Transcript ELUE final conference French presentation

ELUE
e-Learning and University Education
Report of the survey in French universities
Representing the French team
Pr Monique LINARD
http://www.e-pathie.org
ELUE
French report
• Political iniative : French Ministry of National
Education, Direction of Research and Conférence des
Présidents d’Universités (CPU).
• Project management : AMUE (Agency for the
Mutualization of Universities).
• Scientific investigation : e-pathie program, Maison
des Sciences de l’Homme (MSH), Paris.
E-learning
in a French university context
• A highly centralized, state-run organization
• A widespread implication with ICT and e-learning issues
• Still massively traditional ways of teaching and learning
− Modes of interaction
− Course supply
− Teachers’ activities
• Yet a much wider scope of pedagogical communication
• E-learning teachers, mostly « traditional teachers who adapt »
Specific features of the French survey
• Approach
• Conducting the survey
• Corpus, fairly representative of :
− The geography
− The typology of French universities
• Data and statistical results
• Reliability of responses to individual items
Specific features of the French survey
Methodology : As with any type of investigation, context and
mode of conception of data condition results and anwers to
questions.
• A concern for identifying and integrating whenever possible :
− Intercultural differences
− National contexts
− Methodological questions
• A special interest for :
− Relating the diversity
− Probing the consistency
Universities e-learning policy
Main findings
• Reasons for universities to engage in e-learning
• Development of local e-learning policy and initiatives
• Participation in consortia
Universities e-learning policy
• Institutional strategic plans and orientation texts
• Teachers’ training plans and incentives
• Support plans
• E-learning structures and their duties
Universities e-learning policy
• Investment in faculty and staff
• Resources and funding
• Effective research on ICT use
Universities e-learning policy
E-learning programmes for students
• Students’ activities
• Technical supports
• Other services
• Course contents
Opinions and effective practice
• Degree of acceptance by teachers and students
• General obstacles to e-learning development.
− Lack of support from other faculty members
− Lack of technical competence
− Lack of adequate facilities and relevant institutional
investment
Opinions and effective practice
• Difficulties with study course programmes :
− Technical
− Pedagogical and admininistrative
• Predictions for the future of programmes
• Risks of e-learning development
Conclusion
A likely picture of e-learning development in French universities
evidencing a number of facts and of recurrent issues :
• Major changes in organizational and teaching learning culture
• Real cost-effectiveness of e-learning development
• Rapid evolution of student, faculty and staff new professional
and personal skills
• Differential impact, assets and risks of technology
Conclusion
For universities, the technological response is still
a privileged way to meet the pressure of socioeconomic
and educational change.
Tony Bates (2000) insists that this is not the best way
to do so.
Together with the issues reiewed above, his discussion
provides a very appropriate frame of reference for the
activities of future a European Observatory.
• « Thus the use of technology is not just a technical issue.
It raises fundamental questions about target groups,
methods of teaching, priorities for funding, and above
all the overall goals and purpose of a university or
college ».
• « Consequently, decisions about technology need to be
embedded in and subordinated to educational goals ».
• « At the same time, the educational goals themselves
should take into account the new opportunities that
these technologies present ».
A. W. (Tony) Bates : Managing Technological Change, Strategies for College and
University Leaders, Jossey Bass publishers. San Francisco, 2000. : « Confronting
The Technology Challenge in Universities and Colleges », Chapter 1, p. 34.
Suggestions for a future
e-learning European Laboratory
Considering the findings of the ELUE survey, the French team
suggests the creation of a coordinated European network of
national observatories.
Such network would provide an appropriate support to the
international debate and collaborative work urgently needed
in the field.
ELUE
e-Learning and University Education
Report of the survey in French universities
Representing the French team
Pr Monique LINARD
http://www.e-pathie.org
30
Distribution
of French universities
by large regions
25
25
20
20
18
20
15
%
12
10
5
5
0
DO M/TO M
IF
NE
NO
SE
SO
30
25
25
25
20
20
17
%
15
10
Distribution
of the survey's respondents
by large regions
10
5
3
0
DO M/TO M
IF
NE
NO
SE
SO
PHS
PS
SS
A distribution of French
universities according
to scientific domains
LSH
DES
UT
PHS
PS
SS
LSH
A distribution of the
survey corpus according
to scientific domains
DES
UT
nr
90
80
70
60
50
40
30
20
10
0
a l c... nce ded
n
o
iti ed fa ista Blen
d
a
D
Tr nh ac
e
CT
I
A comparison between
modalities of learning as
described from actual data and
as estimated by respondents
Data
Estimations
40
35
34
32
30
25
22
26
23
Bachelor
18
20
Master
Doctorate
15
11
10
Average number
of study course
by learning types
5
3
3
2
0
T raditional
learning
Face-to-face
with IT C
learning
0
Distance
learning
0
Blended
learning
(face-toface +
IT C)
Conte nts
Pe dago re lation
Evaluation
Is he lpe d
Validation
aa
Is re lie ve d
O the rs
Teacher's activities and "e-learning"
Asynchronous on line
Platform
collective face-to-face
aa
Synchronous on line
Individual face-to-face
Digital informal spaces
Face-to-face informal spaces
Means of distance communication
in a wider scope of pedagogical relationship
Te ache rs
aa
Spe cialists
Profe ssionnals
Typology of Instructors
Q ual i t y
F l exi b i l i t y
Sal ar i ed aud i ences
R esp o nd t o d i ver ses aud i ences
I ncr ease r eg i st r at i o ns
R ed uce d r o p o ut
aa
R ed uce co st s
C o mp et i t i o n o r g ani z at i o ns
C o mp et i t i o n uni ver si t i es
O t her s
0
5
10
15
Reasons for universities to engage in "e-learning"
20
50
Time periods during
which policies for
"e-learning" implementation
were designed in institutions
40
30
20
10
05
20
4
20
01
-2
00
0
19
97
-2
00
6
19
93
-1
99
2
99
-1
89
19
19
85
-1
98
8
0
70
60
50
Authorities initiating
a policy for "e-learning"
according
to different modalities
40
e-learning
ICT enhanced face-to-face
Distance
Blended
30
20
10
0
aa
Institution
O ther
components
No policy
20%
18%
16%
E-learning tous dispositifs
confondus
14%
Enseignement présentiel avec
T IC
12%
10%
Enseignement à distance
8%
6%
Formule mixte (présentiel et
distance)
4%
2%
0%
Consortium
régional
Consortium
national
Consortium
européen
Consortium
international
Institutions taking part in every level of consortium
100
80
60
Te xte s
Plans
40
20
aa
o
N
d
Pl
an
ne
ay
U
nd
er
w
Y
es
0
Presence of strategic plans
and orientation documents
70
60
50
40
Training
Ince ntive
C are e r
30
20
Existence of training plans,
financial incentives
or advancement
of teachers' careers
10
0
A+
A-
aa
50
40
30
Number of teachers
concerned
by training sessions
20
10
0
aa
Le ss
th an
100
From
200 to
400
More
th an
500
80
Equi pe me nt
70
60
E-mai l
50
40
Informati cs
se rvi ce s
Di dacti cal
se rvi ce s
Trai ni ng
30
20
10
0
A+
A-
aa
Existence of ICT support plans for teachers
12 and more
1 to 12
From 6 to 8
From 4 to 6
From 2 to 4
aa
Less than 2
Number of ICT structures
in institutions
Technical assistance
O n line contents
Staff members ITC training
ITC services management
Pedagogical supports
Courses evaluation
Norms researchs
ICT structures duties
aa
in institutions
0
5
10
15
20
More than 1,8 M
1
Be twe e n 1,5 M and 1,8 M
1
Budgets dedicated
to "e-learning"
Be twe e n 1,5 M and 1,8 M
6
Le ss than 300 000
6
0
2
4
6
8
60
50
Average annual
financial resources
in relation
to the budget
of the institutions
40
30
%
20
10
rc
es
th
er
re
so
u
ies
O
pa
n
Co
m
Ci
ty
on
e
St
at
Re
gi
ea
n
Eu
ro
p
O
wn
re
so
u
rc
es
Un
io
n
0
45
40
35
30
25
20
15
10
5
0
Ye s
Unde rway
Planne d
aa
No
Surve ys
Evaluation
Different kinds of studies
on ICT use in institutions
Scie ntific
re se arch
HSS
aa
Research in Education
by disciplinary sectors
Informatics
None
O ther
sciences/disci
plines
On line Info°
Downloading
Pedago. Help
Moral supp.
S elf-correc°
Time Manag.
Registrations
S imulations
aa
Others
%
0
5
10
15
Learners’ activities
in "e-learning" programmes
20
aa
Technical tools used
in "e-learning" programmes
Platform
Ped. supports
Chats
%
Tests
Forum
Training tools
Video streaming
0
5
10
15
20
aa
Communication
Administration
%
Registration
Libraries
Other service supplies
0
10
20
30
40
50
20
15
Te ache rs
Stude nts
10
5
0
Low or very low
High or very
high
e-learning degree of acceptance by teachers and students
aa
Motivation
ICT culture
Funding
Others
Infrastructures
Training
Decis. makers
%
0
10
20
30
40
Difficulties
when starting a scheme or programme
aa
Go on
Future +
Unde r way
Conditional on
home funding
Conditional on
public funding
Stop
Predictions
relative to the future of programmes
Doubts
Future -