Towards a general framework to assess and support innovative pedagogy in eLearning Pr. Jacques Viens, Ph.D. TECFA, Uni. de Genève

Jacques Viens, IntersTICES 2/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 PLAN Major concepts Framework (structure of factors) Examples of factors by level Action-Instruction-Research Discussions

Jacques Viens, IntersTICES 3/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Major concepts eLearning… multidimensional environment a development process… Innovation… what? for who? Innovative pedagogy… key factors Evaluation and support… a systemic app.

Jacques Viens, IntersTICES 4/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Major concepts : eLearning Scenario eLearning, a … Multidimensional dispositive Online activities Face to face activities Teaching/learning platform Classroom & laboratory Consultation Interaction Production Search Reflexion/think. Discussion Communication Practice, … Internet acces, identification/registration personal database, tools, etc… Documents, lessons, web site … Human resources Profs, assistants, tutors, students, experts Maintenance & updating Teacher/tutor, learner, others Home/Work activities & context

Jacques Viens, IntersTICES 5/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Actors Resources Material conditions Institutional convention/constraints Major concepts : eLearning Conception AnalysesProduction Evaluation/revision ImplementationField tests Real world, conditions & context Systematic development process

Jacques Viens, IntersTICES 6/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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)

Jacques Viens, IntersTICES 7/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Major concepts : innovation Added value by a change in practice/tools Innovation and added value … for who ? Learners Teachers Developers Institution Society (industry)

Jacques Viens, IntersTICES 8/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Major concepts : innovation eLearning Added value Basic pedagogy principle = Congruence Objectives + objects (contents) Processes, specific support & tools Products (evaluated, applied) Require to make things explicit

Jacques Viens, IntersTICES 9/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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 Interaction

Jacques Viens, IntersTICES 10/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Major concepts : Innovative pedagogy 1.Learners’ autonomy and deep involvement CBL, hypertext, PBL, responsabilization (goals, content, strategies…) 2.Contextualised activities (real world), projects Simulations, microworlds, (context of action & culture) 3.Collaboration, co-elaboration of knowledge Social skills, production strategies and objects of negociation 4.Deep learning, high level cognitive skills/activities metacognition, reflexive/critical thinking, Cognitive tools A continuum… How do you integrate/support ? (into objectives, activities, ressources, evaluation) Added value : 4 key dimensions …

Jacques Viens, IntersTICES 11/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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)

Jacques Viens, IntersTICES 12/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Action-Instruction-Research Explicitation Elaboration Needs analysis and formative Evaluation of the dispositive Targeted competences Context resources & contraints Pedagogical stance (actors’role) Scenario - Content, activities, resources - Articulation presence/distance Discussion, sharing in a Community of practice Theoretical & practical references or tools for the developement of a blended learning dispositive Our strategy ? Co-managed workshops

Jacques Viens, IntersTICES 13/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Learner Teacher Tutors et assistants Learner Teacher Conceptors/developers Context Institutional : multi... Universities, departments Actors … Scenario … Meso Micro A MULTIDIMENSIONAL FRAMEWORK Physical context … classroom, labo, home Macro Society… SVC eLearning culture Representations/values Abilities/resources Attitudes Practice Learning dispositive

Jacques Viens, IntersTICES 14/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th Societal aspects (Macro) - Institutional aspects (Meso) - Learning environ./dispositive (Micro) Technology (environment, interface, tools) Pedagogy ( scenario: goals, processes,... ) Development process/strategies - Human aspects (repre, abilities, att., practice) (Actors : Learner, teacher, tutor, developper, administrative, …) A SYSTEMIC STRUCTURE OF FACTORS

Jacques Viens, IntersTICES 15/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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 short for innovation: 6 months/1 year is required to launch/establish the collaboration and a shared vision; SVC orientations/expectations vs real life for projects Examples SOCIETAL ASPECTS (MACRO)

Jacques Viens, IntersTICES 16/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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 Examples INSTITUTIONAL ASPECTS (MESO)

Jacques Viens, IntersTICES 17/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Platform limits and constraints, inter-operability, standards (identification, versions, software, …) Interface (web pages) design has a low priority level… Platform tools/design foster a traditional delivery approach Communication and knowledge construction tools are new Usability … Technology Examples LEARNING ENVIRONMENT (MICRO)

Jacques Viens, IntersTICES 18/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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; Pedagogy Examples LEARNING ENVIRONMENT (MICRO)

Jacques Viens, IntersTICES 19/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 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…). Development process examples LEARNING ENVIRONMENT (MICRO)

Jacques Viens, IntersTICES 20/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003  Projects evaluation should emphasize the evolution process towards innovative eLearning pedagogy, not only the product.  Pedagogy should be addressed and supported at start, even before the deposit of the projects (guidelines and meetings).  A clear and shared vision of eLearning, innovation and peda- gogy should be initiated/fostered by the SVC. EMERGING RECOMMENDATIONS

Jacques Viens, IntersTICES 21/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003  A clear commitment of institutions and professors to invest energy, resource and time should be made.  Define/delimit the roles and responsibilities of all actors, consider a new role: “agent of change/innovation”.  Officially provide instructional activities for actors (professors, coordinators, tutors, students), require minimal participation. EMERGING RECOMMENDATIONS …

Jacques Viens, IntersTICES 22/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 DISCUSSION Explicitation Elaboration Needs analysis and formative Evaluation of the dispositive Targeted competences Context resources & contraints Pedagogical stance (actors’role) Scenario - Content, activities, resources - Articulation presence/distance Discussion, sharing in a Community of practice Theoretical & practical references or tools for the developement of a distance learning dispositive Action-instruction research Co-managed workshops

Jacques Viens, IntersTICES 23/23 ICNEE 2003 LUCERNE, CH Towards a general framework to assess and support innovative pedagogy in eLearning May 27th 2003 Learner Teacher Tutors et assistants Learner Teacher Conceptors/developers Context Institutional : multi... Universities, departments Actors … Scenario … Meso Micro A MULTIDIMENSIONAL FRAMEWORK Physical context … classroom, labo, home Macro Society… SVC eLearning culture Representations/values Abilities/resources Attitudes Practice Learning dispositive