ASPI model

Analyser, Soutenir, et Piloter l’Innovation (ASPI) is a model to help designing educational innovation in higher education (Peraya et Jaccaz 2004, 283).

Draft

Introduction

The ASPI model (Peraya et Jaccaz 2004) aims to describe dimensions and variables that can effect each process in the design, development, implementation, evaluation and maintenance of innovative distance or hybrid learning

Translation of the ASPI model question grid

French original : fr:grille modèle ASPI

Structural variables Refers to the different levels defined in an organizational system (ministries, federations, governmental agencies, institutions, faculties, departments, … individual) 1. Can you describe the origins of your learning project? When was it created and why? Where is your project situated within the organizational structure? Upon which structures* does your project depend and in what way? What networks and collaborations are involved? Are there any external partners involved (social, economic)? Does the project depend on existing formal networks and partnerships or will these be developed during the course of the project? * Administrative structures and organizations can offer opportunities and constraints.

Variables related to functions and roles of actors* Learners, teachers, administrators, technicians, developers, researchers, instructional designers, project managers, change agents, etc. 2. Describe the actors involved in your project? What are their functions, roles, tasks? Is there a clear definition of each role and task within the project? How are the relations and interactions between actors organized currently? Do they all work within the same structure? If not, to which structure do they belong? What roles or tasks will be added or modified within current functions as a result of your project? Can you produce an organizational chart or diagram of the project showing the actors by function and hierarchical dependencies. * Certain actors may be taking on roles that are outside of their defined functions. This can leave gaps or lead to conflicts. Structures can also impede actors from taking on needed roles. What opportunities or difficulties do the roles and functions present? Do the structures to which the actors belong facilitate or hinder actors in their function within the project?

Individual variables 3. What are the major characteristics of the different actors as individuals and as members of a group? Are their expectations, needs, their preconceptions and aspirations taken into account? What resistance or assistance can you expect?

Organizational variables 4. How is the program managed? By whom? 5. How are the face-to-face and distance components organized? How is the passage from one modality to the other coordinated? What constraints or limits does distance learning present? Which of these tasks are pedagogical or non-pedagogical? How is collaboration and division of labour between actors coordinated? 6. Is an evaluation of the program planned? How will the program be evaluated, fine-tuned? At which moments? Using which criteria? Have you already made changes due to past evaluations?

Pedagogical variables 7. Can you describe your project’s pedagogical approach? What are its main learning objectives? What type of pedagogical scenarios are favoured? How is the program organized in time? How long does it take to complete? How much time do learners have to complete it? Can learners choose their learning paths? What human or material resources are available? Is collaborative work integrated? integral part? What type of tasks or activities are demanded of learners? How is learning evaluated? Is there any group work? How are technologies used by learners and other actors? Are the learning scenarios and paths explicit? Which activities are face-to-face and which are distance learning? Is there a dedicated learning platform? Is there explicit guidance with respect to the choice of paths? 8. What functionalities are available? Are there spaces dedicated to communication between learners, between learners and instructors? What tools are foreseen? Resources and support for various activities (debates, projects, case studies, etc.); groupwork; active learner participation (social presence, awareness, informal communication); reflective practice?  9. How do students learn within your learning program? What resources, supports are important in developing and supporting student learning experiences? What are their functions? 10. Can you successfully argue that there is a coherence and alignment between learning objectives, the means and activities available and the evaluation criteria? 11. How are interactions between different actors accounted for?* * There can be multiple types of interaction: cognitive, meta-cognitive, social; learner-system, learner-learner, learner-instructor, instructor-system; formal or informal.

Discipline related variables 12. What aspects or practices are particular to the discipline or field and its culture? tools (software, data-bases…) procedures, methods epistemologies didactics, teaching methods

Economic variables 13. How will the project be financed? Is it feasible within the foreseen budget? Is the project subject to market demands or trends? What additional costs will be introduced with the foreseen project? Which costs are fixed and which are variable? Can the project be self-financed or will it depend on external funding? Is this funding stable or will it vary? Depending on which factors? What proportion can be self-financed?

Political variables 14. Is the project supported by political or institutional bodies or authorities? By your hierarchy? In which ways? Is the project part of explicit strategies, policies or mandates emanating from one or more of these? What are the objectives specific to these? How do they support or constrain the learning objectives of your program?

Ideological variables 15. What values does your project promote? What types of knowledge does the learning program value? What type of citizen does it aim to educate? What conflicts in ideologies between institutions, groups or individuals impact your learning project? What measures can be taken to minimize these conflicts?

In conclusion… 16. How would you describe your project and its role in your professional context? Is it standard and accepted or is it innovative? In what ways does it innovate on current practices?

Bibliography

• Peraya, D., & Jaccaz, B. (2004). Analyser, soutenir, et piloter l’Innovation : Un modèle “ASPI”. TICE 2004. les TICE ou les technologies de l'information et de la connaissance dans l'enseignement supérieur et dans l'industrie (pp. 283-289) Université de technologie de Compiègne. Retrieved from http://archive-ouverte.unige.ch/unige:17709. Aussi: <edutice-00000705>