1. Jacques Viens April 03 2009 University of Hong Kong Prof. Jacques Viens, Ph.D. TECFA, Uni. de Genève Towards a systemic framework of factors to evaluate and support innovative pedagogy in e-Learning

2. April 03 2009. University of Hong Kong CONTEXT Swiss Virtual Campus (SVC) a (societal) national response… 50 eLearning projects (3 y., 3 uni., prof.) 28 in 2000, 22 in 2001 Approx. 1 M CHF per course (matched) 4 mandates (1 tech., then 2 ped, 1 inst.) IntersTICES… Phase I : 2000-2004

3. April 03 2009 University of Hong Kong CONTEXT Swiss Virtual Campus (SVC) a (societal) national response… 100,000 to 200,000 per project (2 years) Same amount for the supporting center Focus on center development support GIRAFE : community of practice Financed for 18 months, then autonomous Phase 2 : 2004-2007

4. IntersTICES’ MANDATE Goals/Tasks To provide pedagogical support To make an inventory of the 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. April 03 2009. University of Hong Kong

5. METHOD Orientation: Action research => Learning Participation and collaboration 5 basic steps 1.Initial contact meeting to set goals and actions 2.Interview : discuss the current situation, needs analysis and plan next steps 3.Provide specific support to the projects 4.Expend to a community of practice 5.Projects lead face to face activities and workshops April 03 2009. University of Hong Kong

6. 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-knowledge construction» research Co-managed workshops April 03 2009. University of Hong Kong

7. METHOD… Data collection Notes from meetings of step 1-3 Transcription of interviews (step 2) Yahoo eGroup activities and emails Literature review Data analyses Qualitative Cycles of readings, linking, clustering, saturation Validation by triangulation April 03 2009. University of Hong Kong

8. - 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, administrators, …) A SYSTEMIC STRUCTURE OF FACTORSRESULTS April 03 2009. University of Hong Kong

9. Imposed condition of partners from at least 3 universities … often not collaborators as start, impedes the effectiveness; Multi-languages activities are high cost/time/energy for all ; SVC full distance learning expectations… Examples SOCIETAL ASPECTS (MACRO) April 03 2009. University of Hong Kong

10. 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) April 03 2009. University of Hong Kong

11. 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) April 03 2009. University of Hong Kong

12. 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 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) April 03 2009. University of Hong Kong

13. Intuitive, unsystematic 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) April 03 2009. University of Hong Kong

14. A SYSTEMIC PERSPECTIVE Tutors & assistants Learners Teachers Conceptors/developers Context Meso Institutional level : vision & politics, actions, programmes, resources (centres) Physical environment … class, labo, home Actors Learning activity eLearning Culture Representations & values Abilities & resources Attitudes, affects Practice/Action/Artefacts Micro Macro Societal… Industries, corporations April 03 2009. University of Hong Kong

15. Jacques ViensFebruary 09th 2005 15/6 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, taking responsibility, 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 Assessment Objectives Seven indicators/factors of innovative and enriched pedagogical practice A E E I 1 2 3 April 03 2009. University of Hong Kong

16. DISCUSSION jacques.viens@umontreal.ca THE END … April 03 2009. University of Hong Kong