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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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).

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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.

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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.

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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).

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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.

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Students testimonials

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

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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.

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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.

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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)

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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)

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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

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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.

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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.

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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.

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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.

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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)

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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.

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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 ?

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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.

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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.

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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.

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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.

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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.

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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