Computers in Education Policy
– The case of Quebec
_________________________________
Dr Gilbert Paquette
Télé-université du Québec
Seminario Internacional
Políticas de Uso de Nuevas Tecnologías
en la Educación Superior
Agosto 4 y 5 del 2005, Bogotá, Colombia
Personal Road Map
1972 Creation of Télé-Université
1982 Computer in Schools Government Policy
1992 LICEF: Télé-université Research Center
1995 Virtual Campus and AGD Project
1998 HyperGuides Project, Telelearning – NCE
2000 Mature Tools/Methods: MOT, MISA, Explor@;
Spin-offs. Dissemination.
2001 CIRTA, LORIT Observation Lab, Edusource
2002 Research Chair in Instructional Engineering
2004 LORNET pan-canadian Network
2005 TELUQ-UQAM-UQ. CREPUQ.
New collaborations on Learning Object Repositories
Quebec’s Context
Province in the Canadian Federation
French-speaking in North America
Education is a provincial responsability
Growing dynamism in the IT Industry
Expanding computer uses in Education
Quebec’s Evolution
1.
2.
3.
4.
5.
The 70’s: First Experiments and R&D
The 80’s: Large Introduction of Computer in
Schools, Colleges and Universities
The 90’s: Generalization of Web-based
resources
Actual State of Computer Use in Quebec
Higher Education
Actual Challenges
The 70’s: First experiments
Teacher Training and R&D
Pioneer introduction in schools and
universities in 1970
Permama: a massive program for training
math teachers – first distance courses in the
use of computers in education
At the end of the decade: LOGO courses
and Authoring Languages at TELUQ
Growing dynamism in schools (AQUOPS)
and colleges (APOP); R&D in universities
The 80’s: A First Policy for Computer
Use in Education
Governement Global Policy
Call to industry for computers
(Québec/France consortium)
Program to finance educational software
Teacher training programs
Centers (CMI) for CUE in the school boards
APO-Québec: a R&D and research transfer
national center
Impact: large commitment of individuals and
groups; rapid increase in applications in the
universities.
The 90’s: Generalization of
Web-based learning resources
CSE / CST / ACFAS -1995
« Higher Education at ICT Time:
communication more than media »
Quebec’ Information Highway Plan
Invest in «Computers (5:1) and Network
in Schools
Re-Engineering Education, Developing
Teacher’s training,
Learning Materials in French
Quebec’s Science and Innovation
Policy
Knowledge development and Sharing
Priority to ICT Training
Universities 2010 – ICT in
University Education
A CREPUQ (University Principals) Policy for the next decade
1999
«The use of computers for Education is lacking behind administration,
librairies and research »
In 2010, computers will be of general use in classroom, distance and
blended learning
Basic Principles
Towards an learner-centered pedagogy
Professor’s changing role – support and recognition
Inter-University collaboration and Government support
Goals
Quality – indispensable tool for knowledge in all fields
Increase student enrolment to respond to the needs
Impact on university programs: new trades, new methods, new tools
University as a « docking » institution for Lifelong Learning
In the world: francophony, latin america, bridge between Europe and NA
Universities 2010 – ICT in
University Education
A CREPUQ Policy for the Next Decade Strategy
Support professors: visibility and
recognition, support centers
Consortium for production of materials
Support to collaborative pilot projects
Discard administrative and IP constraints
Use RISA and CANAL infrastructures
Promote Télé-université’s expertise
Collaborate with the ICT private sector
Respect the primary responsability of
professors.
2000-2005: Focusing on Learning
Object Repositories
CREPUQ - SCTIC
MM production Consortium project (SDMI) – not yet financed
Norms and Standards for On-line Education - September 2002.
Recommandation on Intellectual Property to the Canadian Government,
March 2002
NORMETIC : Metadata Profile October 2003
Quebec Education Ministry Norms Comittee - 2004
PROCENA: project on a ICT environments consortium -2006
Canal Savoir
University television channel since 1984
Savoir Net project: numeric and Web broadcasting 2002
RISQ
University and Colleges mature ICT infrastructure
2005 Situation in Quebec
Universities
All 17 universities or superior schools use courseware
platforms (WebCT, in-house or open source) Course is
most knowledge domains
Around 100 000 students use ICT (50 000 in 2000)
Mostly minimal use: learning material distribution and
simple communication
Variety of models
2005: UQ and UQAM/TELUQ
A Federation of 6 Regional Universities (incl.UQAM)
and 4 Superior School (incl. Télé-Université)
Merging of UQAM and Télé-Université
UQ Distance Learning Council: to create a large
network of learning resource respositories
Goal of UQAM-TELUQ Alliance (5 year plan)
From 350 to 500 courses and from 28,000 to 50,000 distance
learning students + impact on the other CUE modes
10 M$ investment in new design, development and delivery
resources and teacher support
Learning object repositories in all faculties
Development of new tutoring models
Development of international cooperation and delivery
Sustaining R&D in CUE (LICEF-CIRTA)
Major Challenges and Trends
Knowledge Society and Economy: Huge
Education Challenges
Exponential Goal of Information Resources :
requies new technological systems, knowledge
representaiton and new educational strategies.
Main International Trends:
1. Learning Object Repositories making
available high quality resource;
2. Referenced by their knowledge (Semantic
Web)
3. To support learning and knowledge
management
Learning Object Repositories:
A Misleading Concept
“A learning object is any entity, digital or non-digital, that
can be used, re-used, or referenced during technologysupported learning” -IEEE LTSC 2000
Includes materials, tools, services, persons, events
Not necessarily digitized: printed documents, lab materials
Used not only by learners, but also by other actors
May also include target competencies or objectives,
activity descriptions, instructional structures, learning or
assistance scenarios, etc.
Suggestion: « Information Resource »
A Global Network of LO Repositories
Pedagogical Potential of the
Learning Object Paradigm
• Flexible reuse of high quality learning
designs, documents, tools, services and
learning units.
• Emphasis on communication and interaction
rather than media
• Places greater emphasis on pedagogy
• Recombination of learning desings (course
plans) and learning materials in surprising
new uses.
• Collaborative, multi-actor environment in
learning portals.
Synergy between institution using
different models
Distance
Course
Bimodal
Presence
Course
Course
Metadata
Repository
Learning
Object
Servers
Learning
Object
Servers
Metadata
Repository
Learning
Object
Servers
Learning
Object
Servers
Need for Instructional Engineering
Guide knowledge structuration
in a domain for learning design
Design learning scenario
Choose and associate learning
objects to activities
(documents, tools, actors)
Guide learner/facilitator and
learner/learner interactions
Analyse and revise
continuously learning
environment, courses and
programs
Towards an Era of
Collaboration
From Scientific Sharing to
Pedagogical Sharing
Computers in Education Policy
– The case of Quebec
_________________________________
Dr Gilbert Paquette
www.licef.teluq.uquebec.ca/gp
Seminario Internacional
Políticas de Uso de Nuevas Tecnologías
en la Educación Superior
Agosto 4 y 5 del 2005, Bogotá, Colombia