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Nancy-Université - case study

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The Nancy-Université (Abrev: NU) is a federation of 3 HEIs in the city of Nancy, in France. This EPCS has been created in 2007.

This federation groups the three HEIs in Nancy:


It prefigures a complete fusion of the three universities in the not too distant future. Currently a number of departments are now common to the federation. With respect to ICT, the recently created department NUTICE is responsible for educational ICT support for the three institutions.


Nancy-Université is lead by one of the president of the member institutions. François Laurent is the president of the EPCS Nancy-Université since the 6 May 2008 for a mandate of 1 year renewable. He succeed François Le Poultier.


This EPCS, public establishment, aims at regrouping the means in the service of a common policy allowing a better effectiveness and a better visibility of missions of training, research, promotion and of broadcasting of University’s know how. It leans on a Directorate, a Council of research, a Council of pedagogy and on a Commission of human resources.

A total of 40,000 students annually follow the courses in the 3 HEIs. The federation awards a total of nearly 400 diplomas that cover almost all domain of knowledge and issued around 17 000 degrees and diplomas in the year 2007. The permanent staff of the 3 establishments is made up of about 5000 people, about 2200 teachers-researchers and lecturers and about 2500 in administration.


“Nancy-Université Continuing education” NU make a commitment to Life Long Learning and offer a unique structure giving to firms, to public agencies and private and to persons a true know-how in engineering of Training. NU has experience in the following fieds: evaluation of competences, validation of knowledges and experience, individual certificate of training, trainings leading to qualification and diploma, advice and accompaniment. It offer its services to traditional learners, distance learner, into company or out of the company. Every year, either 3500 persons participate into NU life long learning activities or 530 000 hours of training.

“Numeric University” NU is a member of UNIRE network (Numeric University in Region). NU set up for all its members, staff, students, a numeric platform where they can find resources, services. This platform can be reach from all pc connected to Internet, 24h/24 everywhere. 100% of the campus is covered by WIFI.


The Nancy-université web site is at www.nancy-universite.fr


Partnerships and exchange programmes

A lot of partnerships (regional, national and international) for this federation of universities involved in many virtual-campus, subject-oriented virtual universities. Nancy-Université is an active member of UNIRE (Université Numérique interRégionale de l’Est). To summarize it has partnerships with 155 universities in 24 European countries.

The university participates among others in the Erasmus-Mundus programme. The Erasmus-Mundus Masters are multinational educational programmes of high quality organised by consortiums of european HEIs. Nancy-Université deal with 3 masters:

  • FUSION-EP : European Master in Nuclear Fusion Science and Engineering Physics in partnership with 6 european universities.
  • AMASE : Advanced Materials Science and Engeneering Master in partnership with 3 european universties.
  • TAL : Traitement Automatique des Langues in partnership with 9 european universities.


Nancy-Université or one of its member institution os member or partner of:




Institution

The present

  • (1) Provide a general description of the institution in its current state, putting the e-learning into context.

Nancy-Université is a federation of 3 university of Nancy. Each university has kepp is own identity, it is not a merging. Some services were regrouped. One of the first actions within Nancy-Université was to regroup all the activities linked to ITC in education. Nancy 2 e-education activities are now considered in the context of the EPCS Nancy University via its service called NUTICE


Nancy-Universtié is composed of traditional universities offering also open and distance learning and participating in many virtual-campus initiatives. The use of ITC is a priority for the university.

The activities of NU can be summarized and organized at several level:

  • local: with the utilization of e-learning module by teacher in a blended format with traditional learning.
  • regional (virtual campus at regional scale)
  • National: (national virtual campus and thematical numeric university)
  • International: (virtual campus for multi graduating training where student realize virtual mobility in several countries).

NU’s e-learning offer is multi disciplinary.

NU offer to all staff and users un numerical work space (it was one of the 3 first French university to do it). This space gather, in function of the user profile all the necessary services he needs.

A part of the administration is done online at the university. Nancy 2 was the first french university to propose a online registration. About 15 400 students registered online in 2005-2006.


  • (2) What is the institution's annual budget?


  • (3) How many students does the institution have (a) in total? (b) as full-time equivalents?


Nancy-Université (a) 40 000 students, including 6 000 foreign students.

(b) No information.


  • (4) How many staff does the institution have (a) in total? (b) as full-time equivalents?


(a) 5000 staff in NU :

  • 2 200 researchers / teachers
  • 2 500 administrative staff and non-professional staff.

(b)not found.

Considered as full time equivalent.


  • (5) What is the institution's "business model"? (a) public (b) private (c) consortium (d) national programme. If (c) or (d) above, list the other partners (or the members) and for each briefly describe its role.

(a) public


  • (6) What percentage of the institution's students are based outside the home country?
  • 6000 foreign students in Nancy-Université
  • 1000 students of NU studying abroad.


  • (7) Describe the institution's approach to virtual mobility.

High priority for this institution. The Nancy 2 university was one of the first french university to start with virtual campus and distance education.

Some technologic dispositives are important to notify:

  • virtual ressources
  • virtual working environment (ENT since 2004)
  • customized platform.

Some educional dispositives are important to notify:

  • educational programs with virtual exchange between 3 institutes at international.
  • distance education (Master).
  • virtual campus.
  • e-learning projects.

No students are doing a Virtual Erasmus.


  • (8) Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects.

The institutions of Nancy University are more that 100 years old. They are well known because of their history.

Concerning e-learning, NU is doing :

  • web site NU and web site for each institution.
  • NTIC portal
  • conferences and seminars in France
  • international conferences and seminars
  • participation in big e-learning events : EDEN, OEB.
  • publication
  • participation in consortiums
  • participation to meeting organised by the european commission
  • member of the french association for ITC for education.
  • TICE networks :
    • TICE world
    • TICE research and inovation.


The past

Nancy-Université itself has a very short past, as it was created in 2007. The following lines describe the common or important elements that can be highlighted from the past of the 3 members universities.


  • (9) Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.
  • The Nancy 2 university, Nancy 1 Henri Poincaré and the National Polytechnnic institute of Lorraine (Institut National Polytechnique de Lorraine (INPL)) were created in 1971 following the reform of higher education enforced by the law "Faure" (Nov. 1968).
  • 1978, saw the creation of VIDEOSCOP, an audiovisual and multimedia production centre in Nancy 2. VIDEOSCOP currently produces pedagical video programmes and multimédia materials for educational purposes in the e-campuses in which Nancy 2 is involved. These programmes are broadcast through video channels such as Canal-U. Videoscop is also the coordinator of or partner in a number of European projects, including those of the eLene group. (See also technology part for more information about VIDEOSCOP).
  • Creation of CRIs (Centre de Ressource Informatique - Informatic ressource center) in the 3 universities. A CRI is a common service devoted to all aspects related with the development of ICT, in order to support administrative, research, pedagogical activities. For example, CRI has offered in 1998 an internet access and a personal email to each student of the university Nancy 2, in 2004 a vitual desk . Since 1998, it proposes a pedagogical platform (with targetted access to e-ressources since 2004 via the virtual desk). The CRIs are important for e-learning because one of their mission is to support research and development of Information and Communication Technologies.
  • In 1998, Nancy 1 and Nancy 2 responded to the Allegre call - a call dealing with the use of new technologies - and started the NUO project in 1999 (NUO for Nancy Université Ouverte = Open University Nancy). This e-campus got bigger the following year (2000) with the support of the Regional Council of Lorraine. Other universities in Lorraine joined the project, which became a pluri-disciplinary e-campus on a regional scale. LUNO (for - Lorraine Université Ouverte) is still running nowadays.
  • In parallel, in 2000, Nancy 2 answered a call for proposals launched by the ministries of education and research for the creation of "campus numérique français" (french e-campuses).
  • Virtual-campus initiatives

virtual-campuses in which Université Nancy 2 is involved, all of them are relevant to e-learning:

  • Law, Economics, Management


  • April to July 2003, following the demand of the European Commission, PLS Ramboll (a Scandinavian management consulting firm) carried out case studies in 8 European countries for the report Virtual Models of European Universities. http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf. With the help of the national ministry for education, it identified CANEGE (a virtual campus in which Nancy 2 is involved) as an example of best practice in e-learning at European level.The insitutions which were selected for these case studies decided to join forces and created eLene (eLearning network) in November of the same year. They have since sucessfully run three Virtual Campus projects in the European Commission supported eLearning programme.


  • In september 2007, Nancy 2 has decided to reorganise e-education activities in nancy 2, it leads to the end of the CEFOD Unit, the transformation of the CTU (Centre de Télé-enseignement Universitaire) into the ERUDI structure (http://) and the creation in the EPCS Nancy Université of a common service dedicated to e-education, called NUTICE (http://TICE.nancy-universite.fr). Since january 2008, all the activities related to e-education are missions of this service for the three Universities in Nancy.

External environment

  • (10) What is the institution's funding from government as a percentage of annual income?

almost 100 %. Taken from the quadriennal contract done with the ministry of education.


  • (11) Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country.


There are some regional fundings for specifical project. But on the wohole it is the same as for other French institutions.


  • (12) Describe the legal status of the institution.

Nancy-Université has not a status of university because no student are registered in Nancy Université. Students register to one of the 3 component of NU.


Nancy-Université is an EPCS. The status of public instite of scientific cooperation (EPCT) was created by the law of avril 18th 2006. It is one a the possible status for a group of HEI.


Nancy-Université is also a PRES (Pole of research and HE)


  • (13) List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.)

French language mainly. Some lectures in English (Master) or Erasmus Mundus.


  • (14) Describe any specific cultural issues that affect the institution's students or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.
  • intercultural module
  • french language departement for foreigners
  • the institution have made efforts since several years to help handicaped persons.


  • (15) Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.

The 3 HEI in NU are engaged in a common quality approach.

The framework is written in the quadriennal contract, it is also adapted to the european advices. The aims are the continuous improvement of quality, in term of excellence, users satisfaction, efficiency of processes or certification via the set up of monitoring tools for assessment.

NU have internal experience in the field of quality approach :

  • some laboratories are certified.
  • the continuing education service is certified (certification iso 9001)
  • evaluation process for the evaluation of courses and professional ou encore processus d’évaluation des enseignements et de l’insertion professionnelle des étudiants.
  • creation of a group in charge of quality assistance
  • 1 quality officer


The same as for other institution in the country.

  • Creation of a group for quality insurance.
  • continuing education is accredited iso 9001.


  • (16) Describe the approach to credit transfer with other similar institutions.

Credit transfert is mandatory since the LMD system is set up.


  • (17) List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).

Nancy-Université is participating into 6 UNT. UNT (Université numériques thématiques) Nancy-Université is participating in all the UNT except the UNJF.


ANSTIA : association of TICE and audiovusual studio network in France.

FIED : Federation Inter-university of distance education. Catalogue of online trainings. Annual quolloquium. Guichet commun des formation universitaire en ligne. A des ramifications en dehors de France.

NUFC: nancy université continuing education is in the following networks :

EUCEN : world wide network for continuing education & LLL with the use if ITC in education.

EDEN : videoscop is a member.

Promotion at international level TICE world : Launch by NUTICE = address book.

National level TICERI research and inovation (to federate the energy of researchers aroud ITC and education) Obj : to built project using ITC and to use NUTICE as a experimental field.


Virtual-campus initiatives

virtual-campuses where Université Nancy 2 is involved, all of them are relevant to e-learning:

  • Law, Economics, Management
  • International
    • Participation of University Nancy 2 in eLene a virtual campus initiative for the training of teachers.


EUROQLIo sub prog erasmus - multilateral project - virtual campus. campus virtuel tri diplomation fr/ bulg / roumanie. TICE 50% of distance education. licence and master in LLL framework.

Université Virtuelle de la méditerrannée. consortium crée qq mois. president UNT marocain. président UNT francais.


  • (18) List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning.


400 partner universities.

By order of importance for e-learning:

Master with syrian university to promote the use of ITC in education in Syria is ths most important.

  • Roumania
  • Bulgaria
  • Benin
  • Tunisia
  • Finland
  • Spain
  • Italy
  • England
  • Poland
  • Germany
  • Sweden
  • Luxenbourg
  • Belgium
  • Syria
  • Morocco

International agreements:

More than 112 interniversity conventions have been signed with Allemagne, Autriche, Belgique, Benin, Brésil, Burkina Faso, Bolivie, Canada, Chine, Colombie, Cuba, Danemark, Espagne, E.U., Gabon, G.B., Grèce, Hongkong, Irlande, Italie, Japon, Kazakhstan, Liban, Luxembourg, Macao, Maroc, Mexique, Palestine, Pays-Bas, Philippines, Pologne, Portugal, Roumania, Russia, Sweden, Suisse, Syria, Tunisia, Ukraina, Yougoslavia

Strategy

(Do not include annual plans.)

  • (19) Describe or provide a document describing the current institutional strategy.

See that with the presidency. site nancy 2 sur obj.


  • (20) Describe or provide a document describing the current learning and teaching strategy.

Difficult to give a simple answer because:

  • strategy vary from one institute to another (3 institutes)
  • even in an institute, as it is interdiciplinary, the objectives and strategy vary.
  • there as different type of education : from mass education to elite education.


  • (21) Describe or provide a document describing the current e-learning strategy.

Sme important points from discussions to highlight:

  • a unique service : NUTICE --> more simple, clear and effective.
  • the general belief of NUTICE concerning the e-learning strategy is to give access to everyone by the help of ITC to learning dispositives and ressources.
  • training for everyone in the university
    • teachers
    • students
  • Teachers are free : they make choice on how many e-learning they incorporate into their lecture.
  • Use students as a leverage ! (C2I preparative course at the beginnning of the year). Genereally students like it and ask for more e-learning to the teachers.
  • customized numerical environment (for teacher, students etc).


NUTICE foster the use and develoment of ITC in the 3 universities. The team have expertise in pedagogy and technology. NUTICE help, accompany, and train teacher who woudl like to use ITC in their courses.

L'objectif étant également d'être le relais des différentes initiatives enseignantes et étudiantes utilisant les TIC en offrant un service de proximité avec l'ambition d'être un guichet unique d'accès aux TICE.

NUTICE give training, advices, assistance in the use of ITC, in the creation of media resources in the following fields :

  • pedagogical ingineering,
  • Accompagny users in the new uses
  • Assistance for converting content into a media format.
  • technological and pedagogical watch
  • dissemination of practices,
  • Assistance to users
  • Promotion of TICE,
  • Participation into international and international work groups,

and all action related to TICE...


  • (22) What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer.


Teacher are free to integrate e-learning or not in their training. That is NU policy to insure a optimum automony and flexibility to teachers. So it is difficult to give an answer to this question.

Some courses are done online by decision:

  • All students intent to the C2I course online (certificate informatic and internet). NUTICE use it as a leverage to increase students demand for e-learning.
  • 100% online (ex : Hebrews).
  • 1040 courses online in Nancy 2
  • 1060 cours online in UHP
  • 150 in l'INPL (engineer).(moins grand nombre de formation, donc - de nombre de cours en ligne).
  • Practical work is done online when reality can be dangerous or acces is restricted.

All diplomas have some online supports.


  • (23) Give the percentage of the institutional budget that e-learning represents. Comment on how it is measured including the assumptions made, whether it is appropriate and any trends.

Meaningless. Not representative because some activities will continue and other not.

Strong political support from the presidents of the 3 institutions. The presidents support the TICEs.


  • (24) Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice.

(c)essential. e-learing (as a main part of educational system in France) is almost 90 - 100% funded by state.

Structure

  • (25) Describe the institutional structure, preferably supplying an organigram.


The Federation Nancy-Université is lead by the board of directors (the presidents of the 3 member universities) :

  • Jean-Pierre Finance, President of Université Henri Poincaré - Nanci 1.
  • François Le Poultier, President of Université Nancy 2.
  • François Laurent, President of Institut National Polytechnique de Lorraine.

The EPCS Nancy-Université is lead by one of the 3 presidents of the member universities. François Laurent was elected at the presidency of the EPCS in May 2008 for a 1 year renewable mandate, he succeed François Le Poultier.

The institutional structure is composed of the following elements:

  • Board of directors.
  • Research concil
  • Pedagogy concil
  • Human resource commission

Common services are also integrated into the institution structure.


A commun service do projets and missions which are common for the whole university or specific to its field of activity. Nancy university created common services which vocation is to put their skills and their know how at the disposal of all the university. The commun service dealing with e-learning is [NUTICE].


  • (26) Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice.

Clearly (c) hub and spokes.


  • The hub : NUTICE core staff (completely centralized).
  • The spokes : represented by the "correspondents" of the "proximity network". Those correspondents (teachers) belongs to the network of NUTICE and are disseminated in all component of Nancy-Université in order to insure everyone (teacher, students, admin staff, etc) can be in close contact with NUTICE and find a relay for help / support.
  • different types of spokes : there are several level of proximity. The aim is to support all the possible initiatives (institutational, not institutional, local, small, large, international). Built to suit is also often done.
  • also some other services who cooperate with NUTICE (see details below).


  • (27) Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure.
  • orientation board (see description below)
  • NUTICE (common and mutualized service dedicated to the implementation of e-learning in Nancy Université)
  • proximity networks
  • plus partnership with:
    • the 3 CRIs (centers for Informatic Recources)
    • videoscop : multimedia production center.
    • the CTU (Center de Télé-enseignement Universitaire), spécialized in language training = ERUDI (Etudes et Ressources Universitaires à DIstance) de Nancy-Université gère tous les aspects relatifs à l'administration d'une formation à distance et à l'organisation de la pédagogie en lien avec les composantes de l'Université. Elle assure la préparation à distance des diplômes nationaux de Licence et Master.


  • (28) Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure.


  • an orientation board.

The role of the orientation board is to define the general TICE policy for 1 year (general strategy). Meeting once a year. Its composition for each unviersity:

    • The president,
    • the vice President CEVU,
    • a TICE representative, choosen by the President,
    • a representative of teacher and a representation of students choosen by the CEVU.
    • representatives from partners of common services are invited depending on the agenda.
  • NUTICE, executive committee composed of TICE representatives and TICE director. Insure the coordination and is responsable for the implementation of TICE policy. NUTICE have committee meeting every month.

Learning and Teaching processes

This has a focus on learning and teaching with other aspects viewed from this perspective.


Learning and teaching design and delivery

  • (29) Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning.


A e-campus must provide 3 kinds of services : to produce multimedia materials, to put this multimedia material at students' disposal and to provide a tutor for the follow up.

The choice of the module size is calculated taking in consideration the number of hours usually done in cathedra and also the homework done by the student. In a learning dispositive, all the modules don't have the same size, it is very rare because the practices are differents between the partners.

Making of a media module :

All kind of media exist, from the simple PDF to the most elaborated module for a sef-sufficient training. The majority of modules are situated between the 2 extrems. The modules for complete self-training don't really exist but some modules were develop to insure a relative automnomy of the learner. The module in PDF format can be justified in the case of a field of knowledge in continious evolution, as fiscal law or work law for example. The updat of such a module, with a lot of media would result in the full creqtion of a new module and would result in high costs. The modules can also be sorted taking in consideration the media they use. For example a module using only video medias will be more expensive to porduce then a module using HTML. The following classification sort the module in function of the mediatisation in 36 categories:

  • Course with low scenarisation, few media : composed of :

an interactive summary, a PDF material per chapter, a multiple choice questionnaire per chapter, a glossary, a bibliography, a webography, eventually one or some case study…

  • Course with scenarisation and media : composed of :

an interactive summary, a PDF material per chapter, a document cut in sequences and learning activities (interactive exercices and/or wording pour participation on a forum, a glossary, a bibliography, a webography, some multiple choice questionnaires, eventually one or some case study…

  • Course with high scenarisation and heavy use of media: composed of:

an interactive summary, a PDF material per chapter, a teaching aids cut in sequences and learning activities, integrating audio, animations, interactive applications, fixe images and video, a glossary, a bibliography, a webography, some multiple choice questionnaires, eventually one or some case study…

Granularity of the module :

Another important caracteristic of a module is its granularity. The choice of educational grain size or of the elementary brick is an important element in pedagogy. In fact, the teacher can decide to modify the path into the module, spending more time on some part (if he thinks they are more important) and reucing the time spent on others. Consequently, the grain must be easy to segregate from technical point of view. The ideal situation is that the teacher can built indicidual path for each student. The students can also, based on his personal background and wishes, select and create his personnal path. In that case the grain must be identified and described from pedagical view. Do note that the size of grain have a great importance in the case of a course develop for a virtual campus use, where re-use, mutualisation and flexibility are the key works.

Key words: Mutualisation, reuse, scenarisation, editorial chain'


  • (30) Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier.

Axe 1: Use of a editorial chain for module with important size. Editorial chain: choice of scenari (Scenari is an OpenSource software suite that introduce a new methodology to edit and publish multimedia documents).

Axe 2: pedagogical plateform: moodle. Teacher can customise scenarii (chronology or thematic). Flexible. Full autonomy. Every teacher keep self-control on his training. It is an important point to let the teacher to be self-sufficent because of the number of staff in NUTICE. The teachers mainly wish to be self-sufficient and independent.

Learning and teaching development

This includes materials and IPR.

  • (31) How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful).

Concerning e-learning content, there are 3 sources:

  • Internal production.
  • Production in partnership within the consortiums
  • Use of external resources (OER from TDU)

It difficult to give an answer, because there is no control on the amont of content (that's volontary) that the teacher are using. Teacher have OER at their disposal and build their lecture with it.


  • (32) Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment.

No idea. No measure on that.

They are using the resources from UNT.


  • (33) When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail.

Let's develop the all the cases:

  • all content developed by teachers themselves belong to them. It can not be used by the institution.
  • all content developed with the support of NUTICE: is under a agreement of mutualisation. That means the content is put at the disposal of all the teachers of NU, but not editable without the agreement of the author and not usable out of NU. In practive, the teachers accept this agreement wihout making difficulties.
  • in consortium, IPR are given up to the university.
  • some resources are produced for a confidential use and it is not necessary to set up agreement.

For external use: The authors, when they give content for the creation of multimedia modules, have to give up their ownership and give the right to the university. When the university is in a consortium, the partner university should also be able to use the module. But when the module have to be use in another consortium, there can be some difficulties in the use of the content is limited to 1 consortium. In some cases, some authors gain some rights for the diffusion of pictures or videos just for a limited and precise public. If the use is wider that expected, the author can have problems.


  • (34) When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful).

No idea on the percentage. It happens frequently, that's why the chart of mutualisation exists.

  • (35) What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment.

Building of course in partnership with the student is done in NU. This is managed by teachers themselves. The teachers can choose and discuss with the student. Teacher have the responsibilities.

Learning and teaching evaluation and quality

  • (36) Describe the quality procedures (a) in general terms and (b) with respect to e-learning.

The is a labelisation process of the resources. They start from the resource of one teacher and go to common resources, used by several people. BAsed on external review. Traditional approach.

A lot of freedom is given to the teacher. They are more careful when the resource should be use in an UNT. In that case, the resources is reviewed by a scientific committee. It is the same for the use in consortium.

For review there are quality criteria with a grid: element : clear / unclearconfus, exercises / no exercises, interactivity / no interactivity, etc.


  • (37) Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components.

The ojectives and goal are written in the quadriennal contrat. Every 4 yearrs, the write a report to the ministry to make stock of the situation. There is a visit form a ministry expert (AERES), taking as a starting point the written document. That's a national dispositive.

Meta Learning and Teaching processes

Communications

  • (38) Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries.

NUTICE is doing the internal communication.

  • seminars
  • trainings
  • web site.
  • actuallity letter
  • mails.
  • once a year (beginiing of the year) flashy brochure with CD and communication about the TICE.
  • articles into the internal revue with video clips dedicated to NUTICE.
  • NUTICE attends councils.


  • (39) Describe how the institution communicates its good practice in e-learning to organisations outside.

NUTICE has or is taking part in the following networks:

  • EDEN
  • TICERI
  • TICE world

Publish in main conferences or event:

  • OEB

organise conferences:

  • spring of Sciences & technoligies (100 participants).
  • TICE 2010 will take place in Nancy (this conf. happens every 2 years). (350 participants).

NUTICE has in its missions to represent the institute in the field of TICE at regional, national and international level.


  • (40) Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation.

NUTICE invite external expert for seminars. actuality heading. Promotion everywhere. For the UNT : ask for a visit of the UNT representatinve in order there can be direct discussion between teacher and the representative


  • (41) Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning.

Frequent. Participate to events. Particpates in meeting for european projects Strong support from institutional learders. They will also partcicipate in the inoguration of spring of science and tech. Participate in the european administrative board Chart sar/lor/lux e-learning in political messages. Communication IUEN : discussion about gouvernance of TICE in French HEI. They are in all the administration board of all the UNT exept one.

Internal. Communication is important to break routine. To go from a small production to a bigger size.

External. important because it is impossible to do TICE alone ! Scenari was born after TICE service gathered knowledge to produce a common tool.

Value for money

  • (42) Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.

Budget is done annually. They define the priorities and make a finance plan. The director of NUTICE take part in the finance commission, promote project and ask for financial support.

  • (43) Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled.

To les aspect infrastructure, platform sont gratuis pour tout le monde car pris en charge par les CRI ou NUTICE. pour le financement des enseignants pour leur heures de tutorat, etc : en train d'établir d'un cadre commun pour les 3 établissements pour la prise en compte de leur investissement. C'est la nouvelle loie qui va permettre d'avancer. Jusqu'à présent n'est reconnu pour les enseignements chercheurs en fr que l'enseignement en présentielle. Pour le moment chaque établissement a quelque chose qui tourne pour lui. mais comme le contexte avec la LRU a changé, ils vont établir qq chose avec la LRU.

  • (44) Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE.
  • Clear objective : unique tool for NU.
  • NUTICE moderator
  • Meeting of the 3 instution teacher, proposition of technical facilities (3 possible porposed platforms)
  • Teachers do the testing. They ave a testing period. Give dead line.
  • Vote.
  • Possibility for speficical development


  • (45) Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning.

Not relevant.

  • (46) Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning.

National reform. The law for university is changing. No view at that time.

Staff

Teachers, lecturers, trainers and equivalent support roles

  • (47) Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally.

NUTICE is here when needed.

There are training programmes to help teachers to become automonous. NUTICE also accompany everyone if he need some help for the use of TICE (for suppport, learning) etc. NUTICE offer both general support, as well as customized support. NUTICE offers several trainings programs to the staff of Nancy Université. The training focus both on technical skills and pedagogy. One very important point is that NUTICE provide training to the teachers in order they can be self-sufficient, that means to use the e-learning platform, produce e-learning material etc.



  • (48) Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment.

(a) The level is equal to the expectation of the university. The staff beneficiate of the trainings provided by NUTICE. Training session often happens, so staff competence is quite good. A role of NUTICE is to offer assistance to the staff when it is necessairy. So staff also beneficiate from a good support by NUTICE.

Staff sometimes also go for trainning out of NU.


  • (49) Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.

Based on self participation. NUTICE use the students and teacher colleagues as a leverage for incitation. The majority of staff is favorable and integrate e-learning in their lecture. The strategy of NUTICE to let staff free. Works well.

Few people refractory to e-learing and the use of ITC in education.

  • (50) Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms.

There is no particular way to reward staff with competence in e-learning and doing e-learning activities in Nancy Université. In France, more generally, there are no special consideration for those kind of skills and no rewards.

Management and leadership

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.


  • (51) Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders.

NUTICE have training programmes. Trainings are organized several time a year:


  • (52) Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment.

It seems it is 5 for all the 3 managers of the instutition: NU president is informatician. president nancy 2 : psychologie du travail qui encadre des theses autour du e-learning. scientist who have always supported TICE.

The director of NUTICE is teacher in Informatics and Web Information knowledge intelligence.

Consequently, the managerial staff already have e-learning competence because of their background.


  • (53) Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.

--5--

  • (54) Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).

It is Anne Boyer. directrice avec toutes les fonctions d'un directeur. definir une politique operationnelle redre des compte avec les politiques, disucter les convaincres relation avec l'ext diriger une equipe. gérer les budgets. demander de l'argent. interface avec les présidents.

tout !

Students

  • (55) Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills.


Nancy 2 University was one of the first French university to propose to its students to hold a certificate of competencies in Informatics and Internant, level 1. This certificate (the C2I) is national and certifiate the students' knowledge in the field of ITC. This C2I was extented to NU and all new incomers in NU receive a preparatory training about the use of ITC. This training is done via e-learning (40 hours training). Students can also get support during all their study. Online tutorials, serious games are at their disposal to improve their skills.

  • (56) Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment.

The level of student vary at the entrence to the institution. Because of the C2I they are prepared and have a good level.

  • (57) Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.

5. Students are used to VLE, e-learning. As they experience this technologie at their entrance, it is often students who push teacher to do more e-learning courses.

  • (58) Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling).

4 or 5. Common. They start their semester with a training using e-elarning.

  • (59) Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies.

Prevention strategy: Teachers are prepared responsable about IPR and plagiarism.

Detection strategy: NU is setting up a tool (software) to detect plagiarism. When a students write something the teacher can check if there is plagiarism or not. This tool work with internal database and web references. At present this tool must be adapted. Software qui va être acheté. (choix commun sur tout UNIRE). Some additionalIl y a aura des dev complementaire et ils vont faire en mutualisé.

  • (60) Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment.

--5-- pas de retour négatifs. Que des retours favorables. Le étudiants c'est leur environnment.

Technology

(61) For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate.

espace Wiki (couverture 100%) tables, power. salle communes informatiques avec tous les outils audio. espace numerique detravail accessible partout pour tous et profilé en fonction de leur inscription pédagogique. Acces NU au wifi même pas dans leur établissement ca marche.

Pas en place reduction. Mis en place par le ministère (operation MIP) comme tous les etudiants francais. qq ordi en prêt pour en longue maladie ou avec accident de vie.

  • VLE and/or content repository

Called ENT (for Environnement Numérique de Travail). The university develop a portal (ESUP portal).

De plus, en lien avec les CRI des établissements, il met à disposition une plateforme pédagogique par établissement (http://ARCHE.univ-nancy2.fr) accessible via l’ENT. L’outil (Moodle) et l’interface sont communs aux 3 universités, la déclinaison est réalisée en fonction de l’usage spécifique à chaque établissement.

  • email or bulletin boards

Contained in the ENT forums. par formation listes de diffusion par formation


  • automated assessment
  • Web 2.0 tools especially blogs, wikis and social networks oriented to the institution
  • e-portfolios

Forum for the use of students

  • laptops - and comment on student ownership issues
  • audio or video podcasting or streaming - and comment on student ownership issues

Video podcasting is experimented by VIDEOSCOP. [1]

  • mobile devices (not laptops) - and comment on student ownership issues

And finally:

  • Provide a description of any other technologies with significant use in the institution.

Futures

  • (62) Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents).

As the creation of Nancy-Université is quite new, no big change are expected. Perhaps an other university of Region Loraine (University of Metz) will join Nancy-Université. But not in the near future. At the moment they mainly target to strengthen / consolidate what already exist and what was set up.

  • (63) Describe any changes further downstream that the institution is now considering or concerned about.


  • (64) Describe how the institution handles the foresight aspects of its operation with regard to e-learning.

Same answer as for q.62. Strengthen / consolidate.

  • (65) Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc).

Will try to adapt to the changes. They already work with the CRI (Informatics resource center) and test new possibilities release etc. They also are also connected to reseach about e-learning, VC etc.

  • (66) Describe how the institution analyses and takes into account present and future markets for its offerings.

No answer.

  • (67) Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings.
  • (68) Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions).


References and reports

Virtual Models of European Universities: http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf

EURO-QLIO project: http://www.euro-qlio.uhp-nancy.fr/index.php/fre/content/download/503/3266/file/Communication-euroqlio_cifa_v3.pdf


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Nancy-Université - cas d'étude

Lessons learned Nancy Université

> France
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