A framework of factors to assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case Pr. Jacques Viens, Ph.D. TECFA, Uni. de Genève

Jacques Viens, UdeM 2/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 PLAN Context Major concepts Structure of factors Examples of factors by level A systemic framework Discussion

Jacques Viens, UdeM 3/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 CONTEXT (overview) ICT Society : Swiss Virtual Campus Action research 1 : IntersTICES Results : factors & models Action research 2 : GIRAFE Results : research vs action/practice

Jacques Viens, UdeM 4/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 CONTEXT Swiss Virtual Campus (SVC) a (societal) national response… - 50 eLearning projects (3 y., 3 uni., prof.) - 28 in 2000, 22 in Matched funding, app. 1M Euro - 4 mandates (1 tech., then 2 ped, 1 inst.) Phase I :

Jacques Viens, UdeM 5/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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 framework assessing the innovative nature of eLearning pedagogy, in collaboration with the national and international community.

Jacques Viens, UdeM 6/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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

Jacques Viens, UdeM 7/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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 and workshops

Jacques Viens, UdeM 8/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 OUR STRATEGY 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, UdeM 9/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 METHOD… Data collection Notes from meetings of step 1-3 Transcription of interviews (step 2) Egroup activities and s Literature review Data analyses Qualitative Cycles of readings, linking, sense making Validation by triangulation

Jacques Viens, UdeM 10/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 Major concepts eLearning… a multidimensional concept a development process… Innovation… what? for who? Innovative pedagogy for students ? Evaluation and support… a systemic approach

Jacques Viens, UdeM 11/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 Major concepts : eLearning Scenario eLearning, a … Multidimensional environment 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

Jacques Viens, UdeM 12/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 Actors Resources Material conditions Institutional convention/constraints Major concepts : eLearning Conception Systematic development process AnalysesProduction Evaluation/revision ImplementationField tests Real world, conditions & context

Jacques Viens, UdeM 13/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 14/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 15/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 16/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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

Jacques Viens, UdeM 17/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 18/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 19/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 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) (Learners, teachers, tutors, developpers, administratives, …) A SYSTEMIC STRUCTURE OF FACTORS

Jacques Viens, UdeM 20/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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 expectations vs real life constraints for projects Examples SOCIETAL ASPECTS (MACRO)

Jacques Viens, UdeM 21/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 22/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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 Technology Examples LEARNING ENVIRONMENT (MICRO)

Jacques Viens, UdeM 23/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 24/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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, UdeM 25/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 Learner Teacher Tutors et assistants Learner Teacher Conceptors/developers Context Institutional : multi... Universities, departments Actors Learning environment Meso Micro A MULTIDIMENSIONAL MODEL Physical context … classroom, labo, home Macro Society… UNESCO eLearning culture Representations/values Abilities/resources Attitudes Practice

Jacques Viens, UdeM 26/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 Pedagogical spaces of integration 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 7 indicators/factors of innovative & enriched practice Actors’ culture Representations Abilities/Resources Attitudes Practice LearnersTeachers Representations Abilities/Resources Attitudes Practice Tutors Developers Administrators etc… Representations Abilities/Resources Attitudes Practice Conditions & constraints Programm, N+culture of actors, time, local & on line resources, etc. What ? Why ? When ? How ? Objectives, competencies, activities, Actors’ roles+ responsibilities, resources, evaluation of impacts… E I A Explicit Implicit Absent Activities Resources Evaluation Objectives Seven indicators/factors of innovative and enriched pedagogical practice 123 E I A

Jacques Viens, UdeM 27/28 A framework of factors assess and support innovative pedagogy in eLearning, the Swiss Virtual Campus case CSL September 27 th 2006 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 distance learning dispositive Our strategy ? Co-managed workshops

Questions? THE END …