Bordeaux seminar 9 july 10 french

Projet Internet de CEP: Education Continue en Psychothérapie

Digby Tantam, Chris Blackmore, Emmy van Deurzen, Susan Iacovou (Université de Sheffield)

Partenaires: Marc Auriacombe, Digby Tantam, Emmy van Deurzen, Mia Leijssen

Associes de recherche: Chris Blackmore, Claude Missiaen, Jean-Marc Alexandre, Susan Iacovou

University of Bordeaux, 8th July 2010

Austri

a

Belgium

Czech

Rep

ublic

Franc

e

Irelan

dIta

ly

Poland

Portu

gal

Roman

ia

Sweden

UK (NSPC)

UK (She

ffield

Uni)

0

50

100

150

Etudiants pays par pays depuis le commencement du project en 2005Nombres des étudiants

Etudiants pays par pays

• Sample of 65 students from Leuven, Sheffield & NSPC studying May-June 2010

• 77% female• 10 different nationalities• Aged 26-53• 100% consider

themselves life-long learners


http://www.univ-bordeaux.fr/

http://www.kuleuven.be/english/

Recherches Google au sujet de Joomla,notre systeme de gestion de contenu



La page de depart


Une carte des iles Septimus


Moodle.org


Top 10 from registered sites in 215 countries

Country Registrations

États-Unis 9,026

Espagne 4,401

Brésil 3,220

Royaume-Uni 3,202

Allemagne 2,315

Portugal 1,809

Mexique 1,785

Australie 1,312

Colombie 1,205

Italie 1,187


Site Users Courses

Moodle.org 935,005 65

OU online 651,727 5,332

Hocmai.vn - Ngôi trường chung của học trò Việt

573,752 132

UNSW Moodle Dev 206,382 55

MyLinE - Online Resources for Learning in English

204,166 46

Christian Courses 181,457 177

Campus Virtual de la Universitat de Barcelona

139,925 9,622

與你相伴，E 路學習 132,737 218

Learn Greek Online! 128,544 9

CQU Moodle 127,232 4,940


Quelques comparisons

http://moodle.org/

http://learn.open.ac.uk/

http://hocmai.vn/

http://hocmai.vn/

http://moodle-unsw-dev.netspot.com.au/

http://myline.utm.my/myline

http://myline.utm.my/myline

http://rbc.christiancourses.com/

http://campusvirtual.ub.edu/

http://campusvirtual.ub.edu/

http://elearning.rad.gov.tw/moodle






http://www.kypros.org/LearnGreek

La page de depart


Les Cours et activites


Apercu des semaines


La premier page du premier module


Une Discussion au forum



Le contenu théorique


Le lien critique


Une page SEPTIMUS


Aggrandir le reseau


l'élément interactif


Le forum Français


Le chatroom


Access au chatroom


Le dialogue


La page pour L’Universite de Bordeaux


Les professeurs


Trouver son professeur


Le dictionnaire


Examples de definitions


Plan et vue d’ensemble pour la semaine


Le Quiz


Paedagogie ou andragogie?

• A collaborative learning approach• Student engagement is the key• Multimedia• Students responsible for much of the learning• Use of personal experience

• Une collaboration educative• Engagement d'apprentissage des étudiants ou

‘apprenants’ • Multimedia• Les étudiants sont responsable pour leur

environnement et leur apprentissage• Utilisation de l'expérience personnelle




Satisfaction with course ma-terials

Satisfaction with tutor Satisfaction with class discussions

Understanding of whole unit

0

1

2

3

4

5

Student satisfaction levels with course (2002-6)

Face-to-face learning

eLearning

Deux études comparatives

Withdrawing Completing Significance

Number (%) of learners40 (24.0%) 127 (76.1%) NS

Ratio of women : men (% women)

29:11 (72.5%) 85:42 (66.9%) NS

Average age (standard deviation)

36 years 10 months 34 years 5 months NS

Estimated frequency with which training institute could be visited per week by most

learners

Every two weeks Every month NS

Estimated distance (Km) from nearest suitable

training centre for most learners

Less than 49 Less than 49 NS

Number (%) with self-declared disability

1 (4%) 6 (5.6%) NS

Number (%) reporting poor or basic English

7 (29.3%) 25 (24.3%) NS

Number (%) reporting poor or basic IT skills

6(28.6%) 28 (27.2%) NS

Number (%) with childcare responsibilities

8 (32.0%) 29 (25.9%) NS

Estimated hours of main employment per week for

most learners

More than 40 More than 40 NS

Differences entre ceux qui finissent et ceux qui ne finissent pas

Quels sont les obstacles?

• Peu d’obstacles pour les étudiants– Faible taux d'abandon – Aucun apprentissage technique préalable nécessaire– La distance , le garde d'enfants et l'emploi sont moins un obstacle

que dans la formation en vis-à- vis • Mais, pour les enseigants?

– Les tuteurs ont besoin d'apprendre un nouveau style d’ «andragogie»


Low drop out ratesNo prior technical learning neededDistance, child care and employment less of a barrier than vis a visTutors need to learn new style of ‘andragogy’

Comme resultat de l’apprentissage, le bien-être augmente

…mais la spiritualité diminue

Elements de succès andragogique

•Contenu théorique • Style d'apprentissage collaboratif

nécessite une modélisation –Hiérarchie plate–Négativité faible–Divulgation emotionnelée–Interaction


Theoretical contentCollaborative learning style requires modelling

Flat hierarchyLow negativityDisclosureInteraction

Correlation au niveau des echelles de developpement personnel

Feed-back des etudiants:

• ‘ Years ago, studying was an obligation, often something like “couldn’t care less”. Here, “learning” is mere pleasure. The material is very interesting and it gives you a broader view and more opportunities to apply existential understanding in your own life and also in your own counseling practice. Existential well-being in practice!!! I am enthousiastic about the mentors’ open minds. A real “pearl” ‘

• ‘So far, I have enjoyed this training enormously, I have learned quite a lot and it has absolutely made me a richer person. As of day 1, I found it a privilege, a unique chance to be admitted to follow this training. It is simply a lovely gift that still gives me pleasure every day.’


Shock 6 conference- Chris Blackmore- 22.3.2007

Comparison of tutors' (n=3) and students' (n=11) self-disclosure, Unit 1 2003-4

0

5

10

15

20

25

30

35

1 2 3 4 5 6 7 8 9 10 11 12 13

Week number

To

tal p

os

ts

Tutors

Students

Shock 6 conference- Chris Blackmore- 22.3.2007

Overall levels of self-disclosure, Unit 1 2003-4

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6 7 8 9 10 11 12 13

Week number

No

. of

po

sts

Totaldisclosingposts

Total for allposts

A systematic discourse analysis of the discussion forums is being undertaken as part of doctoral thesis of Chris BlackmoreCurrently examining the data for signs of

“engagement” in e-learningResearch includes the use of textual analysis software, e.g. Pennebaker’s

Linguistic Inquiry Word Count

Discussion d’experiences intimes et emotionnels

• ‘I think we know more about each other than we would do in real life. I’ve told you guys stuff I haven’t told even myself before!’

• ‘Yeah, Stephen, and obviously from our discussion we even get to know each other on a somewhat deeper level than in real life.’

• I feel I got to know you all through your sharing and support – that has been a real eye opener for me in terms of the internet.

• I feel like I’m getting to know you all – as if we were meeting in real life.’

• ‘I enjoyed the sharing, openness and support of the group.’• ‘...thanks to everyone for sharing so much of their experience.’


• Blackmore, C., Tantam, D., & van Deurzen, E. (2008) Evaluation of e-learning outcomes: experience from an online psychotherapy education programme', Open Learning: The Journal of Open and Distance Learning, 23:3,185-201.

• Tantam, D., Blackmore, C. & van Deurzen, E. (2006) eLearning and traditional “face-to-face” teaching- a comparative evaluation of methods in a psychotherapy training programme. International Journal of Psychotherapy, special edition, Vol. 10, No. 2. Blackmore, C., van Deurzen, E. & Tantam, D. (2005) A comparative evaluation of eLearning versus traditional "face-to-face" teaching methods in a psychotherapy training programme. In: Subhasish Dasgupta (ed)Encyclopedia of Virtual Communities and Technologies. George Washington University, USA, p. 174- 178.

• Blackmore, C., van Deurzen, E. & Tantam, D. (2007) Therapy training online- using the internet to widen access to training in mental health issues. In: Theo Stickley and Thurstine Basset (eds) Teaching and learning about mental health. Wiley.


Quelques publications

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Bordeaux seminar 9 july 10 french

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