**5. Cloud Computing to Support Learning in SMEs**

The NIST (National Institute of Standards and Technology) definition of Cloud Computing is as follows: "Cloud computing is a model for enabling convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction" [26].

Useful characteristics of Cloud Computing [6] [26] for SMEs are:


Figure 5 shows the most deployed models of Cloud Computing. They define the type of access to the cloud, i.e., how the cloud is located?

Cloud can have any of the four types of access: Public, Private, Hybrid, and Community.

#### **Private Cloud:**


**Figure 5.** Models of Cloud

**•** Has attracted criticism because users "still have to buy, build, and manage them."

#### **Public Cloud:**


A community Cloud is a multitenant infrastructure that is shared among several organizations from a specific group with common computing concerns. Service Models are the reference models on which the Cloud Computing is based. These can be categorized into three basic service models as listed below [26]:


Figure 6 shows the hierarchy of the three basic service models.

**Figure 6.** Service models

**•** Has attracted criticism because users "still have to buy, build, and manage them."

**•** It is technically little different from private cloud in architecture, but security considerations

**•** Sensitive applications are handled in an internal private Cloud, while others are practiced

**•** A primary advantage is that an organization only pays for extra compute resources when

A community Cloud is a multitenant infrastructure that is shared among several organizations from a specific group with common computing concerns. Service Models are the reference models on which the Cloud Computing is based. These can be categorized into three basic

**•** Cloud Software as a service (SaaS). Cloud Service Providers (CSP) applications running on a Cloud infrastructure are accessible from various client devices through a thin client

**•** Cloud Platform as a service (PaaS). The user develops on the Cloud infrastructure or acquires applications created using programming languages and tools supported by the

**•** Cloud Infrastructure as a service (IaaS). The CSP provide the user with storage, networks, and other fundamental computing resources where the consumer is able to deploy and run

arbitrary software, which can include operating systems and applications.

Figure 6 shows the hierarchy of the three basic service models.

**•** It has services that are rendered over a network that is open for public use.

**Public Cloud:**

**Figure 5.** Models of Cloud

may be substantially different.

service models as listed below [26]:

interface such as a web browser.

in a public Cloud.

they are needed.

provider.

**•** It does not require users to manage the Cloud service.

490 E-Learning - Instructional Design, Organizational Strategy and Management

**•** The hybrid Cloud is a composition of a public and private Cloud.

By using Cloud services SMEs can avail of opportunities that allow them to compete in an innovative ICT environment, and give a level playing field required to succeed in business [6].

In the discussion with German SMEs, the following advantages of Cloud Computing emerged:


As with any technology, there are also a number of limitations or issues with Cloud Comput‐ ing. One of the main issues is the reliability and security of data and the accessibility of this on a 24/7 basis, particularly when the Cloud service provider has an outage. Many companies will have problems about the lack of control over their ICT systems and the impact of a CSP on these [3].

These issues may inhibit an SME's decision to migrate to a Cloud Computing environment. In addition, there are other factors which may influence the decision:


**•** Less time.

Some of these issues can be addressed by educating employees on the concept of Cloud Computing and developing business-based ICT skills in SMEs. This will allow them to make informed decisions about the appropriateness of Cloud Computing to their business strategy and what aspects can benefit them the most.

Besides advantages within business, Cloud Computing can be used for improving learning. Some aspects which could be improved by using Cloud Computing to implement E-Learning are scalability of E-Learning systems at the infrastructure level, development and assigning of resources only for determined tasks, need to configure and add new resources making the costs and resource management less expensive [27], [28].

Two main characteristics of Cloud Computing which could be an alternative to traditional ICT centres and could improve the E-Learning approaches in SMEs are the use of resources "on demand" and the transparent scalability so that the computational resources are assigned when they are necessary without the necessity of infrastructure understanding by the users.

Cloud Computing supports the efficient utilization of E-Learning resources following a dynamic rule of use. Costs related to computer infrastructure maintenance disappear.

Masud and Huang identified [29] some consequences and implications when the E-Learning services are deployed using Cloud Computing environments:


Ouf et al. [30] highlighted potential values of Cloud Computing, such as the following:


Figure 7 shows the architecture of a

Cloud Computing platform for E-Learning, which is usually common to most E-Learning approaches on the Cloud. Source [31]

Improving E-Learning in SMEs through Cloud Computing and Scenarios http://dx.doi.org/10.5772/61009 493

**Figure 7.** The architecture of a Cloud computer platform for E-Learning [31]

E-Learning could be used also to develop ICT skills in Cloud Computing for SMEs.

Few studies have been conducted into the emerging ICT skills required for Cloud Computing. Much research has focused on the technological aspects of Cloud Computing rather than the skills and preparation that companies require to allow them to avail of the strategic benefits this technology offers. Laugesen et al. [32] conducted an in-depth study of such skills with 72 companies, experts, public sector representatives, and representative institutions on e-skills requirements for Cloud Computing [32]. They found that the focus from primarily technical skills has moved to business skills, primarily those that are concerned with enabling and managing ICT as well as strategy development and managing change. Skills in the security of information were viewed as one of the most important. They also investigated the courses available to satisfy these skills needs and found that they were very technical, slow moving, and only covered partial elements. In addition, there were few courses that were "vendor neutral." Thus, it is important that contextualized business-related ICT skills are developed simultaneously with technology that informs companies of the range of technologies available out there and how they can assist with competitive advantage.

#### **6. Examples**

**•** Less time.

**•** Accessed via Web.

administration.

server.

the Cloud.

**•** Centralized data storage.

**•** Easier monitoring of data access. Figure 7 shows the architecture of a

approaches on the Cloud. Source [31]

**•** Pay by subscription based on usage.

and what aspects can benefit them the most.

costs and resource management less expensive [27], [28].

492 E-Learning - Instructional Design, Organizational Strategy and Management

services are deployed using Cloud Computing environments:

Some of these issues can be addressed by educating employees on the concept of Cloud Computing and developing business-based ICT skills in SMEs. This will allow them to make informed decisions about the appropriateness of Cloud Computing to their business strategy

Besides advantages within business, Cloud Computing can be used for improving learning. Some aspects which could be improved by using Cloud Computing to implement E-Learning are scalability of E-Learning systems at the infrastructure level, development and assigning of resources only for determined tasks, need to configure and add new resources making the

Two main characteristics of Cloud Computing which could be an alternative to traditional ICT centres and could improve the E-Learning approaches in SMEs are the use of resources "on demand" and the transparent scalability so that the computational resources are assigned when they are necessary without the necessity of infrastructure understanding by the users.

Cloud Computing supports the efficient utilization of E-Learning resources following a dynamic rule of use. Costs related to computer infrastructure maintenance disappear.

Masud and Huang identified [29] some consequences and implications when the E-Learning

**•** Subscribers do not pay for installation, software maintenance, deployment, and server

**•** Very high of security should be given by CSP because subscriber data are held on an SaaS

**•** When client computer crashes, there are almost no data lost because everything is stored in

**•** Students can work from different places, can find their files and edit them through the Cloud

Cloud Computing platform for E-Learning, which is usually common to most E-Learning

**•** Virtualization which makes possible the rapid replacement of a Cloud-located server.

Ouf et al. [30] highlighted potential values of Cloud Computing, such as the following:

and browser-based applications accessed through various devices.

The European observatory project ARIEL [15] had partners from research institutes, univer‐ sities, and E-Learning development firms of five European countries, and analysed fields of application and factors leading to concepts about the future development of E-Learning in Europe through four alternative scenarios (Figure 8).

Within ARIEL, basic scenarios were developed with the help of a scenario matrix containing descriptors, which are important to answer ARIEL problems.

In Germany, the factors "vocational training system" and "business" are considered as the most important factors.

The results and scenarios developed in ARIEL have been used within the new EU-supported valorisation project SIMPEL, to provide sustainable models of E-Learning, in cooperation with SMEs and consultants, supporting the business of SMEs. ar

**Figure 8.** Ariel Scenarios [15]

countries are summarized below.

Comparative analysis of the results of projects undertaken by the SIMPEL partners and results of national seminars within this project, show aspects that have to be considered when implementing E-Learning and using informal learning as a part of the strategy of the company in order to be competitive. Comparative analysis of the results of projects undertaken by the SIMPEL partners and results of national seminars within this project, show aspects that have to be considered when implementing E-Learning and using informal learning as a part of the strategy of the company in order to be competitive.

**Figure 8: Ariel Scenarios [15]** 

Partners from universities and SMEs in Germany, Ireland, Portugal, Romania, and Hungary worked within the EU Leonardo project Lifelong Learning – LLL Readiness in SMEs (ReadiSME – www.readisme.com [8]). Partners from universities and SMEs in Germany, Ireland, Portugal, Romania, and Hungary worked within the EU Leonardo project Lifelong Learning – LLL Readiness in SMEs (Read‐ iSME – www.readisme.com [8]).

The project was based on the results of ARIEL and SIMPEL and was focused on methods to establish degrees of learning readiness based on E-Learning in SMEs and on impacting knowledge management. A step-by-step approach was used to implement learning concepts according to different levels of readiness, whilst simultaneously working toward higher levels of readiness [7], [15]. The project was based on the results of ARIEL and SIMPEL and was focused on methods to establish degrees of learning readiness based on E-Learning in SMEs and on impacting knowledge management. A step-by-step approach was used to implement learning concepts according to different levels of readiness, whilst simultaneously working toward higher levels of readiness [7], [15].

Within ReadiSME, 20 German SMEs have been interviewed and 2 case studies have been carried out in order to evaluate learning readiness of German SMEs and methods used taking into consideration categories like Organization, Technology, and Human Resources (Figure 3). Results of interviews not only from Germany but also from project partner

The majority of companies responded that E-Learning and blended learning are not sufficiently applied and they are still not up taking them as competitive tools. In previous studies done in projects like Ariel and SIMPEL, regarding barriers to training issues in

A framework was developed within ReadiSME which uses the readiness results and

suggests measures to improve learning readiness and steps to develop learning strategies. It

SMEs, some similar issues, like in the ReadiSME, have been found.

Within ReadiSME, 20 German SMEs have been interviewed and 2 case studies have been carried out in order to evaluate learning readiness of German SMEs and methods used taking into consideration categories like Organization, Technology, and Human Resources (Figure 3). Results of interviews not only from Germany but also from project partner countries are summarized below.

application and factors leading to concepts about the future development of E-Learning in

Within ARIEL, basic scenarios were developed with the help of a scenario matrix containing

In Germany, the factors "vocational training system" and "business" are considered as the

The results and scenarios developed in ARIEL have been used within the new EU-supported valorisation project SIMPEL, to provide sustainable models of E-Learning, in cooperation with

**Booming Economy** 

**Figure 8: Ariel Scenarios [15]** 

**Depressed Economy** 

**– + Investment and trust in VET**

**Stagnation** 

**Common Upturn** 

A world in which individual life-longlearning is coupled with learning organisations.e-learning is seamless part of VET and no big

A world in which individuals learn, but not organisations, esp. not SMEs. Technology is not integrated with VET.

Partners from universities and SMEs in Germany, Ireland, Portugal, Romania, and Hungary

Partners from universities and SMEs in Germany, Ireland, Portugal, Romania, and Hungary worked within the EU Leonardo project Lifelong Learning – LLL Readiness in SMEs (Read‐

The project was based on the results of ARIEL and SIMPEL and was focused on methods to establish degrees of learning readiness based on E-Learning in SMEs and on impacting knowledge management. A step-by-step approach was used to implement learning concepts according to different levels of readiness, whilst simultaneously working toward higher

The project was based on the results of ARIEL and SIMPEL and was focused on methods to establish degrees of learning readiness based on E-Learning in SMEs and on impacting knowledge management. A step-by-step approach was used to implement learning concepts according to different levels of readiness, whilst simultaneously working toward higher levels

Within ReadiSME, 20 German SMEs have been interviewed and 2 case studies have been carried out in order to evaluate learning readiness of German SMEs and methods used taking into consideration categories like Organization, Technology, and Human Resources (Figure 3). Results of interviews not only from Germany but also from project partner

The majority of companies responded that E-Learning and blended learning are not sufficiently applied and they are still not up taking them as competitive tools. In previous studies done in projects like Ariel and SIMPEL, regarding barriers to training issues in

A framework was developed within ReadiSME which uses the readiness results and

suggests measures to improve learning readiness and steps to develop learning strategies. It

SMEs, some similar issues, like in the ReadiSME, have been found.

worked within the EU Leonardo project Lifelong Learning – LLL Readiness in SMEs

Comparative analysis of the results of projects undertaken by the SIMPEL partners and results of national seminars within this project, show aspects that have to be considered when implementing E-Learning and using informal learning as a part of the strategy of the

Comparative analysis of the results of projects undertaken by the SIMPEL partners and results of national seminars within this project, show aspects that have to be considered when implementing E-Learning and using informal learning as a part of the strategy of the company

Europe through four alternative scenarios (Figure 8).

494 E-Learning - Instructional Design, Organizational Strategy and Management

most important factors.

descriptors, which are important to answer ARIEL problems.

SMEs and consultants, supporting the business of SMEs. ar

**Productive Destruction**  A world in which economic success is decoupled from investment in "home based"VET

**Downward Spiral** 

A world in which human capital is rated as an expense factor only. Dramatic public sectors and companies.

company in order to be competitive.

**Figure 8.** Ariel Scenarios [15]

in order to be competitive.

(ReadiSME – www.readisme.com [8]).

iSME – www.readisme.com [8]).

levels of readiness [7], [15].

of readiness [7], [15].

countries are summarized below.

The majority of companies responded that E-Learning and blended learning are not suffi‐ ciently applied and they are still not up taking them as competitive tools. In previous studies done in projects like Ariel and SIMPEL, regarding barriers to training issues in SMEs, some similar issues, like in the ReadiSME, have been found.

A framework was developed within ReadiSME which uses the readiness results and suggests measures to improve learning readiness and steps to develop learning strategies. It uses a combination of the trans-theoretical model, which is a model for behaviour change and recommendations from the ARIEL and SIMPEL projects.

The framework developed within ReadiSME is based on a top-down and bottom-up approach taking into consideration both organizations and individuals. Last but not least, the frame proposed some steps which companies can use to implement sustainable learning strategies.

The European project Net Knowing 2.0 (www.netknowing.com/) aimed at improving E-Learning, knowledge management, and use of new technologies in SMEs.

Within Net Knowing 2.0, an E-Learning self-learning basic course was developed. It focused on benefits of informal learning for SMEs and how to learn using Web 2.0, social networks and net collaborating practices. A second course dealt with E-Learning focused on the implemen‐ tation of Web 2.0-based informal learning, networking strategies, and mentoring in SMEs and other organizations.

Figure 9 presents a screenshot from the advanced course of the learning suite within Net Knowing 2.0. Within the project Net Knowing 2.0, scenarios have been used in companies providing a common vocabulary and an effective basis for communicating conditions and options.

The German SMEs affirm that scenarios can help them by:


A scenario which was developed after the analysis of a German company situation and was used in the project for learning is the following:

A medium-sized retailer – active in Germany with about 20 locations – would like to position itself with a new strategy, because it was difficult to compete successfully in the highly

**Figure 9.** Advanced E-Learning course

competitive market. The new strategy for the next year should include a realistic assessment of the company goals. Using the technique of scenario, the thinking in options was encouraged and some future versions were discussed with the staff in a one-day workshop. The final decision is presented in the scenario below.

The conclusion was that the company has, on the one hand, a strong business unit with a diverse range of products. On the other hand, the company's focus cannot be identified. The company offers products in many areas, but it is not really excellent or clearly perceptible in any one of these areas. In future, new media should be used to advertise the products and increase the focus on the customers. More knowledge of competitors' products is necessary. The staff should participate in qualification courses and informal learning should be recog‐ nized as a learning method in the company. These changes have been discussed during another workshop by using scenario-based learning.

To present the scenarios at the workshop, the workshop leaders held presentations supported by animations and web-based material about possible strategies. So the company staff was informed and motivated about the actual situation and future solutions. This method of Scenario-based learning can also take place internally in a company.

E-Learning scenarios could be built by using Microsoft PowerPoint or Articulate Presenter (www.articulate.com) for example. The Articulate Presenter is working with core features including branching, hyperlinking, slide masters and customizing player templates to create multiple learning paths.

In order to research the needs and problems of the German SMEs in adopting Cloud technol‐ ogy, some interviews were conducted by the authors with managers from SMEs. After the analysis of the interviews it became clear that Scenario-based E-Learning for the introduction of Cloud Computing in SMEs following the results of the interviews were necessary [33].

Another project, in which the authors use E-Learning scenarios, is SmartPA (www.smart‐ pa.eu). Within the project SmartPA, mentors will be trained for accountants and staff from public administrations and SMEs to use Cloud services [12].

The EU Erasmus+ project, supporting problem-based learning in SMEs through ICT-facilitated mentoring – Archimedes – will develop a framework for organizational problem-based learning and support the use of this form of learning, which should be widely adopted in SMEs, as well as informal/social learning. It will be realized through formal and informal mentoring processes. The project will use E-Learning content encouraging the use of Cloud Computing and ICT-based social networking [14].
