Criteria
P1 describe the technologies required for e-commerce
P2 explain the impact of introducing an e-commerce system to an organisation
P3 explain the potential risks to an organisation of committing to an e-commerce system
P4 review the regulations governing e-commerce
P5 examine the social implications of e-commerce on society
P6 plan an e-commerce strategy.
M1 recommend methods to promote an e-commerce system
M2 discuss how security issues in e-commerce can be overcome
M3 design an interface for an e-commerce business.
D1 evaluate the use of e-commerce in a ‘brick and click’ organisation
D2 compare different payment systems used by e-commerce systems.
1 Why e-Commerce?
A suggested scenario is a presentation to a new business considering whether or not to trade using e-commerce. Although there is a large amount to cover in this assignment a presentation could be the vehicle of assessment. Learners need not actually deliver the presentation unless this is required for other skills. Evidence will come from their presentation slides and accompanying notes. Alternatively, a ‘Guide to e-commerce’ leaflet could be developed.
The criteria P1-P3 are straightforward and the unit content indicates the required coverage. M1 could be presented as a supplementary leaflet highlighting the pros and cons of the various methods of promoting an e-commerce business. M2 requires a discussion of the security aspects, which should include benefits and drawbacks of potential solutions. For D1, learners may have to research extra material from that in the basic unit content. They will need to look at what the ‘click’ part of the operation will give the organisation over and above their high street presence, and what disadvantages it might bring.
2 – Consumer Guide
The second assignment looks at e-commerce from the customer’s point of view. A suggestion is that P4 and P5 are presented as a consumer guide, eg a leaflet to be available in public places, but other formats may be used. The legislation could be an appendix.
For D2, learners compare different payment systems used in e-commerce. Some useful examples are given in the unit content. ‘Different’ means different type, thus debit card and credit card are regarded as a single type, ie payment by card. Comparisons must include good and less good points. A detailed table could be used giving blocks of comparative material.
3 – An e-Commerce Strategy
Before developing their own strategies learners should review current commercial interfaces. Learners will then be producing their own e-commerce strategy. Learners may be given a free hand to decide on the nature of their ‘business’ or the tutor may wish to provide a list of alternatives. This should include ideas for promoting the site, what costs will be involved (actual figures are not required), the security measures to be put in place and how the site will be hosted. P6 can be evidenced by a report in a suitable format. For M3, learners will also include a customer interface design. This may be produced using any appropriate medium.
P1 describe the technologies required for e-commerce
P2 explain the impact of introducing an e-commerce system to an organisation
P3 explain the potential risks to an organisation of committing to an e-commerce system
P4 review the regulations governing e-commerce
P5 examine the social implications of e-commerce on society
P6 plan an e-commerce strategy.
M1 recommend methods to promote an e-commerce system
M2 discuss how security issues in e-commerce can be overcome
M3 design an interface for an e-commerce business.
D1 evaluate the use of e-commerce in a ‘brick and click’ organisation
D2 compare different payment systems used by e-commerce systems.
1 Why e-Commerce?
A suggested scenario is a presentation to a new business considering whether or not to trade using e-commerce. Although there is a large amount to cover in this assignment a presentation could be the vehicle of assessment. Learners need not actually deliver the presentation unless this is required for other skills. Evidence will come from their presentation slides and accompanying notes. Alternatively, a ‘Guide to e-commerce’ leaflet could be developed.
The criteria P1-P3 are straightforward and the unit content indicates the required coverage. M1 could be presented as a supplementary leaflet highlighting the pros and cons of the various methods of promoting an e-commerce business. M2 requires a discussion of the security aspects, which should include benefits and drawbacks of potential solutions. For D1, learners may have to research extra material from that in the basic unit content. They will need to look at what the ‘click’ part of the operation will give the organisation over and above their high street presence, and what disadvantages it might bring.
2 – Consumer Guide
The second assignment looks at e-commerce from the customer’s point of view. A suggestion is that P4 and P5 are presented as a consumer guide, eg a leaflet to be available in public places, but other formats may be used. The legislation could be an appendix.
For D2, learners compare different payment systems used in e-commerce. Some useful examples are given in the unit content. ‘Different’ means different type, thus debit card and credit card are regarded as a single type, ie payment by card. Comparisons must include good and less good points. A detailed table could be used giving blocks of comparative material.
3 – An e-Commerce Strategy
Before developing their own strategies learners should review current commercial interfaces. Learners will then be producing their own e-commerce strategy. Learners may be given a free hand to decide on the nature of their ‘business’ or the tutor may wish to provide a list of alternatives. This should include ideas for promoting the site, what costs will be involved (actual figures are not required), the security measures to be put in place and how the site will be hosted. P6 can be evidenced by a report in a suitable format. For M3, learners will also include a customer interface design. This may be produced using any appropriate medium.
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