DISTANCE EDUCATION IN EDUCATIONAL SCIENCES:

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Nathan Merritt
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1 DISTANCE EDUCATION IN EDUCATIONAL SCIENCES: ACCOMPANYING TEACHERS IN ONLINE COURSES IN 3 MASTER DEGREES CAROLINE LADAGE JUNE 12 TH 2012

2 Context Department of Educational Sciences in continuing education Audience: trainers, managers and business consultants who want to undertake professional training with teaching methods best suited to their situation: Economic constraints (eg resumption of study following the LMD) Time constraints (employees are not available for eight weeks of training) Geographical distance (audiences from all over France and a few students from abroad - Italy, Rwanda, Djibouti) A teaching team ready to take action 2

resumption of study following the LMD) Time constraints (employees are not available for eight weeks of training) Geographical

3 Practical information Three master degrees: Trainer, Training Manager ; Education, Training and Coaching in the field of Health and Social Work ; Consultants for assessment and advisory missions Blended learning: 1/3 face to face spread over three weeks and three days from October to June 2/3 distance courses Teaching teams are the same, but simplified 2 masters with tutors / one without 51 students registered online (14/16/16/5) 100% employees (n In-1: 25 students online (12/8/5) 100% employees : First start 3

days from October to June 2/3 distance courses Teaching teams are the same, but simplified 2 masters with tutors / one without 51

4 Type of courses Responsablede Formation Encadrement en santé & travail social Learning theories Évaluation et conseil Analysis and evaluation of professional practice with an e-portfolio Theoretical foundations of learning environments Ingénierie de formation Management Research methodologies Methodology Les modèles et la gestion de projets Evaluation methodologies Consultancy Socialpsychology Health sector Inquiry methods 7 teachers 7 teachers 7 teachers 4

environments Ingénierie de formation Management Research methodologies Methodology Les modèles et la gestion de

5 Identification of necessary skills Coordination & assistance for the use Moodle and the exploration of the potential of digital tools Teachers: a diversity of approaches Students A desire for independence & ability to work under pressure A good knowledge of possible approaches, but not always relevant techniques for implementing Starting at different speeds A significant disparity in terms of adaptation to the use of online tools and the internet A wish to share knowledge Basic skills in computer and Internet insufficiently defined and recognized as essential How to ensure continuity / discontinuity between face to face and distance learning? 5

implementing Starting at different speeds A significant disparity in terms of adaptation to the use of online tools and the internet A wish to share knowledge

6 Identification of accompanying measures The technical dimension The progressive use of tools by each according to its initial level and the time available; Construction of their knowledge when questions arise in the construction and the life of their courses; Close support to individual projects. The pedagogical dimension The difficult measurement of the impact of an online course on the actual work of students. The didactic dimension Evolution of content s choice and development 6

life of their courses; Close support to individual projects.

7 Coordination of the project: Common structures Someone who knows on the teacher s side and on the student s side 7

8 Express yourself students But check that teachers have the same view of what to do with it. Personal work and team assignments 8

9 Express yourself teachers The need to be explicit: just like stage directions + don t hesitate to varyresources 9

10 One screen : different views For the teacher: A space like a classroom Personal management of resources and the life of the course Personal teaching style A variety of approaches that gradually powers a dynamic within the team. Importance of new practices and the need to ensure their dissemination (Example of the project of ICT label) For the student: Initial findings and initial feedback: A disparity in terms of commitment, but an important motivation A more or less rapid identification of how each online course works A request for consultation on schedules for work to be submitted 10

Importance of new practices and the need to ensure their dissemination (Example of the project of ICT label) For the student: Initial findings and

11 Views on improvements Improvement of technical skills of the team Develop the knowledge on available software and hardware tools Communicate as a team around pedagogical but also didactic choices Choice of content Presentation of content (script / storyboard) Place of oral lessons and synchronous communications Status of the texts (copyright issue) Communicate around the lives of groups in training in a dynamic teaching and learning process. 11

Presentation of content (script / storyboard) Place of oral lessons and synchronous communications Status of

12 Something to reflect on Classic face to face teaching occurs in the moment and only happens once ; Online pedagogy leaves traces, that can at least be partly "replayed" to be studied and shared. Thank you for your attention 12

pedagogy leaves traces, that can at least be partly

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