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Jacques VIENS, Ph.D. Nathalie DESCHRYVER, assistante Daniel PERAYA, Ph.D.

IntersTICES, a Swiss Virtual Campus’ support mandate to foster a richer eLearning pedagogy in higher education and to set a general evaluation framework assessing innovative pedagogy. Jacques VIENS, Ph.D. Nathalie DESCHRYVER, assistante Daniel PERAYA, Ph.D. TECFA, Université de Genève. PLAN.

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Jacques VIENS, Ph.D. Nathalie DESCHRYVER, assistante Daniel PERAYA, Ph.D.

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  1. IntersTICES, a Swiss Virtual Campus’ support mandate to foster a richer eLearning pedagogy in higher education and to set a general evaluation framework assessing innovative pedagogy Jacques VIENS, Ph.D. Nathalie DESCHRYVER, assistante Daniel PERAYA, Ph.D. TECFA, Université de Genève

  2. PLAN • Context • Mandate (goals/tasks) • Method • Early results • Questions ICTE 2002, Samos, Greece

  3. CONTEXT • Swiss Virtual Campus (SVC) : a national response… - 50 eLearning projects (3 y., 3 uni., prof.) - 28 in 2000, 22 in 2001 - Matched funding, app. 1M Euro - 4 mandates (2 ped, 1 inst., 1 tech.) ICTE 2002, Samos, Greece

  4. CONTEXT • Swiss Virtual Campus (SVC)... - Consolidation phase 2003-2007 1. Maintenance of projects + user community support 2. 19 professional production teams 3. A third call for projects (76 with less $) 4. Coordination, mandates and program management ICTE 2002, Samos, Greece

  5. CONTEXT • Emergent information society - eLearning is new - our culture of education is old/traditional - eLearning a catalyst for a renewed pedagogy - pedagogical innovation in 4 points 1. Learners’autonomy 2. Contextualised activities (real world), projects 3. Collaboration, co-elaboration of knowledge 4. Deep learning, high level cognitive skills/activities ICTE 2002, Samos, Greece

  6. MANDATE • Goals/Tasks • To provide pedagogical support to the projects • To make an inventory of the projects’ pedagogical practices, mainly the exploitation of the innovative and interactive potential of ICT; • To set the bases of an evaluation framework assessing the innovative nature of eLearning pedagogy, in collaboration with the national and international community. ICTE 2002, Samos, Greece

  7. METHOD • “Recherche-action-formation” • Participative and collaborative • 5 initial steps • First contact meeting with each projet • Interview : current situation, needs analysis and follow up planning • Specific support to the projects • Animation of a virtual communityof practice • Collective face to face activities ICTE 2002, Samos, Greece

  8. METHOD… • Data collection • Notes from meetings of step 1-3 • Transcription of interviews (step 2) • Egroup activities and emails • Literature review • Data analyses • Qualitative • Cycles of readings, linking, sense making • Validation by triangulation ICTE 2002, Samos, Greece

  9. EARLY RESULTS • Global observations • Stepped in after launching • Complex challenge : 3 uni., 3 lang., 3 cult. of ed. (vision/rep., goals, abilities/exp., practice) • Systematic development: (intuitive production) Analysis Design Production Pilot/evaluation Revision Implementation ICTE 2002, Samos, Greece

  10. EARLY RESULTS… • Global observations… • Some projects are eager to integrate innovative pedagogies and learning strategies • More deeply involved in IntersTICES activities • Some wants to go their way ICTE 2002, Samos, Greece

  11. EARLY RESULTS… • Technological aspects • Platform or not platform (time/energy cons.) • Members of teams are not all familiar with tech. • Hire programming staff • Links between technology and pedagogy… ICTE 2002, Samos, Greece

  12. EARLY RESULTS… • Pedagogical aspects • Heterogeneity intra-inter projects • Mostly mediated and individualized instruction • Some efforts to integrate activities communicative/collaborative/knowledge construction • Emergent stoppers are : • How to ? Big groups ? Novice learners ? How to convince partners ? • Too much is done to change ! SVC wants individualized instruction ICTE 2002, Samos, Greece

  13. EARLY RESULTS… • Institutional/management aspects • Multiple partners/cultures/problems • Those who have collaborated before SVC…OK • Some decided to cooperate not collaborate ICTE 2002, Samos, Greece

  14. QUESTIONS • What is an innovative pedagogy ? What is to change ? • How can we support transition ? • How to implement active pedagogy with big groups ? • What for ? When ? How much ? Online vs face-to-face activities group vs individual activities • Tutoring issues … • Evaluation issues … • Communicate desire/know how of innovative ped. ICTE 2002, Samos, Greece

  15. Conclusion • A high level and complex challenge … • A matter of culture transition ? • Systemic approach with multiple perspectives Teachers, learners, institutional (society) • Culture in terms of : representations, attitudes, abilities and practice ICTE 2002, Samos, Greece

  16. Factors in interrelation Technology Pedagogy/learning Objects Content Objectives Competencies Knowledge Competencies Processes Products Representations Abilities &Ressources Practices Institution Attitudes O-P-P Teachers Learners ICTE 2002, Samos, Greece

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