e-PIKE\u2122, created by Advanced Integrity Solutions Ltd. (Calgary), is an innovative learning management system (LMS) designed to meet the needs of locations with limited bandwidth connections to the internet. One of their goals is to reach remote communities in developing nations in Africa. The Internet information on this product is very limited. It is very new (March 2009), so I am sure that if it is successful, it might be something we hear about soon.<\/p>\n
\u00a0Face 1: Market Focus<\/strong><\/p>\n e-Pike could be purchased by any number of groups considering it is an LMS and authoring software. However, the information provided online leads me to believe that AIS is marketing to corporate groups and governments. Since this infrastructure costs money, businesses and governments must find a way to finance this technology.<\/p>\n The e-Pike information sheet states:<\/p>\n \u201cApplications for this technology include:<\/p>\n \u2022 Businesses with remote field training needs (oil and gas, construction)<\/p>\n \u2022 Government organizations maintaining remote offices<\/p>\n \u2022 Reaching remote communities in developing nations in Africa<\/p>\n \u2022 Supporting humanitarian missions abroad<\/p>\n \u2022 Allowing countries to rebuild faster from conflict or disaster\u201d<\/p>\n http:\/\/www.advancedintsol.com\/news\/e-PIKE_product_info.pdf<\/p>\n \u00a0<\/p>\n Face 2: Types of Offerings<\/strong><\/p>\n e-Pike is offering infrastructure only. The fact sheet states: \u201cThe e-PIKE\u2122 core uses proven learning management software from the open source community.\u00a0 With millions of users world-wide this software is fully SCORM 1.2 compliant allowing for e-Learning professionals to upload their course content with confidence of delivering a rich environment for students to focus on their studies. (http:\/\/www.advancedintsol.com\/news\/e-PIKE_product_info.pdf<\/a>)\u201d<\/p>\n \u00a0<\/p>\n Face 3: Who is the Buyer?<\/strong><\/p>\n Although this infrastructure has been developed for developing nations and remote training field needs, it costs money to have it. I am sure AIS is expecting governments and businesses to purchase this product.\u00a0 For this reason, I would suggest the learning is bought centrally by corporations and developing regions.<\/p>\n \u00a0<\/p>\n Face 4 \u2013 Global Markets<\/strong><\/p>\n \u00a0e-Pike was developed for remote areas and Africa \u2013 both areas with no or poor quality Internet service. This is a fairly new technology (released in March 2009), so I am not sure if this technology is actually being used in Africa yet. The company has not declared this technology for any other developing nations, and Africa is a very large and diverse continent, so it will be interesting to see where this product goes in the next few years.<\/p>\n \u00a0<\/p>\n Face 5 \u2013 Development of the Market<\/strong><\/p>\n The remote areas, especially remote areas in Africa, do not support learning technologies. In fact, many of these areas do\u00a0not even have access to basic radio technology or desks and chairs. As well, even if the infrastructure becomes available, local teaching resources most likely won\u2019t be. Lundell and Howell (2000, as cited in Butcher, 2003) suggest insufficient funding; a lack of computers and other resources; a lack of computer literacy among teachers; and the absence of established curricula for teaching computer skills are hindering schools from using computers for learning. In addition, even schools that have a computer rarely have access to the Internet. In Ethiopia, \u201cnine of the 12,000 primary schools had Internet access at the end of 2001, and ten of the 424 secondary schools (Butcher, 2003, p. 61).\u201d\u00a0<\/p>\n \u00a0<\/p>\n Face 6 \u2013 Learning Technology Competing with Other Forms of Learning<\/strong><\/p>\n \u00a0In remote areas of Africa, existing learning solutions are not working. \u00a0Many children do not have access to basic classrooms, books, and teachers. Literacy levels are low, as well as limited technology exposure. In 1960, Sub Saharan African governments dedicated themselves to providing primary education for children and by the 1990\u2019s, those countries implemented Education for All (EFA). Suprisingly, by 2001, \u201cover 45 million children of primary school age in the region, almost 42 percent, were not enrolled in school (Zhang, 2006, p.581).\u201d<\/p>\n \u00a0<\/p>\n Comments:<\/strong><\/p>\n Overall, I believe that of intent for this project is positive; however, without someone to develop the content and provide the technical support, I have a hard time expecting this project will be successful. Africa is such a challenging and diverse place to market e-learning. In ETEC 511, I had the opportunity to research education in Sub-Saharan Africa. Not surprisingly, the level of technology present in Africa is considerably low compared to developed countries. Extension technologies, such as radios and televisions have spread throughout Africa more so than computer technology (2001, http:\/\/www.adeanet.org\/publications\/nesis\/AssessmentofBasicEduc.pdf<\/a>). In addition, neither technology requires the ability to read and write which allows individuals to receive information easily. However, there is still great disparity within each country. In 2001, of the 818 million people in Africa, only 1 in 4 had a radio, 1 in thirteen had a television, 1 in forty had a landline telephone, 1 in 130 had a personal computer, and 1 in 160 used the Internet (Butcher, 2003, p.68). \u00a0Along with infrastructure and resource issues, there are issues with cultural perceptions of Western technology and education. There are many challenges involved that might not be answered by e-Pike.<\/p>\n \u00a0<\/p>\n Reference:<\/p>\n