IntersTICES, a Swiss Virtual Campus’ support mandate to foster a richer eLearning pedagogy in...

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,

assistanteDaniel PERAYA, Ph.D.

TECFA, Université de Genève

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PLAN Context

Mandate (goals/tasks)

Method

Early results

Questions

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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.)

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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

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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

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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.

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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 community of practice Collective face to face activities

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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

July 19th 2002 ICTE 2002, Samos, Greece Jacques Viens9/16

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)

AnalysisDesignProductionPilot/evaluationRevisionImplementation

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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

July 19th 2002 ICTE 2002, Samos, Greece Jacques Viens11/16

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…

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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

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EARLY RESULTS… Institutional/management aspects

Multiple partners/cultures/problems Those who have collaborated before SVC…

OK Some decided to cooperate not collaborate

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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 activitiesgroup vs individual activities

Tutoring issues … Evaluation issues … Communicate desire/know how of innovative ped.

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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

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Objects

Processes

ProductsRepresentations

Abilities &Ressources

Practices

Attitudes

Pedagogy/learningTechnology

LearnersTeachers

Institution

Factors in interrelation

O-P-P

ContentObjectivesCompetencies

KnowledgeCompetencies