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Report by MAC-Team on FBS-France Business School training seminar and Scenario implementation

Last modified by yves boisselier on 2013/12/17 10:12

The FBS global scenario is made of a main training session of FBS teachers and of a few implementation and deployment scenarios by these teachers:

  • The first two days of the training seminar 18-19 March 2013 in Paris with FBS team have been fully delivered to seven FBS teachers (from different FBS campuses).
  • Some pilot scenarios with FBS have been in preparation or implemented after this first seminar. They demonstrate a high commitment level from the teachers and the students already :
    • Scenario related to the course ”Business Intelligence Tools and Methodologies applied to Finance sector” has been implemented by Sabine BRUAUX of FBS (Amiens Campus in France) with a group of 15 Students.
    • Scenario on Collaborative and participative notes taking by students to training course implemented by Miia PARNAUDEAU of FBS (Tours Campus in France) with groups of students (20, 35 and 70 students).
    • Scenario related to the course on ”Sustainable Development & local (public) groupings” by Angela MATHIEU of FBS (Tours Campus in France) has been implemented with a group of 15 students.
    • Scenario on ”Wiki & Micro-Finance” by Fabrice MAULEON of FBS (Tours Campus in France) with a group of 15 Students has been launched on a special kick-off session in Tours on the 2nd April 2013 with the support of MAC-Team. After a 3 weeks project workload for the Students, the outputs and outcomes of that scenario were evaluated on the 25-26 April 2013 in Tours with all the participants (in addition an impact assessment is planned in a few months, end 2013/ beginning 2014).
  • More scenarios are also under preparation by other professors, e.g. Mike HANSON of FBS (Poitiers Campus, in France) on "Negotiation skills".
  • As a result of this global scenario, the director of the FBS Learning Hub facility considers include wiki-culture elements into the pedagogical approach of FBS. 

1. Tools we used

  • Google forms to let participant fill in the pre-questionnaire about their expectations and initial acquaintance level on the wiki tools and the wiki culture.
  • The Chamilo platform to let participants provide feedback and evaluation on the seminar. (For consolidation purposes between the various training sessions of the WikiSkills, it was decided to use that post-questionnaire even though the structure of that questionnaire and the quality of the questions need revision before a following batch of training sessions or groups).
  • Several Framapads: out of the them, the main one, which was originally created with the programme of the 2 days training, and which has been amended by the participants: https://mac-team.framapad.org/FBS-wiki. That PAD includes the links to the other Framapads.
  • Diigo platform (online research tool and collaborative research platform that integrates several key technologies, including social bookmarking, web annotation, tagging, and group-based collaboration, to enable a whole new process of online knowledge management and participatory learning).

2. Multi-levels context/scenarios

logo FBS

The WIkiSkills pilot developed with FBS - France Business School includes:

  • a first training of higher education teachers on wiki tools and wiki culture (18-19 March 2013)
  • the identification of application scenarios at global level as described in FBS - France Business School pilot case vision using WikiSkills
  • and also some implementation phases on several scenarios, directly after the first training, with a monitoring and evaluation by MAC-Team. 2 weeks after the initial training already 4 implementation scenarios have been implemented by different teachers of FBS, by chronological order:
    • "Business Intelligence Tools and Methodologies applied to Finance sector". This course unit has been implemented by Sabine BRUAUX of FBS (Amiens Campus in France) for her group of 15 students of ISAM3 (Bachelor level), specialisation on finance.
    • Collaborative and participative notes taking by students to training course implemented by Miia PARNAUDEAU of FBS (Tours Campus in France) to three groups of students: 3rd year students (20 students) + 1st year students (35 students and then 70 students).
    • "Sustainable Development & local (public) groupings" by Angela MATHIEU of FBS (Tours Campus in France) within the Sustainable Development Master. Angela implemented wiki culture and pads in the training with the 15 students and also with 6 external trainers, which enabled to share and enrich content between teachers, and which also included a supplementary dimension with the contribution and direct contacts from/with the students.
    • "Wiki & Micro-Finance" by Fabrice MAULEON of FBS (Tours Campus in France), in addition to collaborative note taking in various formats and at various collaborative levels, this implementation of the WikiSkills training takes place over 3 weeks with 15 3rd-year-students in parallel to the micro-finance course itself. The students have to organize themselves to collaboratively take notes, research further documentations and sources of information and experience; and then, to produce two major outputs:
      • 1) an eBook targeting large audience (as a collaborative public creation by a close team); and 
      • 2) Wikipedia pages and contributions to existing pages in the field of micro-finance (individual contributions within a large/collaborative scheme and within open environment where external Wikipedians can interact and assess as well). 
    • This scenario is also exploring the scoring and recognition process of contributions, learning (formal, informal, non-formal) to the credit units of the students.
    • The initial WikiSkills training also rapidly generated child training sessions or induction sessions to more teachers within the FBS (training of trainers/teachers by Fabrice MAULEON exactly 2 weeks after the initial session to 6 supplementary teachers and professors of FBS in Tours on the 2 April 2013 under the supervision of MAC-Team.
  • More scenarios are also under preparation by other professors, e.g. Mike HANSON of FBS (Poitiers Campus, in France) on "Negotiation skills".
  • As a result of this global scenario, the director of the FBS Learning Hub facility considers include wiki-culture elements into the pedagogical approach of FBS. 

3. Narrative report from start till end

MAC-Team has implemented a two-day course session with FBS - France Business School, based on an initial scenario approach as described in D3.1 under FBS - France Business School pilot case using WikiSkills, and adapted for the multi-level scenario summarised above.

3.1. Initial training: 18-19 March 2013 + debriefing 20 March 2013

The first contacts with Fabrice MAULEON of FBS were made in November 2012. FBS has been selected as it presented a unique environment for testing and implementing new pedagogical approaches a in Higher education context. Indeed, FBS, as the merge of several business schools in France and campuses abroad (China already, and India to come), was officially launched in January 2013 with a clear strategy for new pedagogical and market approaches. Fabrice MAULEON at FBS is, amongst others, the Director of the FBS Learning Hub facility and the professor in Sustainable Development and responsible of the Chair of Micro-Finance at FBS'.

The initial scenario approach, as described in D3.1 under FBS - France Business School pilot case using WikiSkills, was jointly defined in November 2012 as a global framework for deploying wiki culture and new pedagogical approaches at FBS'..

To implement that global approach, it was decided to train a first group of trainers and teachers working at FBS mainly or in contact with FBS. That first session was organised on the 18-19 March in FBS premises in Paris by MAC-Team with the support of Ynternet.org.  A debriefing day took place on the 20 March with FBS to assess the results of that first session and further prepare the 3-week scenario “Wiki & Micro finance” with special monitoring by MAC-Team. This initial training session has been implemented with a double purpose:

  • An initial training of FBS teachers within the context of the FBS multi-levels scenario
  • Training of trainers for MAC-Team people to benefit from the expertise of Ynternet.org in the field of training on the wiki- and e-cultures.

To establish the content of this initial training, two Framapads were used:

3.2. A series of spontaneous scenarios generated at the initial training by the participants

3.2.1. Scenario by Sabine BRUAUX (Enseignant – Chercheur at FBS Campus of Amiens)

This scenario was elaborated during the training session on the 18-19 March by Sabine BRUAUX as a practical exercise during the training. Sabine felt very confident during the training and decided to implement that scenario right the following days, starting on the 20 March with her students. 

[… 
Sabine also made a report on the implementation and results of that scenario in relation to the course “Business Intelligence Tools and Methodologies applied to Finance sector” with a group of 15 Students of ISAM3 (Bachelor level) specialised in finance. Sabine BRUAUX provided that to the participants of the training and thanked for the encouragements in adopting wiki tools in her training courses. In addition, she also thanks her students and the other trainers of her course who all contributed to the success of that training module by their positive attitude, humour and excellent group spirit.
The learning of Business intelligence tools and of the underlying operational approach has been delivered using an inductive method (18 hours on computers during 3 consecutive days). Students worked on the case study “EurActions: to choose a portfolio for an investor (model, return on investment, risk, diversification).
The analysis steps (achieved by the students) are summarised here after:

Problem/Issue

Methodology

  • Theoretical work: understanding the issues and the applicative context
  • Methodology (approach to reach an analytical solution): holistic and probabilistic approaches.
  • To present and explain the “job”, “job processes” and “job applied solutions/job apps” notions: CAC40, Euronext, Tracker,  portfolios manager, financial analyst, information system/ finance function,…
Raw data collection and preparation
  • To identify sources (raw data);
  • to download and prepare them (data source files);
  • to prepare the working environment under Excel.

Methodology and analysis tools

Basic knowledge

  • To present and explain theoretical analytical tools to be used (without any heavy mathematical model): explaining variables, variables to explain (to analyse), relation between quantitative variables, analytical solution, risk, decision, forecasts.
  • To explain the development process of an analytical solution.
  • To find the required information on the web to support the understanding of the analytical process.
Implementation and mastering of IT tools
  • To deploy the EurActions project under SAS Enterprise Guide (4.3) and JMP (9.0) software.
  • To benchmark the implemented IT tools (key characteristics, strong points, cost, integration into an existing information system, etc.).
 Distribution analysis
  • Practical work (and theoretical) : interpretation of the results from the software.
  • Descriptive statistics and graphical analysis.
  • Choice: price or return on investments.
 Risk-Results Analysis
  • Practical work (and theoretical) : interpretation of the results from the software.
  • Descriptive statistics.
  • Investment strategies (phase point).
  • Assessment of the situation.
 Estimation Model 1
  • Practical work (and theoretical) : interpretation of the results from the software.
  • Linear correlation.
  
  • Practical work (and theoretical) : interpretation of the results from the software.
  • Simple linear regression.
 Estimation Model 2
  • Practical work (and theoretical) : interpretation of the results from the software.
  • Multiple linear regression.
 Comparison Models 1 & 2
  • Practical work (and theoretical) : interpretation of the results from the software.
  • Results synthesis.
  • Investment strategies.
Synthesis and Presentation of the informationTo write a synthetic report (analysis methodology, analytical process, plus various explanatory schemes).

Thanks to the WikiSkills training session, I enriched that pedagogical approach with collaborative and participative learning activities (leadership, team work, open mind set, communicative skills, democracy commitment, respect of rules and of colleagues, etc.). To help them to self-organise and to significantly and positively get involved in the case study, I proposed them to implement wiki and wiki-like solutions such as Framapads, Google Drive spreadsheet and Wikipedia (from Wikimedia foundation). These wiki supports have been implemented under a co-writing scenario (shared building of knowledge and skills) for: 

  • taking notes (specifications, training course, Q&A’s, brainstorming elements, etc.);
  • allocating tasks to fulfil the required specifications;
  • detailing decisions jointly made to solve any conflict;
  • writing the final report (access to the pad: http://lite.framapad.org/p/NJHe8IhG69).

Finally, the contribution to a Wikipedia article enabled the students to add value on their learning outcomes (http://fr.wikipedia.org/wiki/Analyse_visuelle and http://fr.wikipedia.org/w/index.php?title=Analyse_visuelle&action=history).

To conclude, this opening experiment to wiki culture facilitates the re-integration of the social dimension into the classroom. Indeed, it enables students become actor of their own learning outcomes by promoting, co-building and fully transparently sharing their knowledge and skills and competences for a common goal. Students very rapidly and easily took ownership of these tools and got empowered. They will become the main vectors for deploying those tools and cultural shifts to other training courses and team works.

…]

3.2.2. Scenario by Miia PARNAUDEAU of FBS (Tours Campus in France)

This scenario was elaborated during the training session on the 18-19 March by Miia PARNAUDEAU as a practical exercise during the training, and further elaborated after the training. Miia implemented her scenario on the 25-26 March with three groups of her students. Miia also found encouraging the early feedback by Sabine on her own implementation of the WikiSkills results (see the above scenario)

[…

  • For the 3rd year students (20 students, 6 hours), Miia implemented Google Documents and Framapad.
    • The Framapad was used to present the agenda of the training session and to provide the links to all the needed documents (PowerPoint presentations, URL of the collaborative documents, etc.).
    • Students directly adopted the tool. During the afternoon, they added some items in the agenda of the training session on their own initiative. They were pleased by the tools (some students already knew them). However, in the feedback session, not all feedback were positive: some students were worried about the quality level of a teaching/learning process using wikis; some others were talking about economic teaching. But globally, they found this approach practical.
  • For the 1st year students (35 students, and then 70 students, by 2-hour sessions).
    • Miia introduced the wikis via a gaming approach.
    • The students self-organised for note-taking the training course collaboratively (Google Documents and Pads).
    • They also liked the mini-chat in the pad very much. 
    • They didn’t have any special concern/difficulty about the tools, and they even make a phot/video report.

...]

3.2.3. Scenario by Angéla MATHIEU of FBS (Tours Campus in France)

This scenario was initiated during the training session on the 18-19 March by Angéla MATHIEU as a practical exercise during the training, and further elaborated after the training. Angéla launched her scenario in the week of 25th March with one group of 3rd-year students (15 students on the module “Sustainable Development and (public) groupings”) and on the 27th March with the group of external trainers involved in the training delivery (6 external teachers who initially didn’t know each others and hadn’t common working experience).

[…

Angéla realised how much the initial WikiSkills training session has been impacting on the pedagogical approach in general and on her as well. Angéla noticed that since, she were also reporting and discussing about wiki culture and wiki possibilities not only with colleagues or her students, but also with friends and relatives (for instance to support private associative and union activities).

At the initial training session, Angéla reported that the workshop was kind of a shock, both technically and culturally. Angéla even questioned herself if she was too much “cathedral-pedagogy-minded” and if her condition of digital migrant was too much rooted in traditional relationship to ICT’s.

Being reinforced in her motivation by the feedback from Sabine, and by the echo of wiki aspects around her, Angéla decided to exploit the initial training seminar results on that module for two reasons:

  • the group of students were already used to collaborative notes-taking (using Google Drive);
  • the six supplementary external trainers were remote and new to each other, with a need to synchronise contents on the training module and to get to know each other (2 of these trainers are responsible on sustainable development issues in public groupings, some deal with Comité 21 issues, others are experts in methodologies, etc.).

Therefore, Angela created a pad using Google documents based on the one presented at the initial training seminar in Paris. (https://docs.google.com/document/d/1UtDtItKlvYJlU41V2XeAWkNzGJq9GEElrarcWUc7Oqg/edit). As an introduction, Angéla gave access to the student first, and she was positively surprise by their reaction (also an immediate effect with 12 requests of connection on her Viadeo profile, which is not usual with the other training courses).  Then Angéla involved the external trainers to exchange contents, to better synchronise respective contributions, and also, to interact with the students directly (information to read prior to the course, websites/references, etc.).

In terms of practical implementation, Angéla also her “newbie” situation in regards to some tools, such as:

  • the management of access rights (to make sure that everybody has the access rights or that public access is configured);
  • the role of technical assistant to play for some other participants (some participants sent her documents to upload for them);
  • some difficulties to transform some office documents into Google documents in order to re-use corresponding links.

[Remark from the trainer: these points were also presented during the initial training; but apparently, not all the issues can get through when the paradigm shift is important for the trainee. It reinforces the idea that the 2-day duration is really a minimum for the training and that practical/ hands-on exercises should effectively represent the major part of the training. It also illustrates the need for a post-training assistance or follow-up of the trainees, even if it is remote.]

In the next steps, Angéla plans to implement social bookmarking/social data management tools based on Diigo to collaboratively work on URLs of videos and website.

Even if Angéla is not an “ICT geek”, she reported to be very happy of the results and is pleased to go further on and to exchange more on these issues and the corresponding pedagogical approaches (and especially within FBS Learning Hub facility).

…]

3.3. Special scenario at FBS with a monitoring by MAC-Team

Steps of the scenario:

  • specification of the detailed scenario during the initial training on the 18-19 March 2013 (as the practical exercise by Fabrice MAULEON during the training and on the basis of the global FBS scenario as described in D3.1 report - see above). This scenario is related to Micro-Finance topic as the students were following a final course module on that topic (implementing collaborative note-taking on the course presented by the teacher).
  • kick-off meeting of the scenario with the students in Tours on the 2 April 2013 (implemented by Fabrice MAULEON with the support of MAC-Team on site):
    • introduction of the group of students to the various tools and to the context + some practical exercise; (however, the introduction of the various tools on 1 single day represents a very tight schedule. It was tested on purpose to see if digital natives need more or less induction to the wiki culture, and it will be part of the final assessment on the 25 and 26 April 2013 with the participants).
    • definition of specification of the work/deliverables to be produced by the students as a group (to produce an e-book on Micro-Finance based on the collaborative notes by the students) and as individuals (individual contributions on Micro-Finance issues onto an open Wiki platform), with a delivery date and presentation planned for the 25 et 26 April 2013.
    • time was provided to the group of students to self-organise for the following two weeks.
    • remote working phase by the students with the possibility to contact Fabrice MAULEON (FBS), Pascal ECHARDOUR (MAC-Team) and Yves BOISSELIER (MAC-Team) for any technical or wiki tools issues.
  • Presentation by the students on their deliverables on the 25 April morning (pre-final version) so that they can finalise everything on the afternoon with possible support from Fabrice MAULEON and from MAC-Team. Based on these presentations, a pre-evaluation of group and individuals results.
  • Final evaluation of the students (group and individuals) is then taking place on the 26 morning with final presentations.
  • Evaluation and feedback on the scenario and pedagogical issues by the students are to be debated on the 26 afternoon.
  • an informal 5-months-later monitoring will take place with students (informal as some of them may be difficult to reach as they will have started their professional life).
  • A first version of the e-book by the students of the micro-finance course has been drafted (co-authored from the collaborative note-taking exercise). Planet Finance which is also contributing/involved with the Master on Sustainable Development and Micro-Finance indicated that a public version should be made available as well. Therefore, the students decided to polish the content and presentation collaboratively, even after their graduation before releasing it by end 2013.

4. Evaluation data

4.1. Pre-questionnaire to the initial FBS teachers training

Settings: The pre-questionnaire was sent the week before the training to the participants to the FBS initial training session (18-19 March 2013). The French questionnaire was slightly amended to correct some French typos and formulation, and to regroup some points under the same heading. The pre-questionnaire (as well as the post-questionnaire).

Context: As the Chamilo system was not available at that time, the pre-questionnaire was conducted under Google Forms.

Number of respondents: 7 (all the external participants of this initial training sessions).

Comments and general observations: Many of the original pre- and post-questionnaire questions were considered a bit strange and not very relevant to the course. In many cases a yes or no answer would have been more adequate. Some persons questioned why they had to answer these questions. And why so many?

Complete report: the corresponding report is available under the annex 5 of WP8 - Evaluation data collection

4.2. Post-questionnaire

Settings: The post-questionnaire was sent directly after the trianing and with a reminder 2 weeks after to the participants to the FBS initial (teachers) training session. The French questionnaire was slightly amended to correct some French typos. 

Context: The Chamillo system has been used as standing.

Number of respondents: 6

Comments and general observations: Many of the original pre- and post-questionnaire questions were considered a bit strange and not very relevant to the course. In many cases a yes or no answer would have been more adequate. Some persons questioned why they had to answer these questions. And why so many? This questionnaire can not be used as standing in a running/market exercise. The questionnaire could fit for this testing phase, but as to be revised in a market/working environment.

Complete report: Not much exploitable in terms of absolute values as each participant replied within its own scale perception without quantified reference points. However, the results of the questionnaire show a clear improvement of the wiki perception and the practice of the wikis. Some participants still didn't explore all the functionalities of the wikis (like uploading pictures or movies/medias), which demonstrates that 1.5 day duration is still short. Nether the less, in case an extended training is to be implemented (and this is recommended), it should be in a two sessions set-up (the first 1.5 day session as delivered + a more hands-on session on individual scenarios of each trainer/teacher, and still in a joint and collaborative set-up).

4.3. In-depth interviews

Settings: In depth interviens have been conducted within the scenario reported in point 3.3 above with the teacher and with all and each of the students (all the students in as a group and each student individually). Interviews were recorded.

Face-to-face: 16 (15 student + 1 teacher)

Context: the individual interviews were conducted immediately after the final event of the Master training course (the closing session). The students and the teacher have been able to report in five key questions. 

Interviewer:  Yves Boisselier + Pascal Echardour (+ the teacher, Fabrice Mauléon, for 5 student interviews).

Pictures: (via the recorded sessions).

Number of interviewees: 16

Summary of the interviews:

  • The Wiki-Skills training brought useful good practices to trainees and students (for instance the students indicated that may already knew some Google docs before hand, but were not using it in an efficient way for collaborative note-taking; the fact of defining roles using pads or Google docs helped them considerably).
  • Students recognised that, even if there are still young, they had to make efforts to learn new tools or new usages of tools/methodologies. They recognised it required efforts, but it was fruitful (even if they will not use these tools daily, but at least 1°) they know these tools and are able to use them when integrating a new project or a new working group using these tools, and 2°) it contributes to develop agility and facility to learn and assess (benchmark) more rapidly new tools depending on the context.

Comments and general observations:

  • Need to create wiki user accounts beforehand. 
  • Issues raised by students when introducing knowledge from wiki platforms (wikipedia) or asking students to directly contribute to course building/improvement: they fear that a course content  could become a “low-cost” (meaning a low-quality) course content. They need quality re-assurance or points of measurement.
  • To bring teachers into the process is requiring to overcome obstacles to change. Therefore, there is a need for strong accompaniment (with external boost when needed) and a clear commitment from the management/governing bodies or shareholders.

4.4. Expert evaluation

Name of the expert: Belgacem GUEMIDA

Short bio of the expert: Belgacem Guemida is the owner of NTIC Solution in France, an IT consulting company and he is also a teacher at the ICT school Sup Info in Valenciennes, France. As IT provider, he installed several facilities using open source solutions for wiki platforms (based on MediaWiki), for e-learning (based on Moodle, Dokeos), for web content management (Joomla, Drupal) and for virtualisation of servers.

Title of the scenario: Special Scenario at FBS by MAC-Team (point 3.3 above) on "Wiki & Micro-finance"

Report on the questionnaire: see chapter 4 in WikiSkills_T8-1.2_Data_Reporting_V03-MAC-Team-v01.1.odt presented in "WP 8 - Evaluation - Evaluation Data Collection"

Created by yves boisselier on 2013/03/20 19:12

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