com
Notes about Course Design & Delivery file:///Users/gjackson/Desktop/GenEd/Online%20Venture%20Challenge.webarchive
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Delivery Method: This is a Team Assignment in the context of an Online Blended course (i.e., there is no face-to-face/on campus component) At RRU, this course's blend involves 2 types of ONLINE delivery: synchronous and asynchronous, meaning students take an online course, in Moodle (asynchronous), and also have the opportunity to meet "live" via Elluminate (synchronous). The synchronous portion should be considered optional - it's not necessary to run this activity, though it does provide the opportunity for students to meet, and to make presentations.
This course/activity uses: 1. An LMS (in our case, Moodle) - forums, drop boxes, web pages we use groups & groupings (which, at RRU, we have changed the language pack so they appear as teams/teamsets) to support private team work. We recommend teams of 4-6 for team discussions (smaller fine, but no larger) If you are using a Learning Management System besides Moodle, you may find it easier to copy and paste from our web version of this course (in other words, it won't work if you want to "unzip" this into a LMS other than Moodle, version 1.9) 2. web conferencing - we use Elluminate and we like it because it supports multi-media presentations (video, audio, powerpoint on whiteboard, inter-activities, etc). If you don't have Elluminate, here are some options you might try: change your team size to 3 (instead of 4-6) and use Elluminate V-rooms (3 for free)> try fee-for-service with Adobe Connect ($20/month) Big Blue Button - an open source tool Skype - though you miss the "presentation" support offered by Elluminate the main thing is (for us), the value of bringing people together in real time to connect with each other. 3. Other media videos audio (e.g., a Welcome from the Dean of Business) - in this we used the default Moodle player and admit it's a bit clunky (need to click to start the audio) - suggest: substitute with a youtube video and just use their embed player. commercial videos 4. A wiki site that enables free website creation We use webs.com. In the past we have tried blogger and wetpaint. Some students are techies and they ask for permission to build their own website. 5. Online commerce check-out (or cash register) We use PayPal. Their brand is recognized the world over. One student has to use their real PayPal account which has to be tied to a real world bank account. PayPal takes a commission every time money moves into an account. Sometimes the money that students raise is 'stuck' in Paypal when the students accidentally declare themselves in a conflicting way like choosing 'business' on one screen and 'charity' on a different one. Although this is aggravating and we have not determined how to stop it from happening, we have 100% success resolving these by having the university send an explanatory fax. 6. Web Analytics This data collection function is built-in on webs.com pages. If students use another software to make their pages they must be reminded of this requirement...otherwise they could have nothing to report at the end of the exercise in terms of pageviews, uniques, etc.
Download Zip file
Last saved on: Thursday, 15 December 2011, 11:35 AM
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