Agribility - Online Training
Success achieved
How GAFTA transformed their online training and opened up a new revenue stream- Website
- https://www.gafta.com/Online-Learning-Agribility
- Project dates
- March 2017 – January 2019
Project team
- Emma Eeles, Online Training Manager
- Cairo Okba, Training Manager
Tools & Systems
We used D2L’s platform Brightspace to build and house the new training, as it has a wide variety of in-built tools that can be used to diversify content delivery and maximize student learning. The platform also doesn’t have a limit to the number of students that can be registered on a course.
This is a multi-purpose online training platform, which allows custom html templates to be built and stored, as well as holding all the finished modules. The platform allows us to enrol students onto a specific module, which they can work through, interacting with content and various other activities such as quizzes and discussions.
Each module ends with a final test – a quiz – which automatically marks answers and produces a certificate from a branded template that we provide and can change at any time. Having this process automated means that we can cut administration time for these modules and give students instant results and recognition for their work.
The first 5 modules were built by the supplier – D2L – whose learning and creative services team worked with us to design a course flow and programme content into html templates so it was dynamic instead of static. Each module has activities and quizzes throughout so students can check their understanding of the material.
From there, they were engaged in training key staff members on how to use the various elements and build new modules of their own, ensuring that we were self- sufficient and able to build this product ourselves. The next 7 were built by staff from scratch using the templates, their training and the course structures D2L had given so that each module is consistent.
The modules are available on any device with an internet connection, although content can also be downloaded and read offline. We have also recently launched the platform’s app ‘Pulse’ which means students have an extremely mobile-friendly version to access on-the-go. (Note: the platform is also mobile-responsive, but we find some users prefer an app interface when studying on a mobile)
Introduction
We wanted to expand, update and extend our online training offering. Gafta has an international membership which extends into 98 countries, so online training is an ideal medium to provide training in areas we are not able to visit in person.
We wanted to offer short, bitesize modules that can be completed in 30-45 mins which was different to our existing training. We identified any gaps in the training we offered, and these modules are intended to cover subject matters that were either not already covered, were niche areas or provided more in-depth detailed discussions / explanations on existing training topics.
Discovery
The impetus for the project came from within the membership – specifically the board, who provided us with several suggestions where this could serve the educational needs of members. Initial research was conducted by speaking to these key stakeholders and getting confirmation that this initiative would be an asset to their own staff and would be actively supported by them.
This was supported by our own analysis of our existing training offering, which is mainly focused on one area of the trade, so we could easily identify topics that weren’t necessarily relevant to the existing training but would be of use to the membership.
Following this initial analysis, we approached key internal committees and stakeholder groups to suggest topics and tell us about skills gaps within their teams. We amalgamated this data and there was a clear ‘shortlist’ of 5 topics which we started with, with another 5 topics suggested that we thought would be of interest.
In terms of the technology, we held a wide-reaching tender process in order to find the appropriate platform to deliver this technology. We needed it to be able to deliver not just the new modules, but our existing ones as well, be responsive and interactive and for the firm to have the technical expertise to be able to help us build templates so we could create our own modules. We selected 2 finalists who came to present their systems in-person – one new, and our existing platform provider. Following those presentations, our existing supplier was the clear- cut choice for both the functionality, usability and cost.
Once we had determined the supplier, we knew we would need to engage their ‘Creative Services’ team to help us develop and code content so that is was easy to use, professional-looking and encouraged the maximum amount of knowledge retention. We did not have anyone in-house who was trained in creating online learning courses, so we budgeted to use this service for 5 modules.
When we considered pricing, we noticed that it was difficult to find similar products in our sector. Online training seemed to be split between free introductory- style modules and high-cost long courses, in a similar style to what we already offered. In light of this, we decided that we wanted to offer the new courses at as low a cost as possible in order to provide an attractive proposition for these new products.
Objectives
- To break-even on module creation vs sales at the end of 3 years
- To continue to grow the number of modules offered each year
- To attract more students to our platform and encourage additional purchasing
- To raise the profile of Gafta within the Agribusiness sector and establish a reputation as a leader in online education
- A platform that can support multiple students on multiple courses at once
- 5 professionally designed modules which would include interactivity and match the new branding
- Templates that could be used by staff to build other modules themselves
- Self-study courses that could test student knowledge and automatically certify them on completion
Timeline
- October 2016 - Project financing approved
- March 2017 - Re-design of Training & Events team and arrival of new Head of Training & Events
- July – September 2017 - Supplier tendering
- July 2017 - Content commissioning ongoing since
- September 2017 – December 2018 - Module creation and staff training
- January 2019 - Soft Launch
Activities
A short survey went out to select members explaining the Associations intentions to create an additional training facility. The survey asked for their opinion on whether there were any gaps in the training offered, and if so, what subjects they would like to see form part of the new bitesize modules.
On receiving subject matter suggestions, the next key phase was to source appropriate authors to write the content. There were a few issues to consider – the content was not to be a sales pitch, it had to be in plain English (we have to consider that English is not the first language for a lot of the platform users) with limited use of unnecessary terminology, and the author fees. It was made clear to all potential authors that any intellectual property rights in the content (including copyright) will belong to our association and we reserve the right, at our sole discretion, to make any changes or deletions we consider necessary including the right not to publish. This is to ensure the association had complete control over the editing and ultimate production of the content.
The authors were given 3-4 weeks to write the content – in nearly every case, this time frame overran by at least a few weeks. On receiving the content, which was on average 2,000 words, the editing process began. This included reading the content for sense and ensuring our proposed learning objectives could be achieved through the content received.
Whilst working with the company who developed the templates, we examined the content and broke it down into small sections, discussed what interactivity could be included, what knowledge checks would be suitable and finely tuned the learning objectives. Breaking the content down into small chunks provided us with a clear page-by- page break down. Each module is between 11 and 18 pages. We were keen to provide plenty of interaction in the modules as this is key to focusing the student and a great way on reinforcing important information and testing understanding. From the content provided by the author, we pulled out key points to help form the quiz which features at the end of each module. The students get 3 chances to achieve the 80% required to pass. When students pass, they receive an automated completion certificate signed by the Director General of the association.
The company who developed the templates provided essential training on coding.
Innovation
Before creating the new modules, we focused on streamlining and improving the presentation of the platform. We did this through a software update and enabling numerous automation tools, which dealt with things like student communication.
In terms of content, we worked completely from scratch – we did not try to repurpose anything that we had on file, as we thought this might negatively affect the final product or lead to us cannibalizing content from our other training. We commissioned external authors to write content from scratch, which we then edited.
As much of our content is very technical, it can be heavy-going for students, so we wanted to make sure we worked with professionals from D2L who knew the latest and most effective content presentation techniques that would be suitable.
The new courses are a much more modern approach to training and put user learning as a central focus, which is an innovation in Gafta that we are currently implementing across all our training products (including face-to-face).
Marketing
Although we ended up using existing systems, as this was an IT project, we decided on a soft-launch in order to manage any technical issues. We formally announced the soft-launch at our AGM in January 2019, where we also demonstrated the system to attendees at the drinks reception in order to keep it informal. Following this, we released the first 10 modules on our website and sent all details to the board who enrolled several of their staff on various modules.
The plan was to manage the soft-launch for 3 months and then gradually build up the marketing once we were satisfied that we had ironed out all technical and logistical issues. In the meantime, staff continued to work on building the portfolio of topics, so we now have 12 available to sell and another 3 nearly ready to go live.
At the beginning of April 2019, we began to insert promotion for the new modules into more of our marketing for other events. Buttons and banners appeared in marketing emails and on our social media accounts. This has continued, alongside face-to-face demonstrations to other key membership groups during meetings in order to increase the visibility.
We completed an in-depth case study with the technology supplier as a way of showcasing the platform to a wider audience who are specifically interested in the online learning and professional development area.
Going forward from October 2019 (the beginning of our new financial year), we are increasing our promotion. Dedicated emails will be sent to our contacts, along with a structured social media campaign, which will include content-based marketing for each module, as well as more traditional sales text. We will also be demonstrating the system at events and exhibitions.
Challenges
- Ensuring staff had the necessary technical skills to complete the project
- Editing content to fit the correct format and level
- Devising appropriate interactive elements and layouts once creating modules ourselves
Achievements
- To break-even on module creation vs sales at the end of 3 years – in progress, plus the project was completed under budget.
- To continue to grow the number of modules offered each year - ongoing
- To attract more students to our platform and encourage additional purchasing – ongoing – we currently have around 50 students enrolled
- To raise the profile of Gafta within the Agribusiness sector and establish a reputation as a leader in online education – ongoing through publicity and student number growth
- A platform that can support multiple students on multiple courses at once – completed.
- 5 professionally designed modules which would include interactivity and match the new branding – completed. This objective was much quicker to achieve than anticipated, so we actually expanded this to complete 10 modules and have 12 to date.
- Templates that could be used by staff to build other modules themselves - completed
- Self-study courses that could test student knowledge and automatically certify them on completion – completed
Expanding our training offering with these short courses has drastically diversified the number of educational topics we are able to cover, and delivering these in an online self-study format means that we can do this without significant investment in additional staff time. The short courses are not only plugging industry skill gaps and making sure Agribusiness professionals stay up-to-date, but also ensure that our members can continue to study outside of any formalized courses or qualifications.
Members can now learn at their own pace and whenever they want to, rather than being tied to dates or physical locations, and have certificates to mark their CPD journey.
User experience
The new modules were designed to reflect the corporate personality of Gafta (professional, clear, ‘plain English’, classic) but also utilize current understandings about different learning styles, accessibility and gamification.
Each module includes multiple instances of interactivity in order to help students cement their knowledge of some quite technical subjects, as well as have a much more enjoyable learning experience than simply reading text on a page. Interactive elements can be as simple as click- and-cascade buttons and definition popups, or more complex, such as interactive maps and calendar-based quizzes. Each module also includes frequent knowledge check activities, which test the student’s understanding of the subjects just covered and give them real-time feedback on their answers.
Each module is very simple to access and use. Students log into the platform, click on their chosen module and navigate to the content. Each page of content leads through to the next with clear navigation buttons. Students can always see an indication of their progress in the progress bar and this is automatically updated as they move through the content.
Students can access the platform from anywhere, using any device. The interface is always the same, so there is no confusion about navigation, even when switching between the app and desktop views.
We have had virtually no support calls from students taking these new modules – most of the difficulty stems from students not paying their fees and so access to the content is restricted.
Online training and short courses might not be new in themselves, we believe that our approach was structured and took into account the current and future needs of our membership, as well as developing an entirely new revenue stream for the association.
The platform also gives us the ability to host content for other associations that are related to commodities and animal feeds, which would allow Gafta some extra income as well as supporting the revenue streams of other associations in the Agribusiness space. These associations may not have the time, financing or IT infrastructure to provide similar training, but Gafta can now offer a cost-effective solution which will open up opportunities that may otherwise have been lost.
Targets & Statistics
- Current student numbers circa 50 across all 12 modules
- Online training take-up generally has risen by approx 100 enrolments
Financials
This project is also one of the few IT projects that was delivered in-line with expectations and came over £45,000 under budget, which we are particularly proud of.We had a surplus from a previous financial year, which the board allowed us to invest a portion of into this project. We were given a maximum budget of 6 figures to develop the content for the base 10 modules as well as develop the IT infrastructure – if necessary, this was to include engaging a new platform supplier and build a new platform to house the modules if necessary.
Once the tender process was completed and we had decided that our existing supplier was the best solution for us, we drastically reduced the amount of spend necessary, so the project came in significantly under budget. We developed a financial strategy that would lead to breakeven or a small surplus within 3 years of the project go-live.
This project is in year 1, so surplus has not been achieved, however, besides the financial advantages of launching a new training product, we also wanted to diversify our audience-base and increase the opportunities for member education. Despite the low-level marketing from the soft launch, we have already attracted 50 students onto the new modules, which we are delighted with, and we anticipate this number to grow rapidly once the higher level marketing begins to be released.
Additional value from the project has been realised as we now have 2 members of staff who have been significantly upskilled. As we did not need to spend the entire project budget on building a new platform, we were able to train them to be ‘superusers’ of the platform, be able to create new modules from the templates, and utilize their new knowledge of instructional design techniques to ensure our new training is of the best quality.
This project is also one of the few IT projects that was delivered in-line with expectations and came over £45,000 under budget, which we are particularly proud of.
What would we do differently?
Training staff earlier so they could participate more comfortably from the beginning
Advice
- Creating an online training platform is a significant investment. To do this from scratch, including a full platform build, would be well over 6 figures
- Be careful of suppliers selling platforms based on free software
- Make sure any supplier demonstrates the admin side of the platform fully, not just the exciting student views
- Do not scrimp on training staff – online training requires the application of completely different educational principles from face-to-face training and doing a ‘like-for-like’ swap is unlikely to work. It is also imperative that staff are fully comfortable with using the technology.
Wider impact
In terms of impact on Gafta itself, diversifying our training offers us more revenue streams, as well as promoting the association itself as a modern and forward-looking organization that is committed to providing the best quality training and improve the standard of practice within the industry. Online education caters to a new generation of members and potential members and allows us to promote our other training and services.
Within the team, we now have staff who not only have new skills, but can also build new content and courses, drastically reducing the amount of time and financial investment needed and allowing us to concentrate on the quality of our education.
We have also gained an unexpected new revenue stream from this project. Now we have the staff to be able to deliver the technical aspect, we can now offer to host other Agribusiness trade associations’ content for a fee.
