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INFOSYS.110 BUSINESS SYSTEMS:

DELIVERABLE 2: BUSINESS SECTION
2014

Name Shelley Addison
NetID Sadd538
Group Number: 466
Website Link: http://infosys1102014fcgroup466.blogspot.co.nz/
Tutorial Details
Tutor: Day: Time:
Mi-Ra Friday 11am
Time Spent on
Assignment:
32 hours Word Count: 1640

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EQUAL LEARNING ABILITIES
INTRODUCTION

Learning is a fundamental part of every persons life. Information learnt acts as a plaform for
other abilities, skills and knowledge in the future. In any learning environment it is
imperative that what is aimed to be taught is actually being understood by the learners.
Why is it even with more technology and funding learners are leaving their institution
without the knowledge they need to succeed. Teachme software provides a place for
Problem: learners are finishing
schools without completing the
necessary curriculum
Manual process means
results are being lost so
not known
Increasing class sizes makes it
harder to concentrate on all
students
Students are able to
leave the educational
institution anyway
Supporters of learners
are not as involved or
do not understand
Widening gap between
schools (learning
institutions)
Lesser graduates in skill based
careers
Some students being left
behind, not having enough
attention focused on them
Lesser informed
individuals
Low pay prospects
Failing ethnicitys and
socio-economic groups
Not being able to measure
up with world standards
Welfare reliance
Students unable to get into
university or pass test

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programmed activities to be completed, with those marks collected and then reflected
upon by the learning provider. These results act as indicators so learning providers can
decide to modify and adapt activites based on skill level.
3. BUSINESS SECTION
3.1 Vision
Our pursuit is to provide developmental technology, that organises , collaborates and
supports individual tailored achievements, to monitor all learners of the world so they are
educated as effectively as they can be.
3.2 Industry Analysis: Digital Assistance Learning software Industry
Industry: Digital Assistance Learning software Industry This Industry uses software to
deliver learning of an educational curriculum.
Force: High/Low: Justification:
Buyer power: Low Consumers have little choice over different
brands, one being Chooseit! maker, which not
only assist learning but also offer individualised ,
interactive activities with easily accessible visual
recorded results . (Inclusive Technology,2013)
Supplier power: Low
The avaliability of technology to make this device
and software is becoming easier to obtain.There
are more and more technicans avaliable to design
computer systems. (Department of Labour, 2014)
Threat of new entrants: Low The entry barriers to this market include capital
requirements and large time investment.e-
learning have proven difficult to
implementimplementation of e-learning

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courses can involve very costly technology
upgrades... (Wagner et al., 2008)
Threat of substitutes: High There are numerous alternatives to assist
learning. Traditional teaching techniques , books
and manual charts for tracking grades are still
predominantTraditional teaching methodology
still has its place and will not be going anywhere
anytime soon. (Ferriman, 2014). Other
substitutes include software games, e-portfolios,
smartboards and apps.
Rivalry among existing
competitors:
Low There is little competition among exsisting
rivalrys as the market has seen lack of growth
from the slow integration of this technology into
schools as well as not all schools embracing using
electronic media to teach. (Gordan. et. al, 2009).
Overall attractiveness of the industry: This industry is attractive to enter. This industry is
still growing and has high potential.
3.3 Customers and Thei r Needs
Our main customer most likely wanting to use this software would be eduaction providers.
Instituitions in all levels of tiertary, secondary, primary in both private and public sectors will
find this software useful.Consumers are looking for interactive electronic content that is
divorced from hardware, offered cheaply and conveniently, and provided in flexible and
sharable formats.Teachers want students to be able to receive and do work on devices they
already own. The ability to have students work sent to the techer is a critical need. (Horizon,
2010) These education providers need charts and reports that can be accessible, to not only
the teacher but also those supporting the learner such as parents. Educators want to extend
learning out of school day boundaries by having home connections (Learning, 2012). They

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want to be able to provide ongoing reports to assist supporting the learner. Regardless of
the school context any person who is teaching anything can use this. Consider workplace
trainings for health and safety, new employees and so on.
3.4 The Product and Service
This software is a product which acts in the service of organising and collating results, and
providing engaging educational activities. It will enable connectivity between the support
persons by sending latest progress analysis of students results. It is accessible to all students
by being able to be put onto any device they already have. To make succeeding at the
proposed curriculumachievable the activities will be structured according to individual
ability by the educational provider on a frequent basis. To be able to communicate progress
the marks will be displayed in individual profiles, in different formats such as graphs which
can have side by side comparisons. To ensure recent results, as soon as the activiteis are
submitted by the users, they will be collated into their individual profile.
3.5 Suppliers and Partners
We require partnerships with schools and agencys which set curriculum requirements to
provide the learning goals and appropiate tasks for students. These include agencys such as
the Ministry of Education, New Zealand Qualifications Association, International
Baccalaureate Organization, Education New Zealand, Education Review Office, New Zealand
Teachers Council and lastly Tertiary Education Commission (Ministry, 2012). Firstly, we will
need a software developer as a supplier to create the software such as Visual Basic by
Microsoft . Secondly, to create a sharing ability we will require a wireless provider so that it
is possible to send forms of information to another computer device.
3.6 Strategy: Cost Leadership
Our product is in the Digital Assisting Learning Software Industry it is aimed at a braod
market of all people who want to learn. Additionally because our potential main customer is
schools, schools do not have the financial resource to spend a lot of money on things like
software. They are likely to buy high frequencies of software.

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The overall strategy is therefore Cost Leadership.
u 3.7 Value Chain Activity: Service After the Sale
The most important value chain activity for this business is Service After the Sale.
Our vision is about supporting learners through the use of our software. To have this ability
the learner needs to know how to use the software and have the newest and informed
version of the software. Service after the sale is about understanding our costumers use and
maintaning the software to uphold the promised functions. Thus our software can be
flexible with frequent changes in learning like curriculumand allowing improvement.
3.8 Business Processes
3.8.1. SOFTWARE UPDATE PROCEDURE PROCESS This is essential to our business so
customers have the newest and informed version of our software.

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Start
Log In according to
type of user
(teacher, supporter,
learner)
Was the log in
correct
Yes
No
Try Again
Yes
Software send to
retrieve customer
details
No
Update Notice Pop
Up
Does the user
want to update
Download update
for that specific
Institution and user
Yes
No
Does the user
want to set a
reminder
Display Benefits of
update
No
Download
Complete
Refresh any new
Information for this user
from other teachers,
supporters, learners
End
Can user try
again
Yes
Decision Support
System
Technical Support
Technical Support
No
Technical support check
if requirements are
fulfilled on users
computer
Technical support
notifys user of the
problem and that it
will be fixed
Technical Support is
notified
Email is sent to user
to notify when
problem has been
fixed
End
No
Yes
End

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3.8.2. CUSTOMER SOFTWARE TRAINING SOFTWARE This process is essential for our
customers to be able to use this software and feel confident in their ability to use it so that
they can gain as much value from this software as they can .
Start
Open training tab
on software
Select which
training module to
do
Select learning
outcome that you
want to go over
Begin training
Does the user
need help
Run through video
and audio
explanation
Is the user
finished
No
Yes
End
Yes
Does the user
understand
Yes
User continues
training of previous
module
No
An instant message
pops up and
connects to
customer support
Customer Support
Customer Support
User asks support
system questions
and gets the answer
Has the users
question been
answered
Yes
No
Decision Support
system
User is connected to
the internet and is
connected to a
instant message
service
User continues
training
End
No



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3.9 Functionalities
3.9.1. SOFTWARE UPDATE PROCEDURE PROCESS
Retrieve the customers details
Issue update to software user
3.9.2. CUSTOMER SOFTWARE TRAINING PROCESS
Asking questions to support system
Collect inflow information
3.10 Systems

3.10. 1. CUSTOMER SUPPORT SYSTEM This system helps customers with the product after it
is purchased, assisting the customers in its use. This assists all aspects of the software be
useable so that the software is perfoming at the level we intended it to be, to ensure it is
effective in collaborate learners results and in facilitating teaching.
3.10. 2. TECHNI CAL SUPPORT SYSTEM This system provides help for any requests regarding
operating the software, with issues which are answered by a specialist in technology.
Technical support system delivers individual tailored help with the issues which are uniquely
happening from that user.
3.10. 3. KNOWLEDGE MANAGEMENT SYSTEM This system retrieves, classifys and evaluates
information feed into a server. This organises the information being received and identifys
which user type and profile it belongs too. It formulates the information into visual charts.
This means progress can be exceedingly monitored.

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3.11. Summary Table: Value Chain to Systems

Value Chain
Activity
Processes Functionalities Specific Information
System(s)
Broad Information
System(s)

Service
After the
Sale
1. Software
update
procedure
process
1. Retrieving customer details
2. Issue update to software user
Filtering system

Technical support system
Decision support system

Customer relationship
management system
2. Customer
software
training
process
1. Ask questions to support system

2. Collect inflow information

Customer support system

Knowledge management
system


Customer relationship
management system

Collaboration system

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CONCLUSION
To conclude by ensuring students are learning the curriculumwe believe it can make the
world a better place. By every student fufilling their curriculum requirements with the
individually focused support from teachers and suppporters, it results in well educated
people who can have equal opportunitys in life and strive in the community. With each
activity individually tailored and ongoing every student will be able to learn. This imprrove
the worlds economy and the progress of mankind. Teachmes vision is made possible
through the use of software that is compatible with several devices and systems which can
collaborate, integrate and display results easily and effectively.
REFERENCES
Education, M. o. (2012). Ministry of Education Statement of Intent. Retrieved from www.minedu.govt.nz
Ferriman, J. (2014, May 1). Retrieved from Learndash: http://www.learndash.com/the-benefits-of-
personalized-learning/
Gordan, J. ,. (2009). E-Learning Industry. Encyclopedia of Distance Learning.
Johnson, L. S. (2010). The Horizon Report:Australia, New Zealand Edition. Austin, Texas: The New Media
Consortium.
(2012). Learning in the 21st Century Digital Experiences and Expectations of tomorrows teachers. Washington:
Project tomorrow.
Ministry of Business, I. a. (2014). Occupational Outlook. Retrieved from Department of Labour:
http://www.dol.govt.nz/publications/lmr/occupational-outlook/occupation-outlook-report-2014.pdf
Technology, I. (2013). ChooseIt! Maker. Retrieved from http://www.chooseitmaker2.com/
Wagner, N. H. (2008). Who is responsible for E-Learning Success in Higher Education? A Stakeholders Analysis.
Educational Technology & Society, 26-36.