Educational program description grid

Introduction

The ASPI (Analyzing, Sustaining, and Piloting Innovation) model was developed by Pearay and Jaccaz in the European Equal project.

“It proposes a model, and a vision, that attempts to provide information and scaffolding mainly to university staff but also to policy makers who currently face the initiative of implementing innovation, in all its forms, in the education system. It aims at helping all the different actors, from university managers to university lecturers, involved in the teaching and learning process to answer the following questions: “How do I analyse, guide, and sustain innovation in Higher Education?”, “What kind of information do I need at each stage of the innovation process to make decisions that serve my goals?”, “How do I process the data generated?”, and “How do I feed the results back into the process?”” (Introduction).

Using the grid

It is advisable to describe a project according to this grid as completely as possible. Sections that you cannot fill in should be discussed.

The grid should help you structure a description. You can add other criteria or adapt it to your context. In the right column, you find some comments that specify the expected content.

Definition: "Environment" describes the complete learning environment for a given program, e.g. a degree program, a continuous training certificate, an isolated course. It learning objectives, technical infrastructure, pedagogic strategy, learner evaluation, evaluation etc.

The grid

Items	Project description
Structural and organizational variables
1. Can you describe the history of the project ? When was it created and why?
2. In which structure is the project located? what dependencies with respect to these structures in terms of constraints, dynamics, etc.? A university, an inter-university network? Are there partnerships with actors from the economic and social world? Does the project rely on existing formal or non-formal, face-to-face or remote networks?
3. Who do you think are the actors involved? What are their tasks, functions, roles? Do we have a clear definition of each of these roles and tasks? How are the relations between the different actors organised? Do these actors all work in the same structure? If not, in which structures? Can you provide a project organization chart and number of people by category?
Pedagogical aspects
Is there a vision statement ?
What are the main learning objectives?
Is there as preferred pedagogic strategy (or least a preferred type of educational scenario) ?
Do learners have the opportunity to negotiate their training path?
How is the training organized over time? where is the training held?
What are the human and material resources used? Where do they come from?
What is the nature of the tasks required of the learners?
How is collaborative work integrated into the system? Is group work present?
How is learning assessed?
How are technologies used?
Is the scenario explained? What activities are carried out in person and remotely? 5. Is there a digital learning environment? What features are used? explanation of possible training choices, spaces for communication and collaboration, resource tools; support tools for various types of activities (debates, projects, case studies, research, etc.); group work support tools; support tools for the active participation of learners (social presence, informal communication); reflexivity support tools. 6. In your system, how does a learner learn to analyze, support and manage innovation? What resources, what supports do you think are important in your system to support the learning experience of learners? 7. How do you see the consistency (convergence) between objectives, means implemented through the environment, design of the environment and evaluation criteria? 8. How are the interactions between the different actors taken into account?
Organizational aspects 9. How is the environment managed? By whom? 10. What place is reserved for distance and how does this relate to presence? What are the different constraints due to organizational hybridization? What is the share of pedagogical and non-pedagogical tasks in the environment? How is the collaboration and division of labor between the actors organized? 11. Is project regulation (self-evaluation-and-action) provided? How does it happen? According to what criteria? What changes were already made to the environment?
Economic aspects 12. What are the financing methods? What is its feasibility? is the project a response to market demands? What are the additional costs induced by the project? What is the breakdown between fixed and variable costs? Can the project ultimately be self-financing? If so, in what proportion?
Disciplinary aspects 13. What are the particularities related to the practices and culture of the field? Tools, procedures, epistemologies, didactics?
Political aspects 14. Is the project wanted or supported by the political authorities? Institutional? Managers of your companies? In what way? Is it part of an explicit policy? Does it respond to a mandate emanating directly from political power?
Ideological aspects 15. What values ​​does the environment promote? what type of knowledge is promoted by the environment? What type of citizen do we want to form? For example, what is the reason for such an interest for collaboration today?
Individual variables 16. What are the major characteristics of the different actors, both individually and as a group? Are their expectations, needs, designs and project supported?
To conclude… 17. How would you qualify your system and its role in your professional context? Does it correspond to what is being done in this context? Is it innovative? If so, in what aspects? What aspects are innovative for you in your role?