ILF09 - Proceedings
Transcription
ILF09 - Proceedings
Platinum Sponsor © Copyright EIfEL ILEARNING FORUM 2009 Conference Proceedings ISBN: 2-9524576-7-0 European Institute for E-Learning (EIfEL) 1, rue Neuve F-89210 Champlost, France Tel: +33 3 8643 1343 Fax: +33 3 8643 1778 www.eife-l.org iLearning Forum 2009 2 TABLE OF CONTENTS Foreword to the conference 6 Competency development and recognition (EN) 7 Quality Assurance in PLAR: issues and strategies for post secondary institutions Joy Van Kleef, Canadian Institute for Recognizing Learning 8 Shirley Amichand, Saskatchewan Institute of Applied Science and Technology Marilyn Carkner, College of Extended Learning, University of New Brunswick Kim Orynik, Saskatchewan Institute of Applied Science and Technology Judith Potter, College of Extended Learning, University of New Brunswick Manitoba - Living Laboratory for RAC 23 Don Presant - Manitoba PLA Network (MPLAN), Learning Agents Inc., Winnipeg, Canada RAC in the Province of Québec 24 Leah Moss 1 Guy Fortier 2 (1: English School Boards of Québec, Canada 2: Compétences Montréal, Canada) Accreditation and recognition of Prior Experience and Learning: Current Practices and Future Possibilities 25 Tracy Slawson, NIACE, United Kingdom Recognition of competencies in acute care through an ePortfolio 27 Harry Owen, Clinical Skills and Simulation Unit, Sue Skinner, Computer Assisted Learning Unit, Chris Carapetis, Computer Assisted Learning Unit and Cyle Sprick, Clinical Skills and Simulation Unit, Department of Medical Education, School of Medicine, Flinders University, South Australia Out with the old; in with the New...Space Allan Simon Theophanides, University of Wales, Newport 32 An Online Learning Environment integrating an eDossier to give evidence for Lifelong Learning 39 Dr Pedro Pablo Sanchez-Villalonn Escuela Oficial de Idiomas Ciudad Real, Spain;, Prof. Manuel Ortega2, Ms Asuncion Sanchez-Villalon, Universidad de Castilla La Mancha. C.H.I.C.O. Digital Reputations and Private versus Public Information in a World of Online Disinhibition, Flaming, and Rude Emails:The Nature of Online Communication Among College Students. 48 Jane Florence MacNeil, Red Deer College, Canada Does Succession Planning Initiative Apply in Tertiary Institution? 49 Posiah Mohd Isa i-LEC, Universiti Teknologi MARA 40 450 Shah Alam, Selangor, MALAYSIA Siti Akmar Abu Samah UiTM International Centre, Universiti Teknologi MARA 40 450 Shah Alam, Selangor, MALAYSIA Zaini Abdullah Chancellery, Universiti Teknologi MARA, 40 450 Shah Alam, Selangor, MALAYSIA Kamaruzaman Jusoff Faculty of Forestry, Universiti Putra Malaysia, 43 400 Serdang, Selangor, MALAYSIA iLearning Forum 2009 3 Learning Technologies (EN) 57 Challenges of e-Learning in Teacher Education in Africa: The Nigerian Experience 58 J. Effiom-Edem Ntibi - Federal College of Education, Obudu, Nigeria How to boost entrepreneurship through innovative integrated learning 59 Jelena Godjevac, MEA-I Mentored Action Learning by CrossKnowledge 65 Steve Fieh, Estelle Milo, Sébastien Boscq - Crossknowledge, France Communities of Practice and Knowledge Flow Networks Mei-Tai Chu, Rajiv Khosla Business Systems and Knowledge Modeling Laboratory La Trobe University, Melbourne, Australia 66 DR. THEMIS GENADIS General Manager, I-Learn Group of Companies Implementing a Virtual Learning Community and Electronic Portfolio Environment to Authentically Assess Learning and Program Improvement69 Victoria Guzzo, Katherine Kalmus - LiveText, United States of America The E-learning Simulations "Mettiamo in pratica la MiFid" and "Privacy 2008": two innovative tools proposed by ABIFORMAZIONE for competence updating in the European banking sector 71 Gaetano Bruno Ronsivalle, Università “La Sapienza”, ABIFormazione, Labelformazione Claudia Miolli, ABIFormazione Introducing Developing Teacher-Students In A Developing Context To EPortfolios 76 Illasha Kok, Seugnet Blignaut (North-West University, Potchefstroom Campus, South Africa) Teacher Training in an Online Action Research Framework 84 Viviana Gaballo, University of Macerata, Italy The impact of distance learning on lifelong learning 89 Maria de F‡tima Goul‹o, Universidade Aberta Blended Learning for the 21st Century Learning Environment 103 Marci Powell: Global Director – Higher Education & Corporate Training and United States Distance Learning Association President Do we really need a webcam? – the uses that foreign language students make out of webcam images during teletandem sessions 105 João Antonio Telles, UNESP – Universidade Estadual Paulista, Brazil eLearning Content : from Metadata to Digital Repository, Which Standards for What? 114 Marc Van Coillie - EIfEL, France Reconnaissance des acquis et des compétences (FR) La Reconnaissance des Acquis et des Compétences à Montréal 114 115 Guy Fortier, Compétences Montréal, Canada L’apprentissage organisationnel pour une approche durable d’innovation : Le dilemme Exploitation / Exploration 116 Amel Béji et Samia Karoui Zouaoui Dispositif d'Accompagnement de la VAE Individualisé et à Distance : Etude des besoins et modélisation des parcours 118 Rémi LEVY Consultant - Chef de projet apprentissage et formation en ligne iLearning Forum 2009 4 Processus de Certification et CV Européen, Quel est la Place de l'Identité Numérique et des Services en Ligne ? 122 Marc Van Coillie - EIfEL, France La VAE, Démarche Expérientielle de Reconnaissance Sociale des Apprentissages Non-formels et Informels 123 Brigitte Pagnani, Université Marc Bloch, France 'L'Entreprise Virtuelle' 124 Isabelle Pleplé , Vannina Correa de Sampaio2 (1: ICUS, France 2: Ministère du Travail, des Relations sociales, de la Famille, de la Solidarité et de la Ville, France) Technologies de l’apprentissage (FR) 125 La production documentaire : soutien au développement des formations. Cas du 2IE 126 Léa OUATTARA, Francis SEMPORE Mots clé : Ingénierie -documentaire, Productions numériques, Contenus pédagogiques, FOAD, TICE, Qualité Baromètre CCIP 2008 du e-learning 129 Raphaël GNANOU L’ePSS : l’autre moyen de transmettre des connaissances en ligne Gérard Mendes & Maarten Samson, Knowmore 131 Auteurs Enseignement supérieur et TIC 133 Wafa BERRY - Professeur Chercheur - Université Libanaise Culture Informationnelle et e-Teaching : Outils et Pratiques Jean-Paul Pinte - Université Catholique de Lille, France 141 Web 2.0 et Services Formation des Entreprises. Pourquoi ? Comment ? 144 Adrien Ferro - Université Rennes 1, France E-learning Médical en Cancérologie 145 Thomas De Praetere 1, Christine Verfaillie 2, Michel Taillet 2 1: . Dokeos, Belgium, 2. European Society for Therapeutical Radiology and Oncology (ESTRO), Belgium Pédagogie du partage et Web 2.0 : pour une redéfinition des pratiques de classe 146 Florence Lojacono, Université de Las Palmas de Gran Canaria, Espagne. Nouvelles technologies dans l'ecole secondaire de Caldas Das Taipas – Guimarães – Portugal 154 D.A. Durães, T. S. Martinez e M. L. Delgado Créer des Programmes de Formation pour les 5 Continents : Enjeux, Contraintes et Meilleures Pratiques Dominique Trouche, Morgan Riou - WhP International SAS, France iLearning Forum 2009 5 161 FOREWORD TO THE CONFERENCE Dear Colleagues, Chères et chers collègues, We have great pleasure in welcoming you to iLearning Forum 2009 and to Paris. We are delighted to welcome participants from 25 countries representing a broad spectrum of activities and interests, but united by a desire to explore the challenge of integrating learning into life (iLearning) and/or innovative ways of developing and recognising competencies. Nous avons le plaisir de vous accueillir à iLearning Forum 2009 et à Paris. Nous sommes enchantés d’accueillir les participants de 25 pays, représentant un large spectre d’activités et d’intérêts tout en étant unis par le désir d’explorer le défi d’intégrer l’apprentissage dans la vie (iLearning) et/ou des moyens innovateurs de développer et reconnaître des compétences. The key themes of this year’s iLearning Forum are: • Integrated learning for organisational development and innovation • Integrated learning for employability, social inclusion and active citizenship • Learning innovation and futures • Architectures and infrastructures for integrated learning • Integrating learning with quality management • Exploiting the full potential of digital identity. This year's event will be enriched by a parallel event, the first francophone and international conference on the recognition and validation of achievement and competencies (RAC 2009), in cooperation with the GARF, France and the Centre Collégial Montréalais de Reconnaissance des Acquis et des Compétences, Canada. Principal themes are: • Formal vs informal recognition of learning achievements • Recognition of learning achievements across cultures and countries • Recognition of competencies and innovation • Quality control of learning achievements certification processes Participants are free to attend any session in the event and have a choice of French and English plenary and parallel sessions for both conferences. In your conference bags you will find the final version of the programme. Please note carefully the room numbers and schedule. Lunch and all refreshments will be served in a reserved area in the exhibition hall near stand numbers 26/27. Please wear your badge at all times as this gives access to the conference rooms and breaks. Les principaux thèmes de iLearning Forum 2009 sont : • L'apprentissage intégré pour le développement organisationnel et l'innovation • L'apprentissage intégré pour l'employabilité, l'inclusion sociale et la citoyenneté active • L'innovation et futurs de l'apprentissage • Architectures et infrastructures pour l'apprentissage intégré • Intégrer l'apprentissage à la gestion de la qualité • Exploiter le plein potentiel de l'identité numérique. Cette année, l'événement sera enrichi par une manifestation parallèle, la première conférence internationale et francophone sur la reconnaissance et la validation des acquis et des compétences (RAC 2009), organisée en partenariat avec le GARF et le Centre Collégial Montréalais de Reconnaissance des Acquis et des Compétences. Les thèmes principaux sont: • Reconnaissance formelle et informelle des apprentissages • Reconnaissance des acquis dans les cultures et les pays • Reconnaissance des compétences et innovation • Contrôle qualité des processus de certification Les participants sont libres d'assister aux sessions de chacune des conférences avec un choix de sessions parallèles et plénières en langue française et anglaise pour les deux conférences. Dans les sacs de la conférence vous trouverez la version finale du programme. Veuillez noter avec attention le numéro de la salle et les horaires. Les déjeuners et les pauses seront servis dans un espace réservé au sein de l’exposition, près des stands 26/27. Veuillez porter votre badge à tout moment car c’est lui qui vous donne accès aux espaces des conférences et des pauses. Places are still available at the dinner-cruise on the Seine on the evening of Monday 19 January. Il reste quelques places disponibles pour le dîner croisière sur la Seine du lundi 19 janvier – s’adresser au bureau d’accueil. We should like to thank our Platinum sponsor, Demos, Gold sponsors, Dokeos, CornerstoneOnDemand and CrossKnowledge, Silver sponsor, Questionmark and Bronze sponsors e-doceo and X-PERTeam for supporting the event. Nous tenons à remercier nos sponsors: Demos (Platine), Dokeos, CornerstoneOnDemand et CrossKnowledge (Or), Questionmark (Argent) et e-doceo et X-PERTeam (Bronze) pour leur soutien à cet événement. Don’t forget to make a tour of the iLearning Forum Exhibition during the breaks! We look forward to meeting you and wish you an enjoyable and fruitful conference and look forward to welcoming you back to iLearning Forum 2010! iLearning Forum 2009 N’oubliez pas de rendre visite aux exposants d’iLearning Forum pendant les pauses. Nous nous réjouissons de vous retrouver et vous souhaitons une plaisante et fructueuse conférence en attendant de vous retrouver de nouveau à iLearning Forum 2010 ! Serge Ravet Serge Ravet EIfEL EIfEL 6 Competency development and recognition (EN) iLearning Forum 2009 7 QUALITY ASSURANCE IN PLAR: ISSUES AND STRATEGIES FOR POST SECONDARY INSTITUTIONS Joy Van Kleef, Canadian Institute for Recognizing Learning Shirley Amichand, Saskatchewan Institute of Applied Science and Technology Marilyn Carkner, College of Extended Learning, University of New Brunswick Kim Orynik, Saskatchewan Institute of Applied Science and Technology Judith Potter, College of Extended Learning, University of New Brunswick Background Quality assurance in post-secondary education has received growing attention in recent years as institutions and governments struggle to respond to education’s increasingly global context, characterized by the development of national qualification frameworks and new practices in distance education, trans-national education, international education, foreign credential recognition, and prior learning assessment and recognition. For the most part, quality assurance mechanisms in higher education have focused on institutions’ capacity to conduct research and fulfill teaching requirements, rather than on the assessment and verification of learning. This project’s partners shared a concern that limited attention to quality assurance in prior learning assessment and recognition (PLAR) processes and assessments may contribute to its slow growth in post-secondary institutions. This concern is fuelled by reservations expressed by educators in many jurisdictions about the quality of prior learning and the ability of institutions to conduct appropriate assessments. In December 2005, the Canadian Institute for Recognizing Learning, the G. Raymond Chang School of Continuing Education at Ryerson University, the Saskatchewan Institute of Applied Science and Technology, and the College of Extended Learning, University of New Brunswick joined forces to conduct research into quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education. The Canadian Council on Learning (CCL) awarded the partners funding to support the preparation of an issues and strategies report, a practical guide to institutions, an annotated bibliography, and the dissemination of the project’s findings through knowledge mobilization. Objectives and Methodology The objectives of this research were to examine the ways in which countries and their postsecondary institutions address the issue of quality assurance in PLAR and to identify issues and strategies used by public policy makers, educational institutions and individual educators to ensure the quality of their processes and their outcomes. Empirical data collection was not within the parameters of funding for this project. Our research methodology included literature searches, semi-structured interviews with quality assurance experts at the partner institutions, focus groups with adult learners, and individual interviews with internationally educated professionals who had experienced PLAR. The purpose of these interviews was to help focus our literature research and identify issues and possible strategies for further analysis. In addition, the project established an advisory committee of educators involved in PLAR development and delivery across Canada. The professional insights gained from two structured online discussions with the committee members contributed significantly to this report. For the purpose of this study, we defined PLAR as a process that identifies, verifies, and recognizes relevant learning (knowledge and skills) that cannot be fully recognized by the traditional means of credential assessment, credit transfer, articulation, or accreditation. This learning may be acquired through a variety of non-formal and informal means such as work, iLearning Forum 2009 8 independent study, or volunteering. The countries examined in this report share this definition although they use a variety of terms. Prior learning is acquired by youth and adults; however, this study focuses on PLAR for adults for the purpose of recognition by post-secondary institutions. From our review of the literature on PLAR, our focus groups with adult learners, and our consultations with academic experts, immigrant professionals, and the advisory committee, we have made findings in four key areas of quality assurance in PLAR. They relate to: defining quality assurance in PLAR the importance of quality assurance in PLAR a pattern of quality assurance mechanisms two dimensions to institutional quality assurance Summary of Results Defining Quality Assurance in PLAR There is no generally accepted definition of quality assurance in PLAR. For the purposes of this study, we adopted the following definition: The establishment of and adherence to policies, processes, and assessment practices that ensure that the knowledge and skills of individual learners are recognized so that they can successfully engage in the subjects and levels of learning that contribute meaningfully to their educational and employment goals. The Importance of Quality Assurance in PLAR The importance of having quality assurance in PLAR seems obvious. Students need to know that they are adequately prepared for future study and employment. Faculty need to know that academic standards are being maintained and that the process is an enriching one for students. In addition, the context in which PLAR is currently operating is expanding globally, and, as it does, there is an increasing demand for criteria to assess its quality on the part of direct users and indirect beneficiaries. As employers expand their use of PLAR, either internally or in collaboration with educational institutions, their investments in the PLAR process become more obvious and they will demand evidence of its quality. Workers will want to know that the results of their assessments are valued by their employers. Regulatory bodies need to ensure that PLAR processes do not jeopardize public safety. All of these stakeholders must be able to rely on the results of PLAR. It is increasingly important that educational institutions be able to assure their partners and stakeholders that PLAR is a credible, valuable, and academically sound process. A Pattern of Quality Assurance Mechanisms We examined the use of PLAR internationally and found a pattern in the various ways that quality assurance has been addressed. From this finding, we developed a quality assurance delivery framework based on five mechanisms that can operate independently or in combination: 1. legislation; 2. government policy; 3. collaborative mechanisms; 4. institution-based mechanisms; and 5. indirect stakeholder support. iLearning Forum 2009 9 Legislation Several countries, including the Czech Republic, Denmark, Estonia, Finland, France, Norway, Sweden, and the Netherlands have passed legislation to ensure that prior learning is recognized by higher education institutions. Legislation tends to provide general direction, leaving the details of implementation up to government policy-makers or the education community. Quality assurance is not always addressed directly in legislation, but becomes an issue of accountability once the service is required. However, in some countries, such as Denmark, legislation has been used to assure quality. National legislation passed by the Czech Republic in August, 2007 establishes an inspection role for authorizing bodies. Government Policy Government policy-makers have been attracted to PLAR because of its capacity to reduce education costs and promote access to post-secondary education and lifelong learning. Some governments have developed policies that encourage, or even require, access to PLAR services. Government policy in some countries, such as Australia, also addresses the issue of quality assurance in recognizing prior learning. Collaboration In some countries, the implementation of PLAR has been initiated by members of the postsecondary education community rather than by governments. Cross-institutional collaboration was used to establish a common approach to PLAR and mechanisms to ensure its quality. In some instances, this collaboration has resulted in formal bodies such as the Quality Assurance Agency in the United Kingdom, the Southern England Consortium for Credit Accumulation and Transfer (SEEC), and the Scottish Qualifications Authority. In other countries, informal types of collaboration and trans-national collaborations have also emerged. Institution-based Mechanisms In most jurisdictions, the implementation of PLAR and the development of methods of quality assurance have been driven by the internal systems of post-secondary institutions. The United States provides the clearest example of reliance on institutionally-based mechanisms to ensure quality. PLAR is unlegislated and institutions adopting PLAR operate without the guidance of government policy. Indirect Stakeholder Support Non-governmental organizations also play useful roles in promoting the quality of PLAR. One of the most influential has been the Council for Adult and Experiential Learning (CAEL) in the United States. The Council of the European Union is another example of an indirect stakeholder; it has had an important influence on the development of quality assurance in PLAR through research initiatives and, more recently, the development and publication of Common European Principles for the Identification and Validation of Non-formal and Informal Learning (2004). Combined Mechanisms France and Norway are examples of countries that have combined national PLAR legislation with institutionally based quality assurance. Two examples of a combination of government policy and institution-based mechanisms are Ireland and New Zealand. Canada’s Quality Assurance Mechanisms No provincial or territorial government has passed legislation to establish post-secondary PLAR as an individual right or to set PLAR quality standards. Nor are there stand-alone provincial policies on quality assurance. However, the governments of Saskatchewan, Manitoba, and Quebec have developed general PLAR policy frameworks that either specify or embed elements of quality assurance, and Alberta is in the process of establishing one. Over the past 15 years, iLearning Forum 2009 10 the federal government and all the provinces and territories have made some investment in PLAR initiation, pilot projects, research, and networking. It is largely post-secondary institutions that determine when, how, and by whom PLAR will be managed. Collaboration is not widespread. There are no formal collaborative structures among colleges or universities, but there are a few notable examples of informal initiatives on the part of multi-stakeholder groups that incorporate quality assurance (e.g., the Association of Canadian Community Colleges’ Recognition for Learning Affinity Group and the Manitoba Prior Learning Assessment Network). Indirect stakeholder support has been an important factor in the growth of PLAR in Canada. The Canadian Association for Prior Learning Assessment, the Canadian Institute for Recognizing Learning, and the Alberta Council on Admissions and Transfers are examples of stakeholders that have promoted the use of PLAR by educational institutions and other groups. Two Dimensions to Institutional Quality Assurance There are two dimensions to quality assurance in PLAR at the institutional level: the first relates to policies and procedures, and the second, to assessment methods and tools. Our literature review and consultations with adult learners and institutional experts revealed four recurring perspectives relating to PLAR policies and procedures. 1. PLAR quality assurance should be part of institutions’ existing program quality assurance mechanisms. 2. PLAR policies and procedures should be based on established principles. 3. Quality in PLAR procedures enhances quality in assessment decision-making. 4. Policies that require faculty and assessor training in PLAR are essential to quality assurance. Despite the lack of research devoted to quality assurance in PLAR assessment methods and tools, Canadian practitioners and researchers have been aware of the importance of selecting and developing methods that best fit the purpose of particular assessment situations. Current Canadian practices can be divided into five main methods of assessment: written examinations in various formats, oral examinations, performance assessments, product assessments including portfolios, and external training program reviews. General Conclusions The value that PLAR brings to learning and assessment processes is well documented. The challenge is to find ways to deliver it with quality assurance without creating an undue burden for learners and institutions. The quality assurance delivery mechanisms presented in this paper create a framework for designing PLAR strategies as well as for describing and analyzing them within and across jurisdictions. A review of post-secondary institutions’ general PLAR documentation demonstrates a mindfulness of the importance of quality; the documentation reveals the adoption of principles, policies, and procedures that embed many elements of quality assurance. However, this mindfulness has not been parlayed into explicit quality assurance policies, nor has it transitioned into mainstream quality assurance mechanisms. Colleges and universities rely primarily on the expertise of individual administrators, advisors, and faculty to provide clear, transparent procedures and valid, reliable decisions. Overall, the attention paid to quality assurance in PLAR in Canada has been inadequate. There is a need for additional knowledge about PLAR – its risks and its potential. Additional research is iLearning Forum 2009 11 also needed on how to improve PLAR practice and on PLAR’s impact on learners and institutions. Specific Conclusions 1. The quality of prior learning assessment outcomes rests heavily on the qualifications of assessors – their ability to select or develop appropriate assessment tools, and to make reasonable judgments on submitted evidence. However, current post-secondary institutions do not rigorously examine faculty qualifications and practices in student assessment. Because many post-secondary faculty have no formal education in teaching or assessment, training in PLAR assessment methodologies and tools, as part of ongoing professional development, should be a critical component of institutional quality assurance. 2. Canadian institutions that actively engage in PLAR have incorporated elements of quality assurance into their PLAR practices; however, integrating PLAR into these institutions’ existing academic quality assurance mechanisms (e.g., periodic program reviews) would improve its quality and the confidence of stakeholders. 3. Although integration would help to address quality assurance and raise stakeholder confidence, it is unlikely to be sufficient. Post-secondary institutions also need to develop robust measures through PLAR-specific quality assurance policies, procedures, and strategies. 4. Theoretical perspectives that acknowledge that prior learning is learner-constructed are compatible with PLAR and support the use of tools such as criterion-referenced learning outcomes and authentic assessment. Additional research is required on the theoretical underpinnings of PLAR and the impact of shifting the balance that determines who decides what learning “counts.” 5. Traditional measures of quality (i.e., reliability and validity) are often difficult to apply. Clear measures of learning achievement need to be applied in all PLAR assessments even if this means finding new, more comprehensive, ways of defining quality. Such new criteria could combine traditional concepts of reliability and validity with explicit standards for assessment procedures and expected outcomes. 6. There is no generally accepted definition for quality assurance in PLAR in postsecondary education. The definition used in this paper should serve as a starting point for a much needed discussion. PLAR is an international practice that has evolved since the 1930s. After more than 70 years of experimentation and implementation throughout the world; there are lessons to be learned. There are strategies that have been proposed and implemented that Canadian institutions can adopt to improve the quality of assessments. A number of these strategies are presented in this report and in the companion volume, Quality Assurance in PLAR: A Guide for Institutions. Areas for Future Research The current lack of discourse on virtually every aspect of quality assurance in PLAR makes it difficult to identify priorities. However, throughout our research, a number of issues repeatedly emerged, which suggested the need for research in the following areas: How viable and valuable would a set of PLAR principles shared by Canada’s 13 provincial and territorial jurisdictions be? What is the quality of current post-secondary PLAR assessment methods and tools used by Canadian institutions? What are the potential effects of integrating PLAR into existing post-secondary quality assurance mechanisms? iLearning Forum 2009 12 How could more permanent collaborations across institutions be achieved? Could a Canadian consortium be established to take a strategic approach to quality assurance in PLAR? What are the ethical issues and the potential impact of setting quality assurance standards for prior learning that exceed the quality of standards for classroom-based assessment? What should be the basis of determining quality assurance of assessments? How do the traditional concepts of validity and reliability apply to PLAR? What are the best assessment methodologies within particular contexts, and how can appropriate tools be developed? How does PLAR affect the long-term learning and employment activities of learners? What role can accreditation bodies play in promoting quality-assured PLAR in post-secondary programs? How critical is the role of advisors in the PLAR process? New information in these areas could generate strategies to improve our understanding of the theoretical aspects of PLAR and our use of available mechanisms for quality assurance. The issues, strategies, and areas for further research contained in this report are presented in the spirit of contributing to the growth and development of quality-assured, time-tested PLAR services in Canadian post-secondary institutions. We welcome and encourage further commentary. Authors Ms. Joy Van Kleef, CEO, Canadian Institute for Recognizing Learning, Toronto, Canada, M5 J 2N6 Ms. Shirley Amichand PLAR Facilitator Saskatchewan Institute of Applied Science and Technology Regina, Saskatchewan, Canada Ms. Marilyn Carkner PLAR Coordinator College of Extended Learning, University of New Brunswick Fredericton, New Brunswick, Canada Ms. Martha Ireland Manager Distance Education and Support Services G. Raymond Chang School of Continuing Education Ryerson University Toronto, Ontario, Canada Ms. Kim Orynik PLAR Coordinator Saskatchewan Institute of Applied Science and Technology Regina, Saskatchewan, Canada iLearning Forum 2009 13 Dr. Judith Potter Executive Director College of Extended Learning University of New Brunswick Fredericton, New Brunswick, Canada iLearning Forum 2009 14 REFERENCES Aarts, S., Blower, D., Burke, R., Conlin, E., Ebner Howarth, C., Howell, B., Lamarre, G., and Van Kleef, J. (1999). A slice of the iceberg: Cross-Canada study of prior learning assessment and recognition. Toronto: Cross-Canada Partnership on PLAR. Aarts, S., Blower, D., Burke, R., Conlin, E., Lamarre, G., McCrossan, W., and Van Kleef, J. (2003). Feedback from learners: Cross-Canada study of prior learning assessment and recognition. Kitchener, ON: Cross-Canada Partnership on PLAR. Adam, S. (2007). New challenges in recognition: the recognition of prior learning. London: University of Westminster. 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Criteria and approaches to assessment of experiential learning. In C. Corradi, N. Evans, & A. Valk (Eds.) Recognising Experiential Learning: Practices in European Universities. Tartu: University of Tartu. Freers, S. (1994). An evaluation of adult learners’ perceptions of a community college’s assessment of prior learning program. Doctoral dissertation, Pepperdine University, Malibu, CA. Foley, G. (1995). Teaching adults. In G. Foley (Ed.), Understanding adult education and training (pp. 31-53). Sydney, Australia: Allen and Unwin. Formation professionnele et technique et formation continue. (2005). Recognition of prior learning and competencies in vocational and technical training. Québec: Gouvernment du Québec. Gallacher, J. & Feutrie, M. (2003). Recognizing and accrediting informal and non-formal learning in higher education: An analysis of the issues emerging from a study of France and Scotland. European Journal of Education, 38 (1). Garnett, J., Portwood, D., & Costley, C. (2004). Bridging rhetoric and reality: Accreditation of prior iLearning Forum 2009 17 experiential learning (APEL) in the UK. London: University Vocational Awards Council. Harlen, W. (1994). Concepts of quality in student assessment. Paper presented at the AERA Annual Meeting, New Orleans. Harriger, C. (1991). Barriers to the optimal use of prior learning assessment: an institutional evaluation of perceptions of credit for prior learning. Doctoral dissertation, Columbia University Teachers College, New York. Harris, J. (2000). Re-visioning the boundaries of learning theory in the assessment of prior experiential learning (APEL). Paper presented at the 30th Annual Conference of the Standing Conference on University Teaching and Research on the Education of Adults (SCUTREA). July 3-5, 2000. University of Nottingham, UK. Heidegger, G., Petersen, W. (2006). Common competencies required for all APEL professionals. Tartu: Euroguideval. Higher Education and Training Awards Council. (2001). HETAC policy document: Prior experiential learning. Dublin: Author. Johnson, B. (2002). Models of APEL and quality assurance. Brentwood, England: Southern England Consortium for Credit Accumulation and Transfer. Johnson, B. (2005). General principles for the quality assurance of the recognition of formal, informal and non-formal learning: REFINE project – England, Wales and Northern Ireland. London: European Universities Continuing Education Network. Johnson, B., Walsh, A. (2005). SEEC companion to the QAA guidelines on the accreditation of prior learning. London: Southern England Consortium for Credit Accumulation and Transfer. Kadlec, M. (2006). Relation of EVECT and EQF/NQF, Czech Republic. Prague: National Institute of Technical and Vocational Education. Keeton, M. (1980). Defining and assuring quality: A framework of questions. In M. T. Keeton (Ed.) Defining and assuring quality in experiential learning. New Directions for Experiential Learning, No. 9, pp. 1-10. San Francisco: Jossey-Bass. Konrad, J. (2006). A framework for defining the competencies required for the successful guidance iLearning Forum 2009 18 and support of persons seeking to identify and gain recognition for their prior non-formal and informal learning. In Leonardo da Vinci Thematic Action Euroguideval SE/05/C/F/TH-82601: Implementing the Common European Principles for the Validation of Non Formal and Informal Learning through Improved Guidance and Counselling based on a Common Framework for Guidance Professionals. Konrad, J. (2001). Accreditation of prior experiential learning in the United Kingdom. Leeds: Leeds Metropolitan University. Kulieke, M., Bakker, J., Collins, C., Fennimore, T., Fine, C., Herman, J, Jones, B., Raak, M. Tinzmann, M. (1990). Why should assessment be based on a vision of learning? [On-line]. Retrieved on May 19, 2007 from: http://www.ncrel.org/sdrs/areas/rpl_esys/assess.htm. Lahiff, A. (1998). APEL for post-compulsory education and training (PCET) practitioners. In D. Croker, D. Ellis, Y. Hill, J. Storan, & I. Turner (Eds.), APEL: Beyond graduateness. Norwich, England: Page Bros. Ltd. Learning from Experience Trust (2000). Mapping APEL: Accreditation of prior experiential learning in English higher education institutions. London: Goldsmith College. Murphy, A. (2004). AP(E)L in Irish higher education: Findings from an audit of practice undertaken as an activity within the Socrates-Grundtvig research project VaLEx Valuing Learning from Experience 2003-2005. Dublin: Dublin Institute of Technology. National Qualifications Authority of Ireland. (2006). Principles and operational guidelines for the recognition of prior learning in further and higher education and training. Dublin: Author. New Zealand Qualifications Authority. (2004). The role of national qualifications systems in promoting lifelong learning: Background report for New Zealand. Wellington: Author. Norwegian Institute for Adult Education. (2002). Validation of non-formal and informal learning in Norway: The realkompetanse project. 1999-2002. Oslo: VOX. Organisation for Economic Co-operation and Development. (2003). Beyond rhetoric: Adult learning policies and practices. Paris: Author. Otero, M., McCoshan, A., Junge, K. [Eds.] (2005). A European inventory on validation of nonformal iLearning Forum 2009 19 and informal learning: A final report to the DG education and culture of the European Commission. Birmingham: ECOTEC Research and Consulting. Pearson, W. (2000). Enhancing adult student persistence: The relationship between prior learning assessment and persistence toward the baccalaureate degree. Doctoral dissertation, Iowa State University, Ames, IA. Pellegrino, J. (2003). The evolution of educational assessment: Considering the past and imagining the future. William H. Angoff Memorial Lecture. Princeton, NJ: Educational Testing Service. Pouget, M., & Osborne, M. (2004). Accreditation or validation of prior experiential learning: Knowledge and saviors in France – A different perspective? Studies in Continuing Education, 26(1), 45-65. Quality Assurance Agency for Higher Education. (2000). Code of practice for the assurance of academic quality and standards in higher education. Gloucester, England: Author. Quality Assurance Agency for Higher Education. (2004). Guidelines on the accreditation of prior learning. Gloucester, England: Author. Red River College of Applied Science and Technology. (2005). PLAR strategic and operational plan. Winnipeg: Author. Saskatchewan Institute of Applied Science and Technology. (2004). SIAST PLAR policy and procedure statement. Saskatoon: Author. Saskatchewan Learning. (2005). Recognizing prior learning in Saskatchewan: Provincial policy framework. Saskatoon: Author. Saxton, J. (2000). Never mind the quality, feel the credit. In S. Bailie & C. O’Hagan (Eds.) APEL and lifelong learning. Northern Ireland: University of Ulster. Scottish Qualifications Authority. (2004). SCQF handbook: Volume 2. Glasgow: Author. Scottish Qualifications Authority. (2005). Guidelines for the recognition of prior informal learning (RPL). Glasgow: Author. Scottish Qualifications Authority. (2007). SCQF Update: April 2007. Glasgow: Author. South African Qualifications Authority. (2002). Quality assurance in South Africa: National initiatives concerning prior learning. Pretoria: Author South African Qualifications Authority. (2004). Criteria and guidelines for the implementation of the recognition of prior learning. Pretoria: Author iLearning Forum 2009 20 Southern England Consortium for Credit Accumulation and Transfer. (2003). Revised SEEC code of practice for the assessment of prior (experiential) learning. London, England: Southern England Consortium for Credit Accumulation and Transfer. Storan, J. (1996). Assessment of prior (experiential) learning: A quality code for AP(E)L issues for managers and practitioners. In P. Alheit & D. Piening (Eds.), Assessment of prior experiential learning as a key to lifelong learning: Evaluating European practices. Paper presented at the European Conference. Bremen, Germany. June 5-6, 1998. Storan, J. (2005). General principles for the recognition/validation/accreditation of informal and nonformal learning. REFINE Project: England, Wales and Northern Ireland Country Report. London: University of East London. Valk, A. (2007). Recognition of lifelong learning: Example from Estonia. Presentation at the Riga, Bologna Seminar. Retrieved from: file:///C:/Documents%20and%20Settings/Joy/My%20Documents/CCL/Quality%20Assurance %20Proje ct%20CCL/Issues%20and%20Strategies%20Report/Aune_Valk_EstAPEL_Riga.ppt#1. April 14, 2007. Van Kleef, J. (2006). Building PLAR through theory: The case for implementing prior learning assessment and recognition in adult education practice settings. Unpublished Master of Adult Education thesis. St. Francis Xavier University. Wheelahan, L. (2003). A report on recognition of prior learning (RPL) policy and practice in Australia in 2002, including National Principles and Operational Guidelines for RPL in post-compulsory education and training: Final report. Southern Cross University. Lismore, Australia. Whitaker, U. (1976). Assessors and their qualifications. In M. Keeton (Ed.), Experiential learning (pp. 189-223). San Francisco: Jossey-Bass. Whitaker, U. (1989). Assessing learning standards, principles, and procedures. Philadelphia: Council for Adult and Experiential Learning. Wolff, R. (1980). Alterative models of self-study – New approaches to systematic quality assurance. In M. T. Keeton (Ed.) Defining and assuring quality in experiential learning. New Directions for Experiential Learning, No. 9, pp. 1-10. San Francisco: Jossey-Bass. Wong, A. (1996). Prior learning assessment: A guide for university faculty and administrators. iLearning Forum 2009 21 Saskatoon: University Extension Press. University of Saskatchewan. Woodhouse, D. (1999). Quality and quality assurance. In H. de Wit & J. Knight [Eds.] Quality and internationalisation in higher education. Paris: OECD. iLearning Forum 2009 22 MANITOBA - LIVING LABORATORY FOR RAC Don Presant - Manitoba PLA Network (MPLAN), Learning Agents Inc., Winnipeg, Canada Abstract Don Presant, Chair of the Manitoba PLA Network, will provide an overview of innovative PLAR/ RPL/RAC activity in Manitoba, including the following initiatives: 1. Building a Vibrant Regional PLAR Network PLAR (RAC) practitioners and researchers who might envision a network of collegial interaction and support need look no further than Manitoba's MPLAN organization. Founded in 1996, MPLAN (Manitoba Prior Learning Assessment Network) offers PLAR professionals a comprehensive network of resources and collaborative opportunities. This brief introduction to the successful MPLAN Community of Practice may inspire others to build similar organizations in their particular regions. 2. Workplace Integration of Newcomers (WIN) WIN is an employer-driven, competency-based, fast track approach for matching skilled immigrants with employers in high-demand occupations. Key elements of WIN include: employer-specific technical competency profiles; flexible, hands-on assessment; gap training in technical and job specific language skills normally delivered on a one-to-one basis; continuous reassessment, provision of participant supports; and documentation of participant skills including, ultimately, an employer statement that complete competency (including an attached list of specific competencies) has been achieved. 3. Workplace Informal Learning Matrix (WILM) WILM is a powerful tool to help you measure the complexity of informal learning in your workplace. The WILM consists of a series of specific scales used to capture the opportunity and levels of the Essential Skills required for a range of job classifications in the workplace. These non-technical skills include communication, problem solving, working with others, decision making, leadership, workplace culture, diversity and continuous learning. 4. Kickin' It Up a Notch - Manitoba Government Re-energizes! In 2001, Manitoba began to implement its cross-system PLAR Policy Framework which has gone through much development and can be said to have engaged many in a learning cycle unto itself. PLAR is now the way we do things in Manitoba and has become as familiar and comfortable as old slippers. Much has been learned and many new people are now in job positions who did not ride the initial energy wave. So, in early 2008, the government coordinating committee decided to re-energize PLAR in Manitoba. This presentation will talk about three priority strategies and several key projects in Manitoba. 5. A Decade of PLAR Strategic Planning at Red River College Join us for this session, as we provide an update on the outcomes, successes, our learning and some of challenges we still face, midway through our second PLAR Strategic Plan (2005-2010). We'll share the views and voices of faculty, staff and learners on where we are, after almost a decade of strategically planning for PLAR. We'll also explore some of the new initiatives that have been implemented - a spin off to some of the strategic planning outcomes. iLearning Forum 2009 23 RAC IN THE PROVINCE OF QUÉBEC Leah Moss 1 Guy Fortier 2 (1: English School Boards of Québec, Canada 2: Compétences Montréal, Canada) Abstract This presentation will discuss the model being implemented in the adult vocational and collegial levels of education in the Province of Québec, Canada. The context of the RAC program is grounded in a history of use in the province and a newly revised version of the process. The Ministère de l’Éducation, du Loisir et du Sport (MELS) launched an initiative to make available the RAC service to all citizens of Québec. The Ministry provides funding and initial training and acts as a support to the deliver of service. Currently, the MELS supports 18 consortiums that deliver the RAC service to the population. • Objectives 1) To identify the stakeholders involved in the delivery of the RAC service within the Province of Québec and its application. 2) To discuss the main issues and challenges facing the consortiums (immigration, working with professional orders and the relationship between the economy and job demand) 3) To highlight the direct relationship between the competency-based education system and the competency-based delivery of RAC within the Province of Québec. • Summary of results Participants will gain a better understanding of the model of intervention developed in the delivery of RAC in the Province of Québec. • Conclusions and recommendations The focus will be on a discussion of new challenges and issues faced by the consortiums as they relate to the delivery of the RAC service in Province of Québec and the relationship of RAC to the Prior Learning Assessment and Recognition (PLAR) programs offered within the rest of Canada. iLearning Forum 2009 24 ACCREDITATION AND RECOGNITION OF PRIOR EXPERIENCE AND LEARNING: CURRENT PRACTICES AND FUTURE POSSIBILITIES Tracy Slawson, NIACE, United Kingdom Abstract It is clear that there is no definitive understanding or, for that matter, terminology, within UK adult education to adequately deal with Accreditation and Recognition of Prior Experience and Learning (A/RP(E)L). A/RP(E)L within the context of UK adult education is fragmented and disjointed. Previous assumptions have understood the formal educational environments of HE and FE to be the natural home of A/RP(E)L practice due to the move in the 1980s and 1990s towards a focus on competencies and credit systems as a way of widening access. However, it appears that as a result of the perception of APL (Accreditation of Prior Learning) and APEL (Accreditation of Prior Experience and Learning) processes as overly bureaucratic and time consuming, the momentum has dissipated and left a legacy of inconsistent and subjective systems, with institutions unable to finance the necessary support structures that are required. In July 2008 the NIACE ICT and Learning Team authored a report entitled ‘Accreditation and Recognition of Prior Experience and Learning’, which sought to provide an overview of practices in place within the UK for recognising prior experience and learning. The research was funded by the Joint Information Systems Committee (JISC) and carried out over a period of two months, concluding in July 2008. The reason for the study was to provide an accessible insight into current practices in order to inform the direction of future JISC projects and studies in this area. The purpose of the report was three-fold: firstly it aimed to illustrate the understandings of and terminology used within UK adult education to deal with prior learning. Secondly, it aimed to gain an insight into actual practice and systems used by educational institutions and organisations. Thirdly, it looked at how technology is currently being used, within these processes, and how it could be used to overcome some of the problems identified. The research showed that the most innovative and focussed engagement with A/RP(E)L is taking place within the WBL and the VCS sector. The momentum gaining pace within WBL and VCS is linked to a redefining of the old understanding of APEL (as a simple auditing exercise) in order to award advanced standing or credit, characterized as an act of looking back. It has also involved a move towards a focus on APEL (A/RP(E)L) as an experiential learning cycle; an important process in its own right rather than simply a means to an end. This represents a move on from issues solely of access to a concern with wider processes of ‘Professional Development Planning’ and the language of lifelong learning and employability. However, whilst the new agendas span all sectors, a significant commitment and forward-drive is to be found only in some. Nonetheless, our research demonstrated that many of the initiatives being undertaken by the WBL sectors are being noticed by and are impacting on wider HEI A/RP(E)L practice. This is because of the increased situatedness of WBL provision within HEIs. However, due to the limited and discrete nature of partnerships between employers, WBL and HEIs, there is no tool or process in place that can be used by employees and can then automatically be recognised by, and be transferable to, a range of HEIs. A more entrenched problem may be the lack of recognition given to the work taking place in the informal learning sector by formal learning institutions. What our research has shown is that the introduction of ICT systems and tools, to support A/RP (E)L processes, often provide an impetus for re-evaluating the understanding of A/RP[E]L within iLearning Forum 2009 25 institutions by demanding an agreed understanding to form the basis of online tools or templates. This is particularly apparent in HEIs and has several positive effects. Not only does it create a shared understanding within the institutions for staff, but it conveys more coherently this understanding to potential claimants and learners. By creating a shared, organisation-wide understanding that is linked to defined and coherent processes, of the adult education sectors we have case-studied, all have benefited. This consensus would foster a clearer understanding of the expectations of HE, FE and WBL, and therefore the transfer of learners from informal learning to formal learning, and the enhancement of employment through learning. iLearning Forum 2009 26 RECOGNITION OF COMPETENCIES IN ACUTE CARE THROUGH AN EPORTFOLIO Harry Owen, Clinical Skills and Simulation Unit, Sue Skinner, Computer Assisted Learning Unit, Chris Carapetis, Computer Assisted Learning Unit and Cyle Sprick, Clinical Skills and Simulation Unit, Department of Medical Education, School of Medicine, Flinders University, South Australia BACKGROUND All health professionals should be able to provide Basic Life Support (BLS) [1] and many are required to perform Advanced Life Support (ALS). The component clinical skills that make up BLS and ALS must all be performed promptly and effectively if someone who is seriously ill or injured is to be successfully resuscitated. In most countries there are peak bodies that publish best-evidence guidelines on resuscitation. An international panel of experts (ILCOR) appointed by the national bodies publish updated guidelines approximately every 5 years. Research reveals that much resuscitation teaching is not having the desired outcome and many new medical graduates are not confident in their ability to provide acute and emergency care [2]. These findings can be partly attributed to fewer opportunities in hospitals for students to learn and practise essential clinical skills and apply knowledge. This has come about through an increased number of medical students to address a projected shortage of doctors, economic forces that have changed the way medical care is delivered and changed societal attitudes. Also, BLS trainers often depart from the curriculum and pass trainees even when performance is poor [3]. The traditional format of an acute care skills course is based on a fixed curriculum and intensive massed teaching in a training area. [1] Educationally, learning distributed over time that is individualised to learners' needs and work environment is more likely to achieve desired outcomes. We wanted to develop a more flexible approach to learning and assessment of BLS and ALS skills that would both record competence and engage learners in self-analysis of the knowledge and skills needed to continually improve performance. A major barrier to flexible learning has been how to record and track learning and achievement of students at different stages of development and those at distant and remote locations. The Flinders University School of Medicine has campuses in Adelaide, Darwin, Alice Springs and several rural clinical schools in regional centres in South Australia. Some students undertake a whole year of the course in a community setting [4] and all spend some time on a rural healthcare attachment. A web-based product would be best for students to record their learning and experiences and give the faculty a way to track progress. When we recognised the need for reflection and for feedback it became clear that we wanted an e-Portfolio. This paper describes how we are using an e-Portfolio to develop the basis for recognising medical students as achieving BLS and from 2009, ALS provider status. THE PROJECT We identified three medical education needs associated with acute care skills: 1. To ensure all students acquire essential knowledge and become proficient in core acute care skills 2. That students can evaluate their own performance and identify how it could be improved 3. A web-based system with data security for students to aggregate evidence of acute care clinical skills achievement from multiple sources After an extensive search we chose PebblePad, a mature e-Portfolio platform. The core of PebblePad is a personal digital archive (repository) holding a wide range of files (assets). Assets iLearning Forum 2009 27 can be tagged when they are saved to the repository and this facilitates searching and repurposing them. PebblePad also has scaffolding features that help students collate evidence of achievement (e.g. Action Plan) and encourage reflection (e.g. Thought and Experience) to help the transition from healthcare ‘novice’ to ALS ‘expert’. Components and links in PebblePad (Used with permission of Pebble Learning) The most recent guidelines on emergency care [5] were used to determine the curriculum, what competencies and related skill sets needed to be taught and what learning outcomes needed to be assessed. We then considered what activities would be the most efficient in demonstrating that necessary knowledge, skills related skill-sets or competencies and attitudes had been acquired. The curriculum was communicated to students via course booklets and the clinical skills website on the University intranet. The competencies were translated into a series of ‘profiles’ in PebblePad. Students could import these templates into their e-Portfolio and begin populating them with evidence of learning. Items can be submitted to the e-Portfolio by smartphone or PDA as well as by PC. For BLS, students received comprehensive teaching over several sessions and practised undertaking patient care using whole body patient simulators in a number of settings. Students were assessed on how they managed the scenario of discovering someone who had collapsed. A video-recording of the simulated encounter was used for assessment and for providing feedback to students. This video file was offered to students for inclusion in their e-Portfolio where they could reflect and comment on their performance and indicate how they would improve their skills. OBSERVATIONS There are differing interpretations of BLS and some accredited BLS training does not include all the components described in the guidelines. We are now encouraging students to publish links to their BLS video and reflections to demonstrate the high quality of achievement to a wide audience. We are approving BLS competencies locally and we expect the video of skills performance will be used to validate our teaching as well as the achievement of students. iLearning Forum 2009 28 Accrediting and other external organisations can see that any and all of our students have achieved a high level of attainment in acute care skills (e.g. BLS, etc.) and also other related requirements for clinical placements or work that are often overlooked (e.g. safe use of oxygen, etc.). Several studies have concluded students and recent medical graduates do not have the competence or confidence to undertake resuscitation [2] but many of our students from all years of the medical course have reported their involvement in providing emergency care (often taking leadership roles) in both hospital and community settings. Clearly our methods are having the desired results. We noted four themes that outline advantages of using an e-Portfolio for acute skills in medical education, including: Teaching and learning - All faculty can see the curriculum and how and where they are contributing to the big picture. -All students have reliable access to the same current and explicit curriculum. Formative assessment/feedback - Faculty can ascertain that teaching is achieving the desired outcomes amongst students and can identify poorly-performing students and provide additional coaching. - Students can see the progress they are making in acquiring knowledge and skills and what needs their attention and have a secure and widely accessible location to record experience and achievement and aggregate reflections on this. Summative assessment -Faculty can track student learning and confirm achievement for award of certificates. - Students have a record of achievement suitable for job applications, employers and supervisors. Acculturation and professionalism - Faculty can see students are becoming reflective practitioners, developing relevant attitudes and professional behaviour. - Students can show they can identify gaps in learning and respond to feedback (self regulation). CONCLUSION The acute care skills e-Portfolio is transforming our assessment of BLS from being occasional staged snapshots to one of recurrent self-analysis and reflection on personal capabilities and continuing professional development. This self-regulation is the foundation of life-long learning and improving quality of care, both core attributes of graduate health professionals. We are now extending e-Portfolio use to include ALS and acute care skills generally. Resuscitation (BLS and ALS) cannot be learned 'on the job' without exposing patients to significant risk of poor outcome. Immersive simulation gives students a safe way of to learn. A comprehensive self-audit is needed to avoid gaps in essential knowledge and skills and an ePortfolio gives faculty and students a way of ensuring competence in all areas of resuscitation and reaching ALS-provider status. Students can also generate a narrative of their development to demonstrate they can analyse their own performance and have acquired life-long learning skills. This process is designed to generate a culture of continuous performance improvement. Integration of teaching and learning with clinical experience in the e-Portfolio means students have both performance and capability evidence. We need to develop a reporting template for iLearning Forum 2009 29 students to record information on medical emergencies they help manage. Our GREAT debriefing tool is a useful aid for reflection and providing feedback. [7] This approach can be used more widely by trainees and trained staff who have to satisfy requirements of professional and credentialing bodies and employers. These layers have developed independently and many health professionals now have to maintain multiple collections of evidence of learning and achievement in portfolios or logbooks. Items in an ePortfolio can be tagged and repurposed to make the process more time-efficient. BLS is a set of generic skills but some ALS competencies are more relevant to some healthcare disciplines than others. BLS teaching can be extended and ALS teaching can be made more engaging by tailoring it to the needs of particular clinical areas. Profiles in the e-Portfolio can assist this process for health professionals working in specialist areas and also help them identify extra training needs when they transfer to another area or role. In the future, we envisage employers will use e-Portfolios to ensure an appropriate skills mix in healthcare teams. References 1. Chamberlain DA, Hazinski MF, 2003, Education in resuscitation: an ILCOR symposium: Utstein Abbey: Stavanger, Norway: June 22-24, 2001, Circulation, 108; 2575-2594. 2. Duns G, Weiland T, Crotty B, et al, 2007, Self-rated preparedness of Australian prevocational hospital doctors for emergencies, Emergency Medicine Australasia, 20;144-148. 3. Parnell MM, Larsen PD, 2007, Poor quality teaching in lay person CPR courses, Resuscitation, 73, 271-278. 4. Worley P, Silagy C, Prideaux D, Newble D, Jones A, 2000, The Parallel Rural Community Curriculum: An integrated clinical curriculum based in rural general practice, Medical Education, 34: 558-565. 5. http://www.erc.edu/index.php/guidelines_download/, Accessed 13/12/08 6. http://circ.ahajournals.org/content/vol112/24_suppl/, Accessed 13/12/08 7. Owen H, Follows V, 2006, GREAT simulation debriefing, Medical Education, 40:488-489. Authors Professor Harry Owen Flinders University, Clinical Skills and Simulation Unit, Department of Medical Education School of Medicine, Flinders Medical Centre, Bedford Park, 5042 South Australia [email protected] Ms Sue Skinner Flinders University, Computer Assisted Learning Unit, Department of Medical Education School of Medicine, Flinders Medical Centre, Bedford Park, 5042 South Australia [email protected] Mr Chris Carapetis Flinders University, Computer Assisted Learning Unit, Department of Medical Education School of Medicine, Flinders Medical Centre, Bedford Park, 5042 South Australia [email protected] Mr Cyle Sprick iLearning Forum 2009 30 Flinders University, Clinical Skills and Simulation Unit, Department of Medical Education School of Medicine, Flinders Medical Centre, Bedford Park, 5042 South Australia [email protected] iLearning Forum 2009 31 OUT WITH THE OLD; IN WITH THE NEW...SPACE Can social networks be utilised to enhance student enrolment and retention? Allan Simon Theophanides, University of Wales, Newport Foreword This paper is a work in progress of a case study that is being written and reassessed at three keys points within the Academic year of 2008/09. Consequently, it will remain a work in progress until June 2009 when the final results can be obtained and the complete findings and conclusions will be published. Please contact the author for further information. Introduction Recent press and studies into the social networking habits have suggested that students do not want to mix Academic facilities with their private lives. However, after the University of Wales, Newport developed a successful application for users to integrate the institutional Managed Learning Environment with their own Facebook profile, a question mark appeared against these hypothesise. Are students more accepting of the integration of e-Learning with their social networking than we expected? Or is it just based upon the fact that they can choose whether or not to participate and they decide where the boundaries should lie? Alternatively, is it just the fact that installing such an application eliminates the need for extra mouse clicks to get to their University information from a site that they would normally have running anyway? From an institutional perspective, could successful integration of social networking and online Academic access contribute to not only keeping students engaged, but also allow for a more student centred approach to Learning and Teaching? Also through progress tracking and a greater sense of 24/7 communication with peers and staff, could such an integration play a significant role in actually keeping them enrolled? Can social networking sites like MySpace and Facebook even serve as effective promotional tools for the institution prior to enrolment? This case study starts to investigate these possibilities by way of an initial year-long research project on the use of a social networking tool to promote the University and retain new students. Context The University of Wales, Newport is a small/medium sized institution (circa 10000 students) situated in South Wales in the U.K. It is split across two campuses with four schools: School of Art, Media & Design, Newport Business School, School of Health & Social Sciences and School of Education. The student profile is very diverse and untypical of the other Higher Education Institutions in the area. The ratio roughly consists of a third full-time, a third part-time and a third franchise with close links with other Community Education Institutions and Higher Educational colleges in the Gwent area. One of the national strengths of the University is the inclusion of the Welsh Film School within the department of Art, Media & Design which also sees a great deal of students attending from all across the UK as well as a large student populous from abroad taking advantage of the Business courses that are offered. With this makeup in mind, it has always proved problematic trying to establish a method in which students as far reaching as China and India can actually feel part of the University before they actually arrive on campus. The International Office plays a vital part in creating and maintaining these links, and lecturers are often flown abroad to help promote full-time courses iLearning Forum 2009 32 as well as supporting existing courses delivered in Franchise Centres within these countries. However effective enhancement using online technologies could see a reduction in the need for such as well as the costs associated this process. Using an online learning environment does not fulfil this criteria namely because Franchise tutors are not employed by the University and subsequently do not have access to the online materials that are provided from Newport, so although students have access to the online environment being enrolled at the institution, lecturers do not. The University has been operating a VLE/MLE since 1999. The current e-Learning platform comprises of an in-house built Managed Learning Environment (MLE) called myLearning Essentials (mLE for short [note the lower case ‘m’]). It allows for access to student and staff news boards, course and module document delivery, the library catalogue, institutionally hosted forums and blogs as well as other applications such as course/module text messaging and personalised online timetables that were all added as suggestions were made by staff and students or advancements in technology arose. Subsequently as the institution is relatively small, and with the MLE being built in-house it is very easy for facilities and features to be developed, installed and trialled without being tied into commercial upgrades from a vendor, or having to verify developments with various steering groups or committees. Methodology As the project developed very quickly through a series of different events coming together there was no formal methodology or model adhered to, but understanding how the project came about along with the institutional context is important if looking to replicate such a resource. In May 2008 the Head of IT & Media Services in the University, Michael Webb, investigated a website application called Ning (http://www.ning.com) that gave users the ability to create their own social network. It allowed for basic ‘skinning’ as well as more complex CSS overrides and with the API being released (until late 2008) allowed development of third party applications such as chat/IM, radio and video applications that administrators could install either free of charge, or with a small fee to the developer. With the success of the Facebook ‘myNewport’ application we looked to set up a Ning site for new students to access alongside staff and student mentors. The site was given a corporate institution look and included information related to starting out in the University, student mentor galleries, interactive campus maps through Google Maps as well as other useful features. We then promoted the site through internal staff emails, the online staff news board, which is not visible to existing students, as well as emailing and meeting with the student mentors themselves. Within the first two weeks of launch over 100 users were registered on the site which has never been witnessed in any other project requiring staff involvement with online technologies. Consequently with a healthy starting membership the development of ‘NewSpace – a place for new students at Newport’ began. The framework of Ning is very simple, a registered user creates a network by completing a few details and the network is placed in a central Ning search directory and the site is allocated a dedicated site address (http://www.newstudents.ning.com). Other users then register themselves for a Ning login and ‘join’ themselves to a social network group of their choosing. The unique point being as far as users are aware they registering to join the social networking site that has been created either from finding them in the directory, through a standard web search engine or being sent an invite or referred to the URL from an administrator or existing member of the network. iLearning Forum 2009 33 The reality is that they are registering themselves as a Ning user and joining themselves to a ‘sub net’ of a much wider social networking/profiling site. This may seem deceptive; however Ning is not a ‘Big Brother’ site whereby users can search for other users and add them as friends, á la Facebook or MySpace. The social networks themselves are the only elements that can be searched for, and whilst the users remain ultimately members of Ning, their profiles remain exclusively with the social network they joined. A user can participate in several different networks within Ning, even using the same login details, but have very different and distinct online profiles for each network. The other advantage is unlike other social networking sites, the information and content within the site remains the Intellectual Property of the publishing individual. With the site being created, it was necessary to take different approaches towards promoting it to the different groups of users that we wanted to use the network: Staff – were bulk emailed twice encouraging registration (May/June 2008) and through explaining how potentially new students would come online and ask questions of courses and the institution logistics staff could see the benefits institutionally. Student Mentors – were advised of its existence through email (June 2008) and meetings with the Q&E department (June/July 2008) helped promote the site as a way of students communicating with them about student life and concerns as well as a method for them to communicate with each other. New/Potential students – this was the most detailed and focussed element of promotion. Initially a banner was placed on the home page of the University advertising that anyone new or thinking of going to University could register and access the site for information. This took users to a ‘mock’ NewSpace page explaining a bit more about the concept with links directly to the Ning site (http://newstudents.newport.ac.uk). Targeted emails were then sent out to prospective students of all schools who had applied and their offers were pending or had been accepted (July 2008). The final ‘push’ was the production of flyers that were distributed in the joining packs for the University (August 2008) that gave the URL for the NewStudents site that the banner linked to. It was decided that although Ning sites can be open to the outside world the site itself would be closed to anyone who wasn’t a registered user. This was an experiment to see if an element of security helped increase participation. The targeted emails to staff, mentors and potential new students all had a specific ‘invite’ URL that was created by the Ning site and had to be followed to streamline the registration process down to simply an email, date of birth and password. More details could be completed if the user wished but were not compulsory. The other detail that was required was once the user account had been created, to join the network questions could be setup by the administrator to ask users along with whether they should be compulsory or not. Although this could be a very advantageous feature for market research information we did not want users to get aggravated by the registration process, therefore although four questions were asked to help build the users profile, the only compulsory question was a multiple choice asking whether they were: a new student, an existing student, a student mentor or a member of staff which helped keep track of who users were. The findings The outcomes and success of the project in relation to the overall question ‘Can social networks be utilised to enhance student enrolment and retention?’ needs to be assessed and in three distinct ways: How many users actually registered on the site, and who were they? iLearning Forum 2009 34 What level of participation took place between users and what was the dialogue that resulted from this participation? Did students find the site useful in their decision to study at the University, or did the support mechanism from staff, mentors and peers help keep them studying at the University? To assess the first outcome the membership lists were analysed along with the corresponding user email addresses (to confirm account integrity) against the answers for the compulsory profile question. The following user statistics were obtained: Total accounts created – 1032 (as of 15/12/08) Student mentors – 32 Staff – 234 New students – 594 Students thinking about studying – 73 Existing students – 95 Fake accounts – 1 Test/admin accounts – 2 Replicated accounts - 1 With respect to the level of NewSpace membership against the first year enrolment figures for ‘Newport resident full-timers’, the site encouraged 33.9% of students to register a NewSpace account. However because of the lack in part-time participation with NewSpace only 1.4% of Newport resident part-time students participated. As an overall total 20.7% of Newport first years actually took membership in NewSpace which is very encouraging for a first year pilot ‘experiment’. For the second assessment outcome an overall indication as to the level of participation can be found by looking at what users actually did. Over 70% of users populated their profiles with an avatar which illustrates an element of willingness to have a personalised representation on the site. Unfortunately as the user level gained momentum so quickly, the degree in which users customised their profiles with CSS and embedded content is still being investigated. The dialogue between users individually cannot be tracked as they are either personal messages that even site administrators do not have access to or comments on each others’ profiles which is still being investigated alongside the profile customisation audit. However dialogue in open or group forums can be tracked and have come up with the following: 308 conversation threads were created The top 5 threads consisted of the following responses − ‘Who's moving into OPAL?’ - 193 replies − ‘Photography for Fashion and Ad’ - 103 replies − ‘Which room r u in?’ - 102 (Started off the categorising of conversations) − ‘Any other oldies?’ - 91 replies − ‘Living on campus Sept 2008’ - 86 replies iLearning Forum 2009 35 Upon observing the usage during September at the height of the sites traffic activity was tracked at happening on average once every 5 minutes even during ‘anti-social’ hours between midnight and 7am. With the site having peaked membership during late September it was unknown whether to shut the site down and resurrect during the summer of the following year or to promote it to all students and use it institutionally or to wait and see what happened to the user level. It was decided upon to action the latter and let the students decide. During enrolment week I undertook IT Induction sessions for new students to familiarise themselves with our IT facilities and their logon details. On doing so I took random selections of groups and asked them for a ‘show of hands’ as to who would anticipate they would continue to use the site. The general consensus seemed to confirm what actually happened in that once they arrived, read all of the information and forged ‘real-time’ friendships, users would see no further need for the site. To assess the outcomes for the final outcome, as mentioned previously, attendance statistics need be obtained from throughout the Academic year. Obviously it is very difficult to ascertain whether using the site has been successful in retaining students as the first semester assessment results will not be available until mid February 2009, with the final set in June 2009. However there are number of indicators that can be obtained from the information available at present that give a very positive outlook: (Note: enrolment totals have been omitted until the study has been finalised and the completed paper be authorised by Management Board) Year 1 Enrolment Totals: 2008/09 – 4xxx enrolled, 4.1% withdrawn (as of 24/12/08) 2007/08 – 5xxx enrolled, 13.1% withdrawn 2006/07 – 5xxx enrolled, 13.4% withdrawn 2005/06 – 5xxx enrolled, 13.4% withdrawn 2004/05 – 5xxx enrolled, 12.6% withdrawn 2003/04 – 5xxx enrolled, 13.8% withdrawn This equates to an overall five year average of 13.26% of students usually withdraw within the first year compared to the current level of 4.11% which although could significantly change, is a very encouraging starting point. In relation to whether the site was successful as a promotional tool or not, surprisingly out of the 73 users that said they were ‘Thinking about studying’ at Newport, 17 actually registered with no withdrawals from this user group heading into the second semester. This equates to a 23.3% enrolment rate from all those who has expressed an interest in studying at the institution, which from a site initially developed to help support intended new students first and foremost, is a very positive first step. Of the 667 users that were new or prospective students to the University, as far as can be ascertained (as 36 users cannot did not give enough information to be traced) 565 actually enrolled, with a withdrawal total of 20 users in the first semester to date. This equates to a 3.5% withdrawal rate which is still below the current institutional rate of 4.1%. The unknown quantity is whether the site actually provided a support mechanism that prevented students from considering leaving in the first instance, especially since the withdrawal percentage for this current year is so low. iLearning Forum 2009 36 As mentioned previously, disappointingly only 19 users were part-time students (3 withdrew within the first semester), which leaves only representation of just 2.8% of the student populous on NewSpace who registered are part-time. 45 users that indicated that they were ‘new students’ rather than just ‘thinking’ about coming to the University did not actually enrol in the first semester 2008. This may well be rectified in the second semester with certain subjects enrolling twice a year, but one can presume that this figure should be affected substantially. Further considerations The staff up take of the site seems to have been heavily influenced by standard social networking culture and the process of gathering ‘friends’. Although very little communication between staff took place short of brief salutation messages, new students were still able to target staff to answer specific queries and concerns either through messages, comments or online chat Whilst staff feedback was very positive, mentor use was met with mixed reaction. A great deal saw the advantage and used the site, whilst a few saw it too time consuming with their other online activities to participate. In a pre enrolment meeting there were concerns expressed from mentor users that they were being ‘hounded’ by new students finding their respective Facebook profiles and asking to be added as a friend. This does highlight a distinction of Academic and personal life still being seen as very separate and such a network was perceived by some as a ‘tool’ that the University was using that was simply based on similar social networking technologies. Conclusions From initial statistics the outcomes look very promising. With initial retention rates looking particularly high, and participation from students being over a fifth of all Newport resident students. However with an alarming absence of part-time students participating in the social networking site, if the overall outcome proves to be worthwhile in replicating in the next Academic year, future attempts need to address this long term issue. Historically the University has always had an issue with part-time student engagement online, so although this is nothing new, since a third of the institution student populous is represented by this student profile it is very important to try and get these learners ‘on board’. With the flyers and emails, it seems that due to lack of planning given the speed under which the project developed, Franchise Centres were overlooked in the promotional process, and although users from all over the world registered, these were only students that intended to study at Newport. With regards the original question ‘Can social networks be utilised to enhance student enrolment and retention?’ at present with the statistics available, it does indicate that it can. The proof of this will be more concrete when the assessment figures are released for the first and second semesters. However given that the retention percentage for this year is the highest it has ever been, along with the fact that students who used the social networking site are slightly less likely to withdraw from their studies means that currently it would be a residing ‘yes’! The next step Plans are in progress to re-release the site for the next Academic year, especially since users are still coming across the site and registering (but still pending the final outcomes of the project). iLearning Forum 2009 37 This time a focus definitely needs to be on encouraging participation from part-time and Franchise students so a strategy for promotion needs to be developed towards these groups. Thoughts are also turning on how to maintain the usage of the site all year round. Until this occurs significantly beyond the enrolment period, for us, the site will never be promoted to all students across the institution and will remain an introductory tool. With this is mind it still looks unlikely that social networking in this format can be used across the institution for Learning and Teaching. There may be applications for such within certain disciplines but until a purpose can be found for students to engage in such consistently throughout the term, without going into direct competition with existing ‘giants’ such as Facebook and MySpace it looks like social networks are just a promotional tool for now. iLearning Forum 2009 38 AN ONLINE LEARNING ENVIRONMENT INTEGRATING AN EDOSSIER TO GIVE EVIDENCE FOR LIFELONG LEARNING Dr Pedro Pablo Sanchez-Villalonn Escuela Oficial de Idiomas Ciudad Real, Spain;, Prof. Manuel Ortega2, Ms Asuncion Sanchez-Villalon, Universidad de Castilla La Mancha. C.H.I.C.O. Abstract The facility of writing on the Web has been the basis for the development of an interactive online learning environment (AIOLE), which facilitates learning to write by writing and enables the design of the learning from institutional guidelines to the tutor’s course management to the learner’s personal learning, following the latest trends of the Web 2.0 as a social network, where the Web recovers its original function as a Read/Write surface. Currently the Web is evolving towards that Read/Write Web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Applying the two emerging Web technologies (wikis and blogs) with pedagogical purposes for Language Learning, we can make use of the Web to achieve the new engaging learning based on learning design (practising and developing authentically communicative skills) rather than merely on the access to content (for practice with quizzes and comprehension questions). While face-to-face communication seems more natural for spoken interaction, online environments are becoming effective for learning mainly through reading, writing and audiovisual interaction. With the features for collaborative interaction using Web technologies, the learning system can be transformed into a read-write surface not only for learning but also for designing learning and reporting about learning on an ePortfolio with an eDossier throughout the learner’s life. Introduction The Web is being transformed from what it has initially become, the so-called “the Read Web” to the “Read-Write Web”, which was in fact the original vision of Tim Berners-Lee (1999), the Web founder. The Web can be used as an eLearning system for reading and writing texts, for uploading and accessing multimedia in an online collaborative learning environment. All this can be accessible inside and outside the educational centre, in courses where the learners’ physical presence is not required, such as in distance education, as well as in face-toface courses with tasks that can be assigned for homework or can be done even if the learner cannot be present in the classroom due to whatever circumstances. If the online participation is taken into account in advance, a blended learning course can be designed with some activities to be done at distance and others in face-to-face classes under the monitoring of the tutor in the same physical environment. What is more, this opens up the possibility to let the learners organize their own learning and practise on their own or in groups forming communities of learners who share the same interests in specific disciplines or areas of knowledge. The communication facilities provided by such a system would allow the learning experience designed by the tutor in the technology-enhanced classroom to be also accessible anywhere anytime, thus creating an appropriate environment for Blended Learning. Apart from a communication tool consisting of a chat facility to negotiate collaboration and to communicate with the tutor, it could integrate a set of language tools or other reference materials to help the learners write naturally and access information and reference works, as it is usual in the real world when communicating formally. As a result, learning would be achieved by using communication devices, sharing resources and information, and collaborating in authentic contexts, as a reflection of the learners’ future working life. iLearning Forum 2009 39 Furthermore, this learning situation can extend into informal learning environments and practices, allowing users to become permanent learners who, after an initial stage of being guided to learning with technology, will be able to design their own learning plans and make use of the Web as a social network, accessing information, publishing their achievements in ePortfolios and sharing their learning experience with others by writing about their own learning experiences and thoughts, using micro-resources known as widgets, wikis, blogs, podcasts, on what has been termed the Web 2.0 (O’Reilly, 2005) or the Read/Write Web for their lifelong learning. Integrative Technology for Technology-Enhanced Language Learning Basic interactive communication on the Web with forms and forums has been improved with new technologies for writing on the Web: wikis and blogs. These can make webpages into writing surfaces to publish information. Technology facilitates an Integrated Learning Model (Mason, 1998), full of resources, based on interaction and work in group with material adaptative to the learners’ needs and to the evolution of e -Learning environments. Although a broad definition of eLearning refers to new online ways of learning (Towards a knowledge based Europe: European Commission, 2002), the LTSN Generic Centre (2003) defines eLearning as learning facilitated and supported through the use of information and communication technologies. It includes digital content, it is experienced through a technology interface, and it is Internet-enabled (Zastroky, 2000). Our vision is more specific. Until recently, eLearning has involved using electronic technologies to deliver learning content. Currently, it also implies making use of interactive learning resources through communication facilities. Clark (2003) points out the interaction feature and claims that eLearning exploits interactive technologies and communication systems to improve the learning experience. The Web is the largest repository of content and its original functionality was to provide access to materials located in servers: this has been the core strategy for eLearning. However, the Web is becoming more versatile. All the new interactive Web functionalities can be organised in services offered to Web users. If we design an interactive environment with a learning objective we can develop an effective eLearning appliance. An appliance comprehends several aspects such as the technological infrastructure required, the organization or planning of its use and, what is becoming more important, the underlying principles for its effective use. An Integrating Model of technology-enhanced language learning (Warschauer & Healey, 1998) embeds appropriate tools to practise and develop the various language skills using the technology in the language learning process. This seems to be the real communicative framework for language learning, which Warschauer (1997) calls Integrative CALL. It could also be referred to as Integrating Model of TELL (Technology-enhanced language learning) since it is not the computer, but the use of the technology with ubiquitous facilities (portable devices and Web wireless accessibility) that allows and adds an extra value to the learning environment. It integrates the various authentically communicative language skills (e.g., speaking, listening, reading and writing) using the technology into the language learning process. As Warschauer and Healey report: “In integrative approaches, students learn to use a variety of technological tools as an ongoing process of language learning and use, rather than visiting the computer lab on a once a week basis for isolated exercises (whether the exercises be behaviouristic or communicative)” (Warschauer & Healey, 1998). While oral interaction is practised in peer-to-peer language activities, and reading and listening can be practised on the Web, a new system would facilitate Web-based writing both in an independent way and in collaboration. It would allow learners to write their own texts or iLearning Forum 2009 40 participate in collaborative projects, possibly tracking every learner’s actions and contributions for the tutor to monitor and finally assess the writing activity. This interactive online service can be developed initially for language learning, to learn how to write by writing, and later it can be extensible to other disciplines since writing helps to effectively internalize the knowledge acquired from access to and interaction with any kind of information. AWLA and AIOLE Centered on these Web2.0 capabilities, we first developed AWLA, a wiki-like system to learn how to write by writing on the Web both individually or in collaboration. It allows the tutor to design the language learning task with the help of certain educational reference frameworks. Following these reference models, and choosing language learning strategies from the range of some institutionally-established pedagogical frameworks available, such as the Common European Framework of Reference for Language Learning (CEFR, 2001), the USA ACTFL (American Council for the Teaching of Foreign Languages) or others (the Canadian Language Benchmarking –CLB– and the Australian International Second Language Proficiency Rating), we have developed really user-centered language learning environments. Here the tutor can design the writing task or assignment and the learners can initially be guided by the tutor to design their learning plan. Later, they can continue their training by designing writing tasks and practising writing strategies on their own just by referring to the language framework writing section available on the site and the great number of language activities on the Web (Figure 1). Figure 1. AWLA Scenario Edition with access to CEFR and ACTFL Guidelines Then, derived from the AWLA facility to write on the Web, the blog-like AIOLE (An Interactive Online Learning Environment) provides access to content in the way of Learning Management Systems, with activities designed by the tutor or copied and pasted from the Web. Additionally, AIOLE also offers a set of resources and services which allow the planning of not only writing but fully skill-based learning activities designed initially by the tutor, and then, in a progressively more independent, informal way by the learners themselves on a lifelong learning basis. Integrating tools for Personal Learning Under the new modes of learning based on the new eLearning paradigm, learners are the main developers of their knowledge construction and tutors should guide them in the process. To do this, learners should have the possibility to get access to all the information they need, and tutors should provide them with strategic resources and appropriate pathways to select and experience the knowledge by interacting with information and with others, and thus help them to later develop creative thinking in every chunk of learning in an independent way. iLearning Forum 2009 41 AWLA leaves the learning design to the tutor or any user with a similar role, capable of designing the guidelines for a writing assignment. This is possible after they get accustomed to using the AWLA system a number of times or have the learning experience of using the CEFR descriptors (Figure 1) or the ACTFL guidelines offered by the system when creating a new writing scenario. AWLA offers some resources (Ortega & Sánchez-Villalón, 2005), such as language tools (a dictionary and access to online dictionaries, Grammar analysis at a basic level, a WordNet search facility, a single word translator, and a lexicon, accessible from the toolbar in a secondary window: see Figure 1) and communication tools (a Web-based simultaneous and permanent chat), text and multimedia file uploading facilities with their automatic visualization, all of which can form part of the set of widgets a Personal Learning Environment needs, as Johnson et al. refer in the patterns for a PLE Reference Model (Johnson et al, 2006). AWLA can be used as one of the resources to count on in the most recent evolution of learning environment for lifelong learning. AWLA can be easily integrated at a second level (Amsden, 2001) through an instruction call for variable values. With a form button or link in MOODLE, the user can open the integrated resource for writing on the Web in an embedded window. The same technique has been applied in Google Pages (Figure 2). Figure 2: Integration of AWLA in MOODLE and in GooglePages Our research has extended into the development of an online learning environment, AIOLE, based on this facility of writing on the Web, which allows the design of the learning by the teacher or tutor and by the learners themselves, facilitating a truly learner-centred learning environment and advancing to the future lifelong learning tendency. Obviously, the integration of AWLA in AIOLE is complete since the latter is an evolution of the former (Figure 3). iLearning Forum 2009 42 Figure 3: Integration of AWLA in AIOLE Although the objectives of AWLA did not include the functionality of being used for personal learning design, AIOLE was developed with that goal in mind. We provided the system with the set of services and resources necessary for personal learning following the PLE Reference Model (Johnson et al, 2006) and could give support for that learning in a progressive way since the design is established in a scaffolding way: first, the design of the discipline syllabuses as determined by the educational authorities or institutions (CEFR for Languages and ACTFL). Then, the staff department guidelines can help determining the topics and the notions to apply. The particular tutor makes use of these to design the learning activities and the learner can use them, too, to design their own particular activities and give a report of their learning track (which leads to the eportfolio initiatives; see eDossier section below). AIOLE also has a set of Web-based communication tools (Web-based chat channels and thematic forums), information management, exploration and creation, and design facilities, all integrated in the PLE environment at different levels. And all this can be done mainly by writing in the online learning environments provided by AIOLE (Figure 4). Figure 4. AIOLE sets of services for learning. Integrating Multimedia in AWLA New modes of information frequently involve the use of multimedia as reinforcing content, which adds context to textual information. Language courses usually offer supplementary audiovisual material (textbooks with pictures, audio and videotapes or in CD-ROMs). However, the current trend to develop complex multimedia software to assist learners with visual environments based on simulations or virtual worlds entails new modes of language learning whose effectiveness is little understood yet. Meanwhile, online learning can offer authentic contextual scenarios to access information and communicate, especially when learning foreign languages. If we want to make language iLearning Forum 2009 43 learning more effective, we can enhance existing learning practices with technology. To do this, adding multimedia as a stimulus input material in the learning design or as supporting information in the resulting writing will bring us closer to integrative contextual learning. AWLA enables writing online for learning languages and adds the facility to include multimedia in the learning design area and in the writing area. Multimedia materials can be easily created with mobile phones or digital cameras. With AWLA, a competent ICT user can upload them and link to them or to existing online multimedia files, easily displaying them embedded when publishing their writing on automatically HTML-generated pages. Tutors can provide learners with multimedia input as a motivating stimulus, (e.g. for taking notes from videos, thus integrating listening). Learners can add visual support to their compositions (e.g. advertising tourist resorts with supporting pictures). Thus, we can integrate pedagogically-driven multimedia to enhance language learning with technology. Integration of multimedia files in AWLA provides a twofold capacity: embedding the files in the learners’ writings and embedding them in the assignments designed by the tutor. Since it is mainly a writing appliance, AWLA does not offer the facility to edit images, sound or video files. However, it was initially designed with the capacity to allow the learners to insert images (in jpg or gif format) in their writings because this adds visual information to their texts. Sound and video rendering multimedia facilities were also included. This is done in two very simple ways: they can locate an appropriate image, sound or video on the Web and paste the link on the writing surface or they can upload one of their own to the AWLA server. When they save the text and read it, the image is displayed accordingly in the place inserted in the text (see Figure 5). Figure 5. AWLA Spanish Interface with images displayed in the Reading Area. This has been recently enhanced with sound and video files, following a similar technique. The application has been added a set of CGI commands to produce DHTML object tags that read the kind of file extension from the URL address and determine which type of format the interface needs to render, and displays it accordingly. AWLA supports the following multimedia formats: gif, jpeg, jpg, png and bmp image files, wma, wmv, avi, mpg and asx sound and video files to open with Windows Media, and ram, rm, rpm sound and video files to open with Real Player. It does not require any other plug-in component. Just these two media applications which are considered as W3C standards for the Web technology will make do and will display the files appropriately. The same facility is available for tutors designing the writing tasks. In this case, the file has a limited display size to adapt to the right-hand column, where they will be always available for display (Figure 6). What is extraordinarily innovative is the capability to have the learners iLearning Forum 2009 44 writing on a task and at the same time offering audiovisual input for them to react by writing. This has a lot of functionalities, some of which are listed below: This can be used for displaying lectures in audio or video, to which the learners will react by taking notes as instructed by the tutor, or extracting some specific information. They can be used for description of the situation or the places displayed on pictures or video. They can also be used for Listening Comprehension with questions the learner should answer in their Writing Area. Extensively, this can also be used for a similar activity called Viewing or Watching Comprehension. Less constructivist-based activities can also be done, such as taking dictations or extracting words from famous songs, or filling the blanks from listening. Figure 6. Demonstration file with video easily rendered in AWLA Reading screen and sample activities with video file in the Assignment column. The multimedia facility is outstanding in some humanistic disciplines such Arts and Design because it offers the possibility to comment on input presented at the same time. Additionally, it can be used for uploading other works done by the learners. The widespread use of video cameras and mobile phones with cameras makes it really easy to take photos or videos of a visual work done and present it on the Web with AWLA, including a descriptive text. It is also useful to prepare projects about towns or tourist resorts the learner has personally visited and taken photos of video of and present them with a text, maybe a description, explanation, narrative or argumentative essay.With this multimedia facility, AWLA offers contextual support for the learners to write. eDossier AIOLE serves the current trends of Personal Learning Environments where the learners control their own learning in a final stage, designing their own learning paths (following superordinate institutional learning objectives and ePortfolio practices), searching for learning resources and communities to share their interests to accomplish their learning needs, giving adequate relevance and structure to informal learning to include in their lifelong learning process. By using official templates, AIOLE offers easy ePortfolio edition with the European Language Passport, and with a quite innovative improvement: the implementation of a really updatable eDossier (Figure 7), with the facility to upload scanned certificates and multimedia files (pictures, or audio and video), used as evidence of the learners’ language learning experience. AIOLE, with its capacity to write on the Web, tries to integrate all these services and makes the personalized edition of the above mentioned documents possible. These documents facilitate the selection of evidence and self-assessment (with the Europass) and reflection (in the Linguistic Biography) from the descriptors analysis of the four communicative language skills established by the CEFR. The most important innovation of AIOLE is the production, not only of iLearning Forum 2009 45 the Europass and of the Linguistic Biography in a stable, and simultaneously flexible and adaptative form as a service, but also the edition of an eDossier as an electronic dossier, where to include (creating, connecting and uploading on the Web) the whole evidence that demonstrates the linguistic experiences of the user by means of multimedia facilities, such as scanned certificates, scanned or digitized photos taken with digital cameras and mobile phones, documents written on the Web, sound and visual documents of all kinds. All this is easily done by the user from anywhere at any time with the use of AIOLE systems. Figure 7. ePortfolio Europass and eDossier access and edition in AIOLE Conclusion An online learning environment offers the opportunities for authentic, communicative language activities. Under this perspective AWLA has been developed as an eLearning skill-based environment for Collaborative Writing. It integrates communication, information search, language tools and multimedia to help learners write naturally in a collaborative way, as it is usual in the real world when writing formally, and to help the users design learning plans. Learning to write with AWLA is based on scenarios, integrating the context, with a possibly authentic audience for the purpose of publishing the resulting writings. AWLA and AIOLE help learners in the evolution and evidence of their learning process. All in all, AIOLE makes the traditional learning evolve to online learning, where learners learn anywhere anytime by sharing resources and information, by collaborating as a reflection of the future working life of the learner, and by participating in the design of their own learning process. With AIOLE the learners can also use their own ePortfolio in an easy, updatable way. This is done by accessing the original European Portfolio for Languages converted in a Web-supported digital form. The latest innovation is the capability for the learners to edit and continuously update their own eDossier, following the standards taken from the Europass initiative. The user can upload their scanned official documents or audiovisual files, and give access to them or to existing links on the Web, both as a reflection and as an evidence of their lifelong learning process. References 1. AMSDEN, J., (2001). Levels Of Integration, ECLIPSE, Object Technology International Inc. http://www.eclipse.erg/ articles/article-levels-of-integration/levels-of-integration.html 2. BERNERS-LEE, T. (1999). Weaving the Web: The Original Design and Ultimate Destiny of the World Wide Web by its Inventor. San Francisco: Harper. 3. CEFR (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Council of Europe. http://culture2.coe.int 4. CLARK, CH. (2003). Towards a unified e-learning strategy: Consultation Document. Nottingham: DfES (Department for Education and Skills) Publications. http://www.dfes.gov.uk/consultations/conResults.cfm?consultationId=774 iLearning Forum 2009 46 5. JOHNSON, M., LIBER, O., WILSON, S., SHARPLES, P., MILLIGAN, C., BEAUVOIR, PH. (2006) Mapping the future: The personal Learning environment reference model and emerging technology. Whitelock D. & Wheeler S. (Eds.), “The Next Generation. Research Proceedings of the 13th ALT-C”. Edinburgh, UK: Heriot-Watt University. 6. KEARSLEY, G., SHNEIDERMAN, B. (1998) Engagement theory: A framework for technology-based teaching and learning, Educational Technology, Vol. 38, No. 5. pp.20-23 7. MASON, R. D. (1998) Models of Online Courses. ALN Magazine 2(2). 8. O’REILLY, T. (2005). What is Web 2.0? O'Reilly Network. http://www.oreillynet.com/pub/a/oreilly/tim/news/ 2005/09/30 /what-is-web-20.html 9. WARSCHAUER, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), 470-481. 10. WARSCHAUER, M., HEALEY, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71. 11. ZASTROKY, M. (2000). Distributed Learning, E-Learning and E-Business: What Do They Mean. http:// www.globaled.com/articles/ZastrockyMichael2000.pdf. iLearning Forum 2009 47 DIGITAL REPUTATIONS AND PRIVATE VERSUS PUBLIC INFORMATION IN A WORLD OF ONLINE DISINHIBITION, FLAMING, AND RUDE EMAILS:THE NATURE OF ONLINE COMMUNICATION AMONG COLLEGE STUDENTS. Jane Florence MacNeil, Red Deer College, Canada Abstract Increasing access to new technology can enhance social interactions and collaborative learning experiences. This can result in not only positive effects on learning for all subjects, but also electronic communication can also result in behaviours that deserve our attention such as cyberbullying , i.e., the use of electronic communication devices to bully others (Qing Li, 2004). Educational systems are now seeing an increased emphasis on technology and online classes, and students need to feel comfortable and safe in those environments. Institutions may be able to easily protect on campus students from harassing and threatening behaviour, but what about in the online environment? People say and do things in cyberspace, or the online world, that they would not ordinarily say or do in the face-to-face world, a phenomenon Suler (2004) refers to as the ‘online disinhibiton effect’. This study is part of a larger research project assessing interactions and communication styles in an online, or virtual, world. Of particular interest are behaviours such as: cyberbullying, protecting our digital reputations, and the ease with which individuals disclose private information in a public forum. A survey of 125 college students (62 males and 63 females) was analyzed regarding their experiences of cyberbullying; the type of information posted online (whether it referenced themselves and/or others); and, their perceptions of what constitutes private versus public information. The results showed that females were more willing than males to report being cyberbullied. Interestingly, gender was independent of both whether individuals posted incriminating photos of others on the internet, and the perception that photos on the internet are harmful. Another focus of this research was a survey analysis of attitudes on private versus public access to information. The line between what is private and what is public is now blurred with the posting of not only information unique to the individual, but also information regarding others. People now form online groups and communities in order to share ideas, experiences, and resources, and the world is now more transparent and many people can now access not only what others do but also they can inform many others without the benefit of any editor. Reputations in life are now set much earlier where more and more of what people do and say can end up as a digital fingerprint that never gets erased. The persistence of things in electronic form makes second chances harder to come by. Indeed, 74% of respondents posted information regarding others without their consent. Preliminary analyses indicate that online disinhibition is common in the online environment especially for younger users and this applies not only to text communication but also to the use of visual images as a tool for self-expression, conveying ideas, and sharing experiences. 67% of respondents reported that posting private information did not lead to long-term consequences. A challenge will be to learn how to deal with the impact of the intersection of the online and offline domains. Results are discussed in terms of the issue that individuals will need to think about how much, and what kind of, information they want others to know. Issues of how we interact, how we lead, how we collaborate can now be known by many more people and that can be an advantage in managing online identity. A challenge may result from differences in understanding issues of privacy among cohorts of individuals reared with online communication, who are ‘digital natives’, and those not reared in a wired environment, known as ‘digital immigrants’. iLearning Forum 2009 48 DOES SUCCESSION PLANNING INITIATIVE APPLY IN TERTIARY INSTITUTION? Posiah Mohd Isa i-LEC, Universiti Teknologi MARA 40 450 Shah Alam, Selangor, MALAYSIA Siti Akmar Abu Samah UiTM International Centre, Universiti Teknologi MARA 40 450 Shah Alam, Selangor, MALAYSIA Zaini Abdullah Chancellery, Universiti Teknologi MARA, 40 450 Shah Alam, Selangor, MALAYSIA Kamaruzaman Jusoff Faculty of Forestry, Universiti Putra Malaysia, 43 400 Serdang, Selangor, MALAYSIA Abstract Succession planning is a distinct initiative undertaken by most profit-oriented organizations to ensure leadership continuity for their sustainability. This initiative has been clearly established in several high profile profit organisations to ensure smooth transition of leadership in their respective department. From several literatures, proponents of strategic planning have called for non-profit organisations to seriously consider succession planning as it promotes a clear vision of shared values, personnel efficiency and effectiveness and institutional credibility. Therefore, educational organisation should be ready to promote this positive initiative as it acts to provide motivational boost for the workers as in talent pooling, customers’ satisfaction due to institutional effectiveness and the enhancement of organisation competence. This paper explores the possibility and relevance of succession planning on the sustainability of the educational organisation. It also attempts to put into perspective how succession planning transcends these effects based on a pilot study conducted on its relevance on the performance of academic managers towards organisation stability. Keywords: organisation succession planning, talent pool, sustainability, educational organisation, ............................................................................................................................. A paper submitted for oral presentation at the i-Learning Forum 2009 in Palais de Congres, Paris, France on 19-20 January 2009 1. Introduction Succession planning is a means of identifying critical management positions. It may start at the levels of project manager, supervisor and extending up to the highest position in an organisation (Rothwell, 2005). It also describes development programme that promotes maximum flexibility in lateral management moves. It also ensures that as individuals achieve greater seniority, their management skills will broaden and become more generalised in relation to total organisational objectives rather than to purely departmental objectives. In this paper the discussion focuses on succession planning in a non-profit organisation, in particular public educational organisation in which personnel development creates effectiveness and efficiency and enhance institutional credibility. In tertiary institutions in Malaysia, there are two distinct appointments of academicians. Firstly, the regularized schedule of promotion is accounted by the performance and achievement attained by each academician to be appointed as lecturer, senior lecturer, associate professor and finally professor. This practice is much sought after by academicians for it provides clear lucrative returns. Second, the appointment of academician to hold managerial positions in the educational organisation such as dean, deputy dean, head of programme or head of department, has not been formulated by any schedule of competence or criteria that can accommodate performance and achievement as academic managers. This paper will discuss the iLearning Forum 2009 49 relevance of this human resource development initiative in a tertiary institution and to validate its importance through a brief pilot survey with faculty deans of a selected university. 2. Academic Managers’ Sustainability in Tertiary Institution Hochel and Wilson (2007) put emphasis on the importance of succession planning as part of a hiring process in higher education institution. They believe that the ultimate success for this type of institution depends on the quality of the people it hires. Although succession planning has spelt many affirmative returns to organisations, several reviews have indicated that this corporate initiative lacks in its planning, implementing and managing. For example, Dettmar (2004) states that colleges and universities spend so little time or money learning how to conduct searches (creating talent pool). He observed that during his 15 years in the higher education institution he never had any formal training related to the issue. Due to these setbacks, this initiative, all too often revered by many successful organisations, may not be too popular in educational organisation. However, several literature have indicated hopes that this initiative can be a significant step in planning for effective pool of talented academicians for the purpose of managerial duties execution in the educational sector. Clunies (2007) reiterates that although it is difficult to implement in academia, he is hopeful that this initiative can begin with plans that are simple and tailored to the needs of the tertiary institution. His article quoted works of Eastman (1995), displays three elements of concern: the purpose of the initiative, who this initiative will serve and the desired outcomes. Other works have indicated that succession planning can be carried out in institution of higher education for effective human resource development. Although Rothwell (2005) focuses on profit organisation, he underlines the importance of succession planning as an effort for individual development that should include any job category. He seems to believe that in any case of staff shortage, it would bring disaster or chaos to the performance of the organisation for that particular time, if succession plan is absent. Hence, he urges the need to extend succession planning not only at management ranks, but also throughout the empowered workforce. As this paper concerns the non-profit organisation, it is pertinent to note that succession planning is as important in both types of organisations. This is evident in Chambers et al (1998) as they maintain that succession planning is an important way to sustain the staff availability. With the increase of competition nowadays, both profit and non-profit organisations are competing to attract and retain talents. Non-profit organisations are on the verge of what most experts use the term brain drain syndrome, as many talents go to profit organisations because the latter provide feasible career path, attractive salary and other attractive and lucrative benefits. This challenge has been the effect of the difficulties in constructing a comprehensive succession planning caused by the shortage in talents inside the organisation and high level of turnover phenomenon. Being one of the several factors observed, is the issue of globalization in which there is an increase in uncertainty in the economy that affects the profit organisation, though not so much of nonprofit organisation, but the situation may subsequently arise in the latter. In such scenario, employees have become anxious about their job security that they start to think and search the organisation that can provide positive assertions. The increasing trend of turnover sometimes is worsened by the lack of adequate programme to groom the existing talent. Clunies (2007) believes that higher education has historically been slow to adopt many corporate management processes. He therefore has a reasonable doubt for the readiness of the institution to employ succession planning or any executive development programme because of dramatic cultural differences between the boardroom and the campus. Rosse & Levine (2003) support this argument by stating the complex and bureaucratic procedures for hiring, compared with many profit organisations or business corporations. Nonetheless, this does not mean that institution of higher education lack strong corporate values. iLearning Forum 2009 50 3. Succession Planning Initiative in Tertiary Organisation In support for the earlier argument, succession planning although seldom heard of in non-profit organisation, can be promoted in institution of higher education. The table indicates that there is hope for such corporate based initiative being driven in institution of higher education. Wolfred (2008) states that even in the most developed countries, succession planning which is part of the strategic leader development programme is seldom heard of especially at university level. This may be caused, as he states, by the bloated bureaucracy or lack of such human resource training in the institution. Although succession planning is usually associated with large corporation, it is also important that it becomes an initiative in every organisation. That being said, a good succession planning can reduce the risk of educational disorganisation, as far as appointing the rightful candidate to hold academic manager positions is concerned. This usually happens at the end of tenure, on long absence or appointment vacancy. Hence, succession planning helps to ensure the sustainability of an organisation (Rothwell, 2005). The subsequent discussion displays the impact of succession planning if it is adopted in institution of higher education. Effective managerial skills of academic managers are essential as they create strong relationships between and within organisations involving the providers and customers (Deem, 2007; Newman 2000) skills comprising theories, techniques and behavioural guidelines, if are effectively applied, will enhance the manager’s practice. In the education set up, academic managers are those responsible to the dean of faculty for matters pertaining to the management, organising and delivering of duties for teaching, and the administration of research in the faculty. However, apart from having the teaching role himself, academic manager specific job specification will be agreed upon with the dean of faculty from time to time and the duties may commensurate with the changing needs of the faculty. Within the faculty, academic managers are required to manage the process of curriculum review which involves looking through the courses offered by the faculty. These include the mentoring duties on to the curriculum which involves course content, methods of delivery and assessment and most importantly the documentation of these matters, either manually or electronically, the duty also encompasses negotiation of these developments through the faculty and the university processes. This involves also the development of links with other faculties in the University and, perhaps, with other universities with a view to the provision of collaborative courses. Academic manager at faculty level has to manage the process leading up to the faculty regularised teaching quality assessments. This includes preparing self-assessment programme, making recommendations for improvement, preparing and compiling of documentation, liaising with staff of the faculty academic office, ensuring detailed arrangements for assessment visits are made, meeting with assessors and also preparing for the process of accreditation of the faculty courses by the relevant professional bodies. These job specifications are essential requirements of academic manager which warrants for managerial skills. Delivering the knowledge on managerial skills will require the teaching from leaders in a systematic best practice and this is commonly developed through mentoring relationships. Research on mentoring has evidenced that employees with mentors are much more likely to experience a range of positive outcomes (Groves, 2007; Lankua & Scandura, 2002). For more precise duties, in the faculty, academic manager needs to assist with management procedures related to research activities. The duties will depend on other loads, but might at times include help with production of documents for the Research Assessment exercises and the faculty annual research report. Among others also include drafting publicity about the faculty and its courses for inclusion in the University's undergraduate and postgraduate prospectuses and other similar publications, including electronic information sources. The managerial skills of academic managers have to be complemented by knowledge on attending and reporting to iLearning Forum 2009 51 faculty committee meetings, and participating in several additional faculty committees related to management of teaching and research or external liaison. Academic managers in the university have duties that involve them in the membership of various committees within the faculty as well as the university. They keep a very close liaison with other officers within and outside the faculty, in the faculty and the university, and at the same time assist in the promotion of the activities conducted by the faculty elsewhere in the University and to external agencies (Coxhead, 2007). Hence, the better way is to train academic managers in a systematic pooling of potentials and prospects with development programme to ensure smooth transition of leadership and execution of duties. Although it is commonly practised in corporate organisation, good succession planning will systematically help prospective academic managers to streamline their managerial skills to ensure effectiveness and smooth running of the institutions, for new leadership roles as the need arises or when one’s term has ended (Boettcher & Craven, 2008). There is a need for selection criteria for these talents to be readily ‘groomed’ for managerial position in the academic institution. The establishment of the succession plan and related models help to nurture and strengthen the high performance culture in institutions of higher education via professional work force that exhibits self personality and professional personality, possession of competency and vital values towards sustainable achievement of their future. The key strategy of the succession plan is to mould and harness the talent of professional work force at academic managerial level to fill in strategic positions. It also aids in the career path and laid foundation of guidance necessary for the accomplishment of tasks and duties of the future. 4. Research Pilot Study The lag in succession planning has persisted in the higher education institution for quite a long time. The cause might lie in the lack of awareness of the management or the misconception about succession planning. The analysis of this pilot study conducted in Universiti Teknologi MARA (UiTM) in Malaysia could support this assumption. Eleven out of the total twenty-four deans from UiTM are chosen as respondents to answer questionnaires in which the materials are adapted from Rothwell (2005) on effective succession planning. In addition, face-to-face interview with the deans is also conducted to obtain additional data complemented by the questionnaires. Based on this pilot study, most deans as the academic managers believed that the faculty in which they lead have implemented succession planning programme. The SPSS descriptive analysis on the data reveals that most deans would likely to answer agree or strongly agree to the questions being asked. This in turn would result in a high total score which supposed to indicate that the succession planning programme indeed exists. However, the real situation does not match with the result of pilot study. 4.1 Purpose and Research Questions This pilot study is conducted in order to obtain an insight about the understanding of succession planning among academic managers. The study also intends to have a feedback and input to construct a more sophisticated questionnaire for subsequent conduct of this research. The pilot study attempts to answer these questions: 1. What is the level of awareness in succession planning issue among the academic managers? 2. How is the academic managers’ attitude about the need for succession planning in their organization? 3. Does succession planning as a culture exists in the organization? iLearning Forum 2009 52 4. Have there yet any models of succession planning ever implemented in the Malaysian higher education institution? 4.2 Methodology In this pilot study, we request deans in Universiti Teknologi MARA Malaysia (Shah Alam campus) to answer a set of questionnaire. In addition, we also interview them to obtain supplementary information. Eleven out of 24 deans in UiTM Malaysia are chosen to participate in this pilot study. The data collected is analysed using SPSS 16.1 with descriptive method. 4.3 Instrument The instrument used in the pilot study consists of demographic information and a set of questions about the succession planning issue. The questions are divided into three main sections. Section A contains questions related to the level of awareness in succession planning, section B contains questions related to the related to the attitude level, and section C contains questions related to the culture regarding succession planning. 5. Survey Results The results indicate that while most respondents would believe that their organisation has implemented succession planning programme, at the same time they would admit that they are not sure whether there is succession planning programme in their mission statement. Four out of eleven respondents (36.36 percent) said that they do not disagree with the statement, while another four (36.36 percent) chose neutral. ! Figure 1: Percentage of respondents’ answer regarding policy and philosophy statement of succession planning in their organisation The ambiguity in understanding succession planning would likely to pervade from the top level of management to the all components in the organisation. In other words, there is more than one solid definition about succession planning (as well as understanding) which overlaps one to another. As a result, succession planning is considered as just another issue inside the human resource development programme. Nevertheless, this does not mean that higher education institution is on the verge of catastrophic situation. The potentials of succession planning are there, existing and waiting to be explored by the management. iLearning Forum 2009 53 For instance, most respondents believed that they have identified key requirements of key positions via job responsibilities, competencies, and success factor (Figure 2). The only problem is that most of them might use different approach to identify such criteria. Such process might not be a continuous one. Hence, this is the part where we could claim the absence of succession planning, for it is a continuous and sustainable process. As long as it is conducted merely when the key positions are vacant (and without long term preparation), the succession planning we discussed in this paper does not exist within that organisation. What can we gain from the survey? The overall pilot study obviously depicts the gap in the human resource management system in the higher education institution in Malaysia. Furthermore, there is a bias when the managers are trying to choose their replacement because the organisation does not have distinctive tools in succession planning. The successors perhaps are chosen based on perception rather than objective performance. We could also conclude that managers and other top level management in the higher education institution need to be encouraged to commit in the succession planning programme. Figure 2. Percentage of respondents’ answer regarding identification of key positions via job responsibilities, competencies and success factors There is an urgent need to remind them that succession planning is not merely a replacement programme, but more to develop the people-inside-the-people of the organisation. Moreover, we could elaborate the elements discussed above such as managerial competency and spiritual capital to build succession planning model that is suitable with the characteristics of higher education institution in Malaysia. It is important to bear in mind that spiritual capital is more than what most scholars refer as ethics and moral codes. It is way beyond those two concepts. In addition, this type of capital is considered important to be incorporated, since Malaysia is renowned with its pluralistic and religious culture. iLearning Forum 2009 54 This pilot study is an initial step to establish the awareness level, attitude towards and the culture of succession planning initiative among the top level academic managers of each faculty in the tertiary institution selected. As this is an on-going research due to be completed middle of 2009, the team is still in the process of taking another research method to establish other criteria necessary for an academician to hold managerial position. 6.0 Conclusion Several literature have stated that whether this initiative is termed as succession planning and management, building bench strength, or talent management; it is clearly indicated that such a deliberate and systematic identification, engagement and retention of potential leaders and talented performers, and the achievement of targeted results; display positive performance of the academics in educational organisation. However, the proponents of succession planning have also cautioned that succession plans, whether it is in a corporate or higher education should not function as an isolated system but rather as an integral component of the overall human resources planning process. With great concern from the academic managers, via the survey conducted, there is plausibility of creating similar strategy to enhance the latter initiative schedule of appointment that can accommodate managerial competence among academic managers. Hence, creating a structured and systematic talent pool of academicians to hold academic manager positions can be suggested. References Boettcher, S. & Craven, A. (2008). Succession Planning for Higher Education CIOS: What, Why, How. San Antonio: UT Health Science Center. Carey, D. C., Ogden, D., & Roland, J. A. (2000). CEO Succession. New York: Oxford University Press. Chambers, E.G., Foulton, M., Handfield-Jones, H., Hankin, S.M., & Michaels, E.G. (1998). The War of Talent. In J. M. Hiltrop (Ed.). (1999). The Quest for the Best: Human Resoruces Practices to Attract and Retain Talent. European Management Journal . 17(4): 422-430 Clunies, J. P. (2007). Benchmarking succession planning and executive development in higher education: Is the academy ready to employ these corporate paradigms? Academic Leadership The Online Journal 2(4). Retrieved August 5, 2008 from http:// w w w. a c a d e m i c l e a d e r s h i p . o r g / e m p r i c a l _ r e s e a r c h / Benchmarking_Succession_Planning_Executive_Development_in_Higher_Education.shtml. Coxhead, P. (2007). University of Birmingham Academic Manager Job Description Computer Science taken from http://www.cs.bham.ac.uk/~pxc/peers/jobspec.html 9 August 2002 retrieved on 4 July 2008. Deem, R. (2007). Managing contemporary UK universities: Manager academics and new managerialism. Academic Leadership The Online Journal 2(4). Retrieved August 5, 2008 from http://www.academicleadership.org/emprical_research/ Managing_Contemporary_UK_Universities_Manageracademics_and_New_Managerialism.shtml Dettmar, K. J. H. (2004). What we waste when faculty hiring goes wrong. In Sandra Hochel & Chairmaine E. Wilson. (2007). Hiring right: Conducting successful searches in higher education. SF: Josey-Bass Eastman, L. J. (1995). Succession Planning: An Annotated Bibliography and Summary of Commonly Reported Organisational Practices. North Carolina: Centre for Creative Leadership Grensboro, NC.. Applied Psychology: An International Review, 44: 276-282. iLearning Forum 2009 55 Groves, K. (2007). Integrating Leadership Development and Succession Planning Best Practices. Journal of Management Development 26(3): 239-260. Emerald Group Publishing Ltd. Hochel, S. & Wilson, C. E. (2007). Hiring right: Conducting successful searches in higher education. SF: Josey-Bass. Lankau, M. J. & Scandura, T. A. (2002). An Investigation of Personal Learning in Mentoring Relationships: Contents, Antecedents, and Consequences. Academy of Management Journal 45(5): 779-790 Newman, K. L. (2000). Organizational Transformation during Institutional Upheaval. Academy of Management Review 25(3): 602-619 Rosse, J. G. & Levin, R. A. (2003). Academic Administrator’s Guide to Hiring-Between the Lines. San Fransisco: Jossey-Bass Rothwell, W. J. (2005). Effective Succession Planning: Ensuring Continuity and Building Talent from Within 3rd Edition. American Management Association (AMACOM) Wolfred, T. (2008). Building Leaderful Organisations: Succession Planning for Nonprofits. Baltimore, Maryland: The Anne E. Casey Foundation. iLearning Forum 2009 56 Learning Technologies (EN) iLearning Forum 2009 57 CHALLENGES OF E-LEARNING IN TEACHER EDUCATION IN AFRICA: THE NIGERIAN EXPERIENCE J. Effiom-Edem Ntibi - Federal College of Education, Obudu, Nigeria Abstract The paper is focused on the application of e-learning in the training of pre-service teachers in Nigeria. Several challenges are presented and these include lack of adequate capacity on the part of the teacher trainers, problems of curriculum formulation, dearth of infrastructure in the schools, high cost of bandwidth for internet access; among others. To tackle these challenges, the author suggests the following as possible strategies that may be applied to ameliorate the difficulties in e-learning application in teacher training: (i) engaging International development partners to assist in capacity building, (ii) sensitizing the governments of the African countries to allocate sufficient funds for the education sector to enable increased investments in IT infrastructure, (iii) encouraging the manufacturers of hardware and software to deliver more internet access, IT equipment, software, and related educational materials at subsidised rates for educational applications, (iv) introduction of publicprivate sector partnership as a viable option to sole government sponsorship of technology based school projects, and (v) increasing awareness among teacher trainers of the advantages of applying e-learning in their service delivery. iLearning Forum 2009 58 HOW TO BOOST ENTREPRENEURSHIP THROUGH INNOVATIVE INTEGRATED LEARNING Jelena Godjevac, MEA-I Abstract Micro-Enterprise Acceleration Institute (MEA-I) is an international non-profit organization that facilitates knowledge acquisition of ICT by providing services to help advance teaching & learning programs with personalized technology and curricula, for entrepreneurs and small business owners through their local business development agencies. MEA-I is mainly sponsored by Hewlett-Packard. Micro-enterprises are collectively the largest employer and creators of new jobs, presenting one of the best ways to positively impact the lives of millions of people. Our goal is to effectively reach, by partnering with local development agencies, micro-enterprises around the world and provide them with access to technology and ICT training to help them grow their businesses and sustain that growth over time. Our programs are focused at helping the development of micro businesses. One of our programs is the Microenterprise Acceleration Program (MAP), rolled out in Europe, Middle East and Africa (EMEA). MAP is an initiative designed to speed up economic development in communities around the world. Delivered in partnership with local non-profit organizations, MAP provides micro-enterprises – businesses with up to ten employees – with the right training to be able to solve everyday business challenges, so they can grow and create new jobs. One of the pillars of MAP is an innovative teaching curriculum that bridges the gap between conventional business skills courses and technical skills courses. Unlike existing trainings focusing either on technology or business maters, it fully integrates business and technology. Using experiential methodology designed to ensure full knowledge transfer, it combines virtual entrepreneurs, case studies and practical hands-on exercises to solve common business challenges in finance, marketing, communication, cooperation work, internet usage, and customer management. Knowledge City (www.knowledge-city.net) is an online platform that complements the MAP curriculum in an innovative way. It proposes training contents for small businesses through a user-friendly and entertaining experience. Background and labor market development Fifty percent of the world’s labor force is unemployed or underemployed. Even in highly developed countries, unemployment is a major issue. Micro-enterprises – businesses with up to ten employees, with minimal start-up costs and limited access to the traditional commercial banking sector – are the biggest source of new jobs globally. Micro-enterprises represent a powerful economic engine for both developing and developed countries. Small and micro-enterprises employ 50 to 60 percent of all workers around the globe and the vast majority of these businesses (78 percent) are micro-enterprises, employing less than 10 workers. Microenterprises are significantly less productive than larger firms and this lack of productivity prevents them from growing and offering better wages and working conditions. Micro-enterprise growth is constrained by lack of competitiveness, low productivity and low skill level of owners and workers. Information and communications technology can significantly help micro-enterprises and small businesses grow, be more productive and create more jobs in their communities. MAP—The fast track to growth Small businesses and micro-enterprises—the smallest of small businesses—are the fastest- iLearning Forum 2009 59 growing and biggest source of new jobs globally. Mainly sponsored by HP, MEA-I provides training of trainers and support to development agencies and business associations. In three years we have taught more than 250 educators, who have subsequently delivered MEA-I’s trainings to nearly 30,000 small businesses, providing them the practical knowledge and usage of IT to successfully run their business and grow. MAP is an initiative designed to speed up economic development in communities for the regions around the world. Delivered in partnership with local non-profit organisations, MAP provides small businesses with the right training to be able to solve everyday business challenges, so they can grow and create new jobs. MAP has five pillars: MAP Curriculum, (40-60 hours of training) Training of Trainers (TOT) -an intensive 5-day course MAP centers (a fully operational, ready-to-go MAP training centre equipped with HP computers and peripherals Participation in MAP network (practice sharing among peers, international visibility) Interactive online platform: www.knowledge-city.net MAP curriculum for micro-entrepreneurs – true innovation for a real need One of the pillars of all our programs are innovative teaching curricula that bridge the gap between conventional business skills courses and technical skills courses. Their purpose is to help trainees establish relations between business challenges and technology solutions and to amplify their business effectiveness. The MAP curriculum aims at demonstrating how small entrepreneurs can improve the success of their businesses using Information and Communication Technology (ICT). Unlike existing trainings focusing either on technology or business maters, it fully integrates business and technology. Using innovative methodology designed to ensure full knowledge transfer, it combines virtual entrepreneurs, case studies and practical hands-on exercises to solve common business challenges in finance, marketing, communication, cooperation work, internet usage, and customer management. MAP courses are not typical business skills courses (such as accounting or marketing), nor are a typical technology courses, in which the objective is to learn to use a particular software application or piece of equipment. Our courses can be considered as a bridge between business and technology courses available to entrepreneurs; they focus on showing the power of technology when applied to business realities. Moreover, all our courses are modular and complement the offer of existing training courses. They offer basic and advanced options and are immediately applicable to the many business challenges. The highest value of the courses is the comprehensive step-by step hands-on iLearning Forum 2009 60 activities. Another ingredient of curricula is the use of experiential learning methodology. The experiential learning cycle works as follows: First, participants are provided with new information; second, they process the information in a hands-on experience; third, they reflect on the experience; and fourth, they apply what they have learned. Research shows that adults learn best in this hands-on manner. Each topic in these curricula includes the following components specifically designed to propel participants through this cycle to allow for richer, fuller learning in the classroom: Participants start with a scenario that introduces concepts in a particular topic. Participants then gain experience with a technology tool. Participants reflect on whether and how this tool might be applied in their own businesses. Participants leave with the skills and knowledge to take additional steps toward applying a solution. Sample topics are: time and information management systems, financial analysis and transactions, contact management, email and Internet skills, presentations, “Smart” devices, virtual office collaboration tools, websites creation, Internet research, finding sales opportunities, print marketing, electronic marketing, etc. Finally, the course offers participants the opportunity to share their ideas and opinions with each other. The curriculum is currently available in 13 languages; it is delivered on CD, online, or in a brief case kit. The innovative positioning of MAP is recognized by Regional Development Agencies and complements well their existing portfolio of courses. It allows them to develop new services for their business community and to join the MAP network. Training of trainers (TOT) The purpose of the MAP curriculum is to demonstrate that micro-entrepreneurs can grow their businesses using technology. Accompanying the curriculum is a training course for trainers (TOT) that will enable business development organizations to offer the MAP training as part of their ongoing services to their client entrepreneurs. The TOT can be divided into two parts: Foundational technical and facilitation skills that trainers need in order to conduct a curriculum; and Content-specific training skills and knowledge to deliver the actual course modules. iLearning Forum 2009 61 The TOT takes place over 5 days and is an instructor-led, classroom-based training, highly interactive, incorporating experiential learning methodologies. This course includes material that can be aimed at experienced trainers with extensive backgrounds in business and technology, as well as those with fewer technical skills. An exciting aspect of the training is that the curricula and methodology are experienced from the points of view of both the trainer and the micro entrepreneur. The trainers gain an understanding of the overall MAP initiative. Serious games and Knowledge City The Knowledge City is an online platform: an innovative way to complement small businesses knowledge through a user-friendly and entertaining experience. It is like a virtual village containing streets, houses and businesses. The Knowledge City is animated and lively; it is not a static screen. It contains information relevant to education: resources like movies clips, links, podcasts… Each information type is gathered in the relevant ‘house’: e.g. game house, movie theatre to watch movie clips, My Business (where all the user information can be displayed like individual achievements, surveys, …), the HP house etc. The entrepreneurs are logging onto the site www.knowledge-city.net – for training and advice. The portal Knowledge city allows tapping into some of the content of the course online, in an attractive way. iLearning Forum 2009 62 The Knowledge City is also the place to leap into “serious gaming.” The first game in a series of practical business games is designed to accelerate the players’ knowledge on IT security. Players assume the role of an event manager, progressing through eight scenarios spread over two virtual ‘days.’ Each day is lasting approximately 40 minutes of average player time. Within each day there are 4 ‘scenes’, each lasting 10 minutes. Scenes progress chronologically within the storyline. Within each scene there are a number of tasks the player must complete to move closer to attaining their overarching business goal. Security events and issues are interwoven with some of these tasks. To introduce time pressure into the game – and to make it more challenging – users have a fixed 10 minutes to complete as many tasks as possible within each scene. There is a ‘countdown’ clock indicating how much time is left. Regardless of where they are, players are pushed through to the next scene after 10 minutes. Players gain points (also know as ‘moints’ – currency in the game) each time they successfully complete a task. Moints are fixed, and are the same for all tasks (e.g. 100 moints per task). The maximum score per scene is thus gained by completing all tasks successfully within the 10minute time limit. Players spend their moints to acquire/improve skills by purchasing products that can improve the security of their technological assets. Achievements are awarded when players reach milestones and are kept on the user profile, accessible from the Knowledge City . In the future, it will be possible to compare players by matching their achievements. A Best Practice Guide on IT Security is available inside the game, helping the players to understand the key concepts and providing useful tips. iLearning Forum 2009 63 Next steps Currently, MEA-I helps the deployment of five training programs and develops three networks with more than 160 trainers centers. Every year, we train more than 200 new trainers and our courses are delivered to more than 40’000 micro-entrepreneurs. In the future, our goal is to expand our networks and to enrich our online platforms with new interactive tools for users as well as to introduction of the new serious games. iLearning Forum 2009 64 MENTORED ACTION LEARNING BY CROSSKNOWLEDGE Steve Fieh, Estelle Milo, Sébastien Boscq - Crossknowledge, France Abstract CrossKnowledge est le leadeur européen du développement des compétences de manangement et de leardership par les nouvelles technologies d'apprentissage. En réponse aux attentes opérationnelles de ses clients (individualisation / accompagnement / maîtrise des budgets), CrossKnowledge a créé une solution innovante qui permet de répondre aux besoins de formation des collaborateurs, tout en développant la performance des entreprises. Le principe du Mentored Action Learning, est de réaliser une mission réelle sur le lieu de travail avec l’encadrement d’un formateur. Cette approche pédagogique inédite de formation a été élaborée en collaboration avec les clients de Crossknowledge par le biais de focus groupes. Il s’agit : • d’une formation individuelle au plus proche des besoins de l’apprenant. • d’une formation action organisée autour de cas concrets en lien avec l'activité professionnelle des apprenants. • d’une formation encadrée par un formateur, au plus près des besoins d’accompagnement Ces stages proposent : • Le développement des compétences sur le terrain durant 3 mois ; • La multiplicité des modes d’apprentissage pour favoriser l’assimilation (e-learning, videocast, expérimentation avec mises en situation réelle, coaching) ; • Un accompagnement à distance par un formateur certifié ; • La validation amont et aval des connaissances et des pratiques pour mesurer précisément l’acquisition de compétences ; • Une certification de la compétence professionnelle à l’issue des formations. Il en ressort que, grâce à l’individualisation de cette approche pédagogique, la motivation et l’assimilation de l’apprenant sont maximales. Grâce à l’interaction avec le formateur, un ancrage profond se produit. L’application sur le terrain permet un taux de transfert exceptionnellement élevé. Ce stage a été suivi depuis le début de l’année chez nos principaux clients (grands comptes : Valeo, Casino…), dans des PME en France et à l'international et par des individus dans le cadre du DIF. iLearning Forum 2009 65 COMMUNITIES OF PRACTICE AND KNOWLEDGE FLOW NETWORKS For Organization Learning Mei-Tai Chu, Rajiv Khosla Business Systems and Knowledge Modeling Laboratory La Trobe University, Melbourne, Australia Abstract Organizations today exist in the knowledge era as against the information era of 1980 and 1990`s. They compete with each other on the basis of knowledge and innovation (OECD 1996, 1999). Especially organizational learning and innovation through knowledge creation and flow is an important means of surviving as well as thriving in a highly competitive business environment. In pursuit of organization learning of the future will not be constrained by traditional boundaries. Thus this research envisions organization learning as a set of Knowledge Flow Networks (KFN) which can extend outside organizational boundaries as against conventional work flow networks. KFN unlike workflow can often transcend organizational boundaries and are distinct and different than workflow models. Human nodes used in workflow are not necessarily the same as nodes used in knowledge flow in an organization. Organization learning involves both personal and organizational aspects, and is an iteration of the transmission between explicit and tacit knowledge. This research also discusses organization learning in the context of Communities of Practice (CoPs) and knowledge flow networks. A CoPs Centered KFN model in organization learning will be developed, implemented, and analyzed. The CoPs Centered KFN model is underpinned in a CoPs model built around performance evaluation components for organization learning. KFN not only falls within the scope of managers, information technologists and knowledge workers but involves Communities of Practice (CoPs) in organization learning (Lesser, 2001). Most of the existing work on knowledge flow networks has centered around linking people based on organization structure, tasks, and knowledge compatibility (Zhuge, 2006). Existing research does not throw adequate light on the need that knowledge flow occurs between knowledge workers for organization learning outside traditional organizational structure, business functions and organizational boundaries. In this research, the authors propose to enhance in design of KFN by modeling them based on CoPs in organisation learning. In CoPs, like in KFN, people with a common goal come together to create, learn, process and share knowledge and learning based on best practices. In this research, a CoPs model has been defined, which constitutes 16 criteria along four performance measurement dimensions. These criteria and dimensions are used to identify common interaction factors (beliefs and attitudes) which link and facilitate effective knowledge sharing and learning between knowledge workers in a KFN. These factors and the CoPs model have been validated using a large multinational organization as a case study. Given that, knowledge flow is dynamic phenomena in an organization, we also define a dynamic model for analysing knowledge flow activities like knowledge sharing, knowledge discovery, and knowledge creation. The research is organized as follows. Section 2 covers the theoretical considerations underpinning the definition and construction of KFN model. Section 3 describes implementation and Techniques of KFN model based on survey of R&D personnel in a multinational organization to enhance organization learning. Section 4 presents results and findings of the survey based on the fuzzy multi criteria decision making and cluster analysis techniques. Section 5 suggests the future research and trend. Section 6 concludes the research with future research directions. Keywords: Communities of Practice, Knowledge Flow Networks, Organization learning iLearning Forum 2009 66 QUALITY ASSURANCE SYSTEMS WITHIN THE ACADEMIC ENVIRONMENT “The Case of the Greek Universities” DR. THEMIS GENADIS General Manager, I-Learn Group of Companies ABSTRACT Over the last decade universities have been subjected to various forms of academic accountability designed to maintain or improve the quality of their teaching and Learning. A shared perspective of many of these accountability processes is that Universities should become skilled at creating knowledge for the improvement of teaching and Learning, and at modifying their behavior to reflect this knowledge. In short, Universities should become “Learning Organizations”. The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most Universities are implementing systems of quality assurance, there is substantial variation in the principles underlying these systems. The Universities have developed and implemented, a university – wide system of quality assurance that ensures that each subject is systematically reviewed and enhanced by those teaching in the subject. While, it incorporates compulsory student evaluation of teaching of each subject the result of this student evaluation is not the focus of quality assurance system. The focus is on ensuring that those teaching the subject reflect on and make recommendation for further improvement of the subject. One of the objectives of European Policy is to make European Educations Systems a worldwide acknowledged quality reference by 2010. Quality assurance is a central element in supporting European Education and training systems to become more competitive and a world reference. Quality assurance is also an essential instrument to connect vocational education and training and Higher Education – and to support the development of a common European Qualifications Framework linking the Bologna and Copenhagen Process. Quality Assurance in both VET and HE operates on the basis of identifying guiding principles rather than prescriptive procedures. This approach is embedded in the cultures and tradition of both sectors. Quality Assurance in Higher Education is necessary to ensure accountability and improvement of education and training. It should be an Integral part at the Internal Management of Education and Training Institutions. It should include regular evaluation of institutions or programs by external monitoring bodies or agencies. QA should include context, input, process and output dimensions, while giving emphasis to outputs and learning outcomes. QA systems should include clear and measurable objectives and standards, guidelines for Implementation, including stakeholder involvement, appropriate recourses, consistent evaluation methods, associating self-assessment and external review; feedback mechanisms and procedures for improvement, widely accessible evaluation results. Quality Assurance initiatives at International, national and regional level should be coordinated in order to ensure overview, coherence, synergy and system – wide analysis. It should be a cooperative process across levels, involving all relevant stakeholders within countries across Europe. iLearning Forum 2009 67 Given the fact that by 2005 all Member States required a National Quality Assurance Systems, Greek Universities should create a grand for visibility into the processes that support the study program, measurements of Learning outcome, capabilities and competences. They should support a system of continuous improvement. They must transform from bad practices to survival and competitive success by: An institutional culture change Management commitment The need for Transparent Quality assurance, quality control and quality enhancement systems is more important than ever, given the continued financial pressures within the university sector e.g, cuts of budgets and reduction in operating grants. Doing more with less is the reality of all times. iLearning Forum 2009 68 IMPLEMENTING A VIRTUAL LEARNING COMMUNITY AND ELECTRONIC PORTFOLIO ENVIRONMENT TO AUTHENTICALLY ASSESS LEARNING AND PROGRAM IMPROVEMENT Victoria Guzzo, Katherine Kalmus - LiveText, United States of America Abstract Lines blur when higher education addresses the converging issues of student learning and assessment to demonstrate accountability and transparency to both internal and external agencies. Institutions struggle to redefine traditional practices and encourage action among non-cooperative entities on their campuses. In this constantly changing world, one thing remains constant: the effective and efficient use of technology has become an indispensable skill. Those institutions and programs embracing this technology, working to integrate it fully, and taking advantage of its expansive capabilities will thrive – ultimately offering expanding opportunities to students. To prepare students to become productive leaders and lifelong learners, institutions must foster a unified focus on student learning, calling for complete campus involvement. Problems surface upon the first mention of support units. How is the physical plant involved in student learning? How do student-life organizations increase student learning? How can the bursar’s office support student learning? For many, the responses to such questions include “they don’t” or “we’re not involved”. If this is true and nearly 50% of a campus claims not to be involved in the student learning process, the institution as a whole cannot enjoy a reputation for cultivating a campus culture characterized by a commitment to innovative student learning, authentic and extensive assessment, or responsiveness. Many times over, these units are so “paper or form” driven that there are legions of support staff to move information on paper. Why not transition this understanding of and familiarity with paperwork into a seamless “paperless” environment that becomes part of a campus-wide initiative for program improvement? The solution: comprehensive, intuitive, and easy-to-use web-based technologies that facilitate meaningful, reflective learning and continuous program improvement. To alter attitudes among all campus units, institutions must develop dynamic electronic environments through which information is moved and collected across the entire campus. This virtual environment begins with the academic units and can extend out to all institutional units. Yet, how do we create such an all-inclusive environment without burdening with new workloads or complex reporting systems? To overcome challenges, we must apply and manage innovative solutions to traditional practices. This solution rests in redesigning personal learning spaces with the dynamism that is the ePortfolio. Portfolios showcasing student mastery and ongoing learning are a hallmark of the higher education process and, in recent years, e-Portfolios have started to replace paper portfolios. Therefore, let us capitalize on the powerful potential of e-Portfolios to establish a dynamic campus-wide electronic environment. By adapting practices used by faculty to create dynamic assessment environments within academic units, we can collect and agglomerate valuable information to be integrated, assessed, and used to measure the needs and identify the steps to take for enhancing student learning. The e-Portfolio architecture will engage an entire campus in developing “student learning impact plans” (projects) that are assessed with a common rubric measuring and reporting the relative impact on student learning. Using this technology, these plans, reports, assessments, iLearning Forum 2009 69 and actions then can be displayed for all campus units. As issues of accountability and transparency grow, institutions need to harness and utilize the power inherent in dynamic assessment environments. By taking advantage of a fully integrated web-based learning-assessment service, institutions reveal a 21st-century attitude towards transforming the traditional student learning landscape. Institutions will use reports and rubrics-driven environments to implement new policies and improve existing processes, while remaining transparent and responsive to external requests concerning the quality of learning. This informational, visual presentation will engage audience participants because it is grounded in direct, real-world examples – that is, the actions institutions have taken to reorganize. Institutions to be discussed include those who have undergone a multi-semester curricular review, a structural reorganization of program workflow and committees, the creation of an outcomes-focused electronic environment, and the fostering of a steadfast commitment to course-embedded assessment. Throughout the presentation, we will focus on how this reorganization can help institutions fulfill missions, philosophies, and goals – an important idea for administrators because it enhances at the very core who and what the institution strives to represent and achieve. Presenters will provide visual samples of the assessments, custom scoring guides, and reports used to measure and analyze student learning, program effectiveness, and institutional goals. Presenters will share best practices and experiences in order to provide guidance for peers and colleagues. With time for questions and discussions throughout and at the conclusion of the presentation, presenters and audience participants will engage in meaningful dialogue, exchange ideas, and uncover innovative solutions – fostering an environment of true collaborative learning similar to the transformed learning environment promoted throughout the presentation. iLearning Forum 2009 70 THE E-LEARNING SIMULATIONS "METTIAMO IN PRATICA LA MIFID" AND "PRIVACY 2008": TWO INNOVATIVE TOOLS PROPOSED BY ABIFORMAZIONE FOR COMPETENCE UPDATING IN THE EUROPEAN BANKING SECTOR1 Gaetano Bruno Ronsivalle, Università “La Sapienza”, ABIFormazione, Labelformazione Claudia Miolli, ABIFormazione The scenario of the training in the banking sector The change of the financial sector and the normative evolution have a significant impact on the market structures and the banking business (including relationship with customer). This implies deep changes on companies logic and on competences required to the actors of the process. In fact, the introduction of new laws (or their modification) involves a double demand: a continuous knowledge updating and the need to make operational abilities of bank employees and Directors always more homogeneous. One of the most evident signal of this innovative orientation is represented by the Compliance officer. It is a specific function related to the control and management of legal risk and represents a renewed attention towards an effective training of the banking employees through a Risk management point of view. Several events may expose the bank and its employees to serious risks (from administrative sanction to criminal punishment and image damage for the whole banking system). For example a human error during a procedure because of a missed transmission of information, the incorrect application of a rule, the violation of the internal policy, the ambiguity in interpreting roles during daily activities and so on. That’s why the bank system needs a strategic training, learning and evaluation plan for employees. With the aim to correctly manage the Compliance Risk and face the particular crisis of the sector, it is important the plan is effective and well-constructed. The new e-learning simulation model Which are the new banking training objectives? How could we measure and guarantee the effectiveness of learning paths? How can we avoid problems of learning time management during working time? Could we interpret courses as real tools of Compliance Risk mitigation? ABIFormazione, the training company of ABI (Italian Banking Association), answers these questions through a scientific didactic methodology and a range of flexible, capillary and effective learning tools conceived for specialists, market net and all banking employees. In the specific case of the law and some of the finance, ABIFormazione’s instructional designers elaborated an innovative model of e-learning simulation directed to transfer and evaluate knowledge and behavioural schemes related to the banking operational context. What does the application of this simulation model allow? 1. the interactive contents delivery focused on the actual user activities on the job; 2. the "customization" and optimization of course learning time: the user already knowing the subject can study more quickly than the user who doesn’t have any knowledge of contents; 3. the content management at different complexity levels; 1 Thanks to Laura Ferraris and Antonella De Luca for the translation of the paper. iLearning Forum 2009 71 4. the customization of learning paths, in the following situations: a. the user doesn't know the subject at all; b. the user has an operational and not theoretical knowledge of the topics; c. the user has only a "theoretical" knowledge of the subject but he can’t apply it; d. the user has a good operational and theoretical knowledge of the subject. Consequently, the pragmatic declination of the simulation guarantees the learning effectiveness and the strong connection with the operational context. Besides this model solves the problem of learning time management and the harmonization of competences in the bank. 1. The logical architecture and the didactic strategy In which contexts can we apply the model? By this model it is possible to simulate very complex learning contexts that don't exclusively need a theoretical frame. In fact a simulation can reproduce real situations in which the user makes practical decisions and he is allowed to make mistakes (his decisions produce only "virtual" consequences). The ABIFormazione simulation model is applicable with reference to topics concerning law, where the subject doesn't introduce "uncertainties". We can identify a resemblance with the general conditional systems but, instead of creating the paths ramification, this model generates the simulation story building alternative paths to recover or evaluate the knowledge the user has already learnt or still has to learn. How does the model work? The simulation foresees the creation of a linear path divided in steps corresponding to "n" macro-topics (1 macro-topic can include 1 or more steps). Each step simulates a specific working situation that leads the user to make a decision. That is the so-called "operational level" decision: the user gets the solution of an operationally complex situation, through one or multiple choice items. The incorrect answers are then "weighed" and linked with a feedback for the user. During the simulation a conditional network manages the correct/incorrect answers. In fact the net checks the system and addresses the user through alternative paths of learning recovery. These different paths are designed in order to alternate "learning moments" - in which the user studies and learns contents to solve questions included in the step - to further “decisional moments” - more and more difficult, corresponding to the “theoretical level”-. iLearning Forum 2009 72 An example of conditional net A set of questions correspondent to the 2nd and the 1st levels of Bloom Taxonomy 2 enable the system to evaluate the theoretical level of the topic. Instead, if the user makes the correct decision at the first attempt, the conditional network addresses him to a path of "knowledge evaluation" and submits to him a second theoretical question. The last case introduces two different situations: 1. the user correctly answers and then he can go to the following step; 2. the user doesn't correctly answer and the conditional network addresses him in a recovery path where he can study contents related to the wrong answer. When the simulation is finished, the system delivers a report containing: • • • the operational and theoretical level the user reached on each step; the knowledge level about macro-topics; a general synthesis about the user’s ability in managing the whole simulation. 4. Two applications of ABIFormazione e-learning simulation model In 2008 ABIFormazione designed and developed two e-learning simulations for the Italian banking system: "Mettiamo in pratica la MiFid" and "Privacy 2008". Both these simulations represent an application of the model. “Mettiamo in pratica la MiFid” is directed to sales network managers and employees as well as to financial promoters managing a radical normative change related to the financial markets management. The on-line course is included in a blended learning integrated path. Due to its practical nature, the course first foresees the study of the MiFID normative through three "Quaderni": (1) MiFID for the net: general changes, (2) MiFID for the net: changes in the relationship with customer, (3) MiFID for the net: how markets and dealers have changed. A page of the simulation “Mettiamo in pratica la MiFid” 2 The first level is referred to knowledge, indented as ability to keep information related to facts , names and definitions, while the second level is referred to comprehension, intended as the ability to translate, in a different way, known data. iLearning Forum 2009 73 "Privacy 2008" is intended for the sales network team and the new workers: on one hand they have to apply the privacy normative referring to the customers they’re involved with; on the other, they’re also subject of the legislation, as long as they’re employees of the Company. This simulation is completely delivered as an e-learning course: contents are originated from three guidelines manuals (“Linee guida in materia di trattamento di dati personali della clientela in ambito bancario”, “Linee guida per posta elettronica e internet”, “Codice deontologico sui SIC”) and some of the most recent measures related to banks and video surveillance and biometric systems deliberated by the Privacy Guarantor. Basically the product investigates specific topics, connected to the Privacy context, the target has to learn in order to be able to properly apply the norm. The two simulations share the same objectives: • • • • • providing a training tool, next to the operational reality, helpful for the user to learn new contents and practice; making the user directly interact with colleagues and customers; illustrating the fundamental contents for a target defined through customized paths; giving the user a learning tools set, well-organized and easy to consult, in order to get an optimal time management; offering the user the opportunity to self-evaluate the acquired knowledge, considering the different complexity levels. Which benefit comes from using a conditional simulation? "Mettiamo in pratica la MiFid" is a practical product, a sort of "test-bed" for the student who has to apply the norm during his/her activities. The simulation defines the context the user interacts with: a well-known environment where colleagues and customers speak a common language and the user has to apply, during decisional moments, the acquired knowledge. That means for the user solving problems and seeing in real time the positive or negative consequences of his actions. Similarly, “Privacy 2008” provides theoretical contents in a practical way. Each step’s scenario is represented by dynamic situations: the problem promptly emerges and the simulation’s structure is always operational. The different solutions of a decisional moment are particularly diversified in many contents and situations: in this way it’s possible to give the user appropriate feedbacks, fit to explain every case. The user can interact with the bank customers or colleagues and learn from situations simulating some of the real daily working situations. A page of the simulation “Privacy 2008” iLearning Forum 2009 74 What’s the logical architecture of the two simulations? The two products have a very similar structure: 1. the "Scenario", structured as an hypertextual environment, represents the first place to consult. It is the context used to introduce the FSAP project, the MiFID directive ("Mettiamo in pratica la MiFid") or the Privacy Code fundamental principles (“Privacy 2008”); 2. the section "Before beginning…" includes a questionnaire concerning the "knowledge alignment" about the main simulation topics and technical terms. Feedbacks are useful to strengthen the knowledge when the students correctly answer and to notably help students not able to correctly answer. This environment represents a preparatory step to the simulation. 3. the "Simulation" is the course fundamental environment and reproduces real situations for the target: the different thematic macro areas are managed in several steps. 4. the final Questionnaire represents the tool to assess and self-assess: the user has to answer different questions. The feedback is not immediately given: at the end of the questionnaire the user will have a printable report. iLearning Forum 2009 75 INTRODUCING DEVELOPING TEACHER-STUDENTS IN A DEVELOPING CONTEXT TO E-PORTFOLIOS Illasha Kok, Seugnet Blignaut (North-West University, Potchefstroom Campus, South Africa) The South African Context South Africa is a nation of 47.4 million people of diverse origins, cultures, languages and beliefs. Around 79% are black (African), 9% white, 9% coloured and 2.5% Indian (Asian). The total land area of about 1.2 million square kilometres is divided into nine provinces and just over half of the population lives in cities. South Africa is a multilingual country recognising eleven languages as official. Most of them are indigenous to South Africa: isiZulu is the mother tongue of 23.8% of South Africa's population, followed by isiXhosa at 17.6%, Afrikaans at 13.3%, Sepedi at 9.4%, with English and Setswana each at 8.2%. This means that around 40% of the population speaks either isiZulu or isiXhosa. Various other African, European and Asian languages also abound (South Africa.info, 2006). Although national spending on educational is about 23% of the BNP, poverty still challenges. Although many schools have sub-standard facilities, many fewer “schools-under-trees” provide the primary education. Approximately 40% of schools are classified as poor or very poor. Of the 26 292 South African schools, approximately 60% have electricity and 67% have telephone lines (Department of Education, 2006). Consolidating these statistics, approximately 20% of schools meet the three basic prerequisites: telecommunications connectivity of grid electricity, exchange telephone lines and two or more computers (Holcroft, 2004). Background of the Study The School of Continuing Teacher Education (SCTE) at the North-West University (NWU), Potchefstroom Campus, South Africa, in co-operation with the Open Learning Group (OLG) as logistic collaborator, provides opportunities for practising teachers to upgrade their teaching qualifications through off-campus training. Teachers who live in remote and rural areas often find it difficult to attend scheduled classes at traditional campuses. They are therefore trained through an open-learning approach of course delivery. During 1994 the South African Department of Education challenged Higher Education Institutes in South Africa to upgrade the 85 000 unqualified and under qualified in-service teachers. The NWU responded with SCTE and an open-learning approach. The SCTE profile shows a wellestablished institution that annually enrols about 28 000 teacher-students throughout South Africa and Namibia. SCTE consists of comprises thirty full-time faculty, thirty administrative and support staff members, as well as 300 part-time faculty (facilitators of the National Professional Diploma in Education (NPDE), Advance Certificate in Education (ACE) and BEd Honours degree at 36 tuition centres during scheduled contact sessions). SCTE functions through an off-campus model of bi-monthly contact sessions at 36 tuition centres across the country. Coordinators manage the tuition centres with the assistance of about twelve part-time faculty, depending on the size of the centre. Each tuition centre has a resource facility comprising of a small, well equipped specialized library with two computers linked to the Internet. Bi-annually, during school vacations, SCTE faculty offer vacation schools at the centres. SCTE is committed to continuous evaluation of quality delivery strategies and requested an international audit in 2007. The evaluation panel from the Open University of the United Kingdom pointed out that they “envisaged assessment practices that were directly centred on the influence of the programme on student learning in the classroom … and ... a move to an increase in portfolio assessment would improve the attrition rate as teachers are able to complete relevant school tasks when ready; improve quality of pupil learning as the programme iLearning Forum 2009 76 content impacts directly on pupil learning; and can be cost effective for all parties, students and programme managers, as the need for examination provision is reduced without compromising standards” (Banks & Knight, 2007). To meet this requirement, SCTE combined the continuous assessment of two courses from the ACE (Professional and Curriculum Development), EDTM 514 (Lesson Planning, Preparation and Presentation) and EDTM 515 (Assessment and Learner Achievement) as a paper-based portfolio assessment. This portfolio includes school-based activities validated by the school principal, school-based observations by colleagues (peers), self-assessments by the teacher-students, as well as course-based assignments assessed by faculty. At the end of the courses the teacherstudents ship their voluminous paper-based portfolios over large distances to the SCTE at the NWU, Potchefstroom Campus for final assessment. About 800 teacher-students enrol per course and due to the number of bulky folders, assessing teacher-students portfolio is tedious and slow, impairing the effectiveness of the assessment process. Aim of this Investigation This initial investigation intends to explore e-portfolios as an alternative to the voluminous paper-based portfolios in order to provide evidence of teacher-student's continuous professional development. The researchers aim to pilot an initial design of an e-portfolio where the teacherstudent provides evidence of sustainable professional career development to various stakeholders. The research aims to address the following questions: • What are the challenges and barriers of introducing e-portfolios as assessment of continuous professional development at the SCTE? • How can SCTE successfully address these challenges and barriers? e-Portfolio Learning as Assessment Strategy From the many definitions of e-portfolios for continuous professional development the researcher selected a model that provides for: • digital resources (personal artefacts and facilitators comments) • demonstration of growth and development • flexible expression (customized folders and sections that meet the skill requirements of particular tasks and areas of development) • access of input by multiple role-players (peer teacher-students, line managers, course facilitators). Literature identifies many different types of portfolios: assessment, professional and personal development, learning, and group portfolios. In South Africa, the use of portfolios is driven by the intended outcomes of the learning. Assessment of the portfolio mirrors the ultimate assessment of the portfolio. Demonstrated learning can range from a simple blog describing the teaching and learning events to evidence of implementations of educational applications, e.g. video clips, sound files and images. Compiling a developmental portfolio effectively documents continuous professional development in an orderly, accessible and manageable way. Regardless of the format, a continuous professional development portfolio should encourage and support teacher-students to develop and hone their skills to create a customized life-long learning tool that may be used for assessment, management, as well as for marketing professional development. Portfolios assessment offers an alternate for teaching and assessment in the context of the South African education system (Du Toit, 2001; Du Plessis & Koen, 2005). e-Portfolios also link to the system-wide and institutional willingness and readiness to use ICT for teaching, learning, iLearning Forum 2009 77 and administrative purposes. The South African e-Education Policy (Department of Education, 2004:33) states that “... every learner in the general and further education and training bands to be ICT capable (that is, use ICTs confidently and creatively to help develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community) by 2013.” This implies that augmenting conventional teaching and learning with digital technology enables students and teachers to share and collaborate with their peers locally as well as globally. Paper-based Portfolios vs. e-Portfolios Authors indicate similarities and variations between paper-based and e-portfolios (Du Plessis & Koen, 2005; Tshibalo, 2007; Lumina, 2005; Tisani, 2006) (Table 1). Table 1: A Comparison of e-Portfolios and Paper-based Portfolios e-Portfolios Paper-based Portfolios Compiles neatly and simply. Easy to add Messy to construct. Difficult to add information in information an accessible way Stores a large volume of information Cumbersome and bulky to store, taking up a large amount of storage space. Difficult to retrieve information Integrates courses easily. Multiple courses Focuses on one course and is difficult to assess. per portfolio with simultaneous access to Difficult to indicate growth and development different assessors Verifies content and authorship Vulnerable to misrepresentation and plagiarism Augments access to graphical information, Limited to mostly textual information i.e. video and sound files Diminishes cost implications. Initial cost to Increases cost on the teacher-student to maintain, institution to set up a portfolio system, but copy and submit the portfolio to role players it soon becomes cost effective. Maintaining, copying and submitting the e-portfolio via the Internet is fast, reliable and cost effective Increases access and portability Diminishes accessibility and portability Increases mobility. Easy access where Decreases mobility due to a non user-friendly teacher-students can connect to the format Internet via computers or mobile phones Enhances addition and management of Reduces management of continuous additions to multiple layers of information portfolio Increase access to different sections of the Hyper-links between different sections of the portfolio with hyperlinks portfolio Improves ability to update evidence of Lessens portfolio management over time development and growth Extends contribution to social constructivist Lowers promotion of shared learning experiences learning due to possible sharing of teaching and learning experiences Links to the imperative of the e-Education Maintains the current situation that does not White Paper that teacher-students should develop the ICT competencies of teacher-students become ICT capable. e-Portfolios provide at SCTE the opportunity for teacher-students to further development web skills The researchers propose introducing an e-portfolio as an integrated part of the ACE programme as a motivator for teacher-student’s professional development. e-Portfolios may also be instrumental in creating virtual learning communities where students support each other while iLearning Forum 2009 78 they also receive support and feedback from various role players. These social interactions can enhance teacher-student attitudes towards learning with technology, and continuous professional development. Challenges and Barriers Many challenges hamper the introduction of e-portfolios to developing teacher-students in a developing context such as at SCTE. The researchers reflect on the challenges listed in the literature review against the realities experienced in our context: According to Herselman and Hay (2005) a flexible but solid technological infrastructure must support e-learning. Currently SCTE does not have a dedicated server available for uploading of e-portfolios from teacher-students. Also, the institutional policy determines that only current students have access to web servers and applications. Once teacherstudents become alumni, they may no longer access their e-portfolios. Continuous professional development portfolios thereby become obsolete. The researchers suggest that the services of a private Internet service provider can maintain this service. Teacher-students who enrol for courses at SCTE largely come from remote areas where with limited or non-existent access to the Internet. Due to the unequal development of communities with little or no digital infrastructure (Paul, 2002). The researchers question if the system is ready for such a dramatic change, or if a dual systems of both paper-based and e-portfolios should be maintained indefinitely. However, this decision increases the demands on the already stretched workload of faculty at SCTE to maintain a dual system of portfolio assessment as it is clear that not the same assessment rubrics should be used for both types of portfolio assessment (Fraser, 2001; Tshibalo, 2007). Unremitting poverty remains an intractable challenge for education in South Africa in remote and rural areas. Although the teacher-students may earn a steady and respectable salary, many families often live off this single salary. Furthermore, a computer and connectivity to the Internet remain impossible. Fewer than 40% of schools across South Africa have can access electricity, computers and the Internet (South Africa.info, 2006). This also reduces the number of students that can access their portfolios from the school where they teach. The effectiveness of e-learning, and therefore the implementation of an e-portfolio, is seriously hampered as “... the internet exacerbates the separate but unequal condition of peoples and nations around the world” (Kelly, 2002:212). However, Manuel Castells maintains that “... it is not technology that produces inequity, but it's so powerful that it amplifies the effects of inequity” (Castells, 1999). Kelly (2002:211) notes that Finland while is a world leader in education and connectivity, South Africa, as a developing country, cannot maintain the same level of connectivity and therefore persists in many educational shortcomings. A hybrid approach of distance education that combines the use of ICTs with traditional instructor-led learning creates a supportive environment that assists teachers-students to achieve learning outcomes. It also provides them with a background of understanding the integration of ICT into teaching and learning (Meier, 2007). The relevance of a hybrid approach to teaching and learning in the South African context also becomes apparent where teacher-students expect the availability of faculty to introduce learning content. A single e-learning model will create frustration among students used to traditional instructor-led education (Tshibalo, 2007; Henning, Van der Westhuizen & Diseko, 2005). e-Portfolios are based on interaction from multiple role players, which assumes communication, collaboration and engagement. The underpinning learning theory of iLearning Forum 2009 79 constructivism generally applies; teacher-students should not be passive recipients of knowledge transfer, but should actively construct their meaning to professional learning experiences (Kolovski & Galletly, 2003). These skills are not yet fully developed in our teacher-students as they have not been trained in an integrated way. Developing students are inclined to address course content as separate commodities and not part of an integrated learning experience. SCTE must develop this area as many faculty also approach course content as separate chunks of information. Boud (2000) argues for sustainable assessment which “encompasses the knowledge, skills and predispositions required to underpin lifelong learning activities.” Moving towards sustainable assessment requires teacher-students to commit to self-assessment of their professional learning throughout their teaching careers (Lamont, 2007). Such sustainable assessment practices require that teacher-students are competent elearning users. Our current teacher-students do not adhere to these requirements, and they do not have confidence to use ICT as part of their teaching and learning practices (Muirhead, 2000). However, keeping in mind the requirements of the e-Education White Paper (Department of Education, 2004), these teacher-students are compelled to take a “cyber jump” into the information era to meet the requirements of ongoing professional development assessment and professional marketing of their teaching skills. Paper-based Pilot Project In March 2008 SCTE introduced the first paper-based portfolio assessment to two courses in the ACE programme. This portfolio required that teacher-students provide evidence of school-based activities such as work schedules and lesson plans that have also been validated by the school principal as well as school-based observations by colleagues (peers). Self-assessment tasks include self-assessed reflection activities. The faculty assessed the classroom-based assignment. Findings SCTE received 487 paper-based portfolios for evaluation in October 2008. In their portfolios, only 10% (49 teacher-students) indicated ready Internet access. With this barrier in mind, the researchers list the following challenges to overcome as during the introduction of e-portfolios at SCTE: Stable infrastructure: SCTE requires the services of a private Internet service provider for stable infrastructure and to assist the introduction of e-portfolios as an alternative to the paper-based portfolios. Access: From the questionnaire during the pilot it came to light that the teacherstudents do not have sufficient access to the Internet to implement e-portfolios as the only assessment mechanism for continuous professional development. Connectivity: South Africa is a vast, developing country with high levels of poverty and low connectivity. The two new East Coast optic fibre cables may provide improved access. Sosio-economic status: More than 40% of schools are classified as poor or very poor and one can understand that the Internet and telecommunication connectivity are not main concerns at grassroots. Although many teacher-students earn a steady and respectable salary, the acquisition of a computers or connectivity to the Internet remains a personal cost. Communities and local governments should get involved in the creating more information centres in the rural and remote areas. Integrated understanding of ICT: Teacher-students and faculty should be trained in integrating content across courses. The students should change from passive recipients iLearning Forum 2009 80 to active participants of knowledge transfer. Integration of ICT should be amplified at all levels of teaching and learning. Skills: The technology skills of the teacher-students should be address through an integrated approach to technology across all courses. This approach would also meet the requirements of the e-Education White Paper (Department of Education; 2004). Confidence: By providing teacher-students access to computers, as well as appropriate training in the use of the technology in teaching and learning, teacherstudents may gain confidence to more widely use technology in their teaching as well as in their learning. Conclusions This paper describes the context of the introduction of e-portfolios as a new assessment strategy at SCTE. However, this strategy requires a major shift in thinking among all players. Introducing e-portfolios is imperative as it offers simultaneous flexibility and support to isolated students in remote areas who have many demands on their time as well as to assessors that struggle with large volumes of portfolios to assess. The model of adopting e-portfolios at SCTE should consider the situation of the teacher-students, the intended learning outcomes, course content, learning activities as well as support to both students and assessors. The researchers believe that although the introduction of e-portfolios in a developing context can play a pivotal role in sharing information among role players, upgrading competencies of teacher-students, and addressing social-economic realities, stumbling blocks remain: ready and stable access to the Internet, access to a variety of resources, developed academic writing skills, and improved information literacy skills. Also, from the position of SCTE, commitment to the following strategic issues should be paramount: adequate resources to support the developers, provision of adequate infrastructure to manage the large numbers of teacher-students e-portfolios, continuous technical support to faculty and the large number of teacher-students, and development of an assessment model for the assessment of integrated e-portfolios. SCTE needs an integrated approach to address the multiple issues of e-portfolios in a developing context. References 1. BANKS, F & KNIGHT, P. 2007. AN EXTERNAL EVALUATION OF PROGRAMMES AND PROCESSES. SCHOOL OF CONTINUING TEACHER EDUCATION EVALUATION REPORT. 2. BOUD, D. 2000. SUSTAINABLE ASSESSMENT: RETHINKING ASSESSMENT FOR THE LEARNING SOCIETY. STUDIES IN CONTINUING EDUCATION, 22(2):151-167. 3. CASTELLS, M. 1999. MANUEL CASTELLS' BRAVE NEW WORLD. RETRIEVED FROM: HTTP://WWW.ACTURBAN.ORG/BIENNIAL/DOC_PLANNERS/CASTELLS_ARTICLE9904.PDF. 4. CLARK, C. & GORSKI, P. 2002. MULTICULTURAL EDUCATION AND THE DIGITAL DIVIDE FOCUS SOCIO ECONOMIC CLASS AND BACKGROUND. MULTICULTURAL PERSPECTIVES, 4:25-35. 5. DEPARTMENT OF EDUCATION. 2006. SCHOOL REALITIES: 2006. RETRIEVED FROM: HTTP://WWW.EDUCATION.GOV.ZA/EMIS/EMISWEB/FLYER/SCHOOL%20REALITIES %202006.PDF. 6. DEPARTMENT OF EDUCATION. 2004. WHITE PAPER ON E-EDUCATION. TRANSFORMATION LEARNING AND TEACHING THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES, GAZETTE 26734, NOTICE 1869, 26 AUGUST 2004. 7. DU PLESSIS, L.A. & KOEN, I. 2005. PORTFOLIO ASSESSMENT OF INFORMATION TECHNOLOGY STUDENTS AT A UNIVERSITY OF TECHNOLOGY: A CASE STUDY. EDUCATION AS CHANGE, 9(1):19-41. iLearning Forum 2009 81 8. DU PLESSIS, L.A. & KOEN, I. 2005. PORTFOLIOS – A STRATEGY FOR REFORM IN INFORMATION TECHNOLOGY TEACHING. SOUTH AFRICAN JOURNAL OF EDUCATION, 25 (3):178-184. 9. DU TOIT, P.H. 2001. PROFESSIONAL PORTFOLIO BUILDING – ALTERNATIVE ASSESSMENT STRATEGY IN TEACHER EDUCATION. EDUCARE, 30(1):326-344. 10. FRASER, W.J. 2001. LET'S REVISIT COMPETENCE-BASED TEACHER EDUCATION. EDUCARE, 30(1):50-72. 11. HENNING, E., VAN DER WESTHUIZEN, D. & DISEKO, R. 2005. KNOWLEDGE ECOLOGIES IN FRAGILE ON-LINE LEARNING ENVIRONMENTS. PERSPECTIVES IN EDUCATION, 23(4): 55-70. 12. HERSELMAN, M.E. & HAY, H.R. (2005). AN INVESTIGATION INTO E-LEARNING PRACTICES: IMPLICATIONS FOR PROVIDERS OF EDUCATION AND TRAINING. SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION, 19:393-410. 13. HOLCROFT, E. 2004. CHAPTER 7. SCHOOLNET SOUTH AFRICA. RETRIEVED FROM: HTTP://WWW.IDRC.CA/EN/EV-71274-201-1-DO_TOPIC.HTML. 14. KELLY, M.F. 2002. THE POLITICAL IMPLICATIONS OF E-LEARNING. HIGHER EDUCATION IN EUROPE, 27:211-216. 15. KOLOVSKI, V & GALLETLY, J. 2003. AN E-PORTFOLIO SYSTEM FOR STUDENT OUTCOMES ASSESSMENT. PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON SYSTEMS FOR AUTOMATION OF ENGINEERING & RESEARCH, 1-5P. 16. LAMONT, M. 2008. WHAT ARE THE FEATURES OF E-PORTFOLIO IMPLEMENTATION THAT CAN ENHANCE LEARNING AND PROMOTE SELF-REGULATION. RETRIEVED FROM: HTTP://DSPACE.OU.NL/BITSTREAM/1820/1680/2/WHAT-ARE-THE-FEATURES-OF-EPORTFOLIO-IMPLEMENTATION-THAT-CAN-ENHANCE-LEARNING-AND-PROMOTE-SELFREGULATION.PDF. 17. LUMINA, C. 2005. GIVING STUDENTS GREATER RESPONSIBILITY FOR THEIR OWN LEARNING: PORTFOLIO ASSESSMENT AND PEER-MARKING AS TOOLS FOR PROMOTING SELF-DIRECTED LEARNING IN A SECOND-YEAR LAW COURSE. SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION, 19(3):73-88. 18. MASILO, E.O. & PRETORIUS, F.J. 2003. CHALLENGES OF ON-LINE EDUCATION IN A DEVELOPING COUNTRY. SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION, 17(1): 132-139. 19. MEIER, C. 2007. ENHANCING INTERCULTERAL UNDERSTANDING USING E-LEARNING STRATEGIES. SOUTH AFRICAN JOURNAL OF EDUCATION, 27:655-671. 20. MUIRHEAD, W.D. 2000. ONLINE EDUCATION IN SCHOOLS. THE INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT, 14(7):315-324. 21. PAUL, J. 2002. NARROWING THE DIGITAL DIVIDE: INITIATIVES UNDERTAKING BY THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS (ASEAN) PROGRAM. ELECTRONIC LIBRARY AND INFORMATION SYSTEM, 36(1):13-22. 22. SOUTH AFRICA.INFO. 2006. SOUTH AFRICA: FAST FACTS. RETRIEVED FROM: HTTP:// WWW.SOUTHAFRICA.INFO/ESS_INFO/SA_GLANCE/FACTS.HTM. 23. TISANI, N. 2006. ASSESSMENT BY PORTFOLIO: AN ENCOUNTER WITH CONTRADICTORY DISCOURSE. SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION, 20 (3):182-193. iLearning Forum 2009 82 24. TSHIBALO, A.E. 2007. THE POTENTIAL IMPACT OF COMPUTER-AIDED ASSESSMENT TECHNOLOGY IN HIGHER EDUCATION. SOUTH AFRICAN JOURNAL OF HIGHER EDUCATION, 22(6):684-693. Authors Dr Illasha Kok Prof Dr Seugnet Blignaut Programme Leader: Quality Evaluation Research Professor: Educational Technology School of Continuing Teacher Education School of Continuing Teacher Education Faculty of Education Sciences Faculty of Education Sciences North-West University, Potchefstroom Campus North-West University, Potchefstroom Campus Private Bag X6001 Private Bag X6001 Potchefstroom Potchefstroom 2522 South Africa 2522 South Africa Email: [email protected] Email: [email protected] iLearning Forum 2009 83 TEACHER TRAINING IN AN ONLINE ACTION RESEARCH FRAMEWORK Viviana Gaballo, University of Macerata, Italy Context and theoretical framework This study investigates a specific case of integrated learning for the professional development of [1] [2] a community of practice . Integration is here achieved through the fundamental interaction of multiple areas of knowledge: pedagogical (constructivist and experiential learning theories), methodological (an AR approach to professional development), and technological (the use of computer-mediated communication systems allowing online computer-supported collaborative work). The power of this multifaceted approach lies in the combining of these different areas of knowledge and in its ability to initiate a positive, self-generating cycle of teacher inquiry that fosters a continuous, open dialogue between theory and practice, as well as reflection on both and the changes introduced. In recent years, learning within a collaborative community has increasingly gained support from both theoreticians and practitioners, and educators are being asked to make the effort to design curricula that are capable of meeting the needs generated by this new view of learning and constructivist approach to teaching. To achieve this goal, teachers should be assisted and adequately trained to the new educational challenge. Until lately, traditional teacher professional development has been based on a hierarchical model of expertise and on a transmissional model of teaching, while recent improvements in professional development have incorporated tools that allow participants to connect with the community and [3] construct knowledge . Here we argue that a step further should be taken in designing online teacher professional development programs that accommodate the need to integrate research into teacher’s daily practice. Teacher research is considered to have the potential to prompt educational change, transform teachers' perceptions of themselves as professionals [4] [5] [6] , and contribute to the self-generation of knowledge about teaching and learning . Teachers should therefore be given opportunities to participate in professional development programs in which they discuss their role in the educational system, experiment new teaching strategies and gain support from their peers as they implement those strategies in their classrooms. New models for the professional development of teachers need to be introduced in the national training system, models that foster a culture of sharing, provide networks for teacher inquiry [7] and, above all, produce change in teacher’s daily practice . Models are needed in which the shared experiences of the community not only come to constitute a collective repertoire of activities and means of knowledge construction but are also continually negotiated anew [8] through each interaction . A major contribution to advance the suggested conceptual framework is the introduction of an Action Research approach to teacher professional development. Action Research did not arise in education [10] [9] , but its potential to the development [11] [7] [12] [13] of teaching was clearly identified and developed in the past decades. Action Research consists of a number of research methodologies all pursuing action and researching outcomes at the same time. Action is used as a research tool and shares equal prominence with research in the approach. The purpose of Action Research is to understand professional action from the inside as it involves the careful monitoring of planned change in practice. The characteristics of Action Research are neatly summarised in the CRASP model developed by [14] Zuber-Skerritt . Action Research is: Critical collaborative enquiry by Reflective practitioners being Accountable and making the results of their enquiry public, Self-evaluating their practice and engaged in Participative problem-solving and continuing professional development. Compared to other types of research, a fundamental shift in focus is involved: the aim of Action researchers is to bring about development in their practice, by analysing their own practice, not somebody else’s, and identifying elements for change. Yet, although the focus is on the individual nature of Action Research, the understanding of the work environment that derives is professionally empowering, which provides action reasearch with an ‘emancipatory’ quality. As a matter of fact, in its most ‘emancipatory’ realization Action Research is meant to be [7] collaborative and involve groups of teachers exploring and challenging the limits, pitfalls and constraints of their professional lives. Collaborative Action Research often uses systems theory. iLearning Forum 2009 84 In the AR project described in this paper we referred to the four types of Action Research [15] identified by Hart and Bond : experimental, organizational, professionalizing and empowering. The added value of the project presented in this case study lies in the extended context to which Action Research was applied: the multiple instances of research produced by individual practitioners through peer-collaboration were synergized in a process of “collective” learning within the community of practice, and virtualized by networking the online community so as to reach the various schools in the different districts of the region. The synergy among the three (individual, collective, distributed) dimensions contributed to anchor practitioners onto their own real-world practice (locally) while feeling an integral part of a larger, regional educational setting, which was changing thanks to the joint commitment of the online community members to knowledge construction, continuing professional development and change. Objectives and design framework In this paper, we provide an account of a prototypical model of teacher training program inspired by the mentioned triangulation, as experienced in the context of a regional professional development program. The aim of our study is to show how school teachers have been encouraged to overcome the difficulty they have in using reseach findings and applying research based methods in daily practice, and to take more ownership of their professional development. This pedagogical approach has been developed within an accredited professional development programme for inservice school teachers, but has potential applications to any practitioner research context across all career fields that engage people in meaningful professional learning. Within the composite professional development program offered by the Regional School District to school faculty, staff and personnel in the region Marche, Italy, one particular strand, titled “Professional identity: the school cultural heritage”, was meant to offer teachers the opportunity to reawaken the sense and worth of their work in the school system, which was felt as a priority especially after decades of wildly swinging policies of short-lived state governments that diminished teachers’ role in society. A targeted needs analysis was conducted together with the School District project management team that provided a comprehensive understanding of the requirements for the specific teacher training program. This was developed on a number of core beliefs: an emphasis on authentic performance, a systematic approach to introducing change, and the importance of a strong sense of community. The guiding principles in the training program design was found in Participatory [14] [16] [17] Action Research and VLC development models, namely in McConnell’s and Wenger’s models. The training program was conceived through online synchronous and asynchronous discussions with the RED educational research team at Venice University, Italy, drawing on [18] [19] [20] [4] previous research and theory . The program was based upon an intensive, two-day residential workshop in which active techniques (brainstorming, case study, incident) were used to introduce the principles of Action Research and allow participants to partially experiment it in a protected environment. The residential workshop was offered in January 2008 in two different locations, in the northern and in the southern region, to ensure attendance by participants and provide them with the fundamentals of Action Research required for practice during the online workshops (e-workshops). Three distinct audiences were identified: novice teachers, veteran teachers and principals, with veteran teachers (5+ years experience) representing the largest part of the overall audience (the spread of participants followed a typical gaussian curve). Of the types of schools involved in the training program, high schools almost equalled all other types (primary, middle, and comprehensive schools), while the distribution of the subjects taught proved to be unbalanced in favor of Humanities. Other subjects such as Maths, Physical Education or technical subjects amounted to much less than a third of Humanities, which testified Humanities teachers’ genuine interest in inquiry-based teaching and learning, Little reference to technological issues was made in the residential workshops in order to keep the focus on Action Research methodology, however, the first eWorkshop was devoted to the introduction to and familiarization with the technology that was to support our research and training efforts. Adoption of a Learning Management System based on the Dokeos platform, ideated and implemented by Thomas de Praetere (www.dokeos.com), was decided upon as it seemed to be one of the most complete, flexible and user-friendly open-source learning management systems. Its neat looks and functional design made it a perfect choice to meet the iLearning Forum 2009 85 needs of even the most technophobic teachers. To facilitate their participation and collaboration, and reduce the impact of a virtually complex interface on their initially poor decision-making process, the minimal tools for community learning (Agenda, Announcements, Forum) were displayed in the homepage while all other tools were hidden to participants’ view by toggling the tool visibility property and were only displayed later on during the program, when necessary. E-Workshop 1 also served the purpose of socializing and getting acquainted with computer-mediated asynchronous communication. The aim was to establish a sense of group identity and empathy among participants, especially because the attendants of the northern region residential workshop only had the chance to meet their colleagues of the southern region residential workshop in the final nonresidential, face-to-face workshop. EWorkshops were based on two hours of project work per week, over the spring semester 2008, and designed so as to rely on an “extended meeting” metaphor: each eworkshop was prolonged over a number of weeks to allow for participation and completion of the involved activities, but actually could be seen as the collective interaction of participants in one f2f meeting, with the same agenda, only with turn-taking deferred in time. Practitioners identified a number of objectives: problems in their practice that needed to be solved such as student difficulty in learning (23%) and disregard for rules (18%), situations requiring improvement such as motivation (18%), positive instances prompting for closer investigation such as assessment (23%), then they aggregated in groups based on common or similar objectives. Groups of 3-4 practitioners were formed so as to prevent members of one school from operating in the same group to maximize the beneficial effect of region-wide group membership. Each group member formed initial working hypotheses on how to meet the objective identified as research question, then put these into practice, made observations on his/her practice, evaluated its effects and reflected upon the results of the evaluation. During this cycle, practitioners were not left to themselves. As a community of practice should allow for multiple levels of participation and multiple paths of involvement, each group member was asked to cover at least two roles after each group was dulicated as many times as the number of its group members to form sub-groups in which individual group members became both discussion leaders (in their own sub-group) and critical friends (in the remaining sub-groups): a discussion leader was considered an “expert” of the domain to which the selected research question was applied, both context and content wise, and led the analysis and discussion of the issue in a private forum with the support of 2-3 “critical friends”. The role of critical friends was to help discussion leaders to focus on their issue by pushing reflection and providing positive critique. During the whole length of the e-workshops, two teams, each with 2 faculty facilitators, alternated to support practitioners in their individual Action Research projects and collaborative construction of knowledge through social negotiation. The role of the facilitator in this context was to work with practitioners to “establish a collaboratively owned system through [21] which both the individual members and the community could learn and grow”. In the final eworkshop practitioners reconnected to the large group to discuss issues further in the light of the changes made to their practice and the experience acquired. The concluding one-day nonresidential workshop hosted for all practitioners at a centrally-located site was devoted to metareflection about the training experience and the role of the community in the entire process. Data collection and results The study involved a dual level of research, which could be termed “embedded Action Research”: the research conducted by the OLAR design team (the author as an academic researcher and the 4 faculty facilitators) to support the implementation of research-based methods in teachers’ daily practice within the dialectic dimension of a regional community of practice, and the research conducted by practitioners to experience and enhance research use in their local contexts while supported by regionwide group discussions and the faculty facilitators. The rapport and level of communication between the academic researcher and the faculty facilitators was a key element in the project and allowed it to be regularly monitored through forum discussions and chat session in the area reserved to the OLAR design team. The residential workshops used brainstorming and active techniques to enhance the data collection process. Each participant reflected on the professional identity of teachers individually, then in small groups and finally with the whole workshop. The results of these activities were collected iLearning Forum 2009 86 interactively in two mind maps which constituted the foundations for later discussions and the final brainstorming meant to produce a first draft of the ethical document of the teachers of the Region Marche. Based upon qualitative data gathering through observation of their own and [11] each other’s behaviour , practitioners gained a new understanding of their actions and completed self-assessment forms to keep track of their developing projects. They made use of the Purpose-Strategy-Outcome-Review (P-S-OR) procedure as described by Harri-Augstein and [22] Thomas within a three-phase action learning event-time pedagogy that Coombs (1995) designed as an Action Research project management evaluation tool. The P-S-O-R systems analysis tool was used for eliciting project management cycles for each implemented action: Phase 1 -reflective planning; Phase 2 -on-the-job reflection; Phase 3 reflective closure. At completion of individual projects, practitioners used the ARP Evalutation Form, a project management reflective analysis tool that allowed them to reflectively analyse the three important stages of the project as a whole. As a motto of Action Research is 'The most important purpose of evaluation is not to prove but to improve', by using the mentioned systems analysis tools, teachers were able to make the necessary changes to their practice, which benefitted both their students and their educational institution, and work as a network of committed teams to generate new knowledge and understanding and influence policy and practice on a regional basis. Conclusions and recommendations This paper describes how Action Research can be applied to the professional development of [22] educators in an online environment within the constructivist framework. The study provided evidence of increased personal awareness of teachers’ identity, coupled with improved confidence in the use of research methods and findings in their daily practice. The most critical issues, however, concerned time management and organization involvement. Participants reported lack of time to regularly attend the online sessions; lack of time to check for received feedback and provide feedback to the community; lack of time to review, critique and apply research evidence. As the project extended over 4 months in the spring semester until almost the end of the school year, many teachers felt so overburdened that they feared they could not complete the experience. This issue also relates with the very limited support received by practitioners’ organizations, which in turn affected practitioners’ accountability. An organization should facilitate the learning of all its members so that it may continuously transform itself by [11] constructing knowledge through social negotiation. These critical issues should be accounted for in view of the future emergence of OLAR-CoPs (On Line Action Research Communities of Practice). Additional outcomes that would favor the reiteration of the professional development program and extension of the experience for observation of results over a longer period included the enhanced teachers’ regional network and, to some extent, the improved interorganizational communication, which permitted a more effective dissemination of good practices. A possible fuurther development would be a step in allowing trained practitioners to become guided facilitators in future training programs. We see this study as contributing, at multiple levels, to pedagogy, methodology, and practice, as the research presented aims at advancing our understanding of communities of practice, highlighting the advantages of learning within them in an Action Research framework. The main conclusions of the study sustain the view that the prospects for online Action Research are promising, although some refinements are needed to ensure full success. References 1Rivoltella P.C. (2003) Costruttivismo e pragmatica della comunicazione on line: Socialitˆ e didattica in Internet, Erickson 2Calvani a. (2005) Rete, comunitˆ e conoscenza: costruire e gestire dinamiche collaborative, Erickson 3Barab S.A., Duffy T. (2000) From practice fields to communities of practice, Theoretical foundations of learning environments, Lawrence Erlbaum Associates, 25-56 4Margiotta U. (1997) Riforma del curricolo e formazione dei talenti, in Margiotta U. (ed.) Riforma del curricolo e formazione dei talenti: linee metodologiche e operative, Armando, 11-73 5Duffy T.M., Cunningham D. (1996). Constructivism: Implications for the design and delivery of instruction. In Johnasen D. (ed.) Handbook of research for educational communications and technology, Lawrence Erlbaum Associates, 170-198 6Cochran-Smith M., Lytle S.L. (1999) Relationships of knowledge and practice: Teacher learning in communities, Review of research in education, 24, 249-305 iLearning Forum 2009 87 7Elliott J. (1991) Action research for educational change, Open University Press 8Scardamalia M., Bereiter C. (1994) Computer support for knowledge-building communities, The Journal of the Learning Sciences, 265-283 9Lewin K. (1948) Resolving social conflicts: Selected papers on group dynamics, Harper Brothers 10Stenhouse L. (1975) An Introduction to Curriculum Research and Development, Heinemann 11Johnassen D.H, Peck K.L., Wilson B.G. (1999) Learning with technology: A constructivist perspective, Prentice Hall 12Hollingsworth S. (1997) International action research: A casebook for educational reform, Falmer press 13McNiff J. (2002) Action research: principles and practice, Routledge. 14Zuber-Skerritt O. (1991) Action research for change and development, Avebury 15Hart E., Bond M. (1995) Action research for health & social care: A guide to practice, Open University Press 16McConnell D. (2002) The experience of networked collaborative assessment, studies in Continuing education, 24, 1, 73-92 17Wenger E. (1998) Communities of practice: learning, meaning and identity, Cambridge university press 18Gaballo V. (2008) Learning translation strategies in a CSCL framework, Knowledge construction in e-learning context: CSCL, ODL, ICT and SNA in education, 205-208, http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/ Vol-398/S6_Gaballo.pdf 19Rigo R. (1997) Il potenziale del modello esperto disciplinare, Riforma del curricolo e formazione dei talenti: linee metodologiche e operative, Armando, 121-156 20Zanchin M. R. (1997) La metodologia delle fasi di lavoro, Riforma del curricolo e formazione dei talenti: linee metodologiche e operative, Armando, 157-186 21Barab S. A., Cherkes-Julkowski M., Swenson R., Garrett. S., Shaw R. E., Young M. (1999) Principles of selforganization: Ecologizing the learner-facilitator system. The Journal of the Learning Sciences, 8, 349–390. 22Harri-Augstein E., Thomas L. (1991). Learning conversations: The self-organized learning way to personal and organizational growth, Routledge & Kegan. Author Prof. Viviana Gaballo University of Macerata, Department of Communication Arts & Sciences Via Armaroli 9, 62100 Macerata, Italy [email protected] iLearning Forum 2009 88 THE IMPACT OF DISTANCE LEARNING ON LIFELONG LEARNING Maria de F‡tima Goul‹o, Universidade Aberta Abstract Knowledge establishes itself as a primordial element concerning the sustained development of society because of the rhythm and alterations that society has been suffering. So it is more and more recognised the value and the importance of a higher instruction and also a suitable investigation for the formation of its members. Education and Formation have repercussions that are felt in an individual level, in a community level and in the social development. In many situations these changes may be and are attached to profits and lost at psychological, socioaffective, social, organizational, professional and ideological levels. One way to education reaches more people, whether they are in a higher education or not, whether they are at the beginning of their formation or updating their knowledge is through the distance learning. It has many specific characteristics that make a person a privileged partner in the whole process. Many of the students of the distance learning are no longer young and have their jobs and families. By these reasons they have to coordinate the different areas of life which are mutually influenced. The reasons that take them to embrace a project of distance learning are diversified. Some students bet on getting an upper academic level because they can reach a better place of work while others only want to have a bigger cultural degree. Our study pretended to know the reasons that induce people to choose this education system. A sample of 298 distance learning students of both sexes was used. As an instrument to collect data it was used an open answer questionnaire in which was requested the 3 main reasons that took the inquired to choose distance learning. The analysis of the answers was made based in the technique of content analysis. 1. Introduction The concept of lifelong learning Societies are constantly changing. These changes are felt on different levels, particularly concerning the knowledge one, provoking a need of adjustment within society and individuals. On this perspective, knowledge constitutes itself as the support and the stimulating element of societies’ development, due to the reach of the changing rhythm that societies have been suffering. Side by side with this concern appears another one which is the need to recycle people, by giving them the ways to adjust to this new society and also to the exigencies that alterations and new know ledges put to those who are already at the Job market. In fact, society and the world of work have been subjected to a huge change and evolution due to the fast technologic development as well as to globalization. Because of this panorama the traditional phases of a worker’s life: formation – employment – retirement are no longer the same. The bet must be on “human capital”, insisting on the change of mentalities and challenges that this “new” society implies. This preparation must pass through developing of personal competences which give those that will need it, the opportunity to be apt to answer different solicitations. This preparation must pass through developing personal competences which habilitate those that need it to adjust and to answer different solicitations. Allied to those two versions we find another reality related to a big number of individuals which early abandon school. Graphic 1 give us those rates at EU-27. In spite of this situation have been improving during the last years, most part of the countries are still over the reference value for the EU for 2010; actual 15% against 10% previewed. iLearning Forum 2009 89 Graph 1 – EARLY SCHOOL LEAVERS Share of the population aged 18-24 with only lower-secondary education [1] (Source: Council of the European Union, 2008) However, we know that the analogy between instruction and lifelong learning, employment and economic development are stronger. So, economic and social instability as well as the knowledge ‘impact within society reinforced learning importance through life as “all learning activity in any time of life with the scope of improving know ledges, adjustments and competences in a civic, social and/or related to work”. (European Commission,2001,p.11) [2] Education and Formation have repercussions felt at individual levels as well as communitarian / social development. Populations’ social awareness, through the transmission of knowledge as well as formation, may allow a real development of the Economy by giving a best fit between which is necessary and the potentialities of people involved. Understanding the reality which surrounds us and also the implication that it has in each one of us it is an important step to find out answers. Betting on education / formation takes us to a best performance of the tasks, a better adjustment of the intervenient, a better social awareness and a better participation inside community. The different intervention made on the research and politic levels point to the learning importance through life in order to raise market employment, reinforce social inclusion, active citizenship and personal development. This notion includes the whole process of formal learning, as well as non formal and informal, because we must be aware that even that learning does not develop within the formal space built to this situation, it exists. Initial formation must be faced as the first degree to reach social and professional insertion. However, we cannot forget that it is necessary to go on developing and actualizing competences to a better adjustment required by society or by professional reconverting. So, we come in the adult’s learning field. This one can be understood as “all ways of learning done by adults after abandoning the initial education and formation, independently the level they had reached” (Council of the European Union, 2006, p.1) include the notion of Higher Education. [3] . This definition may also The importance that this subject has in The European Union can be seen on the effort done by adjusting the same politics in order to render education systems as well as the reorganization of the competences that help mobility and integration of individuals within the European space. On the other hand, support and promotion to the lifelong learning too. About the Higher Education we find important the Bologna declaration which, in 2001, was added a line of action about lifelong learning. The framework of qualifications for the European Higher Education Area, adopted by the iLearning Forum 2009 90 ministers in 2005, during the Bergen Conference includes the “learning competences”. In 2006, the European Parliament and the European Union Council recommended to memberships to “(…) develop the provision of key competences for all as part of their lifelong learning strategies, including their strategies for achieving universal literacy (…)” (Official [4] Journal of the European Union, 2006, p.11) . In this sphere of action it was developed and approved The European Qualifications Framework for Lifelong Learning. It allows, among other things, “(...) using learning outcomes as a common reference point, the Framework will facilitate comparison and transfer of qualifications between countries, systems and institutions and will therefore be relevant to a wide range of users at European as well as at national level.” (European Commission, 2008, p.4) [5] According with the results of the survey Education and Training of Adults, in 2007 about one third (30.9%) of Portugal’s population aged between 18 and 64 participated in one activity of [6] formal or informal learning, at least (Statistics Portugal, 2008) . However, if it is important to evidence that participation in formative activities, the analysis of the reasons for not participating in this kind of activities or of its obstacles it is also important. The reasons given by participants in this study and that in the year 2007 "did not participate but wanted to participate" in training activities are in the following table: Table 1 Main reason for non-participation in education and training New public for Higher Education This new reality has a new public on the instruction system which brings new and different challenges to it. About Higher Education we can group these new “clients” in three categories (Teichler, in UNESCO, 2005) [7] : Postponers: Here are inserted the individuals who had Access to upper instruction at the end of High School, but that for several reasons did not follow their studies Returners: Group of individuals that entered Upper Instruction but that need to upgrade their knowledge for Professional or cultural reasons; Second chance: Group of individuals who could not yet benefit of the instruction system and that have now the opportunity. These different groups have common denominators such as handicaps concerning economic, academic, cultural and psychological spheres. Speaking about the economical level, as they can be unemployed persons or persons with lower incomes, they have to face expenses for studying again. About academic sphere we can find iLearning Forum 2009 91 persons who don’t have the qualifications to enter at Higher Education. At last, cultural and psychological spheres. Many of those persons had to leave school at the proper time, bringing with them an unsuccessful story that may influence their return. Also the “return to school” can unleash an idea of childishness creating resistance. So it is recognised each time more and more the value of the importance of upper instruction and the adequate research, in order to the formation of the critic mass of qualified and cult people, in a way to guarantee the development of the countries. Adult students This question has already some years. This system lead to the development of the movement named andragogy, meaning, “the art of teaching adults”. The main name is attached to Malcolm Knowles. For him adults are self-responsible and they expect to have the responsibility to take decisions. This movement outs adult against young student (child or teenager), so, andragogy versus pedagogy. Andragogy is based on essential presuppositions concerning adult learners (Knowles, 1990) Lets see what are these presuppositions: 1 2 3 4 5 [8] . Self-concept of the learner. Once adults reach a stage where they possess their lives responsibility, they develop a psychological need to be seen and treated by others as being able to self-manage. Experience role. Adults are going to a learning situation with a bigger number and more diversified experiences than that of children. Orientation to learn: Adults are ready and motivated to learn if the results of that learning are related to their lives context and if that this will help them to deal with solving problems. Need to know. Adults need to know the reason why they have to learn a specific subject before getting involved. Motivation. The best motivation is inherent, such as self-esteem, quality of life or a job progression. [9] Rogers’ (1985) studies also point to the benefits that adults can obtain through learning when they become responsible for it by defining objectives, selecting the sources as well as study materials, establishing the whole stages and giving a certain rhythm by evaluating learning. . Works on psychology and education sciences have been demonstrating that the frontiers [10]. between one universe and the other are not so rigid and clear. (Bourgeois & Nizet, 1999) On the contrary, we can find on children or young learners some characteristics that according to andragogy would be exclusive of those adults and the contrary is also true. For instance, we speak about concepts as “the need to know” or the “will to learn”, which also perform a primordial role in learning of children and young. So it seems that the most important in the whole learning situation is that we have to consider these factors and that the person is able to learn, not only being a receptacle of information but a person who has a whole story and life Project which make him/her move on. “For adults the living experiences are an important support of their learning” (Costa & Silva, 2000, p.673) [11] . Adults’ education Adults’ education is oriented to give answers for several needs which appear inside society and that change from country to country and time to time. In an effort to follow these changes, people are compelled to explore different strategies and ways so they can give more effective answers to new challenges that society “give them” (Malglaive, 1995) [12] . The adult learner involvement in formation is done on his story and personal life project. The decision which takes an adult to get involved in a formation process is, in one way or another, attached to a personal, professional and/or social project, meaning that the adult learner involvement takes to expectations which can even be totally conscientious but that, in the end, he/she expects to be well succeeded. iLearning Forum 2009 92 [13] For Cross (1981) an adult learner invests with formation because expectations are so strong and seen as to be important to him that formation is a way to obtain them. This way, getting involved in formation mobilizes not only cognitive aspects as well as affective ones. Different researches agree with this aspect: the individual project is essential and vital, to take the person to begin the formation process. Meaning that the project represents the main source of energy for all that will happen. However, speaking about formation, the involvement of an adult learner, may be complicated because of other parameters. Sometimes the adult learner faces problems like having other responsibilities / compromises besides formation, like family, professional and even social reasons. Difficulties don’t remain here and we can find them on the lack of time or economic availability to obtain a successful formation. Distance Learning Besides that, geographic dispersion as well as individual, family, economic or health factors made distance learning a education system which is an important allied concerning formation and development of individuals so also to societies, weather we are speaking about a traditional one or those of technology (Aretio, 2002) [14] . Distance learning is based on a dialogue between professor and student where there is no share of physical spaces and where the time may not coincide. The student learns independently. The methodologies of distance learning are based on a learning model that suppose the existence of adult learners who have a maturity level as well as enough motivation which will allow them to get involved in a self-learning process. That way learning distance instruction must be oriented to allow to the learner autonomy which implies, among other aspects, individualised interactions and a great discipline. Distance Learning is usually based on the individualised formation and in general, it is about a philosophy which recognises the learner to have the power on his own formation. How? By building up pedagogic supports and ways of transmitting knowledge which will allow him, more and more each time, to become responsible and autonomous. When speaking of this kind of system it puts autonomy not as a selection motive but as a formation goal. So, we have: Figure 2 Distance learning So we can say that one of the ways to reach more people, whether they have an upper level or not, whether they are at the beginning or actualizing knowledge it is through distance learning. This has very specific characteristics which take it to be a privilege partner in the whole process. Those characteristics are to overpass the space-time constraints on the face-to-face instruction. So it adopts strategies which allow to flexibly spaces, times, rhythms, styles and ways of [15] learning (Goul‹o, 2002) . Distance learning formation usually gives answers to this new need of individualization. It offers, to those who are interested, whether their initial motivations are, this kind of system especially allows to free persons of any space-time constraints imposed by the traditional ones: iLearning Forum 2009 93 Figure 3 Some aspects of Distance learning So, it is necessary to adopt promotional knowledge strategies having as a scope the production of autonomous individuals, socially responsible and competitive inserted in a world market, over and over more specialized. So, we can say the functions of an Open University are: %L %L %L %L %L Help economic development To respond to public demand To widen access to new group of students Intervention to change higher education systems Major social change 2. Methodology a. Objective This investigation’s objective as follows: %L To analyze the reasons why people choose this education system. %L Sample Our study’s sample was done from students who sent us well done questionnaires, in all 298. In the sample we have students representing several courses / areas of knowledge (Social sciences, History, Mathematics, Computer science, Languages and Modern Literatures, European Studies, Administration, Technological Education, Social Action). About the gender of the subjects of the sample, 41% were male and 59% female. The following table (Table 2) shows us the sample’s information from the point of view of the variables - Age and Number of years attending distance learning. Table 2 Characteristics of the sample Age Number of years attending distance learning N 298 297 Minimum 23 0 Maximum 63 11 Mean 38,45 3,34 Std. Deviation 8,362 2,148 b. Instrument The student’s collect data was done through an open answer questionnaire where it was requested the 3 main reasons that took the inquired to choose distance learning. iLearning Forum 2009 94 o Which had been the three (3) main reasons that had taken him/her to choose distance learning 1 2 3 _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. Results The presentation of results is going to be done by the following way: 1 2 3 - Presentation and meaning of the answers’ category; - Analyses the frequency of the different categories by order of reason; - Analyses the frequency of the different categories, in the all and by gender. 3.1. Presentation and meaning of the answers’ categories To analyse the answers through the questions asked to students we used the technique of content analyses. From this data treatment we’ve got the following analysis’s categories: Figure 4 Answer Categories Management Compromise Institutional Reputation Objective Economical Time Pedagogic Offer Space Accessibility Health Easy... Method of Study Convenience The following table represents the meaning of each one of the categories. So, Table 3 -Categories Categorie What it means Compromise Category of answer that is related with Family/To stud;y To be able to work conciliating professional life, family life and to study and study. Objective Category of answer related with personal and professional needs Personal valuation; Professional need; Method of Study Category of answer related with the way to study in this system of education Self-learnig; It compels to a bigger personal organization Pedagogic Offer Category of answer related with the courses and issues offered Interest for the issues of the course; The course that interested me particularly. iLearning Forum 2009 Example 95 Convenience Category of answer related with comfort studying at home. Comfort; To study at home without having that to leave for the school. Economical Category of answer related with the economic aspects to study in this system of education. Economic factor; Costs; More economic. Accessibility Category of answer related with factors that become more accessible on this system of education Health reasons; Not to be obliged to attend lessons; A possible option in this island. Management Category of answer related with the To be able to manage my schedules; possibility to manage the time and the To be able to organize the course contents in accordance with the according to my will. rhythm of the students Institutional Reputation Category of answer related with the image of the institution Confidence in the education implemented by the University; Scientific and pedagogical quality of the University professors. 3.2. Analysis of the different categories frequency, for order of reason The following results give us the idea of the importance of each category when choosing this kind of education. As it can be seen on table 4, the first reason is the Accessibility that this system gives to whom needs it; followed by Management, which means the possibility of managing the time , rŽsumŽs and spaces according to needs and rhythms. Then, we find reasons related with a need for professional and personal valuations. Table 4 First reason Argument - 1 Valid Compromise Convenience Pedagogic Offer Economical Total Concerning the reasons, we found this answer pattern. Table 5 Second and third reason iLearning Forum 2009 96 Argument -2 Argument - 3 Frequency PercentFrequency Percent Method of Study 24 10,4 26 9,6 30 11,1 Pedagogic Offer 21 9,1 Compromise 20 8,723 8,5 Economical 16 7,022 8,1 Institutional 8 3,0 13 5,7 Reputation 7 2,6 Convenience 5 2,2 Total 230 100,0270 100,0 Compromise Pedagogic Offer Method of Study Economical Convenience Institutional Reputation Total However, in spite of the three main remained the same, in Argument 3 - the Management category goes to first place and category Accessibility goes to second place, changing positions between them. We must say that only in Arguments 2 and 3 appear the Institutional Reputation and the Method of Study categories. As previously saw the Accessibility category divides in the items Time, Space, and Health and Easy… iLearning Forum 2009 97 The following graphics are related to Category Accessibility within the 3 reasons: Graph2 Accessibility: First reason We can see here that Time is essential for choosing distance learning. Following is Space, meaning that there are no other options in the place where they live or not having to go there often because of professional reasons. The Easy category is related with communication Access towards the Institution. We can also see answers related with health reasons which don’t allow people to access to other type of learning. Graph 4 Accessibility: Second and third reason The back graphics belong to the same category, but of the reasons 2 and 3. There we can verify that the same items remained (except Health) and that begins to exist a valuation of the items Space and Easy and a reduction of the item Time. 3.3. Analysis of the different categories frequency, in the total and by gender After grouping the different answer categories got, we tried to verify how these categories are divided concerning gender. Table 6 represents the results obtained crossing these variables. iLearning Forum 2009 98 Table 6 Argument – Total * Gender Gender MF Total Argument Institutional Reputation Count 8 12 20 - Total % within Gender 2,4% 2,6% 2,5% Convenience Count 14 15 29 % within Gender 4,1% 3,3% 3,6% Method of Study Count 25 22 47 % within Gender 7,4% 4,8% 5,9% Management Count 68 90 158 % within Gender Accessibility Count 105 150 20,1% 19,6% 19,8% 255 % within Gender Economical Count 19 25 31,1% 32,7% 32,0% 44 % within Gender 5,6% 5,4% 5,5% Pedagogic Offer Count iLearning Forum 2009 99 23 33 56 % within Gender 6,8% 7,2% 7,0% Aim Count 39 67 106 % within Gender 11,5% 14,6% 13,3% Compromise Count 37 45 82 % within Gender 10,9% 9,8% 10,3% Total Count 338 459 797 % within Gender 100,0% 100,0% 100,0% As we can watch the answer pattern is identical in both groups. So, whether male, whether female, both follow the general answer pattern. Both put in first place the Accessibility, in second place Management and in the third place Objective. Relatively to the Accessibility category our results are in Graphic 5. Graph 5 Accessibility * Gender 4. Conclusion Deep changes of economical and social levels, the globalization implications, as well as the technologic development came to modify the societies’ panorama and putting new challenges. The continuous acquisitions of knowledge and competences have become compulsory to guarantee the integration and responsibility of people in the society where they belong. Also in order to guarantee the development and a sustainable economy. It is urgent the investment on education and formation of people in a way to give them the knowledge and the competences needed to perform now and in the future their functions. This iLearning Forum 2009 100 investment cannot be only at the beginning. On the contrary it must be done along the individuals’ life. For those who are already on the work market, having already a personal and family life the Access to this kind of formation becomes hard. It is here that Distance learning has a main role (Goul‹o, 2000) [16] . So, to check in which measure this system answers to the needs of this kind of people we’ve done this work which scope was to know the main reasons which take people to choose Distance learning. We used an Open Question so they could say the three main reasons of that option. The analyses of the answers leave us to conclude that the individuals turn to Distance Learning in a voluntary way. This option may also be the result of an institutional imposition or even a geographic one. We cannot forget that the main users are persons who already have a professional life and, often, a family too. The answers’ treatment allowed the identification of reasons that made the distance learning role as a way of promoting the equality of opportunities. As an example of this aspect is found the category Objective - category of answer related with personal and professional needs, Economical - Category of answer related with the economics aspects to study in this system of education and Accessibility -category of answer related with factors that become more accessible on this system of education – Time, Space, Heath and Easy. [18] The flexibility is one key element in the lifelong learning (Klein & Osborne, 2007) . Flexibility connected to the necessity of choosing between time and spaces depending on the students’ or on the boss’ necessities. It was found this kind of evidences in categories as Management category of answer related with the possibility to manage the time and the contents in accordance with the rhythm of the students, Compromise - category of answer that is related with conciliating professional life, family life and study, Method of Study - category of answer related with the way to study in this system of education and Convenience - category of answer related with comfort studying at home. It was found answers that join the categories Pedagogic Offer and Institutional Reputation. The analyses of the answers leave us to conclude the three main reasons to choose the distance learning are the Accessibility, the Management and the Objective. Among the items making part of the category Accessibility the one which has main evidence is Time. The reasons to choose the distance learning system that were presented by our sample, especially the three previously mentioned, make stronger the relevancy idea of this learning system on the promotion of lifelong learning globalization as well as it becomes an important ally in the politics’ implementation of the social inclusion and the economic competitively. This way, the results got strength our idea that Distance Learning is a strong allied, allowing in many cases, to lifelong learning. 5. References [1]COUNCIL OF THE EUROPEAN UNION (2008), Draft 2008 joint progress report of the Council and the Commission on the implementation of the 'Education & Training 2010' work programme "Delivering lifelong learning for knowledge, creativity and innovation" – Adoption. Brussels: Council of the European Union. Available at http://ec.europa.eu/ education/pdf/doc66_en.pdf [15 February 2008] [2]EUROPEAN COMMISSION.(2001). Making a European area of lifelong learning a reality. Brussels: Commission of the European Union. Available at http://ec.europa.eu/education/policies/lll/life/communication/com_en.pdf [22 January 2008] [3]COUNCIL OF THE EUROPEAN UNION (2006). Adult learning- It Is Never Too Late To Learn. Available at: http://eurlex.europa.eu/LexUriServ/site/en/com/2006/com2006_0614en01.pdf [20 January 2007] iLearning Forum 2009 101 [4]EUROPEAN PARLIAMENT (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. In: Official Journal of the European Union, L394/10. Available at :http:// eurlex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf [10 August 2007] [5]EUROPEAN COMMISSION.(2008). The European Qualifications Framework for Lifelong Learning (EQF). Luxembourg: European Communities. Available at http://ec.europa.eu/education/policies/educ/eqf/eqf08_en.pdf [5 Jun 2008] [6] STATISTICS PORTUGAL (2008). Education and Training of Adults Survey. Lisboa: INE [7]UNESCO/Col. (2005). Perspectives on Distance Education: Lifelong Learning & Distance Higher Education. Paris: UNESCO [8] KNOLEWS,M.(1990).L’apprenant adulte: Vers un nouvel art de la formation. Paris : Editions Entrentes [9] ROGERS,C.R.(1985). On Becoming a Person (trad.). Lisboa: Moraes Editores [in Portuguese] [10]BOURGEOIS,E & NIZET,J.(1999). Apprentissage et Formation des adultes (2» ed.),coll.ƒducation et Formation. Paris : PUF. [11]COSTA SILVA, A.M. (2000).“ Da forma‹o de adultos ao adulto em forma‹o” in Revista Galego-Portuguesa de Psicoloxia e Educaci—n, n¼4 (vol.6), pp.666 - 677 [12]MALGLAIVE,G.(1995). Enseigner a des Adultes (trad.), col.Cincias da Educa‹o. Porto : Porto Editora [in Portuguese] [13]CROSS,K.P.(1981). Adults as learners. San Francisco: Jossey-Bass [14] ARETIO, L.G. (2002). La educaci—n a distancia: De la teor’a a la pr‡ctica. Barcelona: Ariel Educaci—n [15]GOULÌO, M. F. (2002). ‘Open and Distance Learning – Cognition and Affectivity’. Ph.D. diss., Universidade Aberta [In Portuguese] [16]GOULÌO, M. F. (2000). ‘Distance Education and the adults' formation.’Revista Galeco-Portuguesa de Psicolox’a e Educaci—n 4(6): 657-666 [17]KLEIN,B. & OSBORNE,M.(2007). The concepts and Practices of Lifelong Learning. London : Routledge Author Assistant Professor, Maria de F‡tima Goul‹o Universidade Aberta, Rua da Escola PolitŽcnica,147 1269-001 Lisboa [email protected] [email protected] iLearning Forum 2009 102 BLENDED LEARNING FOR THE 21ST CENTURY LEARNING ENVIRONMENT Marci Powell: Global Director – Higher Education & Corporate Training and United States Distance Learning Association President ABSTRACT Today’s learning environment and the world in which we live are quickly changing. Educators and trainers face pressures to leverage the technologies necessary for expanding the learning opportunities for today’s workforce and tomorrow’s leaders. Given the right opportunities and right technologies, educators can transform the learning environment, break down the barriers of geography and culture, motivate students, and ultimately, increase performance. This session will examine the technologies that allow universities and corporate training departments to adapt to the needs of the 21st century classroom in developing today’s workforce by examining five case studies. In this session we will examine several short case studies from the United States to see how various universities and corporations are utilizing ilearning to address challenges and pains. Our presenter, the President of the United States Distance Learning Association has created a new method of discovering best practices among colleagues. She will take five different cases studies of universities and corporations who have implemented ilearning technologies of videoconferencing, online, and streaming/podcasting to address their challenges in the learning environment. In a rapid fire presentation style, Marci will quickly bottom line the background, objectives, results summary, and conclusions/recommendations. 1. Background: A company devoted to training: a global leader in selecting, training, placing, and supporting Microsoft professionals worldwide deals with lost revenue from students who are geographic dispersed and needed remote access to a master’s program. a. Objective: Increase revenue by increasing student enrollment and to be environmentally responsible. b. Implementation: Videoconferencing access for remote students c. Results: Increased revenue significantly and so far has prevented 181,000 pounds of hydrocarbons from being released into the atmosphere. 2. Background: A major university extension center responsible for an entire state provides current research and educational information to residents in all of the state’s 82 counties, ranging from certification programs and state-mandated training, to informal learning opportunities in the general areas of agriculture and natural resources, 4-H youth development, enterprise and community development, and family and consumer education. a. Challenge: Deliver crucial Extension research and education to residents in all of Mississippi’s 82 counties in the most time and cost efficient manner. b. Solution: Implement videoconferencing across all facilities c. Result: A statewide interactive video conferencing network that vastly improves access to much-needed educational opportunities 3. Background: One of the world’s leading producer of cereal and a leading producer of convenience foods this company has products manufactured in 17 countries and marketed in more than 180 countries around the world. Their sales in 2007 exceeded nearly $11 billion. a. Challenge: Educating a geographically dispersed workforce of over 25,000 while providing access to resident experts. The cost of bringing all employees to headquarters was costly. b. Solution: Implement a videoconferencing network to include video streaming and other technologies that would enable the workforce to receive continuing iLearning Forum 2009 103 education and access to experts from partnering universities across the globe without traveling. c. Results: Over $85,000 was saved within the first fourteen sessions. 4. Background: One of the nation’s most respected and distinguished institutions of higher learning for both undergraduate and graduate level studies becomes a pioneer in immersive telepresence space. a. Challenge: Facilitate “just like being there” meeting environment in support of global launch of their university’s cross-continent MBA program. b. Solution: Create a real life virtual classroom utilizing telepresence technology to emulate an environment for global students that make them forget the distance exists. c. Results: The university created an immersive collaboration experience that enables not only seamless cross-continent communication but also enables employment interviews, admissions screening and distance learning. 5. Background: University with campuses across the state is a land grant and tier one research university providing support of its teaching, research, and public service missions. a. Challenge: Overwhelmed with trying to accommodate pre-service teachers the university must gain access to veteran teachers in the field, and interact with K-12 students, when the local school districts. b. Solution: The university began with identifying school districts that already had technical infrastructure and expertise in-place to be “plug & play” partners and extended their already existing video network for those who did not have access. c. Results: The initial research and pilot project results have been documented in several journals and been nationally recognized for their innovation. The programs have been extended beyond the pilot phase and are now receiving on-going funding as an integral part of the College of Education’s programs for training future teachers. iLearning Forum 2009 104 DO WE REALLY NEED A WEBCAM? – THE USES THAT FOREIGN LANGUAGE STUDENTS MAKE OUT OF WEBCAM IMAGES DURING TELETANDEM SESSIONS João Antonio Telles, UNESP – Universidade Estadual Paulista, Brazil Introduction The focus of the study presented in this paper is on the use of webcam images by teletandem partners when they virtually interact in order to learn the language of the other. This is a distinguishing feature of this foreign language learning context – a feature that actually characterizes teletandem and approaches it to face-to-face interaction. However, a close look poses several challenges to research on the on-line interaction within this learning context and to its pedagogical applications in the fields of language learning and intercultural communication: (a) the webcam image frequently frames the person from the chest above (partners, therefore, get the power to control what the other is able to see, or what is to be seen); (b) eye gaze never reaches the eye-to-eye contact of face-to-face interaction, unless both partners keep looking at the webcam, yet are unable to see each other; (c) most instant messaging software today allow us to see our own image while simultaneously being able to see our partner’s image, and that gives a distinctive characteristic to this interaction in terms of identity and alterity construction (most frequently, we never see our own faces while interacting with others). In addition to these challenges, there are the pedagogical ones: how to educate language learners to take the best profit of these software resources; how learners take the best control and use of these images during the interaction in order to maximize the learning of the language and culture of the other; what impact do webcam images can have on the feelings of presence of a partner who speaks a foreign language and is from a different culture? Grounded on empirical data collected from teletandem practitioners, the objectives of this paper is (a) to offer an overview of these issues; (b) to prompt into the behavior of speakers and listeners (Kendon, 1970/1990) in order to better understand how they make use of webcam images of instant messaging software when interacting during teletandem sessions; and (b) to plot themes of research regarding the use of webcam images during on-line teletandem interaction. The first part of the paper, due to restrictions of space, provides a fast overview of the theoretical grounds the study in terms of images, gestures, non-verbal language (Kendon, 1967; Streeck, 1992) and teletandem (Telles, 2006; Telles & Vassallo, 2006). In the second part, I place the study within the qualitative, interpretive paradigm of educational research and describe the field, the participants, data collection instruments, procedures and analysis. The third part presents the data analysis results. I conclude with a few comments building upon a hermeneutic analysis approach to the data, and present an overview of research perspectives that this data analysis suggests. 1. Theoretical foundation 1.1. About tandem learning and teletandem Foreign language learning in- tandem (Brammerts, 2003, Lewis & Walker, 2003) involves pairs of (native or competent) speakers whose aim is to learn each other’s language by means of bilingual conversation sessions. Within this autonomous, reciprocal and pair collaboration learning context, each partner becomes both a learner of the foreign language and a tutor of his/her mother tongue (or language in which he/she feels proficient). iLearning Forum 2009 105 Teletandem (Telles & Vassallo, 2006), in turn, is a virtual, collaborative and autonomous context within which the principles of foreign language learning in-tandem are applied by using the reading, writing, speaking, listening and video resources of instant messaging software, such as Skype, Windows Live Messenger or Oovoo (just as examples). The advancement and relatively low cost of instant messaging software has helped foreign language learners who live in isolated places of the Earth and in countries with huge geographical dimensions (therefore, making traveling quite an expensive luxury) to easily get in touch with other languages and cultures of the world. Vassallo & Telles (2006) and Telles & Vassallo (2006) have settled the theoretical and practical grounds for teletandem practices that are carried out on relatively similar bases of the commonly agreed and shared principles of reciprocity and autonomy of tandem learning, as specified by Brammerts (2003). The first research results on (a) the use that teletandem practitioners make out of the software available in market today, (b) on its virtual interaction dimensions and (c) on teacher development within the teletandem context can be found in Telles (2009). The team of researchers of the Teletandem Brasil Project: Foreign languages for all3 has offered new pedagogical perspectives on using the multimodal resources of instant messaging software and teacher mediation of teletandem partners (see Telles, 2009). 1.2. About the use of images and their importance to communication in a foreign language Though still quite different from face-to-face interaction, the use of webcam images during teletandem interactions brings back the old discussions on the importance of the nonverbal dimension of communication in foreign language and on the challenge of non-verbal awareness that started in the sixties and went through the seventies and eighties (Kendon, 1970/1990; Dunning, 1971; Kirch, 1979; Pennycook, 1985). These attempts continued until the end of the nineties (see Allen, 1999) and, nowadays, these issues return within the context of on-line multimodal communication, such as in Jauregi & Bañados (2008) who investigate videoweb communication tools and their contribution to enriching the quality of foreign language curricula. An extensive account on the value of videodata and video links in mediated communication can be found in Anderson et al. (2000). Research question: What uses do foreign language students make out of webcam images during their teletandem sessions? 2. Methodology From the ontological point of view, the methodology used in this study falls into the qualitative and interpretive approaches to research and constructivist- hermeneutic approach to data analysis. According to Guba & Lincoln (1998), these approaches see multiple realities that are apprehended in the form of multiple mental constructions that are socially and empirically grounded, situated and specific in nature. From the epistemological point of view, the findings are constructed from making sense and meaning construction once the researcher is in contact with the data and the research evolves. According to Guba & Lincoln (1998), researcher and the object of research are interactively linked. From the methodological point of view, the personal and variable nature of the social constructions suggests that individual constructions of my participants can be elicited and refined between me and them. 3 A project carried out in the Graduate Program of Language Studies of São Paulo State University at São José do Rio Preto, Brazil, and sponsored by FAPESP – São Paulo State Foundation for the Support of Research. See www.teletandembrasil.org for academic research and the pedagogical actions of this project. iLearning Forum 2009 106 2.1. Method 2.1.1. Participants The 22 participants in this study were first to fourth year university students. The levels of foreign language proficiency varied from basic (German language, for instance) to advanced (English, French, Italian and Spanish). At the end of their fourth year of university, most of these students will become teachers of the foreign language they are studying, after having a year of teaching practicum in their fourth year. Most participating students had a minimum of four weeks to a year of teletandem practice using the webcam image device of their instant messaging software. 2.1.2. Data collection instrument and procedures The majority of these participants had at least two months (about 16 hours) of teletandem practice when they were asked to answer a questionnaire composed of 10 questions. Each of these questions aimed at gathering the participants’ view of their experiences in using webcam images of instant messaging software such as Skype, Windows Live Messenger or Oovoo. These questions and their respective objectives are described in Table 1, below: 1. 1. 1. 1. 1. 1. 1. 1. 1. OBJECTIVE QUESTION In your opinion what is the contribution of To obtain participants’ verbal accounts of webcam image resources to your webcam images as a learning resource teletandem? In your opinion, what is the difference To obtain participants’ points of view on the between having a teletandem session with differences between using and not using a webcam for teletandem sessions and without webcam images? To access the meanings that participants construct when they look at the window that What do you see in the image that comes shows the images of their partners abroad of your partner? Why? To know the roles that these images play in the language learning process To access the meanings that participants construct when they look at the window that What do you see on the screen that shows shows the images of themselves your own image? Why? To know the roles that these images play in the language learning process During your teletandem session to which To obtain information on how learners manage window do you look longer, your own or the use of their partners’ and their own images during the interaction process your partner’s? Why? During a teletandem session, when do you To obtain information on how learners manage the use of their own images during the look at your own image? Why? interaction process When you talk with your partner, do you To obtain information on how learners use the webcam to manage eye gaze, as they talk with look at his image or at the camera? Why? their partners during the interaction process When you listen to your partner, do you To obtain information on how learners use the webcam to manage eye gaze, as they listen to look at his image or at the camera? Why? their partners during the interaction process Do you spruce or pay attention to how To obtain information on how learners wish to you are dressed and combed before your show themselves to their partners during the interaction process teletandem session? Why? iLearning Forum 2009 107 1. Are you concerned with the webcam images that you will be sending to your To confirm previous question, but with focus on partner (position of the webcam, what will other aspects rather than on oneself. be behind you, focus, etc.)? Why? TABLE 1: The questions in the questionnaire and their objectives All the participants had the time they wished to answer the questions 2.1.3. Procedures for data analysis Data analysis was conducted following a hermeneutic approach (van Manen, 1990). First, the answers to each of the questions was read carefully, highlighting the parts that were relevant to the objective of the question. Secondly, these parts were grouped by themes (thematic analysis) in attempt to reach an the overall meanings of all the answers given to each of the questions. According do van Manen (1990), the process of writing about the results, assigning meaning to the answers that were given by the participants and trying to organize these meanings in relevant themes are parts of a hermeneutic, interpretive approach to data analysis. 3. Results 3.1. The contribution of the webcam images to the teletandem sessions The majority of the students who participated in this study believe that the webcam images have an impact over (a) the communication and learning; and (b) the non-verbal dimension of communication in the foreign language. 3.1.1. The impact over communication and learning We did the first two sessions without video, because my partner said she did not have a webcam in her computer. From the third session on, she started using her husband’s laptop that had a cam. Goodness! What an improvement! She herself, when saw her image, exclaimed: ‘Wow, that’s a different thing with two images!’ As for me, I could see her smile and face expressions and how excited she was in practicing teletandem with me; and that motivated me even more. [P51] According to the students, the webcam images give them feelings of closeness, informality, reality, credibility and mutual identification during the communication with their teletandem partners. In terms of learning, webcam images help them to solve vocabulary and to learn cultural aspects by just showing something through the webcam. In addition, the images provide cues whether they are or are not being understood, and allow them to explore the space of communication. The answers prompt us researchers to further explore what the students have meant by “mutual identification” and “exploration of the space of communication”. Being able “to see” (behaviour, ways of dressing, gestures and the living environment of) the people from a different culture certainly adds new content and involvement when studying their language and interacting with them.3.1.2. The impact over the non-verbal dimension of communication in the foreign language (...) through images and gestures, we can also learn new words. [P29] The answers given by the students show that their use of webcam images during teletandem sessions focus on partners’ face expressions and gestures. Students said that the image resource of instant messaging software provide feelings of closeness, familiarization, warmth and sense of face-to-face interaction. Not only that, webcam images affect the quality of communication because they provide access to partners’ face expressions, and through them, they can interpret partners’ reactions to what is being said. Students will also know whether the iLearning Forum 2009 108 subject being discussed is pleasant. However, even though being a minority, a few students reported that the images can work on the opposite way, making conversation more tense and formal, particularly in the first teletandem sessions, when you are starting an interaction with someone that you do not know and wish to keep some distance (we must remember that webcam images by most instant messaging software gets a close of our faces from chest up). In sum of questions one and two of the questionnaire, regarding the contribution of the resources to and the differences of practicing teletandem with and without webcam images, we could say that students believe that webcam images: (a) make teletandem sessions more interactive and dynamic; (b) provide access to facial and gesture reactions of their partners to what they say; (c) facilitate comprehension by providing visual cues whether they are being understood or whether the conversation topic is enjoyable; (d) provide partners with a sense of self-confidence and security in regards to conversation; (e) allow a better coordination of turntaking during conversation (preventing overlapping of conversational turns); (f) provide a sense of proximity and intimacy. Students have also reported that teletandem without webcam images make conversation merely technical, electronic, artificial, impersonal, and resembles telephone conversation (distant). Nevertheless, a few students have showed unfavourable opinions about the use of webcam images. They reported that they felt ashamed when using them while speaking a foreign language, and that webcam images can become quite intrusive, by exposing feelings, gestures and reactions that they preferred to hide from their partners. 3.2. The mirror: What teletandem practitioners see in their own images during conversation? Since most instant messaging software show one’s own image while interacting with the partner(s), and since this is a distinguishing feature that makes instant messaging interaction distinctive from face-to-face interaction, it is important for us to know what exactly students observe in their own images that are simultaneously shown with those of their partner’s during teletandem conversations. The majority of the students’ answers to questions 4, 6 and 9 of the questionnaire fall in the purpose of control; that is, they use of one’ own webcam image to keep control of something during the interaction. Students reported that they look at the window that shows their own image to: (a) control their self-appearance; (b) make technical adjustments of the webcam (to control the framing of their own image) and (c) to control one’s own reactions during communication. Within these three categories that have controlling purposes, we have access to more complex dimensions of on-line webcam image use during interactions. 3.2.1. Using one’s own images to control self-appearance According to students’ answers, they look at their own images with the purpose to control how they are being shown to their partners. Their concern is mainly on face, hair, clothes and looking neat, in order to give a good impression (an impression that can turn to be an impression of their country – Brazil, in the case). I observe myself because I feel like controlling and following up how I am being shown to my partner. [P25] I believe that nobody on the other side wants to see someone in “rags”. So, I always spruce and waste precious minutes by observing my own webcam image before starting a session. [P23] (…) in front of a webcam I will be exposed, I will be observed, just like by anybody else that I see in the street, etc. So, I must be at least “presentable”. [P19] Yes[I spruce]. I like to look good, particularly on video. And, who knows, maybe I will find a nice marriage! [P11] I spruce before a session, because it is not nice to catch your partner with a messy hair, or with a low neckline, showing your boobs or a number of other things. [P52] iLearning Forum 2009 109 Hum... I keep trying to see if I look beautiful... I am serious... our image says a lot about who we are, and without us being aware of it... I always try to look neat, so that I will not convey a sloppy image. After all, I represent Brazil abroad, at least a part of it, and I wish to convey a good impression of it… [P53] 3.2.2. Using one’s own images make technical adjustments of the webcam Students also look at their own images to make technical adjustments of their webcam, with the purpose to control the quality of the image they will be sending to their partners. The reports that fall into this theme were frequently focused on the aim to improve (a) the quality of the interaction and (b) the improvement of foreign language comprehension. I check if I am framed appropriately, because I have the custom to move my body a lot and, sometimes, I get out of frame, with only part of my face showing up. [P54] 3.2.3. Using one’s own images to control one’s own reactions during communication Students also reported that they use they look at their own images to control their nonverbal reactions that are being sent to their partners. Such control has the purpose of either improving the quality of the foreign language communication, to convey an image to the partner, or to hide undesirable responses: I try to keep a close watch over [the word used in Portuguese was close to “to police”] and to control some reactions that I might have and that I do not wish to convey to my partner.[P23] (...) when I did not understand the explanation and to refrain from making weird faces when showing that I did not understand my partner’s explanation. [P52] (...) to make sure that I am not making too many undesirable “faces and mouths”. [P23] (...) to check if I am showing my reactions to my partner appropriately, how I am feeling in relation to her or to what she is saying; that is, if I understand or not, if I am interested, if I liked it or not. (…).[P51] 3.2.4. Other uses of one’s own images during teletandem interactions Other three uses that students make of their own webcam images during their teletandem sessions are related to (a) control of the surroundings; (b) avoidance, and (c) conveying cultural aspects. The three may be mingled to the particular purposes of their communication during teletandem sessions. The first case has to do with control of what is shown about the environment that surrounds them. In the second case, they either wish to avoid sending the image or pay little or no attention to it. Finally, the third case, one’s own image or the image of one’s own surrounding is used to convey cultural information (such as is the case of a grandmother passing in the background, a dog that comes on the lap, an interruption by a phone call during a teletandem session). What surrounds me, if I am presentable, if I am focused.[P9] (...) and what there is behind me. [P14] I almost do not look at my own image, because I keep observing the image of my partner.[P2] Nothing, because I do not look at it (the image] [P17] I don’t usually look at my own image, because my attention is focused on my partner.[P29] 3.3. What teletandem practitioners see in their partners’ webcam images that come to them? By order of importance, teletandem practitioners first look at the body of their partners, then to their reactions, then to the surroundings where their partners are and, finally, with a minimum of attention, to their clothes. 3.3.1. What do students look at their partners’ body? Because the webcam framing of the person is restricted to the chest above, students mainly look at the face and its parts (particularly mouth and eyes), searching for meaning expressions; at least by what they have stated in their responses. However, we do have informal reports regarding sexuality, sensuality and gender during teletandem sessions, even though these are quite difficult to obtain data about (students usually report information about these issues to their classmates and not to us researchers or teachers). For example, one of the respondents of iLearning Forum 2009 110 this questionnaire reported: “In the first session, I observe how my partner looks physically” [P51]. They report they observe the mouth (a smile, a movement of it) for pronunciation, word articulation and comprehension purposes, the eyes to check if their partners are paying attention, and the face, as a whole, to verify reactions of interest, comprehension, irony, etc. (...) I keep looking at the mouth, particularly during the time in Spanish (the foreign language I study), so that I can imitate him when I talk.[P7] 3.3.2. What do students observe in their partners’ reactions? They wish to know (a) how the partner responds to what they say, (b) if their behavior shows interest, (c) if they feel at ease or shy, (d) if they are afraid of making mistakes, (e) if they feel tired, (f) to what extent they can go on with the argument or topic, and (g) how the partner expresses himself verbally and non-verbally. All these reports are turned to the potential of webcam images to affect the quality of on-line video-communication. One can observe many aspects by means of the webcam images, even the perception of certain values of your partner, particularly if you can or cannot develop certain subjects. For example: suppose someone is talking about a subject such as homosexuality. By means of the webcam image and the return that it gives to us (partner’s reaction), it is possible to even perceive your partner’s values and how deep you can go on with the conversation. [P23] 3.3.3. What do students observe in the surroundings of their partners’ images? They observe the place where their partners are and look for cues from which to draw cultural meanings. They believe that the surroundings of where their partners are can provide them with information regarding the country and the life their partners lead. I observe my partner, his expressions, gestures and also his house or the place where He is. My partner from Texas has showed me all parts of his house – indoors and outdoors. It was cool to see the desert and the cactus in his backyard.[P25] I see what the surroundings are, what he is dressing, how he is combed, etc., that reveals a lot about his culture, what we have in common, how different we are. [P19] 3.4. To which image window do partners look when they talk with and when they listen to their partners? Finally, eye gaze during teleconferencing communication through instant messaging functions quite differently from face-to-face communication. This is due to the fact that, if we wish to look at our partners’ eyes, we must look at the object called webcam, whether or not we like it. At least, this will be true until a device that works simultaneously as a screen and a webcam is invented. For the time being, we must look at the webcam if we want to show our partner we are looking at his/her eyes. Many students who responded the questionnaire are aware of that, but they reported having problems in looking at an object (the webcam), instead of at a person’s eyes. For them, this is quite strange. Therefore, most of the students reported that they look at their partners’ image window, whether they are talking or listening to them, for many many reasons already stated above. Only a few students said they shift from their partners’ image window to the webcam while interacting. I know I should look at the webcam when I talk with my partner during the sessions, but that is practically and unconsciously forgotten. [P23] This is kind of strange. I try to look at my webcam [when he talks], but it is difficult. We are used to looking at people’s eyes when we talk, so it seems more natural that we look at the window of my partner’s image. [P54] Final Comments Due to the restrictions of space, my attempt in this paper was to plot a few important issues pertaining to the use that foreign language students make out of webcam image resources that are offered by recent instant messaging software available in the market. The particular context which these images were used in the paper – intercontinental communication iLearning Forum 2009 111 by means of teletandem foreign language practice, raised several issues that still deserve much investigation from linguistic, pragmatic, sociological, anthropological, intercultural, and multimodal communication perspectives. I have posed I few challenges with which we have been dealing in the Project Teletandem Brasil: Foreign languages for all (www.teletandembrasil.org ). The research perspectives are quite intriguing and themes plotted by the students’ answers that were thematically organized in ways that can offer several research perspectives. In response to the first question posed in the title of this paper – Do we really need a webcam?, the results obtained from the analyses show that the answer is “yes, we do need it” if we wish to take advantage of the multimodal communication resources that instant messaging software have to offer to distant foreign language teaching and learning nowadays. The days of using frontal teaching, blackboard and chalk to teach foreign languages are gone, at least in many parts of the world where people can have access to computers and the internet; and that will soon be true in developing countries, as communication hardware and software become less expensive. Students of the XXI century will be able to access the languages and cultures of the world faster than we can think of, and they will be able to interact with the target language, culture and social spaces virtually, as the Brazilian student reported to enter the backyard of his partner in Texas and see a cactus. Finally, the students’ answers to the questions posed by the questionnaire, poses us several research challenges, particularly to foreign language pedagogy and teacher development that adopts instant messaging technology. Teachers, students and their pedagogical environment, must be prepared for that. For example, one of the challenges of such pedagogy is the collaboration between foreign language teachers and their respective institutions around the world – they must collaborate pedagogically, even though their teaching environments and cultures may be quite different. After all, this is the gratifying task of teaching and learning foreign language – the diverse and intercultural contact amongst the different people, languages and cultures of the world. References ALLEN, L.Q. (1999) Functions of nonverbal communication in teaching and learning a foreign language. The French Review, 72(3), 469-480. ANDERSON, A.H.; SMALLWOOD, R.; MACDONALD, R; MULLIN, J & FLEMING, A.M. (2000) Video data and video links in mediated communication: What do users value? International Journal of Human-Computer Studies, 52, 165-187. BRAMMERTS, H. Autonomous language learning in tandem: The development of a concept. In LEWIS, Tim & WALKER, Lesley (2003) Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications Limited. pp. 27-36. DUNNING, G.B. (1971) Research in nonverbal communication. Theory into Practice, vol.10(4), The challenge of Nonverbal Awareness, 250-258. GUBA, E.G. & LINCOLN, Y.S. Competing paradigms in qualitative research. In DENZIN, N.K. & LINCOLN, Y.S. (Eds.) (1998) The Landscape of Qualitative Research: Theories and issues. Thousand Oaks: Sage Publications, 195-220. JAUREGI, K. & BAÑADOS, E. (2008) Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs. RECALL, 20(2), 183-207. KENDON, A. (1970/1990) Conducting Interaction: Patterns of behavior in focused encounters. Cambridge: Cambridge University Press. iLearning Forum 2009 112 KENDON A. (1967) Some functions of gaze direction in two-person conversation. In KENDON, A. (1970/1990) Conducting Interaction: Patterns of behavior in focused encounters. Cambridge: Cambridge University Press, 51-89. KIRCH, M. (1979) Non-verbal communication across cultures. The Modern Language Journal, vol.63(8), 416-423. LEWIS, T. & WALKER, L. (2003) Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications Limited. PENNYCOOK, A. (1985) Actions speak louder than words: Paralanguage, communication and education. TESOL Quaryterly, 19(2), 259-282. STREECK, J. Previews: Gestures at the transition place. In AUER, P. & LUZIO, A. (1992) The Contextualization of Language. Amsterdam: John Benjamins Publishing Company, 135-157. TELLES, J. A. & VASSALLO, M.L. (2006) Foreign language learning in-tandem: Teletandem as an alternative proposal in CALLT. The ESPecialist, v. 27(2). PUC-SP, 189-212. TELLES, J.A. (2006) Project Teletandem Brasil: Foreign languages for all. Available at: http:// www.teletandembrasil.org/site/docs/proposal_narrative.pdf TELLES, J.A. (Ed.) (2009) Teletandem: Um contexto virtual, autônomo e colaborativo para aprendizagem de línguas estrangeiras no século XXI. Campinas: Pontes Editores. VAN MANEN, M. (1990) Researching Lived Experience. New York: The State University of New York Press. VASSALLO, M.L. & TELLES, J. A. (2006) Foreign language learning in-tandem: Theoretical principles and research perspectives. The ESPecialist, v. 27(1), PUC-SP, 83-118. iLearning Forum 2009 113 ELEARNING CONTENT : FROM METADATA TO DIGITAL REPOSITORY, WHICH STANDARDS FOR WHAT? Marc Van Coillie - EIfEL, France Abstract Based on EIfEL experience on interoperability and conformance issues, this presentation will focus on : • metadata and content standards for eLearning resources and courses (Dublin Core, LOM, CDM, Scorm, AICC, IMS Common Cartridge) • standards to exchange / retrieve content (OAI-PMH, SQI, AICC PENS, IMS DRI, CORDRA...) The presentation will include last state of art as studied in ASPECT and iCoper european projects as well as feedback from eLearning industry/implementers participating in eLearning Forum. It will also focus on recommendation for implementation for stakeholders, decisions makers, taken into account implementation cost, complexity of the specifications versus powefullness, and the industry support. (Please see Powerpoint Presentation) Reconnaissance des acquis et des compétences (FR) iLearning Forum 2009 114 LA RECONNAISSANCE DES ACQUIS ET DES COMPÉTENCES À MONTRÉAL Guy Fortier, Compétences Montréal, Canada Abstract Une initiative stratégique majeure à Montréal en reconnaissance de acquis et des compétences En juillet dernier naissait le Centre collégial montréalais de reconnaissance des acquis et des compétences ou Compétences Montréal mis en place par les douze collèges publics présents sur le territoire de Montréal. Cette présentation permettra aux participants de mieux cerner les principaux enjeux ayant mené à cette initiative sans précédant au Québec. Elle illustrera le modèle utilisé ainsi que le partage des rôles et des responsabilités des divers intervenants tant gouvernementaux que privés qui sont nécessaires au succès de ce projet. Cette initiative met à contribution les responsables du secteur de l’éducation, de l’emploi et de l’immigration de la métropole qui sont à pied d’œuvre afin de favoriser une plus grande accessibilité au service de reconnaissance des acquis et des compétences d’une part et d’autre part les institutions d’enseignement supérieur que sont les collèges dans l’adaptation de leur offre de services aux diverses clientèles qui ont besoin d’une qualification professionnelle. La mission du Compétences Montréal est de servir de guichet d’accueil unique pour les demandeurs et de soutenir techniquement et stratégiquement les institutions d’enseignement dans leur réponse aux besoins identifiés iLearning Forum 2009 115 L’APPRENTISSAGE ORGANISATIONNEL POUR UNE APPROCHE DURABLE D’INNOVATION : LE DILEMME EXPLOITATION / EXPLORATION Amel Béji et Samia Karoui Zouaoui Dans les environnements qualifiés d’hypercompétitifs, les entreprises sont continuellement exposées à la nécessité simultanée d’exploiter leurs compétences acquises et d’explorer des nouvelles pistes. Les débats actuels portent pleinement sur la manière de gérer ces demandes paradoxales en matière d’apprentissage organisationnel et de stratégie d’innovation. En fait, le développement simultané des apprentissages d’exploitation et d’exploration est adopté particulièrement par des organisations s’inscrivant dans une approche durable pour le développement d’une capacité d’innovation continue. La théorie d’innovation continue souligne le rôle joué par ces deux types d’apprentissage dans le développement de la capacité d’innovation d’une organisation. En revanche, toute la difficulté réside dans la recherche d’un arbitrage adéquat entre ces deux types d’apprentissage qui ont des objectifs, modalités et résultats distincts (March 1991, Tushman et O’Reilly 1996 , McGrath 2001 , Edmondson 2002 , Ethiraj et Singh 2003 , He et al 2004 ). La littérature récente sur l’ambidextrie met en avant que la combinaison des logiques d’exploration et d’exploitation est possible grâce au recours à des modes de management adaptés et à des modalités structurelles spécifiques. Ces travaux démontrent que la gestion de ce dilemme est fortement conditionnée par les caractéristiques du contexte social et des interactions entre acteurs au sein des organisations. (Duncan ,1976 ; Birkinshaw et Gibson 2004). La qualité des relations interpersonnelles et des interactions sociales entre acteurs jouent un rôle prépondérant dans les processus d’exploitation des connaissances mais aussi dans les processus d’exploration de nouvelles opportunités et connaissances (March, 1991). En s’inscrivant dans la lignée de ces travaux, nous distinguons entre trois volets d’interactions : interactions hiérarchiques, interactions informelles et interactions virtuelles. Concernant les interactions formelles ou hiérarchiques, des études dans le domaine de recherche stratégique se sont penchées sur l’examen de la relation entre les flux de connaissances transférées dans l’organisation et les activités d’exploitation et d’exploration. Dans cette optique, plusieurs travaux (Burgelman ,1983b, 1991; Floyd et Lane, 2000; Rivkin et Siggelkow, 2003) soulignent l’importance des flux verticaux de connaissances dans la balance exploitation/exploration tandis que d’autres (Gupta et Govindarajan, 1991; Nonaka, 1994; Schulz, 2003 ; Mom et al, 2005; Subramaniam et Youndt, 2005) considèrent plutôt les flux horizontaux des connaissances comme des facteurs essentiels pour développer ces activités. Les contributions théoriques et empiriques paraissent ainsi mitigées et non tranchées au sujet de la nature des flux intra-organisationnels favorisant les deux types d’apprentissage. Au sujet des interactions informelles, des recherches multiples ont montré que les relations inter-entreprises et inter-unités affectent largement la capacité d’apprentissage organisationnel et l’innovation (Dhanaraj et al, 2004 ; Hansen ,2002 ; Uzzi et Lancaster ,2003). En revanche, l’impact des relations sociales informelles, en particulier, entre les membres des unités organisationnelles sur l’apprentissage d’exploitation et l’apprentissage d’exploration reste encore confus et peu étudié. Quant aux interactions virtuelles, nous constatons que malgré une littérature abondante sur l’importance de l’exploitation de NTIC pour le développement des capacités d’apprentissage et d’innovation, peu d’études portent aujourd’hui, sur leur rôle dans la gestion de ces demandes paradoxales et le soutien d’un contexte d’ambidextrie (Cairncross, 1997, Levina and Ross, 2003). En revanche, nous défendons l’idée que l’utilisation adéquate de ces technologies permet la conciliation entre l’exploitation et l’exploration à travers l’effet qu’elles exercent sur l’accroissement des interactions informelles et formelles entre les acteurs dans l’organisation. iLearning Forum 2009 116 En traitant la problématique de l’apprentissage organisationnel en tant qu’arbitrage entre exploitation /exploration, nous allons mettre l’accent sur les aspects interactifs (réseau d’acteurs, nature et sens des échanges de connaissances et outils d’interactions) et leurs impacts sur les deux types d’apprentissage. Nous posons alors la question suivante : Quelles sont les caractéristiques des interactions sociales qui favorisent la gestion du dilemme apprentissage d’exploitation et apprentissage d’exploration pour le développement de l’innovation continue. L’objet de cette communication est alors d’offrir une meilleure compréhension théorique de : 1) La relation entre les deux types d’apprentissage (exploitation / exploration) et les degrés d’innovation (incrémentale / radicale),2) La conciliation de ces deux logiques d’apprentissage et son impact sur la capacité d’innovation continue d’une organisation, 3) Les caractéristiques des interactions sociales soutenant la combinaison de ces deux logiques,4) le rôle joué par les interactions virtuelles et l’utilisation des NTIC dans la gestion du dilemme exploitation/ exploration. Quelques références bibliographiques : Benner M.J. and Tushman M.L., (2002), « Process management and technological innovation: a longitudinal study of the photography and paint industries ». Administrative Science Quarterly, 47, pp 676-706. Benner M.J. and Tushman M.L., (2003), « Exploitation, exploration, and process management: the productivity dilemma revisited ». Academy of Management Review, 28, pp 238-56. Blyler M., Coff R.W., (2003), « Dynamic capabilities, social capital, and rent appropriation: ties that split pies », Strategic Management Journal, 24, pp. 677-686. Bontis N., Crossan M. and Hulland J., (2002), « Managing an organizational learning system by aligning stocks and flows ». Journal of Management Studies, 39, pp 437-469. Brady T., Davies A., (2004), «Building project capabilities: from exploratory to exploitative », learning’. Organization Studies, 25, pp 1601-1621. Chung-Jen, C., (2007), “Information Technology, Organizational Structure, and New Product Development: The Mediating Effect of Cross-Functional Team Interaction”, IEEE Transactions on Engineering Management, 54 (4), pp. 687-698. Cohen M.D., (1991), Individual learning and organizational routine: emerging connections, Organization Science, 2 (1). Danneels E., (2002), ‘The dynamics of product innovation and firm competences’. Strategic Management Journal, 23, pp 1095-1121. Durmusoglu, S.S., Galantone, R.J. and Sambamurthy, V., (2006), “Is more information technology better for new product development?” Journal of Product & Brand Management, 15 (7), pp. 435- 441. Ethiraj S.K., Singh J.V., (2003), Exploration, exploitation, and the adaptative potential of organizations, Research paper, February. Gupta A.K, Smith K.G., Shalley C.E., (2006), « The interplay between exploration and exploitation », Academy of Management Journal, 49(4), pp. 693-706. Holmqvist M., (2004), ‘Experimental learning processes of exploitation and exploration. An empirical study of product development’. Organization Science, 15, pp70-81. Kim D.H.,( 1993), The link between individual learning and organizational learning, Sloan Management review, p 3849. Levina, N. and Ross, J.W., (2003),“From the Vendor’s Perspective: Exploring the Value Proposition in Information Technology Outsourcing”, MIS Quarterly, 27(3), pp. 331-364. Levinthal D.A. and March J. G., (1993), ‘The myopia of learning’. Strategic Management Journal, 14, pp 95-112. March J.G., (1991), ‘Exploration and exploitation in organizational learning’. Organization Science, 2, pp 71-87. Maryse Carmes, Jean-Max Noyer, (2005), Intranet-Extranet-Internet : un enchevêtrement complexe : Processus d’apprentissage organisationnel et représentation des dynamiques des organisations complexes. INTRACOM 2005, Québec - novembre McGrath R.G., (2001), ‘Exploratory learning, innovative capacity, and managerial oversight’. Academy of Management Journal, 44, pp 118-131. Mom T. J. M., Van Den Bosch F. A. J. and Volberda H. W., (2007), Investigating Managers’ Exploration and Exploitation Activities: The Influence of Top-Down, Bottom-Up, and Horizontal Knowledge Inflows, Journal of Management Studies, 44(6). Pawlowski, S. & Robey, D., (2004), “Bridging user organizations: knowledge brokering and the work of information technology professionals”, MIS Quarterly, 28(4), pp. 645-672. ² iLearning Forum 2009 117 DISPOSITIF D'ACCOMPAGNEMENT DE LA VAE INDIVIDUALISÉ ET À DISTANCE : ETUDE DES BESOINS ET MODÉLISATION DES PARCOURS Rémi LEVY Consultant - Chef de projet apprentissage et formation en ligne Cette contribution trouve son origine dans les résultats d’un projet-étude mené dans le cadre du Diplôme d’Université « Chef de Projet – Apprentissage et Formation en Ligne » (Université Paris X – Le Préau -Mémoire soutenu en Juin 2007). L’objectif est de montrer comment une approche centrée sur les besoins a permis la modélisation d’un dispositif d’accompagnement de la Vae à distance qui fait le meilleur usage des Technologies de l’Information et de la Communication. Introduction Depuis la loi de 2002 « toute personne engagée dans la vie active est en droit de faire valider les acquis de son expérience, notamment professionnelle, en vue de l’acquisition d’un diplôme, d’un titre à finalité professionnelle ou d’un certificat de qualification ». Afin de guider les candidats, un dispositif a progressivement été mis en place conjointement entre l’état et les Régions. En cinq ans, de multiples procédures de validation ont été mises en place par les différents certificateurs conduisant à un dispositif qui est loin d’être homogène. De nombreuses études pointent aujourd’hui les lacunes de ces dispositifs et préconisent une augmentation de la qualité des pratiques d’accompagnement des candidats. Les problèmes auxquels sont aujourd’hui confrontés les professionnels de la VAE concernent, les échecs pour les bas niveaux de qualification, des « ruptures de charges » et attentes dans les dispositifs ainsi que des pratiques d’accompagnements qui ne répondent pas suffisamment aux attentes des candidats et qui manquent souvent d’individualisation. Notre projet a donc eu pour objectif d’envisager des voies d’amélioration des modalités d’accompagnement et ce notamment, au regard des difficultés rencontrées par les candidat dans l’élaboration de leur dossier individuel. 1 - Le projet : imaginer un dispositif d’accompagnement de la VAE à distance faisant le meilleur usage des TIC. 1.1 Problématique Dans ce contexte, nous nous sommes interrogé sur les réponses que l’utilisation des TIC pouvaient apporter pour permettre que les termes de la loi et attentes de la société puissent se réaliser. Ces constats nous ont conduit à mener une réflexion à deux niveaux. Le premier concerné les pratiques d’accompagnement, le deuxième concerne la démarche de ePortfolio appliquée à l’accompagnement de la VAE. En effet, nous nous sommes interrogé sur l’utilisation des outils qui composent aujourd’hui ce 2.2 Approches théoriques 4 De récentes études ont montré que l’accompagnement était d’autant plus performant qu’il était associé à une dynamique de groupe (meilleure motivation, moins d’abandon etc.. ) De ce fait nous nous somme largement appuyé sur les sept piliers de l’autoformation de 5 Philippe Carré où l’alternance individuel-collectif est une étape essentielle à l’autoformation. L’apprenant n’apprend pas seul, il a besoin de coopération et établit de nouvelles formes de socialisation (aide, co-formation…) D’autre part, et afin d’outiller notre dispositif, nous nous sommes inspirés du modèle de Marcel iLearning Forum 2009 118 6 Lebrun qui identifie les cinq caractéristiques fondamentales de l’apprentissage : (se)motiver, s’informer, analyser, interagir, produire. Notre approche est résumée dans le schéma ci-dessous. 2. 3 Conception du dispositif Le dispositif prévoit 5 étapes dont 3 étapes « préalables » à savoir : une phase d’accueil, d’information et d’étude des besoins, une phase de négociation du parcours et des objectifs etune phase d’intégration dans le dispositif. La dernière étape (audit) permet de faire le point avec le candidat. Ainsi, le « déroulement » de l’accompagnement, n’est qu’une étape parmi les autre, essentielle certes, mais qui ne peut se concevoir sans les autres. 4 Audit VAE de la Région Centre. Non publié 5 Philippe Carré – professeur au Département des Sciences de l’Education – Université Paris X ; L’autoformation dans la formation professionnelle -La documentation Française, Paris 1992 6 Marcel Lebrun – Des technologies pour enseigner et apprendre – Ed de Boeck et Larcier, 1999. iLearning Forum 2009 119 2. 4 - Phase « déroulement » : description du processus Le dispositif propose un parcours organisé autour d'ateliers. Le candidat fixe ses objectifs en accord avec l’accompagnateur. Supports et activités pédagogiques Nous avons adopté une organisation en « ateliers », chaque atelier étant conçu sur le même principe. Chaque atelier est conçu de manière autonome et contient un certain nombre de ressources ainsi que des activités conseillées. Les activités peuvent être collectives ou individuelles. Leur but est de favoriser les échanges et la progression du candidat dans son projet en découpant son travail en tâches élémentaires afin qu’il acquière progressivement une méthodologie de travail. Les activités peuvent être la participation à des clavardages (chats), des réunions virtuelles (skype). Tous ces « rendez-vous » sont annoncés dans le calendrier. Les ateliers proposés : Atelier 1 : Votre environnement numérique (fait partie de la phase d’intégration) Atelier 2 : Comprendre la Vae Atelier 3 : Le parcours professionnel Atelier 4 : Les activités professionnelles (les fiches activités du livret 2) Atelier 5 : Aide à l'élaboration du dossier final et recueil des preuves Atelier 6 : Expression écrite Atelier 7 : Préparation à l'entretien du jury et expression orale Actuellement, seuls les 4 premiers ateliers ont été développés. 3 – Mise en œuvre 3.1 Choix technologiques : plateforme « Moodle » Le dispositif doit assurer plusieurs fonctionnalités : mise à disposition de ressources, communication synchrone, communication asynchrone et fonctions de suivi (tracking). Il s’agit des fonctionnalités de base d’une plateforme d’apprentissage en ligne (Learning Management System). A ces fonctionnalités de base, il faut ajouter la fonction ePortfolio ainsi qu’un outil de communication audio synchronisé. Le besoin de souplesse, d’adaptabilité, de portabilité et de pérennisation nous ont conduit à nous tourner vers la plateforme Moodle, plateforme diffusée sous licence libre. Cette plateforme, conçue pour favoriser un cadre de formation socio-constructiviste, s’est avéré remplir le plus grand nombre des critères de choix identifiés. Pour la conception du ePortfolio, nous avons en quelque sorte « détourné » l’usage de Moodle. En effet, Moodle est conçu pour créer des cours, mais compte tenu de sa modularité et de ses grandes capacités de configuration, il nous a été possible de configurer les droits des participants afin que ceux-ci puissent administrer leur propre espace. Ainsi, nous avons créé un profil « ePortfolio » qui donne les droits nécessaires et suffisants pour administrer l’espace. Moodle permet la création de ‘méta-cours’ ce qui permet de lier tous les ePortfolios à un métacours (l’espace numérique central) et ainsi partager les ressources directement, comme par exemple des référentiels, et ainsi faire des liens automatiques pour aider le candidat à structurer son travail. iLearning Forum 2009 120 Conclusion La VAE représente aujourd’hui des enjeux importants pour les individus d’abord, mais également pour les entreprises, dont l’avenir dépend de plus en plus de leurs compétences collectives, pour la société toute entière, enfin, qui puise sa richesse dans les connaissances et savoirs de chacun. Nous avons choisi dans la conduite de notre projet de repartir des besoins des candidats à la VAE et d’inscrire notre démarche dans les pratiques en cours. Il s’est agit de rechercher comment les TIC, Internet et les pratiques de eFormation pouvaient apporter des réponses nouvelles et performantes et venir en aide aux candidats à la VAE. A partir de fondements théoriques dans les domaines de l’apprentissage, de l’autoformation etde l’usage des nouvelles technologies, qui nous ont permis de cadrer un certain nombre de principes et nous ont donné des pistes de réflexion, nous avons imaginé un dispositif d’accompagnement médiatisé. Celui-ci se caractérise par l’usage d’une plateforme de télé-apprentissage qui permet à la foisau candidat de trouver les ressources nécessaires, mais également d’organiser son travail grâce à l’utilisation d’un portfolio en ligne. L’autre élément important résidant dans la constitution d’une communauté d’apprentissage permettant la nécessaire alternance individuel-collectif. Ce besoin d’échanger, de coopérer, de mutualiser des ressources se retrouve au cœur de notre dispositif. Nous avons pu mener à bien un projet pilote et expérimenter une partie du dispositif. Nous avons testé un espace numérique dédié à la VAE en faisant usage des technologies disponibles et notamment de la plateforme de formation Moodle. iLearning Forum 2009 121 PROCESSUS DE CERTIFICATION ET CV EUROPÉEN, QUEL EST LA PLACE DE L'IDENTITÉ NUMÉRIQUE ET DES SERVICES EN LIGNE ? Marc Van Coillie - EIfEL, France Abstract Cette présentation prendra en compte les résultats des travaux des projets: • CV Universel • EPITOME • ETTCampus 2 • TAS3 Ainsi que les réflexions engagées au sein des communautés: • Europortfolio • HR-XML Europass • Liberty HR-EDU SIG (See Powerpoint Presentation) iLearning Forum 2009 122 LA VAE, DÉMARCHE EXPÉRIENTIELLE DE RECONNAISSANCE SOCIALE DES APPRENTISSAGES NON-FORMELS ET INFORMELS Brigitte Pagnani, Université Marc Bloch, France Abstract La loi sur la Validation des Acquis de l’Expérience est en vigueur depuis 2002 en France. Elle a ouvert, dans le champ des Sciences de l’Education, un espace de recherche(s) à travers l’observation d’une nouvelle réalité qui s’est fait jour dans le paysage de l’éducation et de la formation. Aujourd’hui, nous pouvons définir la V.A.E. comme une pratique sociale contribuant à structurer l’espace des qualifications et des compétences, à l’échelle européenne, en tant que construction sociale ayant pour but, du point de vue de l’emploi, de développer la professionnalisation des individus sur des emplois en évolution, en recomposition ou en émergence au regard des besoins économiques et sociaux actuels ou en devenir (exemple : secteur de l'aide à la personne). Un corpus de matériaux collectés entre 2004 et 2006 dans différentes universités du Grand Est de la France auprès de candidats, d’accompagnateurs et de membres de jurys, toujours en cours d’exploitation, révèle la teneur des enjeux associés au développement de la VAE et l’ampleur du travail à mener en matière de reconnaissance des apprentissages non formels et informels qui y est associé et dont la légitimité sociale passe aussi par la reconnaissance de la VAE en tant que démarche expérientielle génératrice de nouveaux savoirs dans une logique de professionnalisation inédite. La finalité de cette recherche doit déboucher sur l’élaboration d’un outillage méthodologique qui permettent d’expliciter les savoirs issus de l’expérience et, ce faisant, d’asseoir leur légitimité dans un processus de reconnaissance sociale par le diplôme, garant de la qualification professionnelle. iLearning Forum 2009 123 'L'ENTREPRISE VIRTUELLE' Isabelle Pleplé , Vannina Correa de Sampaio2 (1: ICUS, France 2: Ministère du Travail, des Relations sociales, de la Famille, de la Solidarité et de la Ville, France) (See PowerPoint Presentation) iLearning Forum 2009 124 Technologies de l’apprentissage (FR) iLearning Forum 2009 125 LA PRODUCTION DOCUMENTAIRE : SOUTIEN AU DÉVELOPPEMENT DES FORMATIONS. CAS DU 2IE Léa OUATTARA, Francis SEMPORE Abstract La production documentaire est un domaine encore inexploité dans la plupart des universités africaines. Pourtant il existe un réel besoin en la matière pour ces universités en pleine mutation en vue de leur prochaine entrée dans le système LMD. Par conséquent c’est un domaine qui mérite qu’on s’y penche. L’Institut International d’Ingénierie de l’Eau et de l’Environnement (2iE – Ex Groupe EIER ETSHER) est une plateforme scientifique unique d’enseignement et de recherche en Afrique Subsaharienne. Initié il y a 40 ans par 14 pays africains, le 2iE possède une dimension sous régionale et multiculturelle réelle et une expertise africaine reconnue dans les domaines de l’Eau, de l’Energie, de l’Environnement et des Infrastructures. Cette construction s’est appuyée sur le développement de partenariats scientifiques de haut niveau et de longue durée tant au nord qu’au sud et sur l’appui de partenaires techniques et financiers. Les activités de recherche et d’innovation, d’acquisition de savoir et de technologie nord-sud et sud-sud permettent le développement d’une expertise africaine qui permet d’alimenter des activités de renforcement des capacités des secteurs publics et privés à travers un Centre de formation continue réputé au niveau régional (50 sessions/an, ISO 9001:2000), la mise en oeuvre de formations diplômantes (plus de 3000 Ingénieurs, techniciens et titulaires de Master formés) et la réalisation de prestation d’ingénierie (prestations en appui au secteur privé, professionnalisation des étudiants). Pôle d’excellence dans le domaine de l’ingénierie et de l’eau, le 2IE a pour objectifs principaux : • • • Le développement du capital humain, L’amélioration du système éducatif africain, Le développement du savoir, sa production et sa dissémination. Le plan d’orientations stratégiques 2008-2012 du 2iE fixe entre autres les objectifs suivants : • • Porter les effectifs des étudiants en formation initiale au 2iE à 1000 sur le cycle Bachelor, Master et Doctorat à l’horizon 2012 Développer la formation à distance avec un effectif prévisible de 1000 apprenants à l’horizon 2012 La nouvelle ambition du 2iE étant de fournir suffisamment de femmes et d’hommes capables de relever le défi du développement dans les domaines de l’eau, l’énergie, l’environnement et les l’information et de la communication (TIC) afin de donner à un plus grand nombre d’étudiants un accès souple et diversifié à des formations de haut niveau internationalement reconnues. L’atteinte de ces objectifs repose sur la mise en place d’un système de gestion et de production documentaire. C’est dans ce cadre que le 2iE a noué un partenariat avec l’Université Technologique de Compiègne (UTC) pour l’appropriation de la chaîne éditoriale Opale Sup. L’UTC et le 2iE sont en partenariat depuis 2007. Les objectifs de ce partenariat en rapport avec la production documentaire étaient, pour le 2iE : (1) d’améliorer la gestion documentaire en ce qui concerne la documentation pédagogique (supports de cours, diaporamas, polycopiés, etc.) et scientifique (articles, revues scientifiques, etc.) ; et pour l’UTC ; iLearning Forum 2009 126 (2) de confronter les technologies (SCENARI) et méthodes (ingénierie de formation FOAD et ingénierie documentaire) développés par l’UI-ICS (Unité d’Innovation – Ingénierie des Contenus et Savoir) à un nouveau terrain d’usage réel ; (3) d’Appliquer et de transmettre certaines de ces technologies et méthodes. Les activités prévues dans le cadre de cette convention 2iE-UTC ont été réalisées conformément au planning prévu (pré audit documentaire, transfert OpaleSup et production documentaire, …). Pour répondre au besoin de mettre à la disposition des apprenants des contenus numérisés, dès la rentrée 2008, nous avons procédé à la formation d’environ 60 étudiants de la junior entreprise, parmi lesquels il a été retenu une dizaine pour travailler à la production des documents reçus sous forme de stage de vacance. La production documentaire a porté sur les cours dispensés en présentiel au cours de l’année académique 2007-2008 pour les cycles Licence et Master en ce qui concerne la formation initiale et sur les 3 formations ouvertes et à distance qui sont proposées à la rentrée académique 2008-2009. Le travail de numérisation s’est poursuivi avec la production de certains documents de la formation continue. Les résultats de la production effectuée donne à ce jour, environ 10.000 pages produits au format OpaleSup, pour un total de 170 documents dont 134 pour les formations initiale et à distance et 36 pour la formation continue. Ce qui représente environ 40% de l’ensemble des documents pédagogique du 2iE. La mise à disposition des contenus s’est fait à travers la plate forme de formation à distance et l’Intranet du 2iE. La mise en œuvre d’une stratégie documentaire au 2IE a permis : -La centralisation de l’ensemble des contenus pédagogiques existants -L’amélioration de la qualité des supports pédagogiques de cours -homogénéisation du format de présentation des différents contenus pédagogiques -facilité la tâche de la formation à distance par la mise à disposition des contenus de cours pour ces différents modules de formations -un gain financier par la réduction de la reprographie pour les polycopiés de cours à mettre à la disposition des apprenants pour ce qui concerne la formation initiale -la sensibilisation des enseignants à l’amélioration des différents contenus de cours par une meilleure organisation et une meilleure structuration des documents pédagogiques -développement d’une culture de numérisation des supports pédagogiques au niveau des enseignants En perspective, le 2iE vise la production de l’ensemble de ses documents pédagogiques et leur diffusion. L’objectif du 2iE est d’arriver à un pourcentage de 100% des contenus attendus disponibles et produits suivant le format homogène de format Opale. Enrichir la production documentaire du 2IE avec des contenus multimédias (Son, images, vidéos, simulations, documents interactifs), Créer une matrice des contenus qui sera mise à disposition des enseignants ; Créer de documents autonomes : indépendant des auteurs ; Mettre en place une vraie salle de production documentaire. 2iE vise à mettre à la disposition de l’ensemble des acteurs, étudiants, enseignants, chercheurs et professionnels des domaines de ses compétence des contenus pédagogique riches, interactifs et variés par la mise en œuvre d’une bibliothèque virtuelle. Il envisage également de se positionner comme un prestataire en production documentaire afin de mettre cette expérience acquise au service des autres institutions et des entreprises. iLearning Forum 2009 127 Ce qui a entraîné la mise en place d’un service dont le premier rôle est de gérer l’ensemble des documents pédagogiques (Formation initiale, formation à distance et formation continue. Le Service d’Ingénierie Documentaire et Pédagogique » (SIDP) a été créé au sein de la Direction de la Formation Continue et Distance, depuis le 1er décembre 2008. Ce service a pour mission : • • • • • • L’animation d’une véritable base de ressources pédagogiques dans les domaines d’intervention du 2iE, Le soutien au développement des formations du 2iE (formation initiale, formation à distance, formation continue) par la mise à disposition de ressources riches et variées, La sauvegarde des connaissances théoriques, techniques et technologiques des différents acteurs du 2iE pour les générations futurs (tel un remède à : "en Afrique un vieillard qui meurt est toute une bibliothèque qui brûle"). Et de mettre à la disposition des enseignants, des chercheurs et des professionnels des domaines de compétences du 2iE, des contenus riches et variés. La mise en œuvre d’une bibliothèque virtuelle Le positionnement du 2iE comme un Prestataire en Service Documentaire pour l’Entreprise, Le positionnement du 2iE sur le plan international en matière de Production Documentaire. Mots clé : Ingénierie -documentaire, Productions numériques, Contenus pédagogiques, FOAD, TICE, Qualité Léa OUATTARA Francis SEMPORE Chef du Service d’Ingénierie Documentaire et Pédagogique Directeur de la Formation Continue et à Distance [email protected] [email protected] Institut International d’Ingénierie de l’Eau et de l’Environnement (2iE – Groupe EIER ETSHER) 01 BP 594 Ouagadougou 01 – Burkina Faso – www.2ie-edu.org iLearning Forum 2009 128 BAROMÈTRE CCIP 2008 DU E-LEARNING Raphaël GNANOU La formation dématérialisée se développe dans les entreprises 12% des entreprises ont financé des formations en e-learning pour leurs salariés sur le Plan de formation 2007. Ce taux de diffusion des outils et méthodes e-learning dans les entreprises françaises a été établi objectivement par la Chambre de commerce et d’industrie de Paris au terme d’une enquête nationale auprès de 2000 entreprises de plus de 50 salariés et de tous secteurs. Le taux d'utilisation global varie en fonction de la taille de l’entreprise et de son secteur d’activité. En effet, certains secteurs (chimie, électronique ou banque-assurance) affichent des taux d’usage élevés autour de 20% et peuvent atteindre 38% (automobile). Venez découvrir lors de la présentation de l’étude à iLearn Forum 2009 les domaines de formation où le e-learning est le plus utilisé, les pratiques innovantes, les tendances de la création de modules de e-learning, les indicateurs sur le budget ou les catégories de personnel formées par ces nouvelles méthodes. Un signal prometteur : 55% des entreprises utilisatrices estiment que le e-learning est applicable dans tous les domaines. Cette année, le baromètre du e-learning explore les changements en cours et décrit notamment l’usage fait par les entreprises des univers virtuels (Second Life) et des réseaux sociaux pour le recrutement et la formation. Découvrez les témoignages de grandes entreprises telles que l’Oréal, IBM, Sogeti, BNP-Paribas et Logica ! Pour retrouver l’étude complète : www.preau.ccip.fr Contact : Raphaël Gnanou, Responsable du Préau, [email protected] Vous trouverez ci-dessous un résumé des ponts-clés en français et en anglais. Baromètre CCIP 2008 du e-learning « les points clés. » Le saviez-vous ? «12% des entreprises ont dispensé à leurs salariés des formations en e-learning au cours de l'année 2007 ». Le « Baromètre CCIP 2008 du e-learning » a établi ce taux de diffusion des méthodes elearning dans les entreprises en France au terme d’une enquête portant sur 2000 entreprises de plus de 50 salariés et représentatives de tous les secteurs d’activités. Ce taux d'utilisation par les entreprises paraît relativement modeste mais révèle aussi des pratiques bien installées. En effet, l’enquête menée par Le Préau et l’OFEM, deux services de la CCI de Paris, montre que ce pourcentage s’accroît en fonction de la taille de l’entreprise et que certains secteurs (chimie, électronique ou banque-assurance) affichent des taux d’usage relativement élevés autour de 20%. Si les langues (56%), la bureautique (23%) et l’informatique (16%) restent les domaines de formation où le e-learning est le plus utilisé, 26% des entreprises créent aussi des modules de e-formation adaptés à la spécificité de leurs métiers. « 70% des entreprises ont investi dans le e-learning seulement après 2005 ». Cette « adhésion récente » peut expliquer que les deux tiers des entreprises interrogées consacrent « seulement iLearning Forum 2009 129 5% du budget formation » au e-learning et que « pour 52% d'entre elles, moins de 5% des salariés sont concernés ». Ces chiffres peuvent sembler décevants à première lecture mais on note que le budget global progresse et que les pratiques innovantes se développent : 55% des entreprises utilisatrices pensent qu’il n’y pas de domaine où le e-learning soit inapplicable. Cette année, le Baromètre CCIP du e-learning explore les changements en cours et notamment l’usage fait par les entreprises des univers virtuels (second life) et des réseaux sociaux pour le recrutement et la formation : témoignages de L’Oréal, IBM, Sogeti, BNP-Paribas et Logica. Pour vous procurer l’étude complète : www.preau.ccip.fr. Facts and figures of elearning in French ventures Did you know it? «12 % of companies distributed to their employees e-learning training courses during year 2007 ". The "Barometer CCIP 2008 of e-learning " has establishes this rate of use of e-learning methods in French companies in the term of a national inquiry concerning 2000 companies of more than 50 employees and representative of all the sectors. This rate of use by french companies seems relatively modest but also reveals well settled practices. Indeed, the inquiry led by LE PREAU and OFEM, two services of the Paris chamber of commerce and industry, shows that this percentage increases according to the size of the company and that some sectors (chemistry, electronics or bank-insurance) show rates of usage brought up around or more than 20 %. If the languages(tongues) (56 %), the software skills (23 %) and the computing (16 %) stay the domains of training where e-learning is the most used, 26 % of companies also create modules of e-training adapted to the specificity of their professions. 70 % of ventures invested in e-learning only after 2005. This recent support can explain that the majority of the questioned companies dedicate only 5 % of the training budget to elearning and for 52 % of them, less than 5 % of the employees is concerned. These figures can seem disappointing in first reading but we note that the global training budget increases and that the innovative practices are developping : 55 % of the user companies think that there is no domain where the e-learning is not applicable. The speaker will give full details of the analyse and show trends and pratices of French ventures related to the link beetween e-learning and KM. This year, the Barometer CCIP of e-learning investigates also the use made by the companies of the virtual universes (Second life) and social networks for recruitment and training : testimonies of L’Oréal, IBM, Sogeti, BNP-Paribas and Logica. Speaker : Raphaël GNANOU, Manager of LE PREAU, Center for e-learning of the Paris chamber of commerce & industry (CCIP). Download the full study : www.preau.ccip.fr iLearning Forum 2009 130 L’EPSS : L’AUTRE MOYEN DE TRANSMETTRE DES CONNAISSANCES EN LIGNE Gérard MENDES & Maarten SAMSON, Knowmore Abstract Les systèmes de support à la performance (ePSS) diffusent aux utilisateurs de postes informatiques les connaissances utiles à la réalisation de leurs tâches. L’ePSS est le prolongement et le complément naturel de la formation et notamment de l’e-Learning ; il offre également l’occasion à l’utilisateur d’acquérir de nouvelles connaissances, directement appliquées. À l’heure où les temps dédiés à la formation sont de plus en plus réduits, les acteurs du e-learning ont l’opportunité d’intégrer ce moyen de diffusion dans leur périmètre professionnel. Les systèmes de support à la performance (ePSS) Les ePSS sont des logiciels qui assistent les utilisateurs d’applications informatiques dans leurs situations de travail. Cette assistance est apportée sous forme d’informations, d’aide-mémoires et d’outils relatifs aux tâches qu’ils effectuent. Contrairement à une aide en ligne ou aux manuels d’utilisation qui sont centrés sur la description des fonctionnalités, l’ePSS va assister l’utilisateur sur les dimensions métier de ses tâches (organiser son planning de rendez-vous, ouvrir un compte bancaire, etc.). Depuis sa définition en 1991 par Gloria Gery, l’ePSS a pris corps dans de nombreuses organisations. Il est une réponse à la complexité croissante de notre environnement informationnel (mails, circulaires, intranets, etc.). En effet, l’ePSS ne présente à l’utilisateur que les informations pertinentes relativement à sa situation de travail. Il limite ainsi la quantité d’information transmise et par suite la charge cognitive de l’utilisateur. Les temps dédiés à la formation dans le cadre des organisations étant de plus en plus réduits, l’ePSS peut être accueilli comme un moyen supplémentaire d’apporter aux utilisateurs des connaissances en ligne. Il convient alors d’étudier son rapport et sa complémentarité avec l’eLearning. Différences entre e-Learning et ePSS L’ePSS se démarque de l’e-Learning sur plusieurs points : Le moment de la transmission : Le e-Learning vise à apporter l’information pertinente en amont de la situation de travail alors que l’ePSS apporte cette information à l’occasion de la situation de travail La finalité : La finalité du e-Learning est l’apprentissage alors que celle de l’ePSS est la performance, c’est-à-dire la résolution de problèmes opérationnels. Avec l’ePSS, l’apport de nouvelles connaissances est donc le résultat de la confrontation au problème pour lesquelles elles sont utiles. La durée de vie : Le e-Learning a une durée de vie plus courte que l’ePSS, qui a vocation à être pérenne. Il est rare que des contenus de formation soient maintenus à jour au fil de l’évolution des applications, alors qu’il s’agit d’un impératif pour un ePSS. Néanmoins, dans les deux cas, la transmission de connaissances se fait à distance via des outils informatiques. Il paraît donc naturel que les périmètres de l’e-Learning et de l’ePSS se chevauchent, tout du moins en partie. iLearning Forum 2009 131 Le périmètre commun à l’e-Learning et à l’ePSS Deux grands cas de figure illustrent la synergie entre l’e-Learning et l’ePSS : la diffusion de piqûres de rappel et l’acquisition de réflexes adaptés aux tâches exceptionnelles. Les éléments de connaissance diffusés dans ces deux cas à l’utilisateur en situation de travail peuvent inclure des contenus de formation e-Learning, qui seront adaptés aux tâches qu’il rencontre. Cette diffusion sera d’autant plus pertinente que la granularité du référentiel eLearning est importante. Piqûre de rappel : des contenus issus du parcours de formation sont proposés, rappelant à l’utilisateur des connaissances déjà consultées, en vue de leur acquisition. Cela permet également de capitaliser sur l’effort de formation accompli en amont. Traitement des tâches exceptionnelles à forte valeur ajoutée : ces tâches sont rarement retenues dans les objectifs de formation malgré leur importance. Diffuser des contenus ayant trait à ces tâches au moment où l’utilisateur les effectue permet de maintenir des objectifs e-Learning ambitieux. L’ePSS, un champ de plus en plus convoité où le e-learning a une carte à jouer Au carrefour des métiers de la performance (formation, gestion des connaissances, qualité, ergonomie, etc.), l’ePSS est un champ qui a de plus en plus d’importance du fait : Des innovations technologiques qui permettent de superposer des contenus à une application sans avoir à la modifier (GPS logiciel) De la réduction générale des temps de formation De la limitation des ressources allouées aux services de soutien utilisateur (Help-Desk, etc.) Aussi, par sa visibilité et son omniprésence sur les applications informatiques, il devient un enjeu important pour la maîtrise d’ouvrage. Enjeu où l’e-learning, familier des problématiques de diffusion des connaissances à distance, a sans doute une belle carte à jouer. Références 1. GERY, G. (2003) - TEN YEARS LATER : A NEW INTRODUCTION TO ATTRIBUTES &BEHAVIORS AND THE STATE OF PERFORMANCE CENTERED SYSTEMS, EPSS REVISITED PERFORMANCE IMPROVEMENT 2. GERY, G. (2001) - ELECTRONIC PERFORMANCE SUPPORT SYSTEMS 3. BROWN, L. (1996) - DESIGNING AND DEVELOPING ELECTRONIC PERFORMANCE SUPPORT SYSTEMS 4. RABARDEL, P. (1995) - LES HOMMES ET LES TECHNOLOGIES : APPROCHE COGNITIVE DES INSTRUMENTS CONTEMPORAINS Auteurs Gérard Mendes Knowmore, Pôle Produit 1, rue Paul Mazy, 94200 Ivry-sur-Seine, France [email protected] Maarten Samson Knowmore, Pôle Conseil 1, rue Paul Mazy, 94200 Ivry-sur-Seine, France iLearning Forum 2009 [email protected] 132 ENSEIGNEMENT SUPÉRIEUR ET TIC Wafa BERRY - Professeur Chercheur - Université Libanaise A l’heure de toutes les mondialisations, le monde Académique se trouve face á un grand défi. Il s’agit de lier et le plus vite possible, sa philosophie de l’enseignement ses Savoirs et Savoirs faire, ses supports et ses outils avec le monde du travail dominé dorénavant par le développement hallucinant de la technologie. Le domaine professionnel inspire et conditionne, en grande partie les comportements des hommes d’aujourd’hui. Lancés dans une course contre la montre, ceux-ci luttent pour s’adapter à une époque en mutation rapide. Le tragique vient justement de cette mutation qui s’impose incontournablement à tous sans aucun égard aux dispositions ou possibilités des uns et des autres. Même les Sciences, dites humaines, qui avaient servi jusqu’ici de tampon modérateur aux excès de la Science, se trouvent pour des questions de survie justifiée, obligées de s’accrocher aux méthodes scientifiques pour assurer une place sous le soleil du monde moderne et d’intégrer les TICE dans les cursus et dans les outils. . Car associer TICE, qualité pédagogique et débouchés professionnels n’est plus aujourd’hui un fait á démontrer. Je ne m’attarderai pas dans ma communication à louer l’usage des technologies et leur rôle dans la recherche / diffusion de toute forme de savoir, ou même dans la maîtrise des langues. Je suppose que notre présence ici même est une preuve des convertis que nous cherchons à être. Je me limiterai donc, dans une première partie, à montrer, á travers l’exemple de l’Université libanaise, comment le milieu académique pourrait-il être préparé à l’intégration des nouvelles technologies et que suppose cette intégration pour les enseignants. J’exposerai également les raisons qui inhibent un recours plus généralisé aux technologies dans notre enseignement Dans une deuxième partie, j’enchaînerai sur un exemple d’institutionnalisation de l’usage des TICE dans l’enseignement en présentant les nouveaux cursus du département des Sciences du langage et de la communication. Pour commencer, je me hâte de dire qu’à l’Université Libanaise, seule université publique du pays qui compte plus de 50% des Étudiants du Liban, il n'y a pas, à l'heure actuelle, de projet global visant à promouvoir l’intégration des TICE dans l’enseignement. Bien entendu, pour pouvoir développer ce type de projet se concentrant sur les aspects pédagogiques, il faut une infrastructure et un équipement propices qui sont d’ailleurs entrain d’être développés et fournis grâce au président de l’université4 qui a bien saisi ce fait et a accordé aux TICE une grande priorité dans ses actions, priorité manifestée dans une action méthodique sur plusieurs différents niveau: 5 Au niveau de la connexion, des Équipements, des Bibliothèques des périodiques en ligne, des salles pour la visioconférence, plate forme pour les cours a distance … Donc coté logistique, il n’y a pratiquement pas d’obstacles majeurs face á l’utilisation des TICE du moins du coté des enseignants dont une bonne partie possède son propre matériel. Et L’absence d’un projet global n'a pas empêché certaines initiatives de se développer et de faire leur chemin dans beaucoup de facultés, encouragés et soutenus par le recteur de l’Université, comme pour le département des Sciences du langage, nous y reviendrons. Il existe donc au niveau du recours actif aux TICE. au sein de l’UL, beaucoup d’expériences menées à titre individuel ou par équipe pour promouvoir l’usage de celles-ci dans l’enseignement. 4 Le professeur Zouheir CHOUKOUR, Recteur de l’UL. 5 Les informations présentées ont été fourmies par Dr. Bilal Chbaro, professeur-ingenieur a l’UL, conseiller du recteur pour les questions de technologie. iLearning Forum 2009 133 Cependant mais en dépit du matériel existant et facilités mentionnées plus haut, l’utilisation des TICE reste limitée à l’UL, notamment dans les facultés de droit, des Sciences humaines et des sciences sociales, instituts de beaux arts et autres oú la culture informatique n’est pas encore généralisée dans les pratiques pédagogiques. Ceci nuit évidemment à l’autonomie, au progrès et à l’ouverture des apprenants car le degré de maîtrise que les professeurs possèdent par rapport aux TICE influence largement les apprentissages réalisés. Dans le cas donc d’un enseignement traditionnel, les habiletés intellectuelles des étudiants, leur esprit de recherche, ainsi que leur concentration se trouvent ralentis et leur motivation pour un « authentique » recours aux TIC ne trouve pas sa justification. Mais pourquoi justement et particulièrement dans ces disciplines, les collègues ne se sentent pas attirés par un usage professionnel des nouvelles technologies ? Pour commencer, il faut bien préciser que la moyenne d’age de ces enseignants est de 50 ans, l’âge oú les motivations pour une réhabilitation pédagogique ne sont pas les mêmes pour tous, oú les efforts de faire mieux seraient, selon leur mode de pensée et d’être, pour les plus jeunes. De toute façon, leur incompétence en matière de technologie les empêche d’envisager toute initiative dans ce sens. . Heureusement, cette année quelques 600 enseignants ont été titularisés, ce qui a injecté des capacités jeunes au sein de l’UL., cette opération qui a été bloquée pendant plusieurs années a contribué au vieillissement de l’UL. Sur un autre plan, il faut bien préciser que l’intégration des TIC n’est pas un fait simple qui ne demande qu’à être formulé. Or, elle représente un processus de changement important qui entraîne dans son sillage beaucoup de contraintes et de conditions nécessaires à sa réalisation. L’intégration des TIC oblige les enseignants á changer tout leur mode de travail et surtout les représentations liées á celui-ci. Le changement n’est pas un fait qui survient du jour au lendemain, il se produit en plusieurs phases. L’enseignant passe d’un état stable de non changement á l'intégration des TIC à sa pratique personnelle ou à son enseignement, grâce á un déclencheur qui crée le besoin de s’ouvrir aux technologies, á les essayer puis á les intégrer. Cette dernière étape n’est pas irréversible car en fin du processus l’enseignant pourrait bien retourner á son état initial de non changement. Mais, si le changement est opéré, il se déroule sur deux plans, celui de l’intégration des TIC et de la transformation du style pédagogique habituel des enseignants. Comme ce style est souvent très apparenté à l'enseignement magistral, les TIC sont d'abord utilisées en classe par les professeurs dans des activités d'enseignement ce qui exigerait des ajustement considérables de leurs pratiques. C’est pourquoi, pour que le processus démarre, il est important que les enseignants trouvent une motivation solide à changer, ce qui n’est certainement pas le cas l’université libanaise. Ajoutons aux facteurs démotivants qui existent dans notre contexte social, économique et académique, l’absence de toute « obligation », directive, ou souhait de la part de l’Administration académique ou meme d’une reconnaissance quelconque pour qui prendrait des initiatives innovantes. Le professeur aux méthodes traditionnelles est traité de la même façon que celui qui s’efforce d’innover. L’égalité entre l’excellence et son contraire ôte toute volonté de progresser dans l’institution publique ou encourage à stagner. Pire, l’innovation pourrait être considérée dans certains cas comme une perte de temps donc d’argent. iLearning Forum 2009 134 Le temps apparaît comme un obstacle important au changement. Toute modification à l’organisation du cours qui intègrerait les TICE, exige de la part de l’enseignant un investissement de temps considérable. Or dans une conjoncture économique qui laisse à désirer depuis bien des années au Liban, ce temps pourrait être investi ailleurs, dans d’autres domaines ou fonctions professionnels et assurerait donc de rentrées financières supplémentaires. Face au changement des pratiques pédagogiques des enseignants dans le sens des technologies, nous citerons un dernier obstacle d’ordre psychologique, notamment dans le cas des disciplines théoriques oú la langue et les textes d’idées constituent l’outil particulier du travail. Dans le domaine des sciences humaines et sociales, l’enseignant est ancré dans des habitudes didactiques qui privilégient le contact direct avec les étudiants, jugées comme plus « chaleureuses ». De même, issu d’une société patriarcale, ce même enseignant a, par ailleurs, du mal à admettre le partage de ses prérogatives dans la transmission du savoir. Il faut rappeler, dans ce domaine, le prestige et le respect auguste qui entourent le professeur dans la culture de nos sociétés. L’intégration des TIC a un impact considérable sur les bases de la dynamique pédagogique, qui peut mener á une démystification de l’enseignant. Notamment, dans le cas d'activités d'apprentissage oú les étudiants utilisent eux-mêmes les TIC, et commencent á comprendre les possibilités limitées de leur enseignant et celles illimitées d’Internet dans la communication du savoir. Voyant sa marge d’intervention se rétrécir comme une peau de chagrin érodée par la scie de la technologie, l’enseignant pourrait développer des réticences vis-à-vis d’une intégration grandissante des TIC dans son cours. Évidemment tous les obstacles susmentionnés ne sont pas insurmontables mais leur présence, séparés ou en cumul, empêche réellement les enseignants de franchir le pas surtout qu’il offrent des prétextes plus ou moins valables dans un système éducatif supérieur qui est relativement souple oú le changement demeure un choix personnel. L’intégration, donc, du langage, des outils l’enseignement est d’abord une décision á prendre doivent instaurer une culture de l’usage et de recherche, de production ou de transmission d’un volets : Logistique Académique, et de formation. et des possibilités technologiques dans par les hautes instances académiques qui l’intégration des TIC dans tout acte de savoir et ce à travers une action à trois L’Université doit manifester son soutien dans le discours (projets, priorités,) et dans des gestes concrets pour l’intégration des TIC. A cet effet il faut qu’elle augmente les budgets alloués nécessaires à l’aménagement dans chaque unité académique, un environnement technique favorable avec les dispositifs nécessaires pour l’accès et le soutien technique. De même, un dialogue doit s'établir entre tous les acteurs engagés dans le processus menant à l'intégration des TIC, et plus particulièrement entre les enseignants et les responsables informatiques, qui vivent dans des univers de contraintes très différentes pour que chacun saisisse mieux la réalité de l'autre et de ses besoins. Les cursus et programmes doivent également intégrer les compétences liées aux TIC pour qu’elles en fassent partie constituante, au même titre que les langues étrangères ou toute autre matière. Il n’est pas sûr que l’alphabétisation informatique des étudiants se soit accomplie à l’école et ce pour plusieurs raisons que nous ne citerons pas ici, c’est pourquoi, donc, il faut absolument que l’université leur permette de se rattraper á ce niveau. Ce fait a été pris en compte dans les nouveaux programmes de l’Université libanaise. Dans le cadre de la réforme LMD, une unité d’enseignement « Introduction à L’informatique » a été introduite dans le programme de toutes les facultés. iLearning Forum 2009 135 De même, l’université devrait intervenir pour programmer systématiquement à l’attention du corps professoral des formations à l’utilisation des technologies de l’information et exiger, á l’issue de ces formations, l’intégration des TIC dans les cursus, descriptifs ou méthodologies de travail en faisant miroiter devant les enseignants des possibilités de promotion ou de reconnaissance ou autres. Ces formations devraient, évidemment, contenir un volet pédagogique car l’intégration des TIC aux pratiques d’enseignement oblige à une réorganisation des contenus des cours. C’est avec une démarche similaire que notre système éducatif supérieur ne laisserait plus vraiment le choix à ses enseignants et profiterait des données de la technologie afin d’assurer aux étudiants la meilleure formation opérationnelle possible. En parlant de choix et d’initiative personnels, j’évoquerai dans la partie suivante les travaux menés au département des Sciences du langage et de la communication à la faculté des Lettres de l’Université Libanaise qui a été le premier, au Liban comme dans la région à établir la passerelle entre les sciences humaines et la technologie, entre la langue et la technologie. Nous ne pouvons ici que saluer l’appui significatif du recteur à ce département dont il veut transformer le statut en pole d’excellence. A cet effet, il lui a dispensé les moyens nécessaires : corps professoral qualifié, local décent, laboratoire informatique équipé, éléments de bibliothèque, techniciens et employés etc. C’est dire aussi que les initiatives personnelles, lorsqu’ elles ont lieu, trouvent bien leur écho auprès le pouvoir décisif Depuis sa création en 2001, notre département a suivi la démarche citée plus haut à savoir : équipement, programmes et formations. Il a mis la langue au carrefour des domaines modernes de la connaissance: la linguistique comparée, l’Informatique, les sciences cognitives et le management : Bref un pluridisciplinaire préparant l’étudiant qui a opté pour les langues à un métier aux visages divers de la modernité. Et A l’heure de la réforme des programmes dans le cadre du LMD, la commission chargée d’élaborer les nouvelles maquettes des diplômes a opté encore pour l’innovation, consciente du poids de la compétitivité qui pèse aujourd’hui sur l’avenir des jeunes et attentive à leurs véritables ambitions et surtout au changement de leurs perceptions à cause de l’invasion la technologique. Les diplômes dispensés par le département sont donc les suivants : Licence en Ingénierie linguistique comparée avec deux options : *Option Traitement automatique de la langue *Option Ingénierie de l’Apprentissage des Langues. Deux masters développent et approfondissent les contenus annoncés en licence : * Master recherche en Linguistique Informatique appliquée *Master professionnel en Industrie de la Langue et e-Formation qui introduit le volet elearning. Mais avant de décrire ces diplômes avec les compétences auxquels ils forment ainsi qu’aux domaines de travail auxquels ils préparent, il serait important d’ expliciter les motivations de la commission des programmes en optant pour ces contenus qui lient les langues aux technologies. Nous évoquions au début de notre texte la mondialisation qui signifie nécessairement ouverture et échanges donc nouvelles technologies de l’information et langues étrangères. Or, pour s’ouvrir au monde et devenir citoyen international actif dans une mondialisation déterminée iLearning Forum 2009 136 par la communication, il est impératif de cultiver le plurilinguisme. Les libanais ont, heureusement, toujours compris l’importance des langues dans le développement culturel, social et économique du pays. Notre système éducatif, notre société, notre administration, nos médias, le prouvent … et d’autres. Toutefois les langues au Liban, comme un peu partout dans le monde arabe ( nous prétendons connaître un peu le terrain en Jordanie, en Syrie et en Egypte) sont actuellement gouvernées par un paradoxe : Plus on en fait une problématique, moins on les maîtrise, plus on organise des formations de formateurs, plus les besoins en méthodologies augmentent, plus les maisons d’édition s’efforcent de déverser sur le marché des méthodes de langue et plus le manuel adéquat manque. Quelle est l’origine, alors, de ce paradoxe ? Je ne prétends pas ici répondre à cette question si vaste et dont la réponse touche à plusieurs domaines mais je chercherai à en élucider un des aspects les plus importants à partir de l’expérience libanaise pour ne pas trop généraliser. Une des raisons, donc, de ce rendement faible des entreprises linguistiques scolaires ou académiques libanaises réside dans la formation initiale des futurs maîtres. L’enseignement qu’ils dispensent demeure traditionnel même quand il se présente comme actuel et innovateur. Nous formions jusqu’ici un didacticien consommateur plus ou moins passif de programmes, de méthodes, de manuels ou d’exercices donnés. Au fil des jours, il se fige et devient prisonnier de ses propres pratiques et de l’approche, à sens unique, dictée par le manuel. Du même coup, son cours devient uniforme manquant d’adaptation, d’authenticité ou même d’animation. Cette formation non opérationnelle va façonner négativement l’apprenant : ayant constitué avec son professeur une relation de dépendance cognitive à l’image de cette dépendance de son enseignant vis-à-vis des pratiques traditionnelles, celui-ci apprend à lier la connaissance au maître beaucoup moins qu’à ses propres efforts. Le maître, déjà limité dans son savoir et savoir-faire reste ainsi le médiateur entre l’apprenant et ces deux compétences. Ajoutons à cet élément déterminant de la qualité de l’apprentissage, le rythme imposé par l’institution et par ses possibilités qui peuvent accentuer ou réduire les lacunes de l’enseignement apprentissage des langues. Face à ce cercle vicieux, il fallait donc repenser l’enseignement des langues autrement et transformer le statut plutôt passif de l’apprenant et de l’enseignant en un statut actif plus entreprenant, opérant ainsi une séparation à l’amiable, bien raisonnée, très entre les deux partenaires de l’éducation, conditions indispensables à la réussite de chacun. D’ailleurs, de manière générale la société de la connaissance et du développement du savoir commence à obéir à une transformation fondamentale. Dans une société marquée de plus en plus par le rapport entre économie et gestion de la connaissance (gérer un projet et acquérir des connaissances supplémentaires par soi-même), oú l’homme est de plus en plus sollicité, oú le travail devient une obligation précoce, un même modèle d’apprentissage ne convient plus. Le monde académique se doit donc traduire et porter cette transformation, en l’occurrence celle des modalités d’usages et d’approches de la langue (enseignement / apprentissage ou technicité) en tenant compte de la diversité des publics, des besoins et des contextes. Et pourquoi donc ce passage obligatoire par la technologie dans l’apprentissage des langues? Tout d’abord parce qu’il est incontestable que les technologies favorisent la mutation de la relation au savoir. Les différentes technologies constituent un nouveau paradigme qui nous pousse à repenser l’éducation. Elles facilitent le passage de la logique de l’enseignement à la logique de l’apprentissage développée par la notion très en vogue du « learner for life ou l’apprenant à vie »: D’un apprentissage passif et contraignant, l’étudiant va passer à un apprentissage délibéré, raisonné et autonome. iLearning Forum 2009 137 Les technologies sont un outil particulièrement privilégié pour les langues, car elles serviraient également le rapport si diversifié et utilitaire à celles-ci. Elles permettent le passage de l’individuel au collectif donc à l’organisation de la pérennité de l’information Avec le Web 2.0 par exemple, la connaissance se gère et se partage. L’apprentissage ou l’enseignement devient autonome et collaboratif. Les capacités de stockage et de syndication des contenus et des interfaces permettant aux internautes d'interagir à la fois avec le contenu des pages mais aussi entre eux. L’enseignant (didacticien des langues) ou l’apprenant (auto/didacticien de la langue), solitaire, qui a arrêté de progresser faute de moyens ou d’énergie, va se trouver, grâce aux technologies soutenu dans sa mission. Il profitera des contenus toujours fonctionnels, archivés, mis en ligne par d’autres. (Pérennité = Archivage = vie de contenus). Le contenu XML découpé en morceaux réutilisable facilite donc une Ré-éditorialisation des contenus, une re-scénarisation et re-publication. De plus les TICE permettent une plus grande variété dans les dispositifs d’enseignement allant du plus simple au plus complexe, du partiel au total, créant ainsi une dynamique de motivation et d’adaptation aux motivations existantes. Les dispositifs variés appellent évidemment une diversification des lieux et permettent une plus grande mobilité. Ces lieux varieront entre un laboratoire de langues multimédia, un centre de ressources institutionnel … Pour terminer donc je me limiterai à présenter les options qui relèvent plutôt de l’ingénierie et de l’industrie de l’apprentissage de la langue, les autres de touchent plutôt a l’aspect recherche et sont relatives à la linguistique informatique même si elles sont approchées dans leurs aspect appliqué. La langue française est le pivot de la licence et du master en « apprentissage des langues » mais les langues arabe, anglaise et italienne constituent de potentiels champs d’applications des compétences vues en et pour le français. Les unités d’enseignement dans ces diplômes vont donc dans les 4 axes suivants : - Le Perfectionnement linguistique et la approfondie de la langue et études sur la langue) formation en linguistique : Étude - l’Ingénierie de la langue : Dans son sens stratégique et technique - Ingénierie didactique des langues : Basée sur le CECRL et sur l’approche actionnelle - Technologie et apprentissage de la langue : Familiarisation avec toutes les technologies de l’information et de la communication qui sont aujourd’hui à la disposition des enseignants et apprenants de langues et logiciels de base les plus utilisés dans l’élaboration d’une séquence linguistique: -Industrie de la langue, Volet qui recouvre l'ensemble des activités qui visent à faire manipuler, interpréter ou générer par des machines le langage naturel écrit ou parlé. Cet aspect de la formation fera de l’étudiant « l’interface » « techno-linguistique » avec l’ingénieur proprement dit spécialisé dans la fabrication d’outils linguistiques ou éducatifs. Les programmes proposés devront particulièrement doter nos étudiants des compétences suivantes : * Connaître, maîtriser, concevoir et être à même de réaliser tous les outils relatifs à l’utilisation de la langue (enseignement/apprentissage/dictionnairique/exerciseurs/didacticiels/ jeux linguistiques … ) * Concevoir et fabriquer un cours de langue quelque soit le dispositif. iLearning Forum 2009 138 *Acquérir les connaissances de base sur les outils à la disposition des concepteurs et réalisateurs de ressources pédagogiques en ligne. *Acquérir les savoirs faire nécessaires à la conduite des étapes de conception d’un module de formation comprenant des modalités « e-learning ». * Faire acquérir les compétences nécessaires à la commercialisation d’un dispositif formation de Il va sans dire que de telles compétences ouvrent la voie aux étudiants à de nouveaux domaines de travail jusqu’ici non franchis par les didacticiens des langues. L’apprentissage ou l’enseignement son interface, restent le titre mais avec une transformation dans la notion et dans l’approche : de passif, traditionnel à concepteur exécutif technique. Il est vrai que l'automatisation des travaux linguistiques représente de nos jours un enjeu économique important mais l'enjeu purement linguistique ne l'est pas moins. Les industries de la langue doivent contribuer au développement de la diversité linguistique. Conclusion Le développement économique et culturel des nations semble dépendre désormais, pour une large part, de la capacité de leurs citoyens de naviguer dans l’espace global d’un nouveau savoir, instrument de création et de diffusion. Si fatigué que soit le pays qu’elle représente, l’université libanaise restructure avec grands courage et détermination son système et ses possibilités par un certains nombre d’actions, toutefois l’usage généralisé des nouvelles technologies reste une action à prévoir. L’intégration des TIC dans l’enseignement / apprentissage est, pour nous peuple dont le professionnalisme est en voie de développement, d’abord une volonté ensuite des moyens Avoir les conditions et possibilités de rejoindre la culture informatique et ne pas le faire, c’est s’exclure d’avance du monde de demain et se condamner dés aujourd’hui á vivre dans un monde qui ne communique que par très peu de mots dans un grand silence. Le silence si triste des vieux. Éléments de bibliographie 1- Apprentissages des Langues et technologies : usages en émergence. Numéro spécial de la revue « Le français dans le monde, janvier 2002, CLE international/ FIPF. 2- Barbot, M-J. « Ressources pour l’apprentissage : excès et accès », in Études de linguistique appliquée, n. 112, Didier 1987. 3- Barbot, M-J. « Stratégies des auto-apprenants et multimédias », in Les Cahiers de l’ASDIFLE, n.9 4- BOULAN J., La création de pages Internet dans le cadre de parcours individualisé : la place de la méthodologie dans l’apprentissage des langues, ALSIC, vol 1, n°2, décembre 1998 5- CATELLIN, S. « Internet ou la renaissance du mythe du savoir partagé », in Les Cahiers de Médiologie, n.5, 1998. 6- CHALLE, Odile. « Fonctionnalités linguistiques des nouvelles technologies de l’information et autoformation », in Les auto-apprentissages, le français dans le monde, « Recherches et applications », 1992. 7- COLLIN Richard, Travailler, manager, apprendre autrement : les enjeux de la formation dans la société de la connaissance et l'économie 2.0, disponible sur Internet. iLearning Forum 2009 139 8- CRINON J., GAUTELLIER C., Apprendre avec le multimédia et Internet, Retz Pédagogie, Paris, 2001. 910- HOLEC, H., Autonomie et apprentissage des langues étrangères, Strasbourg, Conseil de l’Europe/Hatier, 1979. LEBRUN Marcel, Des technologies pour enseigner et apprendre, De Boeck Université, 1999. 11-LE ROUZIC Daniel, Bertrand, Introduire Internet dans ses pratiques pédagogiques, -Lacoste, 1997. 12-MANGENOT F., Classification des apports d’Internet à l’apprentissage des langues, ALSIC, vol 1, n°2, décembre 1998. 13-PERAYA, D., 1998, Vers les campus virtuels. Principes et fondements techno-pragmatiques des dispositifs de formation virtuels, disponible sur Internet. 14- POELLHUBER Bruno avec la collaboration de BOULANGER Raymond, Un modèle constructiviste d’intégration des TIC, Rapport de recherche, Collège Laflèche, Québec, 2001. 15- Tardif, J. en collaboration avec A PRESSEAU: Intégrer les nouvelles technologies de l’information. Quel cadre pédagogique ? Issy-les-Moulineaux, Éditions sociales françaises. 1998. 16- VERREMAN A., Une expérience de recherche documentaires sur Internet en classe de langue : propositions de modélisation didactique, ALSIC, n°4, vol 1, juin 2001. iLearning Forum 2009 140 CULTURE INFORMATIONNELLE ET E-TEACHING : OUTILS ET PRATIQUES Jean-Paul Pinte - Université Catholique de Lille, France Abstract Les cheminements d’apprentissage de la personne humaine dans des mondes qui peuvent être à la fois « naturels » ou « à construire (1)» deviennent de plus en plus complexes. L'accès massif aux technologies de l'information et de la communication ont en effet provoqué en dehors d'un changement de paradigme sociétal autour de l'information, une profusion de pratiques informationnelles, voire chez l'usager le plus souvent une grande confusion dans la manière d'appréhender l'information, de l'interpréter pour créer de nouveaux savoirs, de nouvelles connaissances, en quelque apprendre à apprendre. Car sur le Net tout est document ou fait office de document pour les étudiants et le plus souvent la pratique de la « redocumentarisation » reste pour eux la seule échappatoire. Elle consiste pour chacun à se réorganiser, à recomposer les unités sémiotiques d’un document ou d’un ensemble de documents pour déboucher sur un autre document au point de se demander à la fin si l’on est encore sur la même entité. On parle aussi dans ce cas de Mashup informationnel , sorte de mélange et d'empilement d'informations débouchant sur un nouveau document qu'ils s'approprient. Car le savoir est partout, pléthorique, foisonnant et facilement accessible pour qui sait en tirer le grain de l'ivraie et surtout détenir la bonne méthode de recherche sur la toile qui permet de se libérer du chemin unique d'accès à la connaissance que représente aujourd'hui (et à tort) Google. La difficulté depuis ces dernières années réside aussi dans le fait que le maître n'est plus le seul détenteur, voire passeur du savoir envers une génération convertie et soumise depuis toujours à l'écoute passive en classe ou dans un amphithéâtre. Il n'a plus la même autorité dans la transmission des connaissances et ne peut désormais plus compter sur le même rapport au savoir et au pouvoir. Les savoirs sont en effet aujourd'hui portés à distance sur des sites, des portails, des plateformes numériques de ressources,voire toute autre catégorie d'outils d'accès à l'information que l'on peut appeler plus communément aujourd'hui des lieux de ressources indispensables à toute cyberquête informationelle . Les Environnements Numériques de Travail, les plateformes numériques de ressources et autres plateformes de formation ouverte et à distance ont accru encore cette mise à distance et il s'avère urgent pour les enseignants comme pour les documentalistes de rentrer dans le flux des pratiques et usages informationnels de leurs élèves. Il est alors question d'éducation à la culture informationnelle (2), concept en pleine émergence dont on ne peut plus faire l'économie au XXI° siècle. L’UNESCO en a même fait un droit de l'homme à l’issue de la déclaration de Prague (2003) et de la déclaration d’Alexandrie (2005) _La maîtrise de l'information est au coeur de la formation tout au long de la vie. Elle permet aux gens, dans tous les chemins de la vie, de chercher, d'évaluer, d'utiliser et de créer l'information pour des objectifs personnels, sociaux, professionnels et éducationnels. C'est un droit humain de base dans un monde numérique qui apporte l'intégration de tous les peuples » En éducation la culture informationnelle est vue comme l’ensemble des savoirs, des savoir faire, des compétences informationnelles à acquérir, pour iLearning Forum 2009 141 parvenir à une véritable maîtrise, à la fois intellectuelle et pratique, de l'information et de la documentation_ En dehors de cette définition la culture informationnelle doit permettre à tous : • de redonner du sens au monde devenu virtuel et sans frontières • d'obtenir un ensemble stratégique d'habiletés de communication en information (Information literacy) • de dépasser aujourd’hui l’acquisition d’un ensemble spécifique de connaissances et de théories de l’information • de dépasser la simple utilisation de l’informatique et aller au-delà de la cyberculture par la pratique d'outils de la culture et de la veille informationnelle • d'associer aujourd’hui à ce concept celui d’apprentissage tout au long de la vie pour parvenir à une meilleure intelligence des phénomènes qui nous entourent. Sur la base du constat ci-dessous issu de pratiques sur 3 années avec des étudiants en section Master, la mise en place d'une éducation à la culture informationnelle demeure indispensable : • Les étudiants consultent massivement Internet et à 87 % le même moteur de recherche généraliste (Google) avant que d'autres outils ne soient recommandés par l'enseignant. • 82 % complètent leur cours par des recherches sur internet sans faire appel à la recherche documentaire en bibliothèque • Les encyclopédies, les dictionnaires en ligne, les revues spécialisées et, en général la presse sont les parents pauvres de la recherche informationnelle. (Seul Wikipédia est cité le plus souvent dans ce cadre comme un outil moteur de recherche confondu ici à l'encyclopédie qu'elle constitue) • La notion de portail et celle de banques de données sont absentes du vocabulaire des étudiants • Moins de 5 % font appel à des outils spécifiques tels que la cartographie, les agents intelligents et la veille automatisée pour un travail menée dans le temps • La capacité à maîtriser un corpus d'informations et à sortir du bruit informationel demeure une difficulté majeure • La notion de pertinence de l'information est encore méconnue et non perceptible chez les étudiants • La description d'une démarche cohérente de recherche de l'information reste une tâche difficile. Il faut néanmoins mettre en avant certains atouts qui pourraient tout en accompagnant l'étudiant dans sa démarche être mis en avant pour une meilleure culture informationnelle à savoir : • Le partage de l'information en réseau avec d'autres étudiants et en dehors de l'enseignement prend une toute autre dimension dans le cadre des recherches d'information • On voit poindre dans le cadre de travaux menés à partir des plateformes numériques des habiletés autour des outils du Web 2.0 (Blogs, Wikis, etc.) • Le développement d'une communication et d'un questionnement plus dense via la toile qu'en enseignement en face à face. iLearning Forum 2009 142 (1) Gilles Lemire "MODELISATION ET CONSTRUCTION DES CONNAISSANCES : Aspects constructiviste, socioconstructiviste, cognitiviste et systémique », Préface de Marc Trestini, Postace de Jean-Paul Pinte, LES PRESSES DE L’UNIVERSITÉ LAVAL, 2008 (2) "L'École au défi de la culture informationnelle", Alexandre Serres, maître de conférences en sciences de l’information et de la communication, URFIST de Rennes, http://wwwphp.acorleans-tours.fr/crdp/blogs/index.php?option=com_content&task=view&id=350&Itemid=352 iLearning Forum 2009 143 WEB 2.0 ET SERVICES FORMATION DES ENTREPRISES. POURQUOI ? COMMENT ? Adrien Ferro - Université Rennes 1, France Abstract Après l'apparition du web 2.0 en France, certains entreprises françaises se sont lancées dans un discours sur le coopératifs et les outils en réseau susceptibles l'instrumenter. Or, force est de constater qu'au delà des effets d'annonce, l'idée de travailler et apprendre à partir d'outils valorisés par les usages informels du web et qui font l'objet, presque chaque jour, d'articles de presse et d'un engouement plus ou moins sincère, n'a pas encore fait recette en France. Certes, ça et là, des expériences commencent à se sédimenter, notamment celles visant de jeunes cadres, la fameuse génération « y », habituée aux usages technologiques en réseau en dehors du travail, et qui s'attend à trouver les mêmes environnements une fois embauchée. Mais les entreprises qui font quelque chose sont souvent des entreprises informatiques, ou très fortement informatisées. Que dire encore de la compréhension du phénomène par les responsables de formation, les services formation des entreprises, les organismes de formation ? Elle reste très limitée, sinon nulle. Pourtant , les services formation des entreprises ne devraient pas être parmi les premiers à s'informer et expérimenter sur le nouvel art de se former et d'apprendre ENSEMBLE ? Notre approche, par rapport à ces responsables et à ces organisations formatives est simple et très concrète : nous considérons que c'est par la transformation de son propre travail, à travers outils et usages du web 2.0 qu'il est possible de « voir » comment ceci pourrait être au service des clients finaux, depuis les responsables des filières métiers jusqu'au publics les plus éloignés de l'emploi et nous proposons d'expérimenter en « grandeur réelle », avec des outils simples, gratuits ou peu couteux. Ainsi, Université de Rennes 1 et Novantura ont élaboré un module d'enseignement dans le cadre du master « Ingénierie de la e.formation ». Un module intitulé « Web 2.0 en formation professionnelle et professionnalisation tout au long du travail. » Module éminemment pratique, où les apprenants développement un wiki glossaire de la formation en ligne et des blogs de parcours pédagogiques, il est destiné aux formateurs comme aux responsables de projets formation en entreprises, confrontés aux défi de la professionnalisation tout au long du travail. Cette année, Novantura a également accompagné la mise en place d'un wiki de suivi de projets et d'un blog de valorisation d'un séminaire interne, pour le service formation d'une grande entreprise de services (440 000 collaborateurs dans le monde, 43 000 en France). Comment passer d'une culture mail à celle des pages et commentaires sur wiki ?Comment utiliser un blog pour valoriser et rendre formatives les vidéos d'un séminaire interne ? A quel type de difficultés pouvons-nous nous attendre et comment accompagner le changement ? C'est cette expérience, assez unique en France, ses premiers résultats concrets mais aussi ses difficultés, son nécessaire cadrage, que nous présentons succinctement ici. iLearning Forum 2009 144 E-LEARNING MÉDICAL EN CANCÉROLOGIE Thomas De Praetere 1, Christine Verfaillie 2, Michel Taillet 2 1: . Dokeos, Belgium, 2. European Society for Therapeutical Radiology and Oncology (ESTRO), Belgium Abstract ESTRO forme 3000 oncologues et radiothérapeutes chaque année. Les membres de ESTRO sont de plus en plus situés en dehos de l'Europe et/ou ne peuvent quitter leurs fonctions pour assister à des conférences et formations en salle. ESTRO a donc décidé de recourir au e-learning et a choisi de travailler avec Dokeos. La production des cours est terminée et la formation commence en février 2009. Le concept développé par ESTRO et DOKEOS est d'articuler la formation autour d'actions pour l'apprenant : dessiner le contour d'une tumeur, en définir le stade d'avancement, discuter avec les membres d'une équipe interdisciplinaire en réseau des thérapies à proposer et du suivi à organiser. Le modèle est donc classique mais appliqué avec rigueur : toute documentation (extraits de conférences, articles, etc.) ne prend place que par rapport à un travail qui est à fournir par l'apprenant. Le projet nous a conduit é un développement informatique original : la délinéation de cancer en ligne et le calcul de la pertinence de la zone sélectionnée par le radiothérapeute. Dans les termes habituels pour cette discipline : recouvrement (overlap), dépassement (excess), lacunes (missing). Les premiers tests réalisés avec des étudiants montrent non seulement un bon niveau de satisfaction mais également un réel apprentissage des compétences à acquérir pour ces apprenants qui sont déjà des experts dans leur domaine. iLearning Forum 2009 145 PÉDAGOGIE DU PARTAGE ET WEB 2.0 : POUR UNE REDÉFINITION DES PRATIQUES DE CLASSE Florence Lojacono, Université de Las Palmas de Gran Canaria, Espagne. Introduction Dans son Évolution de l’enseignement des langues : 5000 ans d’histoire6, Claude Germain soustitre le XXe siècle : l’ère scientifique. Au XXIe siècle nous inaugurons l’ère technologique. L’entrée massive des technologies de l’information et de la communication (désormais TIC) dans notre quotidien a profondément affecté les processus d’enseignement/apprentissage et a, notamment, impliqué l’acquisition de nouvelles compétences de base7. Nous sommes au début de cette formidable aventure et l’impact des TIC sur les communautés éducatives est encore loin d’avoir été pleinement mesuré dans toute sa force révolutionnaire. C’est là le propos de cette communication : amorcer la réflexion sur des pratiques nées de l’entrée des TIC dans le domaine éducatif et que nous réunirions sous le terme de pédagogie du partage. Du laboratoire de langue au baladeur numérique L’école hors les murs En 1970 paraît à New York un livre qui fit du bruit à l’époque, Deschooling Society, traduit en France en 1971 sous le titre Une société sans école8. À un enseignant qui relirait cet ouvrage en 2008, l’auteur apparaîtrait sans doute plus visionnaire que révolutionnaire. En effet, c’est une pédagogie de l’information et de la communication qu’Ivan Illich mettait déjà en place : accès libéralisé à la connaissance et échange de compétences. Les réseaux du savoir imaginés par Illich mettaient en contact ceux qui désiraient acquérir des compétences et ceux qui souhaitaient les partager9. Rencontres, échanges, réseaux, ne sommes-nous pas – déjà – au cœur des possibilités du Web 2.0 appelé, justement, web social ? Olivier Reboul le pressentait en 1981, qui remarquait à propos d’Une société sans école, qu’« au service de cette pédagogie de la rencontre, on pourrait mettre les ordinateurs, les vidéocassettes, etc. » 10. En 2008, les forums, les chats, les partages de liens, les wikis, les blogs ne sont-ils pas autant d’instruments au service de cette pédagogie de la rencontre prônée par Illich ? La déscolarisation de la société n’a pas été un fait politique mais technologique : l’entrée des TIC et de l’Internet dans les pratiques pédagogiques a fait voler en éclats les murs de l’école traditionnelle. Aujourd’hui, l’enseignement en ligne réalise en partie la vision éducative que nous proposait Illich en 70. Quand je connecte mon ordinateur pour accéder à un cours en ligne je transforme ma cuisine, ou mon salon, en centre d’enseignement. Je n’ai pas besoin de me déplacer pour assister aux cours, ceux-ci me parviennent par le haut débit. Les technologies portables repoussent encore 6 Claude Germain, Évolution de l’enseignement des langues : 5000 d’histoire, Paris, CLE international, 1993. 7 Il s’agit des « nouvelles compétences qui, combinées aux compétences de base, sont nécessaires pour fonctionner dans la société contemporaine. Elles couvrent les domaines suivants: technologies de l’information et de la communication (TIC), langues étrangères, culture technologique, esprit d’entreprise et aptitudes sociales », Cedefop (2003), Conseil européen de Lisbonne: conclusions de la Présidence, paragraphe 26. Voir aussi les attestations et certifications C2i et B2i dans le système scolaire français, cf. Circulaire n°2007-177. 8 Ivan Illich, Une société sans école, Paris, Seuil, 1971. 9 Ibid., p.130. 10 Olivier Reboul, La Philosophie de l’éducation (1971), Paris, P.U.F., 4e édition revue et augmentée, 1981, p.105. iLearning Forum 2009 146 les limites du concept désormais obsolète de « salle de classe ». Grâce aux agendas électroniques, aux dernières générations de téléphones portables, aux reproducteurs de fichiers multimédias, ma salle de classe se déplace avec moi, quelque soit l’endroit où je me trouve. L’école ne peut plus se définir comme le lieu d’acquisition des connaissances. L’école est hors les murs, le savoir s’est évadé des institutions qui, bien souvent, au lieu de le partager, s’ingéniaient à le cacher au plus profond de leurs bibliothèques11. La révolution de la consommation éducative à la carte Si les institutions éducatives disparaissent progressivement en tant que lieu, c’est pour renaître en tant qu’espace. Du lieu à l’espace, ce n’est pas le savoir qui a changé, mais sa diffusion et donc aussi, son accessibilité. Le partage de documents, rendu possible par les logiciels P2P (peer to peer), est à l’origine de nouveaux comportements sociaux. En effet, la révolution initiée par les logiciels P2P ne réside pas tant dans la gratuité du partage que dans une nouvelle conception de la consommation : une consommation à la carte. Les téléchargements institutionnalisés12 – c’est-à-dire payants – ont d’ailleurs repris ce principe et s’en portent fort bien : cela prouve que l’accès rapide et facile au document choisi est au moins aussi important pour les consommateurs que la gratuité du document. Imaginez que vous ayez des amis chinois, parlant le chinois mandarin et le français, et que vous soyez invité(e) à dîner chez eux. Vous avez envie de leur dire quelques mots en chinois mandarin. Vous n’avez pas envie d’apprendre le mandarin, juste de savoir comment remercier vos hôtes à la fin du repas. Il n’y a pas si longtemps vous auriez dû acheter une méthode complète de langue pour pouvoir dire ces quelques mots de remerciement. Mais maintenant vous pouvez accéder à cette information spécifique en quelques minutes et sans vous encombrer d’informations inutiles. Selon ce même principe, la consommation à la carte13 de documents multimédias trouve écho dans l’enseignement. Des universités, des radios comme Radio France Internationale, TV5, Canal Académie et des sites spécialisés proposent des téléchargements gratuits de documents divers, de cours et de conférences. L’acquisition à la carte de documents sonores, gratuits ou non, a eu pour corollaire, dans le domaine de la technologie, la rapide diffusion des baladeurs numériques. Qu’y-a-t-il de commun entre une formation à la carte, c’est-à-dire une formation modulaire, dont les différents éléments peuvent se combiner entre eux pour former des parcours d’apprentissage individuels, et un reproducteur multimédia portable ? Réponse : la granularité. Le « grain » est, en éducation, l’unité de formation minimale14 . Les applications didactiques de la granularisation, associées à l’usage éducatif des baladeurs numériques rendent possible un enseignement/apprentissage réellement individualisé, autonome et de plus, mesurable, ce qui est, dit en passant, tout à fait dans la ligne de la réforme de Bologne. Ces pratiques ont donné naissance à un nouveau concept d’apprentissage connu sous le nom de mobile learning, traduit en français par apprentissage mobile ou apprentissage nomade. 11 Voir les deux ouvrages d’Umberto Eco, Le Nom de la rose (1982), Paris, LGF, 2002 et De Biblioteca (1981). Ce dernier est disponible en français sur <http://s.huet.free.fr/dialektos/folio/umbeco.htm>, en italien sur <http://www.liberliber.it/biblioteca/e/eco/de_bibliotheca/html/testo.htm>. Consultés le 3 juillet 2008. 12 Napster, un pionnier du P2P, a été obligé de se transformer en 2001 en téléchargement institutionnalisé, limité aux États-Unis. Autre exemple : Apple et iTunes, sa boutique musicale de téléchargements à la carte. 13 Voir la présentation du glossaire de la formation ouverte à distance (FOAD) intitulé FOAD à la carte <http://foad.arifor.fr/upload/docs_pdf/GLOSSAIREFOAD-web.pdf>. Consulté le 11 janvier 2009. 14 « Granulariser consiste à découper un contenu de formation en unités pédagogiques élémentaires », définition du FOAD. Source ci-dessus. iLearning Forum 2009 147 De la consommation à la carte à la pédagogie du partage La délégation (outsourcing) Prenons un exemple : tous les enseignants de langue étrangère ont besoin d’exercices afin de renforcer les aptitudes langagières et culturelles de leurs apprenants. Prenons le cas d’un enseignant de Français Langue Étrangère (FLE) qui vient d’étudier avec sa classe la conjugaison du verbe être au présent de l’indicatif et souhaite donner un exercice à faire en dehors du temps consacré à la classe. Différentes possibilités s’offrent à lui : a. b. c. d. e. Donner un exercice du manuel, du cahier d’exercices ou autres… Écrire un exercice (ad hoc ou non) au tableau et le faire copier. Mettre en ligne un exercice (ad hoc ou non) sur le site web de son cours. Distribuer la photocopie d’un exercice (ad hoc ou non) Orienter les étudiants vers une page web externe au cours et contenant l’exercice approprié. Analysons ces différentes possibilités, selon les critères suivants : Temps gagné pour l’enseignement Quand l’enseignant copie au tableau un exercice destiné à être recopié par les apprenants et qui sera corrigé le lendemain, il y a une grande perte de temps. Ces 10 minutes auraient pu être consacrées à des tâches communicatives, à une aide individualisée…. Bien sûr il ne s’agit pas de bannir cette procédure – copier un exercice ou un texte au tableau peut s’avérer un exercice excellent dans une phase de retour au calme, de réinvestissement ou de renforcement des connaissances – mais de réfléchir à son impact sur la gestion du cours. Adaptation aux besoins spécifiques de la classe Aucun exercice « prêt-à-l’emploi » n’est adapté aux besoins spécifiques d’une classe. Même l’exercice qui a été donné l’année antérieure n’est pas totalement adapté à cette classe là, à ce moment là. Chaque classe est unique, chaque cours est unique. L’enseignant est celui qui connaît le mieux sa classe, avec ses points forts et ses points faibles. C’est lui aussi qui connaît les mots, les structures, les contenus culturels connus ou à renforcer. C’est pourquoi seuls les exercices créés ad hoc par un enseignant consciencieux sont complètement adaptés à la classe : ce qui n’est le cas ni des exercices du manuel ni de ceux déjà disponibles sur la Toile. Un exercice 100% adapté à la classe, avec, par exemple, des références au vécu commun du groupe, sera aussi plus motivant. Variété des exercices Par variété il faut entendre la variété dans la mobilisation des compétences : texte à trous, questionnaire à choix multiples, quiz … mais aussi la variété des supports : chansons, vidéos, fichiers audio … Si l’enseignant peut créer facilement des QCM et des quiz sur papier, il aura plus de mal à créer des exercices interactifs et multimédias, et cela lui prendra beaucoup plus de temps. Il ne serait absolument pas réaliste d’exiger des enseignants la création d’exercices multimédias pour chaque cours, ni même pour chaque chapitre ! Il y a donc un hiatus entre un monde très fortement médiatisé, où le visuel occupe une très large place, où aucun étudiant n’a connu la télé en noir et blanc, et le support traditionnel des exercices donnés en classe : des lignes noires sur un papier blanc. Efficacité des exercices L’efficacité de tout exercice dépend de l’intérêt accordé par les apprenants à sa correction. Or, le plus souvent, l’exercice est ressenti comme une tâche ennuyeuse dont il faut s’acquitter sous peine de s’attirer les foudres du prof. L’efficacité étant directement liée à la motivation de l’apprenant, nous pouvons dire que celle-ci augmente si 1) la correction est immédiate 2) les apprenants ont la possibilité de refaire l’exercice de façon autonome et de visualiser immédiatement leurs progrès. Les exercices donnés en classe pour une date ultérieure perdent iLearning Forum 2009 148 une grande part de leur efficacité parce que les étudiants ne sont pas présents le jour du corrigé, ou, s’ils sont présents, ils ne sont plus motivés. La rapidité du feed back est cruciale. De plus les exercices ne devraient pas être à usage unique : leur efficacité se mesure aussi à la possibilité d’être refaits le lendemain ou avant un examen. Mais soyons réalistes : rares sont les étudiants qui refont les exercices une fois ceux-ci corrigés en classe. C’est là qu’interviennent les TIC. Les exercices en ligne sont très différents les uns des autres : dans les compétences mobilisées, dans leurs présentations et dans les supports utilisés. Ils sont bien évidemment en couleur, souvent animés ou interactifs et surtout la correction est immédiate. Au sujet de la correction, notons que souvent le terme score substitue celui de résultats : ce qui déplace l’exercice du monde académique au monde ludique. Tout ceci motive les étudiants et ils ne sont plus si rétifs à refaire un exercice. Un avantage secondaire des exercices en ligne, créés par d’autres que l’enseignant, est de neutraliser leur charge affective et d’ouvrir la classe sur d’autres mondes. Analyse des 5 possibilités citées plus haut de la moins bonne performance (- - -) à la meilleure (+++) Temps gagné pour A d a p t a t i o n a u x Variété des exercices Efficacité des l’enseignement exercices a +++ b --- besoins spécifiques de la classe ++ Ad hoc : + + + -- ---- Externe : +/+ + --- Si l’enseignant a les I n t e r a c t i f + c o m p é t e n c e sc o r r i g é c +++ numériques nécessaires : immédiat : + + + Ad hoc : + + + Externe : +/+ + +++ Corrigé en Document scanné ou classe : reproduit : - d +++ e +++ Ad hoc : + + + Externe : +/+ + +/+ + -+++ ----- +++ Selon les critères choisis, ce tableau montre clairement que les solutions les plus efficaces sont c) dans le cas d’un exercice ad hoc multimédia interactif et e) un exercice présent sur un site web externe à la classe. Les deux solutions ont en commun d’intégrer les TIC. Dans le cas c) néanmoins l’enseignant devra rajouter à ses dons de pédagogue ceux d’informaticien, ce qui est peu raisonnable. À chacun son métier. De plus le temps gagné en proposant des exercices multimédias ad hoc ne sera pas du tout compensé par les nombreuses heures que l’enseignant aura à passer devant son ordinateur pour chaque exercice. Il est tout à fait inutile que chaque enseignant, dans chaque classe, réinvente les exercices élémentaires de tous cours de langue15. Au lieu de cela, l’enseignant a désormais la possibilité de choisir les sites extérieurs contenant 15 « Pourquoi recréer ce qui existe ? » peut-on lire sur la page de présentation de Formastore, entreprise de formation professionnelle délibérément tournée vers les TIC <http://www.formastore.net/-Qui-sommesnous-> consulté le 28 décembre 2008. iLearning Forum 2009 149 les exercices en ligne appropriés. Ces exercices, provenant de sources extérieures choisies avec soin, ne seront pas 100% adaptés à la classe mais auront tant d’autres avantages que le bilan reste très positif : il n’est pas nécessaire pour l’enseignant d’avoir de grandes compétences numériques. la variété des présentations et des supports est immense ce qui permet d’englober tous les styles d’apprentissage (visuel, kinésique, auditif…), de travailler plus d’une compétence à la fois (audio + image par exemple) - la correction est immédiate Cette façon radicalement nouvelle d’envisager la tâche de l’enseignant se rapproche du concept d’outsourcing. La traduction française pourrait être « approvisionnement extérieur », sur le modèle proposé par le Commission générale de terminologie et de néologie qui a traduit local sourcing par approvisionnement local (B.O. nº6 du 8 février 2007). Je préfère cependant traduire l’outsourcing par délégation en partie parce qu’une des significations, certes oubliée, du mot délégation est celle de « vacataire de l’enseignement » 16. Déléguer une partie de l’enseignement ne va pas / n’ira pas sans susciter certaines réticences et même de vives attaques17 . De la part de la société : les profs déjà ne foutent rien et maintenant voici qu’ils délèguent ! De la part des enseignants : ce n’est pas Internet qui va faire mon cours et, en plus, je n’y connais rien en informatique ! De la part des étudiants : ce ne sont pas de « vrais » exercices, ce n’est pas sérieux ! De la part des didacticiens : si les enseignants commencent à s’entraider, qui va avoir besoin de nous ? Mais, et c’est là qu’il faut insister, déléguer ne signifie pas travailler moins mais travailler autrement. Les liens extérieurs doivent être pertinents, fréquemment mis à jour et intégrés dans le continuum du cours. Renvoyer systématiquement les étudiants sur le site de l’encyclopédie en ligne Wikipedia n’est pas déléguer, c’est abdiquer. Un enseignant peu scrupuleux n’aura d’ailleurs pas attendu Internet pour en faire le minimum. Un âne au volant d’une Ferrari reste un âne – voir en note une citation un peu plus littéraire -. Ne jetons donc pas le bébé avec l’eau du bain. La principale différence entre l’enseignement traditionnel et l’enseignement en ligne n’est pas qualitatif mais ontologique : répétons-le, enseigner en ligne ce n’est pas enseigner moins mais enseigner autrement. C’est être prêt et disposé à repenser de fond en comble ce qui, depuis près d’un siècle, était le socle immuable de la relation pédagogique. Le travail collaboratif n’est pas nouveau. La pédagogie de l’École nouvelle, il y a un siècle, s’appuyait déjà sur l’esprit d’équipe. Ce qui est nouveau ce sont les moyens mis à la disposition des communautés éducatives pour réaliser cette collaboration. Les TIC, en particulier les applications du Web 2.0, ont rendu la collaboration aussi facile qu’un clic de souris. Grâce à Internet plusieurs personnes peuvent travailler ensemble sur un même projet, qu’elles soient sur le même palier ou à 5000 kilomètres de distance. - Exemples d’applications pour le partage de documents : Delicious : <http://del.icio.us/ > pour partager vos signets. Picasa : <http://picasaweb.google.es/home> pour partager vos photos. Flickr : <http://www.flickr.com/> idem. 16 Occuper une délégation c’est occuper un emploi de maître auxiliaire de l'enseignement, non titulaire. 17 Didier Heiderich écrit en mars 2007 dans un article intitulé Web 2.0 : le règne de l’individualisme social : « Combien d’individus normalement constitués, brillants, cultivés, sombrent dans le commentaire futile, propagent une rumeur sans en avoir vérifier le fondement, votent contre un article sans l’avoir lu, répondent à un mail en omettant la courtoisie la plus élémentaire » consulté le 30 décembre 2008 sur <http://www.ecrans.fr/Web-2-le-regne-de-l-individualisme.html>. Laissons répondre Aragon : « Si vous écrivez, suivant une méthode surréaliste, de tristes imbécillités, ce sont de tristes imbécillités. Sans excuses. » écrivait Aragon dans son Traité du Style. iLearning Forum 2009 150 Google Doc : <http://www.google.com/google-d-s/intl/es/tour1.html> pour partager vos documents. Stockage en ligne gratuit. Office Live Workspace : <http://workspace.officelive.com/?cloc=fr-fr> idem. SlideShare : <http://www.slideshare.net/> pour partager vos présentations PowerPoint. Vox : <http://www.vox.com/> pour partager vos fichiers audio et vidéo. YouTube : <http://es.youtube.com/> idem. La révolution électronique ou le savoir libéré La consommation à la carte de produits éducatifs et l’utilisation par les enseignants de ressources externes élaborées par d’autres enseignants aideront la didactique à sortir de son enlisement. Prenons un exemple précis : la didactique des langues. En 1980, la seule mise en page du livre de Galisson18 sur la didactique d’hier et celle d’aujourd’hui était révélatrice de l’antagonisme qui régnait – et règne encore – en matière de pédagogie. Les pages sont séparées verticalement en deux colonnes : d’un côté la didactique d’hier, de l’autre celle d’aujourd’hui. Les définitions, les termes, les choix sont présentés les uns en regard des autres. Voici un exemple (page 45). que l’élève se fasse à l’école Prenant le parti de ceux qui veulent que l’école se fasse à l’élève contre ceux qui veulent que l’école se fasse à l’élève que l’élève se fasse à l’école les didacticiens d’hier d’aujourd’hui centrent leur projet éducatif sur la méthode l’apprenant On s’en rend compte : les pédagogies nouvelles ne sont que l’envers des pédagogies anciennes. On est passé du teacher centered au student centered. Mais prendre le contre-pied des méthodes traditionnelles est-ce suffisant ? Passer du maître autoritaire au co-communicateur non directif, n’est-ce pas mesurer la figure de l’enseignant selon une unique échelle : celle de l’autorité ? Grâce aux TIC, il est possible de sortir de l’ornière où s’est enlisé un siècle de pédagogie. Une troisième voie est possible, qui renouvellera la didactique. Hier Aujourd’hui Demain Du haut de son estrade, le Autour de tables disposées en Immergés dans des « réseaux maître dispensait son cours aux U , élèves. les a p p r e n a n t s du savoir », enseignants et c o m m u n i q u e n t a v e c l e étudiants facilitateur selon leurs besoins. 18 partagent leurs ressources. Robert Galisson, D’hier à aujourd’hui la didactique des langues, Paris, CLE International, 1980. iLearning Forum 2009 151 ! "#!$%&'(#! "#)!*"+,#)! ! "#+!%,,*#-%-(+! "#!$%&'"'(%(#)*! ! La tant souhaitée parité de statut entre maitre et élève, au cœur des positions méthodologiques de la didactique de ces cinquante dernières années, est maintenant seulement devenue une réalité, grâce aux TIC. En effet, que l’enseignant soit, dans les manuels de didactique, exhorté à agir en facilitateur n’a absolument rien changé à la véritable suprématie de l’enseignant : celle de l’accès à l’information. Illich l’avait pressenti quand il reprochait à l’école d’enfermer le savoir et de le concentrer sur la figure d’un enseignant : « dans les écoles tout se passe comme s’il y avait un secret »19. Ce secret est le plus ancien et le mieux gardé : seul l’enseignant a accès aux sources du savoir. De là son autorité intellectuelle. Que les têtes soient levées vers lui, quand il dispensait son savoir du haut de son estrade, ou qu’elles risquent le torticolis, dans une salle disposée en U, l’enseignant est toujours le seul à avoir accès au livre : le livre avec les réponses, le livre avec les corrigés, le livre avec l’information vitale, essentielle, information qu’il va peu à peu distiller dans ses cours. Pour le jeune chercheur, le chercheur délocalisé, loin des bibliothèques de référence « le seul accès à des savoirs de première main, dans des publications de recherche par exemple, représente un travail si considérable qu’il est peu compatible avec l’exercice du métier » 20. Du point de vue pratique, l’enseignant, de par son âge, dispose souvent de livres qui ne sont plus édités et qu’on trouve rarement dans les bibliothèques. Son autorité intellectuelle était fondée en partie sur la rétention, voulue ou non, du savoir. Or ceci est devenu impossible aujourd’hui. À l’ère de Google, du projet Gutenberg et des banques d’articles en ligne, le savoir est accessible à tous, facilement et souvent gratuitement. Jeunes enseignants et étudiants accèdent ensemble aux savoirs auparavant réservés à une petite portion du monde académique. Conclusion Les TIC nous montrent qu’il existe un modèle d’enseignement/apprentissage capable de dépasser la stérilité du bipolarisme des pédagogies du siècle passé. Dans ce domaine, l’enseignement en ligne fait figure de pionnier car il diffère radicalement de l’enseignement traditionnel. L’enseignement asynchrone propose une navigation multidirectionnelle à travers des modules que l’apprenant peut ouvrir à sa guise et simultanément. Un cours traditionnel, même avec vidéo, fichiers sons et streaming, sera toujours linéaire. C’est là que réside la révolution inaugurée par les TIC : transformer la relation pédagogique qui, de tout temps a été linéaire, en relation multidirectionnelle. C’est bien d’une révolution qu’il s’agit car l’abandon du modèle linéaire dans les situations d’enseignement/apprentissage bouleverse un domaine plus général : celui de la didactique. En effet, à une relation pédagogique linéaire correspond une autre relation linéaire, elle aussi orientée du haut vers le bas, du penseur à l’exécutant, du didacticien à l’enseignant. La polarité enseignant/apprenant était doublée, dans la noosphère, 19 Op.cit., p.129. 20 Jean-François Halté, La Didactique du français (1992), Paris, P.U.F., 1998, p.53. iLearning Forum 2009 152 de la polarité didacticien/enseignant. Or si la polarité enseignant/apprenant éclate, il en ira de même de la polarité didacticien/enseignant. Et c’est justement la dissolution de cette polarité séculaire que nous montre le Web 2.0 : des enseignants qui collaborent, qui partagent, qui délèguent, en somme des enseignants qui reprennent les rênes de leurs pratiques pédagogiques. iLearning Forum 2009 153 NOUVELLES TECHNOLOGIES DANS L'ECOLE SECONDAIRE DE CALDAS DAS TAIPAS – GUIMARÃES – PORTUGAL D.A. Durães, T. S. Martinez e M. L. Delgado Résumé Avec l'évènement des nouvelles technologies TIC (Technologies de l'Information et de Communication) la société a changé. Nous passons à la société de l'information et des connaissances, où les éléments de l'innovation et la créativité sont très importants à la réussite de l'individu. Avec ces modifications, il est nécessaire d'adapter l'éducation et l'école à une nouvelle réalité. Pour cela, il sera nécessaire doté l’école avec des moyens technologiques nécessaires pour permettre aux étudiants et les professeurs de l'utiliser. Les professeurs ont dû obtenir une formation spécifique dans les domaines des TIC commencé à utiliser ces technologies en classe. Toutefois, l'usage des TIC a modifié le rôle l'enseignant dans la salle de classe. L'enseignant n'est pas seulement l'instructeur, mais aussi médiateur et le superviseur des étudiants. Les étudiants sont de nouveau des agents actifs leur apprentissage. et de un de Avec l'évolution naturelle du Web 2.0, les enseignants doivent développer de nouvelles méthodes d'enseignement et d’apprentissage. L'une des théories les plus en vogue est l'apprentissage collaboratif. Pour cela, il existe plusieurs techniques qui peuvent et doivent être utilisés à l'intérieur et en dehors de la classe. Un autre aspect à considérer est la technologie mobile-learning, ce qui peut aider les étudiants à construire leurs propres connaissances. Toutefois, les professeurs ne sont pas préparés pour ce changement. C’est nécessaire former les enseignants. D’ailleurs, il est nécessaire restructurer l’enseignement supérieur pour les professeurs, car ils ne sont pas adapté et n’utilise pas les nouvelles technologies web 2.0. Cet article présente le résultat de l’utilisation des nouvelles technologies des professeurs dans l’école secondaire de « Caldas das Taipas – Guimarães – Portugal ». Mot-clé: TIC, moodle, Gato, Go, web 2.0, m-learning. Introduction Le développement de l'enseignement apprentissage au cours des dernières décennies, à beaucoup changé. Toutefois, cette tendance est vers une vision constructiviste de l'apprentissage. De remarqué : la création d'environnements d'apprentissage diversifié et complets, par opposition à la simple transmission des connaissances par l'enseignant ou le manuel scolaire; reconnaissant l'importance de l'interaction et la communication dans l'apprentissage, par opposition à un individu isolé dans l'apprentissage; la conception et le développement du programme d'études axé sur l'étudiant et de leurs besoins spécifiques, par opposition au programme d'études axé presque exclusivement sur le contenu et la connaissance préalable; reconnaissant l'importance du rôle de l'éducation, en revanche sur le rôle crucial de l'éducateur dans la définition et la direction du processus; un accent particulier sur la manière de comprendre et d'organiser le processus, par opposition à une approche fragmentée et serrés et un programme ciblé et les frontières entre les matériaux; iLearning Forum 2009 154 donner la préférence à des connaissances utilisables, réelles, par opposition à une connaissance inerte, de la fiscalité, et, dans la plupart des cas, sans aucun pratique. Les nouvelles technologies de communication conduirent l’éducation à une nouvelle dimension. Cette nouvelle dimension est la capacité à trouver une logique dans le chaos de l'information qui a souvent d'organiser une synthèse cohérente de l'information dans un domaine de connaissance. L'apprentissage collaboratif Ce type d'apprentissage permet à l'enseignement en ligne. Pour rendre cela possible, il est nécessaire de satisfaire les quatre règles de base de l'apprentissage chez les élèves et les enseignants: apprendre à connaître, liées au plaisir de la découverte et de la curiosité, apprendre à faire, apprendre à vivre ensemble, et apprendre à être. L'école et en particulier les enseignants doivent rendre possible le développement de ces règles de base. L'apprentissage collaboratif est, en substance, le processus de l'apprentissage dans un groupe ou une communauté. Mais pour être en mesure de gérer et de diriger l'équipe dans l'apprentissage, les enseignants doivent avoir une connaissance globale. La nouvelle école exige que ses dirigeants sont capable de s’organiser, de rencontrer et de coordonner les opérations de l'équipe d'enseignants dans les écoles pour créer une communauté d'apprentissage qui assure le développement continu de ses membres et donc de l'institution. Communautés virtuelles d'apprentissage Ensuite, nous pouvons définir une communauté virtuelle comme un espace de convergence d'intérêts, dans laquelle la participation de ses membres à des actes de partage, la résolution de problèmes et la construction de la connaissance, conduisant ainsi à la compréhension de la communauté dans un processus de participation dans les pratiques culturelles communes. Ainsi, la participation est une condition nécessaire pour la réalisation de l'apprentissage au sein de la communauté. Les formes de la participation exigent une conception d'une langue, des objectifs communs et de pratiques, visant à partager des expériences, des techniques et des stratégies. La flexibilité dans le temps et les modalités d'entrée, où les possibilités de formation et d'éducation sont les principaux aspects du modèle qui se développe dans le réseau, comme une zone d'approche et de la formation de nouveaux liens entre les personnes et entre les contextes d'apprentissage. Ces environnements virtuels d'apprentissage, de créer la possibilité du développement cognitif et les interactions sociales qui sont organisées autour des activités et des contextes, joue un rôle de modèle de plus en plus important à la compréhension des processus de relaxation de l'éducation et de formation pour les Société de la Connaissance. Toutefois, pour tout apprentissage en collaboration est nécessaire la médiation de la technologie et de l'interaction des processus de collaboration, ou doit être organisé autour des objectifs, les antécédents et les activités d'apprentissage collaboratif, la médiation de l'être en mesure de développer le partage d'objets d'étude dans la communauté. Grâce à la médiation de collaboration de la communauté virtuelle d'apprentissage aube des activités individuelles et de groupe dans la représentation des connaissances distribuées. C'est à travers le développement des connaissances distribuées qui peuvent déterminer la durabilité et le cycle de vie de ces communautés. La dilution de la distance par un moyen d'ouverture et de promotion de l'accès et la participation à des activités communautaires. Toutefois, il existe trois formes de la distance géographique, technologique et social. iLearning Forum 2009 155 Étude Au Portugal, l'utilisation des nouvelles technologies dans le programme de l'éducation fait partie de l'actuel gouvernement, étant donné que tous les étudiants ont accès aux ordinateurs portables et l'Internet. Aujourd'hui, les étudiants du premier cycle de l'enseignement de base (de la première à la quatrième année) ont accès à un petit ordinateur portable appelé le "Magalhães". Cet ordinateur portable utilise les programmes de Microsoft et de certains logiciels éducatifs à la substance d'être acquise par les étudiants pour l'utilisation en classe. Pour les autres niveaux d'enseignement, les étudiants ont accès à un ordinateur portable avec accès à Internet, à un prix symbolique. L'étude que je présente a eu lieu à école secondaire de Caldas Taipas – Guimarães – Portugal et fera rapport sur les données recueillies par les enseignants. L'école a 1.111 élèves, répartis en cours de professionnels; technologie; et des généralistes des sciences et technologie. Les cours de technologie sont presque fini, avec seulement la douzième année. Ils sont les suivants: Cours technologique d'Informatique, cours de technologique de l'administration et le cours technologique de l'action sociale. Les cours de formation a débuté à l'année précédente, ne fonctionne que dans les dixièmes et onzièmes années. Ils sont: Cours professionnels des ventes techniques ; le cours professionnels de l'animation socio culturelle ; les cours professionnels de support technique aux enfants; le cours professionnelle informatique et gestion ; les cours professionnels de la gestion ; et le cours professionnel de thermalisme. Le cours scientifique humaniste sont: la science et la technologie ; les sciences socioéconomiques ; et les sciences sociales et humaines. Il y a 104 professeurs avec un contrat définitif et une trentaine d'enseignants recrutés pour enseigner dans l'école cette année. Cette école sera soumise aux travaux de restructuration pour l'année prochaine, mais dispose actuellement de trois salles avec une quinzaine d’ordinateurs et connexion à l’Internet, des tableaux interactifs et imprimante à laser. Il existe également des vingt-cinq ordinateurs portables avec connexion wi-fi à l'Internet, les enseignants et les étudiants peuvent les demandes. Une troisième partie des salles standard ont tableaux interactifs pour la connexion au portable. Dans la salle des enseignants il y a 20 ordinateurs avec accès à l’Internet et d'imprimantes dans la bibliothèque et il y a aussi cinq ordinateurs avec accès à l’Internet, imprimante et scanner. J’ai appliqué un questionnaire à toutes les professeurs mais seulement 99 mon répondu. Il y a 46 mâles et 53 femelles. L'âge des enseignants sont répartis comme suit: 15 âgés entre 26 et 30 ans, 13 âgées entre 31 et 35 ans, 20 âgées entre 36 et 40 ans, 45 âgées entre 41 et 50 ans, et 6 ont plus de 50 ans. Pour les années de service, nous avons: 18 ont moins de cinq années de service, 15 ont plus de cinq ans et le maximum dix ans de service; 18 ont plus de dix et maximum quinze ans de services ; 24 ont plus de quinze et maximum vingt ans ; 24 ont plus de vingt ans de service. Pour la formation, nous avons 68 enseignants avec un diplôme universitaire, 19 avec un post-diplôme, 11 avec des maîtrises et un avec doctorat. iLearning Forum 2009 156 iLearning Forum 2009 157 Moodle Cette école a été l’une des premières écoles à participer au projet qui a commencé en 2005, par le professeur Americo Costa, qui avec beaucoup d'engagement et de dévouement embrasse ce projet. Ce professeur est un professeur d'histoire, qui avec sa curiosité et l'aide d'un professeur d'informatique, Francisco Araujo, a développé ce projet. Actuellement, tous les enseignants et les étudiants sont inscrits dans la plate-forme. Toutefois, il existe toujours un nombre relatif d'enseignants qui résistent à cette innovation et la consulte très sporadiquement. Une autre série d'enseignants seulement l’utilise par partager des ressources avec leurs élèves. Le numéro d'accès a augmenté, et il a été constaté, en moyenne, un accès quotidien à 150 utilisateurs. Cependant, il y a des pics, qui coïncident avec le lancement de la note à la fin de chaque période, puisque les étudiants ont accès à leurs notes dans la plate-forme. Également en période de test, les étudiants tirent les informations disponibilité par les enseignants. Au niveau de la gestion de toute l'actualité des nouvelles règles, de nouvelles informations et des activités pour les enseignants sont disponibles en ligne. Il n'est plus nécessaire, par exemple, fournir un rapport sur toute question sur le papier, l'enseignant est tenu de transmettre à la plate-forme que son rapport sur la question. Il s'agit d'un impact important et positif dans la réduction de la consommation fondamentalement. Gato L'outil « Gato>» (Activités de gestion des TIC dans l'éducation) a pour but faciliter l'organisation, la planification et la gestion de projet pour l'application des TIC dans l'éducation. Toute école avec accès à l’Internet, indépendamment de leurs ressources humaines et matérielles peuvent utiliser l'application pour la planification et l'évaluation des activités, la gestion des ressources, la publication de documents, etc. Les objectifs de ce projet est de: promouvoir la bonne mise en œuvre de projets pour l'application des TIC à l'éducation, en fournissant des solutions technologiques pour soutenir le fonctionnement de ces projets, y compris le niveau de la planification des activités, la gestion des ressources et d'évaluation, fournissant un outil de communication et de le travail coopératif pour les étudiants et les enseignants, d'enquêter et de réfléchir sur l'impact réel de l'informatisation des écoles, en coopération avec les institutions d'études supérieures dans les données recueillies et à promouvoir sa publication. Toutes les données enregistrées dans la base de données de mai de chaque école à la coordination efficace de son contenu. Il est attribué à chaque compte d'utilisateur d'une école de niveau administrateur qui permet de configurer les données qui permettent aux assistants de l'adaptabilité de l'application à la réalité de l'école (temps scolaire, les noms des laboratoires, des années de la scolarité, classes, etc.) Et maintenir ses comptes des utilisateurs. Chaque école dispose d'un ensemble de comptes d'utilisateurs qui sont reliés aux différents niveaux d'accès. Le nom d'utilisateur et le mot-clé après la validation d'outils permettant l'accès à la diversité. Go - La mobilité dans l'éducation La miniaturisation de la technologie, et de la révolution au niveau de la connectivité, nous permet d'avoir un petit matériel (PDA, Téléphones 3G, iPod ...) un ensemble de fonctionnalités de l'ordinateur (y compris la lecture de fichiers communs, et la mise en œuvre de programmes l'accès à Internet) des dispositifs de capture d'images et de vidéo, de communications (téléphone et Internet) et les systèmes de satellites geo-positionnement des systèmes mondiaux de localisation (GPS). Avec la miniaturisation de l'équipement et la démocratisation de l'accès à ceux-ci, il y a une forte augmentation de la fourniture d'informations et de services pour ces dispositifs ou de l'Internet ou au niveau de la télévision et les médias en général. Web 2.0 © Copyright EIfEL Conclusion Les TIC offrent de nouvelles possibilités pour les enseignants de consacrer plus de temps pour préparer les activités, le soutien à des étudiants et l'évaluation, de réduire le poids de la répétition des leçons et les tâches administratives. Mais, pour les maintenir car les utilisateurs des TIC, compte tenu de l'avancement rapide de ceux-ci devront faire un effort personnel pour investir dans l'autoformation. La manière d'aider les enseignants dans ce processus est de construire des réseaux locaux, nationaux permettant l'échange d'expériences et le partage des meilleures pratiques. L'Internet est l'un des privilégiés pour aller à la découverte et à établir des ponts avec la communauté éducative internationale. References ALCÂNTARA, P.R. (2003). Modificando a atuação docente utilizando a colaboração. Revista Diálogo Essencial, Curitiva, v.4, nº8, p. 57-69, Jan/Abr. ARAÚJO, H. S.; QUEIROZ, V. (2004). Aprendizagem Cooperativa e Colaborativa. S. Paulo/ Brasília, Brasil. http://www.studygs.net/portuges/cooplearn.htm (acedido em 3 de Julho de 2008). CAMPOS, F. et al. (2003). Cooperação e aprendizagem on-line. Rio de Janeiro. CLOUTIER, J. A era de emerec ou a comunicação áudio-scripto-visual na hora dos self-media. In Ministério da Educação e Investigação Científica do Instituto de Tecnologia Educativa. Lisboa, pp 159. COSTA, F. A. (2007). Tendências e práticas de investigação na área das Tecnologias em Educação em Portugal. In A. Estrela (ed.), Investigação em Educação. Teorias e Práticas (1960 – 2005). Lisboa: Educa & Ui&dCE, pp. 169-224. COSTA, F. A. ; PERALTA, H. ;VISEU, S.(2007). As TIC na Educação em Portugal – Concepções e Prácticas. Porto Editora, 2007. iLearning Forum 2009 159 CUBAN, L. (2001). Oversold and Underused. Computers in the classroom [versão electrónica]. London: Havard University Press. DE CORTE, E. (1996). 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Cambridge: MARQUES, Teresa Sá; OLIVEIRA, Pedro Guedes de; CASTRO, Eduardo Anselmo. As TIC para um país competente. Universidade do Porto; Universidade de Aveiro; INESC Porto, Outubro de 2005. PAPERT, S. (1994). A Máquina das Crianças: repensando a escola na era da informática. Porto Alegre: Artes Médicas. PAPERT, S. (1997). A Família em Rede. Lisboa: Relógio d’Água. PAPERT, S. (2000).Change and resistance to change in education. Taking a deeper look at why Scool hasn’t changed. In A. D. de Carvalho (ed.), Novo conhecimento. Nova aprendizagem. Lisboa: Fundação Calouste Gulbienkian, pp. 61-70. PAPERT, S.; CAPERTON, G. (1999). Vision for Education: The Caperton-Papert Platform. This essay was written for the 91st annual National Governors’ Association meeting held in St. Louis, Missouri in August of 1999. (Consultado em Maio de 2008, em http://www.papert.org/articles/ Vision_for_education.html). PRADO, M. E. B. B.; VALENTE, J. A. A. Educação a distância possibilitando a formação do professor com base no ciclo da prática pedagógica. In: MORAES, M. C. Educação a distância: fundamentos e práticas. Campinas: Unicamp/NIED, 2002. RHEINGOLD, H. (2000). The Virtual Community: Homestanding on the Electronic Frontier. Cambridge: MIT Press. SALOMON, G. (2002). Technology and Pedagogy: Why Don’t We See the Promised Revolution? Educational and Technology, 71-75. SCHIWER, R. (2002).Shaping the metaphor of community in online learning environment. Paper presented to International Symposium on Educational Conferencing. The Banff Centre, Banff, Alberta, June 1, 2002 http://cde.athabascau.ca/ISEC2002/papers/schwier.pdf (access in 23-06-2008). SIQUEIRA, L. M. M. (2003). A Metodologia de Aprendizagem Colaborativa no Programa de Electricidade no Curso de Engenharia Elétrica. Dissertação de Mestrado. TAIPAS, E. S. C. (2008). O que vamos fazer com as Novas Tecnologias – Moodle. Jornal O Trigal. N.º29, p. 4-5. Dalila Alves Durães – Facultad de Ciencias de la Educación, Universidad de Granada, Espanha Telefono: +351 939312578, E-mail: [email protected] iLearning Forum 2009 160 CRÉER DES PROGRAMMES DE FORMATION POUR LES 5 CONTINENTS : ENJEUX, CONTRAINTES ET MEILLEURES PRATIQUES Dominique Trouche, Morgan Riou - WhP International SAS, France Abstract Avec la globalisation des échanges au niveau européen et mondial, avec la tendance de rachat-fusionacquisition, avec l'émergence de nouveaux pays sur le marché mondial, avec les délocalisations, les grandes groupes internationaux sont amenés à gérer un personnel de plus en plus nombreux et réparti sur plusieurs continents. Les responsables formation doivent alors faire face à des besoins nouveaux : concevoir rapidement des programmes de formation adaptés aux besoins de chaque filiale, tout en tenant compte des particularités locales afin les déployer de manière globale et rapide. Aujourd'hui, le déploiement d’un programme de formation s’inscrit pleinement dans la stratégie globale de l'entreprise. Ces formations à l'international sont souvent la conséquence d'un lancement d'un nouveau produit à l'échelle mondiale, de nouvelles recrues, des performances de l’entreprise, etc.… L’enjeu est donc important et la connaissance de tous les aspects de déploiement de formation à l'international doit être maitrisé afin de garantir à tous les apprenants une formation répondant à leurs besoins et ainsi de renforcer l’image de l’entreprise à l’étranger : la formation accompagne l’évolution de l’entreprise elle-même. Parallèlement pour répondre à des contraintes budgétaires de plus en plus fortes, les traditionnels cours de formation présentiels sont peu à peu complétés voire substitués par de l’autoformation et en particulier le e-learning qui est la solution plébiscitée par les grandes entreprises internationales aujourd’hui. Les formations e-learning répondent en effet aux exigences des formations : grâce à l’application des nouvelles technologies de l’information et de la communication, l’apprentissage à distance n’a plus de frontière, est rapide, efficace, souple et économique. Comment met-on en place des programmes de formation voués à être déployés internationalement ? Comment valoriser cet investissement formation à l’échelle internationale dès le début ? Quelles sont les contraintes à prendre en compte lors de la création du contenu pédagogique ? Peut-on facilement « localiser » un module e-learning contenant des animations, des quizz, des enregistrements de voix ou des séquences vidéo? Comment définir le niveau d'adaptation en fonction du pays ? Quel est le rôle de la gestion de terminologie multilingue dans un déploiement de formation ? Quelles erreurs sont à éviter pour ne pas dépasser le budget et respecter les délais ? Lors de cette présentation, Dominique Trouche, président de WHP INTERNATIONAL, première entreprise française de localisation et leader dans le déploiement de solutions e-learning mettra en avant les bonnes pratiques pour concevoir des programmes de formation plus localisables. Tout d'abord, l'accent sera mis sur l'importance de prendre en compte, le plus tôt possible, les contraintes d’une formation vouée à être déployée sur les cinq continents. Plus les différents intervenants seront sensibilisés aux enjeux de la localisation, plus les contraintes spécifiques sont évoquées tôt dans le processus, c'est-à-dire dès la création du contenu pédagogique et la conception du programme, plus le déploiement à l'international de cette formation en sera facilité. Ensuite, les contraintes les plus essentielles, quelles soient technologiques (utilisation de fichiers Flash, XML, MP3, HTML,...), culturelles (noms des personnages, des lieux…) ou linguistiques (terminologie à utiliser, définition du style de langage écrit et oral) seront largement évoquées afin de répondre aux exigences qualitatives, linguistiques, techniques et culturelles. iLearning Forum 2009 161 Enfin, cette présentation vous amènera à réfléchir sur des questions de coût, de délais et de qualité. Tout au long de cette présentation, ces propos seront illustrés par des exemples concrets, qui permettront aux responsables et aux concepteurs formation de se poser les bonnes questions et d'effectuer des choix éclairés en fonction des réels besoins de leur entreprise. iLearning Forum 2009 162