Agosto 4 y 5 del 2005 , Bogotá, Colombia

1. Computers in Education Policy – The case of Quebec_________________________________Dr Gilbert PaquetteTélé-université du QuébecSeminario Internacional Políticas de Uso de Nuevas Tecnologíasen la Educación Superior Agosto 4 y 5 del 2005, Bogotá, Colombia

2. Personal Road Map • 1972 Creation of Télé-Université • 1982 Computer in Schools Government Policy • 1992 LICEF: Télé-université Research Center • 1995 Virtual Campus and AGD Project • 1998 HyperGuides Project, Telelearning – NCE • 2000 Mature Tools/Methods: MOT, MISA, Explor@; Spin-offs. Dissemination. • 2001 CIRTA, LORIT Observation Lab, Edusource • 2002 Research Chair in Instructional Engineering • 2004 LORNET pan-canadian Network • 2005 TELUQ-UQAM-UQ. CREPUQ. • New collaborations on Learning Object Repositories

3. Quebec’s Context • Province in the Canadian Federation • French-speaking in North America • Education is a provincial responsability • Growing dynamism in the IT Industry • Expanding computer uses in Education

4. Quebec’s Evolution • The 70’s: First Experiments and R&D • The 80’s: Large Introduction of Computer in Schools, Colleges and Universities • The 90’s: Generalization of Web-based resources • Actual State of Computer Use in Quebec Higher Education • Actual Challenges

5. The 70’s: First experiments Teacher Training and R&D • Pioneer introduction in schools and universities in 1970 • Permama: a massive program for training math teachers – first distance courses in the use of computers in education • At the end of the decade: LOGO courses and Authoring Languages at TELUQ • Growing dynamism in schools (AQUOPS) and colleges (APOP); R&D in universities

6. The 80’s: A First Policy for Computer Use in Education • Governement Global Policy • Call to industry for computers (Québec/France consortium) • Program to finance educational software • Teacher training programs • Centers (CMI) for CUE in the school boards • APO-Québec: a R&D and research transfer national center • Impact: large commitment of individuals and groups; rapid increase in applications in the universities.

7. The 90’s: Generalization of Web-based learning resources • CSE / CST / ACFAS -1995 « Higher Education at ICT Time: communication more than media » • Quebec’ Information Highway Plan • Invest in «Computers (5:1) and Network in Schools • Re-Engineering Education, Developing Teacher’s training, • Learning Materials in French • Quebec’s Science and Innovation Policy • Knowledge development and Sharing • Priority to ICT Training

8. Universities 2010 – ICT in University Education • A CREPUQ (University Principals) Policy for the next decade 1999 • «The use of computers for Education is lacking behind administration, librairies and research » • In 2010, computers will be of general use in classroom, distance and blended learning • Basic Principles • Towards an learner-centered pedagogy • Professor’s changing role – support and recognition • Inter-University collaboration and Government support • Goals • Quality – indispensable tool for knowledge in all fields • Increase student enrolment to respond to the needs • Impact on university programs: new trades, new methods, new tools • University as a « docking » institution for Lifelong Learning • In the world: francophony, latin america, bridge between Europe and NA

9. Universities 2010 – ICT in University Education • A CREPUQ Policy for the Next Decade - Strategy • Support professors: visibility and recognition, support centers • Consortium for production of materials • Support to collaborative pilot projects • Discard administrative and IP constraints • Use RISA and CANAL infrastructures • Promote Télé-université’s expertise • Collaborate with the ICT private sector • Respect the primary responsability of professors.

10. 2000-2005: Focusing on Learning Object Repositories • CREPUQ - SCTIC • MM production Consortium project (SDMI) – not yet financed • Norms and Standards for On-line Education - September 2002. • Recommandation on Intellectual Property to the Canadian Government, March 2002 • NORMETIC : Metadata Profile October 2003 • Quebec Education Ministry Norms Comittee - 2004 • PROCENA: project on a ICT environments consortium -2006 • Canal Savoir • University television channel since 1984 • Savoir Net project: numeric and Web broadcasting 2002 • RISQ • University and Colleges mature ICT infrastructure

11. 2005 Situation in Quebec Universities • All 17 universities or superior schools use courseware platforms (WebCT, in-house or open source) Course is most knowledge domains • Around 100 000 students use ICT (50 000 in 2000) • Mostly minimal use: learning material distribution and simple communication • Variety of models

12. 2005: UQ and UQAM/TELUQ • A Federation of 6 Regional Universities (incl.UQAM) and 4 Superior School (incl. Télé-Université) • Merging of UQAM and Télé-Université • UQ Distance Learning Council: to create a large network of learning resource respositories • Goal of UQAM-TELUQ Alliance (5 year plan) • From 350 to 500 courses and from 28,000 to 50,000 distance learning students + impact on the other CUE modes • 10 M$ investment in new design, development and delivery resources and teacher support • Learning object repositories in all faculties • Development of new tutoring models • Development of international cooperation and delivery • Sustaining R&D in CUE (LICEF-CIRTA)

13. Major Challenges and Trends • Knowledge Society and Economy: Huge Education Challenges • Exponential Goal of Information Resources : requies new technological systems, knowledge representaiton and new educational strategies. • Main International Trends: • Learning Object Repositories making available high quality resource; • Referenced by their knowledge (Semantic Web) • To support learning and knowledge management

14. Learning Object Repositories: A Misleading Concept • Includes materials, tools, services, persons, events • Not necessarily digitized: printed documents, lab materials • Used not only by learners, but also by other actors • May also include target competencies or objectives, activity descriptions, instructional structures, learning or assistance scenarios, etc. “A learning object is any entity, digital or non-digital, that can be used, re-used, or referenced during technology-supported learning” -IEEE LTSC 2000 Suggestion: « Information Resource »

15. A Global Network of LO Repositories

16. Pedagogical Potential of the Learning Object Paradigm • Flexible reuse of high quality learning designs, documents, tools, services and learning units. • Emphasis on communication and interaction rather than media • Places greater emphasis on pedagogy • Recombination of learning desings (course plans) and learning materials in surprising new uses. • Collaborative, multi-actor environment in learning portals.

17. Bimodal Presence Distance Course Course Course Metadata Repository Metadata Repository Learning Object Servers Learning Object Servers Learning Object Servers Learning Object Servers Synergy between institution using different models

18. Need for Instructional Engineering • Guide knowledge structuration in a domain for learning design • Design learning scenario • Choose and associate learning objects to activities (documents, tools, actors) • Guide learner/facilitator and learner/learner interactions • Analyse and revise continuously learning environment, courses and programs

19. Towards an Era of Collaboration Knowledge Society 3rd Generation Web From Scientific Sharing to Pedagogical Sharing Open Source

20. Computers in Education Policy – The case of Quebec_________________________________Dr Gilbert Paquettewww.licef.teluq.uquebec.ca/gpSeminario Internacional Políticas de Uso de Nuevas Tecnologíasen la Educación Superior Agosto 4 y 5 del 2005, Bogotá, Colombia