Distance Presential» Learning

« Distance Presential» Learning :
Pedagogical Model Elaborated for the
EISIS Master and Applied to other
Curriculums
- A focus on quality criteria Dr Jean-Charles DUFOUR – MD, PhD
Pr Roch GIORGI – MD, PhD
SESSTIM, UMR 912 (Inserm/IRD/Aix-Marseille Université)
jean-charles.dufour@univ-amu.fr
“Tempus Project DL@Web” meeting – Tuesday, June 12th
EISIS Master of Public Health: introduction
Expertise and Engineering of Health Information Systems
Main Objective :
Increase skills and knowledge required to the
engineering of HIS
Technologies and methods used in the HIS
Utilization of medical knowledge
(data mining, biostatistics, network in medicine, decision support systems, …)
Project management
Target audience
Health care professionals
Managers
Engineers
…
Jean-Charles DUFOUR
Management/participation
to the setting up of HIS
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EISIS Master : content, teachers, IT skills
Give a broad vision and overcome the partitioning
of fields relevant to the implementation of HIS
Medical and
economic aspects
Quality
management
Biostatistics
methodologies
Communication
Informatics
Teachers (and students) are not necessarily experts or
even familiar with the IT used for teaching
GUIDELINES AND TRAINING ARE REQUIRED
Jean-Charles DUFOUR
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Knowledge
engineering
EISIS ID
Born in 2004 thanks to Pr M. Fieschi and his team
More than 200 candidates a year
Last year’s class
76 students
20 countries
Supported by the AUF (Agence Universitaire de la
Francophonie)
Management of registration fees for distant students
Study grants
Organization of examinations in distant centers
Organization and infrastructure facilities are major issues
COORDINATION, PLANNING AND FOLLOW-UP ARE THE KEY POINTS
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Jean-Charles DUFOUR
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EISIS Master :
the same model for each teaching unit
27 teaching units, each unit is composed of :
Lecture
Workshop, directed teaching
Tutored home work
20 to 30 hours
30 to 40 hours
Standalone home work
2 internships in a company/health structure
(2 and 3 months)
Jean-Charles DUFOUR
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Pedagogical model
Go beyond the usual gap between presential (face to face)
and distance learning
Provide the advantages of presential learning to distance
students
Distance learning which associates:
1.
2.
Lessons (synchronous communication mode)
Students connected to the webconference ‘virtual’ classroom
+/- students physically present in the ‘real’ classroom
Pedagogical activities (asynchronous mode)
Jean-Charles DUFOUR
Students connected to the eLearning platform (moodle)
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Services/applications integration via the
Digital Working Environment of the University
email
directory
scientificEnvironment
literature :
Digital Working
Online course :
Web integration of several
resources & pedagogical
activities
personnalized
applications
(course material, forums, quizzes, homework, …)
Jean-Charles DUFOUR
agenda
WebConference
(google)
(adobe connect)
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Synchronous communication mode :
Webconference
Bidirectional communication (students, teacher)
Used for :
Lessons
Practical courses
Tutoring
Oral defence /
examination
Internship follow-up
Jean-Charles DUFOUR
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Synchronous communication mode :
Webconference
Technical aspects
A basic Internet connexion is sufficient (>128kps)
Works with a classic Internet browser
No software installation nor plugin setup is required
Organizational aspects
No more problem with classroom booking
No more problem with the geographical localisation of
students/teachers (travel, visa, stay cost, …)
Jean-Charles DUFOUR
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Asynchronous communication mode :
DWT
Asynchronous pedagogical activities and resources
One Teaching Unit = One online course (moodle)
Each online course is structured according to the same
model :
One header
2 to 6 topics (sections with pedagogical contents)
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Header
Identification of : teaching unit, curriculum,
directors of studies
Web link to the complete master planning
Description of the pedagogical objectives of the unit
Contact information about :
unit coordinator, teachers, tutors
Course forum
Private forum for teachers
Web link to the virtual classroom (webconf)
Planning of the webconf
Each topic is structured with 5 sub-sections
Title of the topic and teacher’s name
Course material
Training
pedagogical
activities
(not used for notation of
the student)
Self evaluation
Pedagogical
activities (used for
notation of the student)
Various resources
for further
information
Teaching board for each unit
Coordinator
Elaboration of the detailed contents of the TU
Selection and coordination of teachers and tutors
Management of the online course (topics, tests,
homework, schedule,…)
Teacher
Elaboration, management, updating of the course
material
Participation to the forum (initiates, replies)
Tutor
Supports and listens to students, follows forum, ...
Preparation and correction of some homework, exercises
Jean-Charles DUFOUR
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Quality assessment : student surveys
Continuous assessment of each teaching unit
with a specific and anonymous questionnaire :
COLLES (Constructivist On-Line Learning
Environment Survey) which measures 6 topics
Relevance
Reflection
Interactivity
Tutor support
Peer support
Interpretation
Jean-Charles DUFOUR
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Quality assessment : comments on alumni web
directory and spontaneous feedback from students
Despite some constraints
Webconf scheduled at specific times (without recording
authorization)
Difficult local conditions
(Africa bad quality of the Internet connexion, power cuts, political
events,…)
…Web Conferencing is widely approved by students
Lessons are always adapted to the audience
Quality and spontaneity of interactions
Feeling of belonging to a group
Teacher proximity
(and for some : feel free to interact directly with the teacher)
Jean-Charles DUFOUR
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Since 2004 this model has been applied to
other curriculums
4 University Degrees
Information and Medical Informatics
Evidence Based Medicine
Management of the Medical Information
Biostatistics and methodologies for biomedical
research
2 Master in Public Health (2012)
Econometrics and Quantitative Methods for
Health Research
Public Health, Society, Development
Jean-Charles DUFOUR
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What we knew before …
… and has been borne out by the facts
Motivation, training and institutional support
for teachers (and students) is a prerequi
(but is not enough)
Technologies are required but not only. Above
all an Information System is a necessary
(but is not enough)
A rigorous pedagogical and administrative
organization is crucial
(but is not enough)
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What we have done
We have waited for an institutional platform and have built
our curriculums on it (formation, technical support, political
support,…)
We have :
Written and detailed a great number of procedures
(conduct of examination, code for tutors, basic guidelines for
Webconference, DWE email and forum, writing and uploading
homework, …)
Informed and reminded teachers and tutors about our
pedagogical logics
Elaborated, standardized and applied the same model
to all teaching units
Jean-Charles DUFOUR
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Lessons learned
Impose timings in order to boost the group
Regularly appeal to students (during web
conferences, using forum, homework,…)
Tutoring is a good idea to support students
and to relieve teachers from some constraints
(only under teachers’ direction)
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Conclusion
This pedagogical model is well adapted to :
Modulate synchronous and asynchronous
interventions depending on the context
(technical constraints of participants, knowledge to be
acquired, level of comprehension of the students,…)
Provide students with specific curriculums
previously unattainable
(geographical constraints, cost constraints,…)
Keep in
mind
Jean-Charles DUFOUR
Institutional Support, Organization, Infrastructure, Coordination,
Comprehensive Guidelines and Procedures are Keywords
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Thank you for your attention
Dr Jean-Charles DUFOUR – MD, PhD
SESSTIM, UMR 912 (Inserm/IRD/Aix-Marseille Université)
jean-charles.dufour@univ-amu.fr
Jean-Charles DUFOUR
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