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Masters degree AIGEME Paris 3

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Title: Masters degree AIGEME Paris 3


1
Masters degree AIGEME Paris 3
  • Computer Applications,
  • Management,
  • Multimedia
  • and
  • E-learning
  • Website

2
A little bit of history
  • Please watch this video for the context of the
    program.
  • History of Open and Distance Learning in France
  • European Distance education 0-3mns
  • French Distance Education 3-6mns

3
Overview
  • The professional masters in AIGEME is one of the
    few online degree offered in France. This program
    is also particular because it is a distance
    program about distance education. It was launched
    in October 2006. It is an intensive program that
    is to be completed in one year. It combines both
    requirements from passing courses and the
    successful completion of a mandatory internship
    to ensure that students are ready for the work
    market.

4
What is AIGEME?
  • AIGEME is the acronym of the French components of
    the master. The translation of these components
    is equivalent to the following Computer
    Applications, Management, Multimedia and
    E-learning

5
Who can enroll in AIGEME?
  • The program welcome anyone looking to become a
    professional in E-learning. Competences that will
    be acquired allow one to secure an array of jobs
    at the end of the program such as
    manager/leader of distance education project,
    instructional designer, distance educator, online
    tutor, LMS manager, Head of resource or training
    centers, director of multimedia library.

6
Who can enroll (continued)
  • Students
  • Are qualified as students
  • People who have never worked
  • People that graduated less than 12 months from
    another program
  • Professional
  • People that are currently working

7
Requirements to be admitted
  • Can be admitted Students with a M1 from any
    European country or French speaking country
    preferably with a degree in humanities but with
    good knowledge of common computer software.
    (France higher education system is different (a
    bachelor is obtained after 3 years. The Masters
    is split into two years M1 and M2 thus allowing
    mobility across the European Union for students
    that want to study abroad.)

8
Program purpose
  • The Master of AIGEME is designed as a
    professional master (geared towards people that
    wants to integrate the work market) with a strong
    base on research (for people that wish to
    continue to the doctorate).
  • The master is a discovery into how to use
    technology pedagogically. Geared towards
    non-science students the curriculum allows them
    to acquire suitable skills in order to prepare
    them for computer related professions such as
    multimedia, open learning and distance learning.
    They become professional that can link the media
    between Professionals and users in the field of
    E-learning.
  • Graduates can explore different career paths upon
    of the completion of the degree may have to
    design courses online, manage resources, conduct
    research, participate in the drafting of online
    learning program, evaluate bids, Tutor distance
    learning program etc.

9
Curriculum at a Glance
10
Curriculum at a glance (2)
  • The curriculum is a core component of the
    infrastructure of a distance education program.
    Referring to the development of the
    infrastructure of a program, Davis, Little and
    Stewart (2008) pointed out that All teaching and
    learning systems should be built from two vantage
    points the needs of the intended students, and
    the intended learning outcomes of the course or
    program i.e., the knowledge, skills, and
    attributes that students will gain. An ideal
    online learning system will be based on a plan
    that flows from a full understanding of these two
    fundamentals (p.123). The Venn diagram of the
    curriculum clearly expressed both the
    contribution of the program within the distance
    systems and the requirements from the students.

11
Objectives
  • Develop e-learning both as a set of teaching
    methods involved in the training process and as
    part of the information system of the enterprise,
    school, university or vocational training.
  • Master the hardware and software necessary to
    implement distance learning programs, understand
    the processes involved, to conduct projects
    within their political, organizational,
    pedagogical and technical context, learn to guide
    specialists that dont have a background in
    distance education
  • introduce the concepts distance education,
    multimedia, internet besides graphic and
    ergonomic skills.
  • Enforce writing skills, production skills within
    the context of instructional design in order to
    create sites with distance education quality.

12
Objectives
  • Master the key educational and technological
    contexts of e-learning in a process of
    empowerment the virtual classroom via
    videoconferencing and the Internet, college
    campuses or corporate virtual universities.
  • Use the Internet to update and organize
    educational content
  • Be able to identify and access external
    resources relevant to broadcast content,
    collaboration tools and interactivity to the
    Internet, application sharing, remote
    collaboration tools ...
  •  Knowledge of information system techniques,
    networks, servers, information structure and the
    principles of ergonomics.
  • Understand the strategic, organizational,
    political, legal and ethical issues of E-learning
  •  Be able to develop a multimedia project teams
    within a multicultural and multilingual settings
  • Produce professional quality statements in
    French and English in the field of E-learning.

13
Innovative program
  • Hybrid between professional masters and research
    masters. Thus graduates can decide to pursue
    either path.
  • Internship is a requirement to graduate thus
    students have a sense of what the E-learning
    professional world is like and they graduate with
    a strong sense of own strengths and weaknesses
    which open doors to self-growth.

14
Innovative (continued)
  • In partnership with the Agency for Francophony,
    the program offers 5 scholarship to students from
    developed countries yearly.
  • Price is competitive Program cost (for about 75
    credits) is about 2.500 US .
  • 2-3 tutors (for a cohort of 20) are available to
    help students navigate the program

15
Leaders (Venn diagram)
16
Leaders and Support team
  • In a document geared toward supporting faculty of
    distance program, the Southern Regional Education
    Board (2001) recognized that it takes both
    technical competence and effective pedagogy to
    teach in an e-learning environment" (p. 2). The
    Faculty Issues Subcommittee of the board has
    identified the following roles as important
    elements of an instructional team in a distance
    education program Instructional designer,
    Graphic interface designer, technical support
    personnel, content expert, direct instructor,
    information resource personnel, tutor and
    assessor. The Venn diagram in the precedent slide
    shows that all these elements are present except
    that they are labeled differently. For instance
    the Head of Pedagogical affairs also play a role
    as an Instructional designer with the help of the
    Chief of the distance campus. The latter also is
    the graphic interface designer. The content
    experts identified by the SREB are the
    instructors that are also direct instructors. As
    the program is young it is understandable that
    one person plays different roles for budget
    concerns.

17
Quality insurance
  • Online Degree from a well-known and respected
    university Paris III - formerly known as
    Sorbonne-. The AIGEME program is integrated into
    the distance campus of the university iSorbonne.
    Both the university and the program are
    accredited by the French Ministry of Higher
    Education and Research. Paris 3 is also
    affiliated to the European University Association
    (EUA) International Forum of Public Universities
    (IFPU) and is also a member of the following
    organizations promoting distance learning.

18
Quality insurance (2)
  • Member of EDEN (European Distance Education
    Network). EDEN exists to share knowledge and
    improve understanding for professionals in
    distance and e-learning across the whole of
    Europe and beyond, and to promote policy and
    practice for this field of endeavour For more
    information about EDEN please go to
    http//www.eden-online.org/eden.php?menuId343

19
Quality insurance (3)
  • Member of Open University of the Humanities UOH
    http//www.uoh.fr/
  • Created under the leadership of the Direction of
    Integration of computer in teaching Services,
    entity linked to the Direction of Technology and
    Information Systems of the Ministry of Higher
    Education and Research and the Ministry of
    Education, Open University of the Humanities
    (UOH) is the Thematic Digital University devoted
    to the disciplines of Humanities, Social
    Sciences, Languages and Arts.

20
Quality insurance (4)
  • Form_at_sup http//www.formasup.education.fr/
  • This catalog is published by CERIMES - Resource
    Center for Information and Multimedia for Higher
    Education - under the Ministry of Higher
    Education and Research.Formasup is a website
    published by CERIMES. This online catalog
    includes courses- Tutored, that is supervised
    by teachers,- Wholly or partially remote-
    Proposed by public institutions in all French
    regions universities, schools or institutes,
    Cned (National Center for Distance Education),
    CNAM (Conservatoire National des Arts et Métiers)
    and Agrosup-NCPC (National Center for Rural
    Advancement ). Formasup is built as an
    information system that lists the training that
    are available online. Formasup's primary mission
    is to promote distance learning in France.

21
Quality insurance (5)
  • FIED http//telesup.univ-mrs.fr/
  • FIED (Federation Interuniversity for Distance
    Education) is a nonprofit associated, created in
    1987 from the initiative of Ministry of
    Education. Its purpose is to organize a network
    of French universities that have developped open
    and distance learning under different forms such
    as the Distance centers of certain universities
    (CTEU), the Services for Distance Learning
    (SEAD), units for Training and Research (UFR),
    the training departments
  • FIED provides a national and international
    representation of the French distance university
    education offer, in collaboration with relevant
    organizations (Ministry of Foreign affairs,
    Ministry of cooperation EduFrance)
  • FIED coordinates or partners in several education
    projects based on Information Technology and
    Communication (ICT), which aim to improve the
    quality of the , the monitoring and guidance of
    students enrolled in distance program. FIED
    aims to be open to all universities or
    institutions which are concerned by Open and
    Distance Learning (ODL).

22
Quality and External Validity
  • Internship
  • The professionalism is required in M2, in the
    form of an intensive internship in
    enterprise.The partnership with industry is not
    only a device for professional status, but also a
    tool for guiding the qualification and its
    contents Missions report trades jobs-Information
    Technologies and Communication.All students
    must have a mission integrated enterprise
    training (150-300 hours of intensive training in
    the second half). The students attend, within
    companies, missions to "scale" designed to
    qualify them and provide them a first experience
    with online learning objectives.

23
Quality and external validity
  • Based on a university-business partnership, the
    Diploma Computer Applications management,
    education, multimedia, e-training (AIGEME) occurs
    primarily on distance (in France and
    abroad).The relationship with the corporate
    world brings to this training effectiveness in
    career choice. Students are offered the
    opportunity to become involved with teachers in
    colleges, universities and businesses thus
    strengthening the scientific and technical basis
    they were acquiring through their courses.

24
Pedagogical Choices
  • In an interview that can be found on the website
    of the Masters program, the chief of Pedagogical
    affairs stated that the program is based on
    participatory pedagogy and pedagogy of success.
    The AIGEME masters appears to have adopted a
    social constructivist theoretical framework. Such
    framework is described by Tisdell and his
    colleagues (2004) as a framework that assumes
    that knowledge construction is ongoing and takes
    place in a social context as ideas are discussed
    and learning processes are negotiated, and is
    related both to the content and the process of
    learning (p.120).

25
Pedagogical choices (2)
  • Fosnot (1996) noted that social constructivism
    construes learning as an interpretive,
    recursive, building process by active learners
    interacting with the physical and social world
    (p. 30).
  • According to Alley Jankar (2001) learning is
    both social and private, and experiential and
    that higher order learning requires reflection
    and knowledge construction, which are key
    elements for quality assurance in online learning.

26
Students testimonials
  • Please listen to some students testimonials by
    clicking on the speaker icon.
  • Queens testimonial
  • Thomas s testimonial
  • Cherrys testimonial

27
Success factors
  • Other success factors built in the program
  • Effective leadership / Administrators
  • System
  • The Venn diagram of the Leadership team shows
    that everyone is interconnected directly or
    through other members. Taking care both of the
    management of the program is a team affair.

28
Effective leadership
  • Weekly visit (forum)
  • The pedagogical director at least visits once a
    week (often daily) the common forum to answer
    students questions that can only be answered by
    the administration. She also attends to students
    personal or emotional needs to succeed in the
    program. She always have a nice word here and
    there. She is very encouraging.
  • Such practices can be written in what Karakas
    (2007)
  • identified as two of the eleven domains that
    constitutes the
  • heart-set and mind-set of leaders for the
    twenty-first
  • Century Stewardship and care, growth and
    development.

29
Effective leadership (2)
  • Stewardship and care
  • Develops empathy and understanding towards other
    people by taking their feelings into
    consideration develops trusting relationships,
    listens with attention emphasizes empowerment,
    delegation, and cooperation seeks to be in
    service rather than in control.
  • Attends to the well-being (basic needs and human
    rights) of others and provides opportunities for
    them to sustain themselves.
  • Creates communities of reciprocal care and shared
    responsibility where every person matters and
    each persons welfare is the common concern
    creates a supportive environment where people can
    thrive, grow, and live in peace with one another,
    with strong trusting relationships forged by
    visioning, leading, learning, and acting
    together.
  • Growth and development
  • Strengthens and sustains individual growth and
    self-actualization.
  • Deeply commits to the personal, professional, and
    spiritual growth of each individual in the
    institution/organization discovers, coaches, and
    nurtures each persons Untapped (p.48)

30
Instructors
  • The leaders have hired great instructors. They
    practice some of the key elements that have been
    identified by Watson and Gemin (2009) and written
    as a list of standards that online teachers
    should follow
  • Plans, designs and incorporates strategies to
    encourage active l ?? earning, interaction,
  • participation and collaboration in the online
    environment
  • ??Provides online leadership in a manner that
    promotes student success through regular
  • feedback, prompt response and clear expectations
  • ??Models, guides and encourages legal, ethical,
    safe and healthy behavior related to
  • technology use
  • ??Understands and is responsive to students with
    special needs in the online classroom
  • ??Demonstrates competencies in creating and
    implementing assessments in online learning
  • environments in ways that assure validity and
    reliability of instruments and procedures
  • ??Develops and delivers assessments, projects,
    and assignments that meet standards-based
  • learning goals and assesses learning progress by
    measuring student achievement of learning
  • goals
  • ??Demonstrates competencies in using data and
    findings from assessments and other data
  • sources to modify instructional methods and
    content and to guide student learning
  • ??Demonstrates frequent and effective strategies
    that enable both teacher and students to
  • complete self- and pre-assessments (p.13)

31
Other success factors
  • Tutoring system
  • Head tutor
  • The head tutor coordinates all the tutoring
    entities of the distance education school of
    which the AIGEME program. However she holds
    monthly meeting with the AIGEME tutors to help
    them find solutions with problems they might
    encounter. And to help them support the students
  • There are three tutors available for the AIGEME
    program
  • 1 for subject tied to the humanities
  • 1 dedicated to support students with courses that
    are more technical such as web designing,
    Learning management system etc.
  • 1 that is the help desk for all the minor
    technical issue students might encounter

32
Other success factors (2)
  • Forums
  • There are forum in each course. And students can
    freely add content either to offer complementary
    resources to the cohort to master the curriculum
    of the course or simply to ask question
  • There is also a section (not bound to any course)
    that is Free-speech forum where students can ask
    general questions and seek the help of tutors or
    the administration.

33
Other succes factors (3)
  • FAQ sections
  • The FAQ section is updated at the end of each
    year with the help of all tutors. Tutors can
    submit their FAQs to students that might suggest
    to add other topics.
  • Previous students work made available
  • Excellent assignments, projects and thesis of
    students from previous cohort are made available
    thus students know what is expected from them.

34
Other Success factors (4)
  • Students have a central role in improvement
  • At the end of each year, students can take a
    satisfaction survey. There is room for comments.
    The survey has helped students voices to be
    heard. For instance, tutoring that wasnt
    available the first year grew out of students
    concerns about a lack of support when they needed
    help. Tutoring was provided from the 2nd cohort
    to date.

35
Other success factors (5)
  • E-Portfolio
  • Students are regularly assessed and evaluated. It
    is mandatory that they integrate all their
    assignment to an E-portfolio. Usually a blog
    where they can upload all their assignments. The
    blog will also serves as their learning journal
    during the 2nd semester while doing the
    internship. The E-portfolio allows students to
    keep track of their learning. They also have
    realizations readily available to show a possible
    employer.

36
Other success factors (6)
  • Online access to resources free of charge
  • Access to the online library of the University
    Paris 3
  • Access to computers and multimedia resources at
    the local or regional office of the Agency of
    Francophony (AUF)
  • These privileges are particularly important for
    students that are
  • from developed countries where access to
    libraries and multimedia can be
  • limited. Jonhson, Trabelsi and Fabbro (2008)
    noted that in a distance
  • education program library services are an
    essential component of a quality
  • online learning experience. As access to online
    courses grows, an increasing
  • number of e-learners are dispersed around the
    globe, often in parts of the
  • world where physical access to the collections of
    large academic and research
  • libraries is impossible or severely limited.
    These learners are largely
  • dependent on the quality and academic usefulness
    of services that the library
  • can offer electronically (p.412)

37
Other success factors (7)
  • Convenience
  • Compared to some other distance programs, AIGEME
    is really convenient. All exams can be taken from
    home. There is no need to travel to another
    country or even go to an Embassy. Students have
    an allocated time to completed a summative
    evaluation and upload their responses.
  • Even the thesis is defended from the home
    country. However, students are required to go to
    the local AUF office for final identity
    verification purposes.

38
Other success factors (8)
  • Mondays of the Masters
  • On mondays, students can take part in synchronous
    chats where tutors answer questions. Instructors
    are often present
  • On Mondays there are some video-conference based
    on the content of one of the courses. It gives a
    chance to student to socialize as a cohort. In
    fact they call these videoconference the brunch,
    the lunch, the dinner meetings based on which
    part of the world students are located ?

39
Drawbacks
  • Only one When they launch the program in october
    2006, AIGEME disitributed the courses between two
    LMS. Moodle and WebCT. In 2007 they abandoned
    Moodle to make WebCT the official LMS of
    iSorbonne. To date students of the first cohort
    are still questioning that decision. Of course
    the Masters belong to a distance education
    program and might be required to adopt any policy
    decision taken for the entire university.

40
Summary and Recommendations
  • The last 5 years have seen a boom in the offering
    of distance education in France as the Ministry
    of Higher Education is supporting the
    implementation of distance Learning in many
    universities in order to increase the number of
    enrolled students.
  • Paris 3 has launched a distance learning campus
    formerly known as Tele3 but recently renamed
    ENEAD (Enseignement a distance or distance
    education).
  • One of the programs offered is the professional
    Masters degree in E-learning that in 3 years is
    classified as the 1 professional masters in
    France. Quality is insured because every members
    of the pedagogical team is really involved in the
    educational project. Instructors are available to
    help students. The tutoring system provides both
    emotional and pedagogical support.

41
Summary and Recommendations (2)
  • The content of the program is really
    comprehensive and offers students that graduate
    the opportunity to choose among a multiplicity of
    career paths.
  • The success of the program is certainly due to
    the 2 leaders (the chief of Scientific Affairs
    and the Chief of Pedagogical Affairs) that are
    involved in the program through constant contact
    with the Ministry of Higher education and
    Research, participate in European conferences to
    keep up-to-date about best practices in the
    Region and maintains close contacts with both the
    pedagogical team and the students.
  • the pedagogical team is also highly motivated and
    is available to cater their instruction to
    students needs or simply to provide support.

42
Recommendations
  • Increase the number of students that are accepted
    each year without sacrificing the quality of the
    program. To date the program has 20 places
    available per year. However the demand is high.
    To maintain the high quality of the AIGEME
    program it might be necessary to hire more
    tutors. The content of the courses are already
    available thus only the support system needs to
    be increase to match the enrollment. To date
    tutors are not allowed to grade students paper
    even if they are qualified this a change that
    would be recommended if more students are
    accepted.
  • Watson and Gemin (2009) noted while most online
    programs deliver quality curriculum, effective
    teaching, and improved student
  • outcomes, such positive outcomes are not
    assured. They are instead a result of forethought
    and diligent management, starting with defining
    and planning the online program, and
    extendingthrough all aspects of management and
    operations. (p.22) Thus, the program will
    continue provide quality education and
    opportunity to a vast array of students if it
    continues to lead by excellent visionary.

43
New opportunities
  • A) For the new cohort 2010-2011 there is a new
    cohort that will have the option to choose
    between two options of the Masters
  • Instructional designer/E-learning Engineer
  • Integration of media in teaching
  • B) Students that are less than 26 years old have
    the possibility to be hired by a company and be
    paid to be trained. Even though students will be
    hired full-time, time spent studying are
    considered as work in practice students are
    working part-time.

44
References
  • Alley, L.R., Jansak, K.E. (2001). The ten keys
    to quality assurance and assessment in online
    learning. Journal of Interactive Instruction
    Development, 13(3), 3-18
  • Davis, A., Little, P., Stewart, B.(2008).
    Developing an Infrastructure for online Learning.
    In T. Anderson (Ed.), Theory and practice of
    online learning, 2nd ed. (121142).Athabasca, AB
    AU Press
  • Fosnot, C. T. (1996). Constructivism Theory,
    perspectives, and practice. New York, Teachers
    College Press
  • Johnson, K., Trabelsi, H., Fabbro, E.(2008).
    Library support for e-learners E-resources,
    e-services and the human factors. In T. Anderson
    (Ed.), Theory and practice of online learning,
    2nd ed. (397418).Athabasca, AB AU Press
  • Karakas, F. (2007). The twenty-first century
    leader Social artist, spiritual visionary, and
    culture innovator. Global Business and
    Organizational Excellence, March/April 2007,
    44-50. Retrieved March 7, 2010 http//ssrn.com/abs
    tract976762.
  • Southern Regional Education Board Distance
    Learning Policy Laboratory. (2001). Supporting
    faculty in the use of technology A guide to
    principles, policies, and implementation
    strategies. Retrieved April 15, 2010 from
    http//www.ecinitiatives.org/policylab/Reports/Sup
    porting_Faculty.pdf
  • Tisdell, E. J., Strohschen, G. I. E., Carver, M.
    L., Corrigan, P., Nash, J., Nelson, M., Royer,
    M., Strom-Mackey, R., OConnor, M. (2004).
    Cohort Learning Online in Graduate Higher
    Education Constructing Knowledge in Cyber
    Community. Educational Technology Society, 7
    (1), 115-127.
  • Watson, J. Gemin, B. (2009). Management and
    operations of online programs Ensuring quality
    and accountability. Vienna, VA International
    Associate for K-12 Online Learning. . Retrieved
    March 17, 2010 http//inacol.org/resources/promisi
    ngpractices/index.php
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