In my previous post, I introduced the idea of ‘to buy or not to buy resources’. In this post I will be looking at considerations if you choose to buy resources. The next post will look at the considerations for not buying.
There are certainly potential advantages to buying resources, but I have experienced a lot of places wasting a lot of money on the wrong resources, or buying them for the wrong reasons – I hope that this series of posts will help organisations to make a more informed decision before deciding one way or another.
There are two very strong arguments in favour of buying in resources:
- The quality of resources should be of a much higher quality than what an average teacher could produce as part of their average working week.
- It doesn’t make financial sense for every teacher in the UK (and beyond) to produce what are in essence the same resources to cover the same criteria, for the same qualifications. Pooling resources and letting a content creation company produce these for all providers, and people then pay for what they need, on the surface seems to make financial sense. If we look at the non-technology analogy, each teacher doesn’t go and write their own text book, we buy a selection of core texts from publishers, and fill our libraries with them, the teacher then uses their skills to signpost to students the key pages and activities at the appropriate time during the course.
From a practical point, some organisations simply don’t have the skills and support mechanisms in house to support teachers to create the standards expected. Or if you have a teaching team that is very small, there may not be the capacity or skill within that team to develop the online elements, and in these cases buying in may become more attractive.
So, if an organisation chooses to purchase off the shelf resources, there are generally two options:
- Buy the resources outright with a single payment, and then own them forever.
- Pay an annual fee for the right to use the resources.
Method 1, is akin to buying books upfront, and is the easiest to account for and plan ahead (there are no unexpected increases in price in the future), however at some point in the future the resources will become out of date, either due to qualification changes, changes to the topic, or the technology used becoming defunct (e.g. Resources produced in Flash). This then requires further purchases down the line.
Method 2, will benefit from resources being constantly updated, but financially once you have used the resources for a few years, the provider will be able to increase the annual fee, so difficult to plan ahead, and overall the cost long term will become significant. Usually with the annual fee model, the resources will sit on their server, which means users either need different login details to their usual logins, or the resources need to come with an integration mechanism into the organisation VLE, (which some provide) however these are sometimes not as straight forward as you would expect, and the ways that the resources can be used may be restricted by this mechanism. Another problem is that quite often they will only work when online, which again isn’t ideal for teaching rooms that aren’t connected, or students wanting to work in an offline environment.
If an organisation is thinking of buying off the shelf packages, there are some considerations or questions to ask:
- Ask to see a sample of the resources before buying. Each provider of resources will have demo units or similar available, but these will be the best quality ones they have to offer. Ask to see a unit of your choosing, and make your judgement from that – you will be very surprised how much difference there is between the two at times. If they refuse to give you access to a unit of your choice, walk away – they are obviously embarrassed by the quality of that unit.
- If you are going for the annual licence option, check where the resources are actually stored, and what would happen if the publishing company went bust next week. The ideal scenario is for the resources to be hosted by a specialist hosting company, and one which has been paid for at least 12 months in advance. This way if the publishing company goes bust, you still have access to the resources for the duration of the contract.
- Check the accessibility of the resources – many of the resources being produced are sadly very poor accessibility wise, and because the resources will be ‘locked’ by the seller it will be almost impossible to adapt them – resulting in the teacher having to recreate all the resources again, which defeats the purpose of buying the resources in the first place.
- Check what format the resources are in. Any resources that are produced in flash or with flash elements are not going to work on iPhones, iPads, many Android devices and in the future possibly other devices, so flash based resources should be avoided altogether. If resources include other file types such as Word or PowerPoint these should also be provided in alternate formats (e.g. PDF, Open Office etc.) and if videos are included, these need to be tested on multiple device types and shouldn’t be excessively large.
- Check the subject accuracy of the resources. I recently reviewed some anatomy resources for the teaching of sport, and was horrified by the number of errors the resources contained even though the resources had been proof-read by teachers and endorsed by one of the major awarding bodies. I wasn’t specifically looking for errors, but these jumped out at me, so I expect there must have been many less obvious mistakes as well.
One disadvantage (which many don’t consider) of using the entire courses or units that can be purchased off the shelf, is you actually make it very hard to ever become ‘outstanding’ – as the term outstanding means ‘standing out’ from the rest. If you have bought such a course or unit, you are unlikely to stand out from all the other people who have bought the same course or unit. Obviously there are things that the teachers could do to enhance or enrich the use of these courses, to get up to outstanding level, but reality is that the attraction of these purchases, is managers can then reduce the amount of money spent on teachers time, and even if teachers have the desired amounts of time, many will find it very hard to enhance or enrich an already ‘complete’ unit or course.
And finally – make sure the right people in the organisations are making the decisions – e.g. the teachers need to be involved to make sure they are appropriate academicaly, technical people need to be involved to ensure they will fit into organisations systems/VLEs etc. and strategically the budget holder has to make the decision as to not just the initial purchase, but on going maintenance, updates, CPD requirements etc.
The next post in this series, will look at the considerations of not buying in external resources.
Whereas I welcome comments on my blog posts, please don’t use this blog post as a way to either promote or criticise any particular companies or products. Any such comments I will delete.
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