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A framework of factors to assess and support innovative pedagogy in eLearning , the Swiss Virtual Campus case. http://tecfa.unige.ch/proj/cvs/en/welcome.html. Pr. Jacques Viens, Ph.D. TECFA, Uni. de Genève. PLAN. Context. Major concepts. Structure of factors.

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slide1

Aframeworkof factors to assess and support innovative pedagogyin eLearning, the Swiss Virtual Campus case

http://tecfa.unige.ch/proj/cvs/en/welcome.html

Pr. Jacques Viens, Ph.D.

TECFA, Uni. de Genève

slide2
PLAN
  • Context
  • Major concepts
  • Structure of factors
  • Examples of factors by level
  • A systemic framework
  • Discussion
context overview
CONTEXT (overview)
  • ICT Society : Swiss Virtual Campus
  • Action research 1 : IntersTICES
  • Results : factors & models
  • Action research 2 : GIRAFE
  • Results : research vs action/practice
context
CONTEXT

Swiss Virtual Campus (SVC)

a (societal) national response…

Phase I : 2000-2004

- 50 eLearning projects (3 y., 3 uni., prof.)

- 28 in 2000, 22 in 2001

- Matched funding, app. 1M Euro

- 4 mandates (1 tech., then 2 ped, 1 inst.)

interstices mandate
IntersTICES’ 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 frameworkassessing the innovative nature of eLearning pedagogy, in collaboration with the national and international community.
context1
CONTEXT

3 GROUPS OF FACTORS AFFECTING ICT USES IN EDUCATION

Teachers’ characteristics

  • Age, experience, ICT abilities, pedagogical vision/values, attitudes towards change, self efficacy

Technology specificities & attributions

  • What is done ? Which tools & activities? Actors’ perceptions of ICT and related activities : usefulness, advantages over non-ICT activities, level of difficulty and complexity…

Institutional factors

  • Time, peers collabo/support, adm. support, converging vision of ICT, ICT training, availability and access to equip., technical support on time, topic and school programs, school level, socio-economic level
method
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 activitiesand workshops
our strategy
OUR STRATEGY

« Action-instruction » research

Explicitation

Elaboration

  • Targeted competences
  • Context resources & contraints
  • Pedagogical stance (actors’role)
  • Scenario - Content, activities, resources - Articulation presence/distance

Needs analysis and formative

Evaluation of the dispositive

Co-managed workshops

Discussion, sharing in a

Community of practice

Theoretical & practical references

or tools for the developement

of a distance learning dispositive

method1
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
major concepts
Major concepts
  • eLearning… a multidimensional concept a development process…
  • Innovation… what? for who?
  • Innovative pedagogy for students ?
  • Evaluation and support… a systemic approach
major concepts elearning

eLearning, a …

Multidimensional

environment

Major concepts : eLearning

Teacher/tutor, learner, others

Scenario

Face to face activities

Online activities

Consultation

Interaction

Production

Search

Reflexion/think.

Discussion

Communication

Practice, …

Human resources

Profs, assistants, tutors, students,

experts

Classroom & laboratory

Home/Work activities

Teaching/learning platform

Documents, lessons, web site …

Internet acces, identification/registration

personal database, tools, etc…

Maintenance & updating

major concepts elearning1

Evaluation/revision

Major concepts : eLearning

Conception

Analyses

Production

Systematic development process

Implementation

Field tests

Actors

Resources

Material conditions

Institutional convention/constraints

Real world, conditions & context

major concepts innovation
Major concepts : innovation
  • Spontaneous or systemic & systematic process (units/phases and degrees/levels)Chins (1976)

Units (Individual, Group, Institution, Culture)

Levels (Substitution, Alteration, Perturbation, Restructuration, Value changes)

major concepts innovation1
Major concepts : innovation
  • Added value by a change in practice/tools
  • Innovation and added value … for who ?
    • Learners
    • Teachers
    • Developers
    • Institution
    • Society (industry)
major concepts innovation2
Major concepts : innovation

eLearning Added value

Require to make things explicit

Basic pedagogy principle = Congruence

Objectives + objects (contents)Processes, specific support & toolsProducts (evaluated, applied)

major concepts innovation3
Major concepts : innovation
  • Access, but what do you provide access to ?
  • Individualization, but what cost? And what about globalisation ?
  • Feedback, yes but from who ? How rich ? What cost ?

eLearning Added value

major concepts innovative pedagogy
Major concepts : Innovative pedagogy

Added value : 4 key dimensions …

A continuum… How do you integrate/support :

(into objectives, activities, ressources, evaluation)

1. Learners’ autonomy and deep involvementCBL, hypertext, PBL, responsabilization (goals, content, strategies…)

2. Contextualised activities (real world), projects Simulations, microworlds, (context of action & culture)

3. Collaboration, co-elaboration of knowledgeSocial skills, production strategies and objects of negociation

4. Deep learning, high level cognitive skills/activitiesmetacognition, reflexive/critical thinking, Cognitive tools

major concepts evaluation support
Major concepts : Evaluation/support
  • Beyond the learning kit ... (Stufflebeam)
    • Context, inputs, processes, output (products).
  • Context (Bronfenbrenner) (micro, meso, macro)
  • Added value for the consumers (Scriven)
  • Consider the changes in actors values (Stake)
  • Economic/short term evaluation may be misleading
  • Systemic (Viens)
a systemic structure of factors
A SYSTEMIC STRUCTURE OF FACTORS

- Societal aspects (Macro)- Institutional aspects (Meso) - Learning environ./dispositive (Micro)Technology(environment, interface, tools)Pedagogy (scenario:goals, processes,...)Developmentprocess/strategies

- Human aspects(repre, abilities, att., practice)(Learners, teachers, tutors, developpers, administratives, …)

societal aspects macro
SOCIETAL ASPECTS (MACRO)

Examples

  • Imposed condition of partners from at least 3 universities … often not collaborators as start, impedes the effectiveness;
  • Managing multi-uni projects is time consuming and complex, goals, interests, practice, programs, resources, management;
  • Multi-languages activities are high cost/time/energy for all ;
  • 3 years is long to develop a course, but short for innovation: 6 months/1 year to launch/establish the collaboration and a
  • shared vision;
  • SVC expectationsvs real life constraints for projects
institutional aspects meso
INSTITUTIONAL ASPECTS (MESO)

Examples

  • Culture of eLearning to be developed and officially supported (vision, curriculum, evaluation, resources, recognition);
  • Conditions differ (goals, programs, resources, involvement)
  • Inter-institutions contracts …
  • Internal management rules/procedures not adapted
learning environment micro
LEARNING ENVIRONMENT (MICRO)

Technology Examples

  • Platform limits and constraints, inter-operability, standards (identification, versions, software, …) still to discover…
  • Interface (web pages) design has a low priority level…
  • Platform tools/design foster a traditional delivery approach
  • Communication and knowledge construction tools are new
learning environment micro1
LEARNING ENVIRONMENT (MICRO)

Pedagogy Examples

  • Too much content is targeted, in eLearning everything needs to be more explicit/planned/addressed, so what is essential ?
  • Text-based conception inherited from traditional teaching/writing
  • Goals not always clear, harmonised with activities/evaluation
  • New roles: students, tutors and teachers need guidelines and procedures support for active eLearning;
learning environment micro2
LEARNING ENVIRONMENT (MICRO)

Development process examples

  • Mostly intuitive, no systematic design/development experience
  • Main energy is invested in production, very little analyses, design, evaluation, implementation concerns
  • Evaluation and implementation issues are just being considered… but should be at start
  • Coordinators are overloaded, management and development (content, web pages, pedagogical models and procedures…).
a multidimensional model

Meso

Learning environment

Macro

Micro

A MULTIDIMENSIONAL MODEL

Institutional : multi...

Universities, departments

Learner

Learner

Learner

Learner

Learner

Teacher

Context

Actors

Teacher

eLearning culture

Representations/values

Abilities/resources

Attitudes

Practice

Teacher

Tutors et assistants

Conceptors/developers

Physical context … classroom, labo, home

Society… UNESCO

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RepresentationsAbilities/ResourcesAttitudesPractice

RepresentationsAbilities/ResourcesAttitudesPractice

RepresentationsAbilities/ResourcesAttitudesPractice

RepresentationsAbilities/ResourcesAttitudesPractice

RepresentationsAbilities/ResourcesAttitudesPractice

Actors’ culture

Evaluation

Resources

Administrators etc…

Developers

Learners

Teachers

Tutors

Activities

Conditions & constraintsProgramm, N+culture of actors, time, local & on line resources, etc.

Objectives

E

E

I

I

A

A

What ? Why ? When ? How ?

2

1

3

Objectives, competencies, activities,

Actors’ roles+ responsibilities, resources, evaluation of impacts…

Seven indicators/factors of innovative

and enriched pedagogical practice

1- Access to… information and resources (time - space)

2- Individualization, adaptation of learning activities

3- Richer Feedback (access + individualization+ frequency = quality)

4- Autonomy, responsibilization & learner involvement

5- Cooperation, collaboration, co-elaboration of knowledge

6- Situated learning, reality anchored activities, simulation, visualization

7- High-level knowledge, critical thinking, reflexive verbalization

Pedagogical spaces of integration

Explicit

Implicit

Absent

7 indicators/factors of innovative & enriched practice

action instruction research
Action-Instruction-Research

Our strategy ?

Explicitation

Elaboration

  • Targeted competences
  • Context resources & contraints
  • Pedagogical stance (actors’role)
  • Scenario - Content, activities, resources - Articulation presence/distance

Needs analysis and formative

Evaluation of the dispositive

Co-managed workshops

Discussion, sharing in a

Community of practice

Theoretical & practical references

or tools for the developement

of a distance learning dispositive

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