Pedagogic innovation in Higher Education. From theory to practice Jean-François Denef Honorary Vice-rector for medical affairs “Université Catholique de Louvain” Belgium President of the SIFEM
Feb 24, 2016
Pedagogic innovation in Higher Education.
From theory to practice
Jean-François Denef
Honorary Vice-rector for medical affairs “Université Catholique de Louvain”
Belgium
President of the SIFEM
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SIFEM : Société Internationale Francophone pour l’Education Médicale
International French Speaking society for medical education • The only French speaking journal in pedagogy
– www.pedagogie-medicale.net • Special prioritary action groups
– Social responsability of medical schools– Communication– Research
• Work groups – Portfolio– Simulation in medical education
• Meetings • Cooperation with AMEE (Association for medical education in Europe)
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Overview
• Take home message• Introduction : some basic definitions• Three phases of innovation
• Conception / appropriation• Implementation
• Evaluation and transfer to routine
• Conclusion and comments
(« Take home message »)
A strategy based on projects management is useful to cover all the aspects of the innovation
Three major steps in introducing pedagogic innovation: Conception/appropriation, implementation, evaluation.
A systemic approach is needed (needs, objectives, methods, evaluation, communication)
Consider all possible partners(teachers, students, administrations, …)
RAMSDEN, P. (1998).
Learning to lead in higher education
Routledge / Falmer.London & New York
288p.
2009
A few definitions…• Novation : invention, true novelty• Innovation : implementation of a novation in
a defined environment • Renovation : revision of a situation, of a
program, in order to improve or to adapt it to a changing environment
• Reform : Any change to respond to external changes
Bédard et Béchard, 2009
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A basic innovation From the teacher centered approach
To the learner centered approach
What should I teach ?
What should they learn ?
What should they know ?
What should they do ?
Who should they be ?
Competences Learning outcomes
Educational objectives
Teaching Objectives
Societal needs
Learning outcomes
Course or program
evaluation
Student assessment Teaching methods
Students
Conception /Appropriation
Implementation
Evaluation
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Why to develop pedagogic innovations ? Contextual elements
• The world is rapidly changing– Students change
• The numeric student• Increase of the number of students in higher education
– Science is advancing : new concepts old statements turn out to be wrong
– Increased social accountability– Increased and more specific demands of the society – New technologies– Turbulent changes of the environment – …
The numeric students
• Spend more than 4 hours a day with a monitor (PC, TV, Mobile, electronic games)
• Manipulate more than 3.300 Mobile messages/a month
• use « meta – meta – information's »Information’s « about information »
• Prefer pictograms to words
• is doing « zapping »Le monde de l’éducation, 2008
Change of the relations between teachers and students
Plantu
I want my diploma !
Just a little
question
OUT !
Obesity of the curriculum
We expect to much from our students et we teach them too many things.Let’s give them good methodologies ans a critical senses. Everything will come as their experience will develop
Sir W. OSLER 1849 – 1919.
Abrahamson S., Diseases of the Curriculum. Journal of Medical Education. 1978 : 53 : 951-957. Guilbert J.- J., Les maladies du curriculum. Revue française d’Education médicale, 1981 : IV, 6.Denef-JF, Pédagogie médicale, 3 : 123-124, 2002 12
Change in the expectations of the societytowards medical schools
Development of IT in the Professional practice
Tecfa, Genève
Let’s stop doing similar things
with different tools M Lebrun 2002
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Motivation of the different actors involved in pedagogical innovation
StudentDiplomaTo pass exams
Teachers Professional succesSucess in various aspectsProgram
managers Institutional succesQuality of the program (conception, process)
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Student
Teachers
Manager
Convergence of motivations
Convergence Of
Actions
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Convergence of motivations
Divergence of actions
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A basic innovation From the teacher centered approach
To the learner centered approach
What should I teach ?
What should they learn ?
What should they know ?
What should they do ?
Who should they be ?
Competences Learning outcomes
Educational objectives
Teaching Objectives
Educational objectives
Level Abilities Behavior 1 To know define, indentifie, list, tell in his own words,
2 To understand decribe, summarize, explain, …
3 To apply use, solve, construct, demonstrate, calculate, …
4 To analyse analyse, compare, select, chooze…
5 To synthetize conceive, plan, develop, present, produce, …
6 To evaluate justify, advocate, judge, criticize, evaluate, evaluate …
verbes
Wertz V., 2010
After the apporach by objectives, the approach through learning outcomes
verb
esWords orAdjectives
Societal needs
Learning outcomes
Course or program
evaluation
Student Assessment Teaching methods
Students
Implementation
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Conditions required to implement pedagogic innovations
• Leadership• Evaluation of the social consequences • Process for consulting stakeholders and to
reach a consensus • More transparency, more involvement of all
groups in the management and decision for change
• Need for the stakeholders to understand which are the gain of the change in term of quality and equity
Experton W., Mondial bank CUD 2009
What kind of innovation• New curricula
• New pedagogical approaches
• New didactical methods
• New assessment methods
• Change in the relations between students and teachers
• New institutional entities
• …
How and when to implement change…
• Has the present situation been fully analysed ?
• Are initial conditions present to start a change ?
• Are all partners ready to change ?• Are the project, the chronogram, the means
coherent with the change ? • Is Communication planned during change ?
The partners involved in innovation • Political level :
– Commission for education, program, …• Piloting the process
• Executive level :– People in charge of implementing the innovation
• Administrative level : - People who will be in charge of transforming the innovation into routine • Students
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Who is concerned in strategic management for change?
SocietyUniversity
FacultyDepartment
TeamsIndividuals
The key role of leaders
must be considered at each level
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Réactions facing innovation
• Over My Dead Body Group : they are pessisitic and will be claiming against change if any trouble
Good Idea Let’s try !
It will never work !Why not ?
Early majority
Late majority
supporters OMDBG
Supporters: They like to take risks, are impatient, put pressure on other people
Early majority : are in favor of change as soon as they understand the objectives
Late majority : ask for early results and first consider all the possible negative consequences of change
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How to generate adhesion or resistance
• Listen to people• Discuss first, try to solve
problems and convince later on
• Rely your project with the people
• Identify and promote early supporters
• Try to get quick positive results
• Be an example
• Ignore feelings• Restrict to logical and
formal arguments• Change often vision and
priorities• Blame persons for
problems instead of looking for causes
• Expect from others more than you expect from yourself
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Why do people resist to innovation?
• Loss of control• To much uncertainty• Surprise…• Loss of his personal self confidence• Fear of the future• Rebound effects• Work overload• Personal attachment to the past• Contamination problems
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Continuous management of the implementation
One non classical way of changing
• Consider the learning outcomes• Change progressively the contents and the
form of the students assessments• In turn, students will ask to change the
teaching methods
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Student assessment driven change of the curriculum
Products ProceduresProjects
Communication
• The implementation phase is critical– (2/3 of projects fail during the implementation phase!)
• Major role of the communication– Should not be restricted to “information”
• Faculties are not only teaching institutions but are also “learning communities”
“Learning by doing”
• How to animate the project?“Let’s share our positive and negative experiences”
In summary : what to keep in mind about the implementation phase ?
Societal needs
Learning outcomes
Course or program
evaluation
Student assessment Teaching methods
StudentsEvaluation
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Basic questions about evaluation
What ?Process ?Results ?
When ?
How ?
By who ?
To do what ?
To communicate what to who ?
Education al setup
Professional outcomes
Professional practice Patients
health
• Program evaluation
• Quality insurance
? ??
• Pratice hability
• Certification
• Evaluation of the professional
productivity
A systemic approach to evaluate major pedagogic innovation
Adaped from J Jouquan
Use Indicators
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Indicators
SimpleMeasurableAccurateRealisticTimely (measurable at a given time)
Smart
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Final comments and questions
To take different points of vue into consideration
Pedagogic innovation is not an objective “per se”
1. To increase the quality or to extend of the educational mission of the faculty
2. To increase effectiveness
3. To meet the everyone’s expectations
(« Take home message »)
A strategy based on projects management is useful to cover all aspects of the innovation
Three major steps in introducing pedagogic innovation: Conception/appropriation, implementation, evaluation.
A systemic approach is needed (needs, objectives, méthods, évaluation, communication)
Consider all possible partners(teachers, students, administrations, …)
• Change is life• Any change may pass through a feeling of loss • Resistance is related to the attachment to the past• Resistance is normal, natural and even necessary• Resistance will increase with pressure• Pressure induce compliance, not adhesion• Participation generates adhesion• Anyone should find his own advantage in change• Adhesion to change is in fact an … individual choice
Keys for change