Evaluation of the Swiss Virtual Campus - Schweizerische ...
Evaluation of the Swiss Virtual Campus - Schweizerische ...
Evaluation of the Swiss Virtual Campus - Schweizerische ...
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SVC Final <strong>Evaluation</strong>. Background Report Lepori and Probst<br />
8.1.4 Réseau e-learning, Université de Genève<br />
General description and organisation<br />
Réseau e-learning is a network coordinated by <strong>the</strong> recently established ‘delegation du rectorat pour le e-learning’.<br />
Restructuring is ongoing.<br />
Website http://elearning.unige.ch/index.html<br />
Mission and strategy<br />
Mission: Services to <strong>the</strong> community instead <strong>of</strong> production <strong>of</strong> course material – pr<strong>of</strong>essors are fully responsible for <strong>the</strong>ir<br />
courses and contents. The network provides help to <strong>the</strong> teachers when <strong>the</strong>y ask for it.<br />
The university strategy is currently being reformulated. Enhancing <strong>the</strong> quality <strong>of</strong> teaching and learning is high on <strong>the</strong><br />
university’s agenda, elearning initiatives are fully supported by <strong>the</strong> university. The university policy provides a framework<br />
for elearning in higher education, supports programmes that encourage pedagogical innovation. It encourages teaching<br />
staff to develop elearning environments using Dokeos and Moodle.<br />
Activities<br />
SVC projects: leading house: 1 first call (Computers for Health), 1 second call (SUPPREM), 2 third call (eTeach-Net,<br />
TransTech), 1 fourth call (Understanding 3D); 26 projects as partner. Besides <strong>the</strong> support activities mentioned below,<br />
<strong>the</strong> Réseau e-learning supports SVC projects in administrative work.<br />
Support and o<strong>the</strong>r activities besides SVC projects:<br />
• Support <strong>of</strong> 15 innovative projects (14 <strong>of</strong> <strong>the</strong>m implemented)<br />
• Support for teachers regarding <strong>the</strong> development <strong>of</strong> specific learning contexts (not development <strong>of</strong> content) –<br />
regular technical and pedagogical consulting (to individuals and groups) regarding: instructional design; student<br />
assessment; interactive and collaborative learning; course evaluation; curriculum development<br />
• Training sessions and workshops on teaching and learning in higher education include sessions on <strong>the</strong> use <strong>of</strong><br />
educational technologies<br />
• Implementation and maintenance <strong>of</strong> institutional learning platforms<br />
o Dokeos: 1200 online courses in 2006 (ca. 30% <strong>of</strong> all courses available at UNIGE), more than 15000<br />
users (some may be counted several times if registered to several courses)<br />
o Moodle: proposed from October 2006 on (for teachers with more experience in e-learning and student<br />
centred learning models)<br />
• Technical support – training sessions for Dokeos, helpdesk activities, upgrades <strong>of</strong> elearning s<strong>of</strong>tware<br />
• <strong>Evaluation</strong> <strong>of</strong> teaching effectiveness<br />
• Report on <strong>the</strong> status <strong>of</strong> elearning at <strong>the</strong> University <strong>of</strong> Geneva<br />
• Participation in e-Leru and o<strong>the</strong>r international networks<br />
• Organisation <strong>of</strong> elearning days (first in November 2007)<br />
Competences: Expertise in use and contribution to development <strong>of</strong> Dokeos – <strong>the</strong> ICT group is a member <strong>of</strong> <strong>the</strong> Dokeos<br />
consortium. Experience in networking and knowledge/expertise/experience sharing. Expertise in training faculty in<br />
implementation <strong>of</strong> elearning and evaluation <strong>of</strong> pedagogical innovations.<br />
Resources<br />
Collaborators: coordination (1.75 FTEs)): 1 pr<strong>of</strong>essor (50%), 1 scientific collaborator (45%), 1 assistant (80%). Plus<br />
network: NTICE, FormEv, life long training, legal department, etc.<br />
Future perspectives<br />
By <strong>the</strong> end <strong>of</strong> 2006, <strong>the</strong> university established <strong>the</strong> position <strong>of</strong> a pr<strong>of</strong>essor (50%) as CCSP. Besides this position, <strong>the</strong><br />
university also finances <strong>the</strong> scientific collaborator and assistant. The structure <strong>of</strong> <strong>the</strong> network is currently under revision;<br />
<strong>the</strong> introduction <strong>of</strong> local coordinators in <strong>the</strong> faculties and schools is planned. A new strategic plan should be approved by<br />
<strong>the</strong> rectorate in <strong>the</strong> next months including also additional funding for new internal projects.<br />
Remarks and comments<br />
This CCSP is currently in an important phase <strong>of</strong> development. The new coordinator – a person from outside – has taken<br />
over <strong>the</strong> task to make <strong>the</strong> network become a coordinated network. There is support from <strong>the</strong> rectorate (before, two vicerectors<br />
were responsible for <strong>the</strong> CCSP), but, however, <strong>the</strong> coordinator’s task does not seem to be that easy – <strong>the</strong><br />
network as it is at <strong>the</strong> moment is ra<strong>the</strong>r complex and hence not easily understandable, it seems to need a more explicit<br />
coordination. They now have started establishing a central website. The aim is that in <strong>the</strong> future <strong>the</strong> coordinator<br />
becomes <strong>the</strong> ‘natural entry point’ for all questions regarding elearning.<br />
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