---
title: 'Preparation skype 2019-04'
---

## OBJECTIVES OF THE PROJECT, AND FORECAST SCHEDULE

### Initial objectives of the project

#### "online courses, usable on computers, tablets, and with ergonomics compatible with smartphones"
<ins>Target of achievement at the end of the first year :</ins> will be done, at least in a first "beta" version. 

#### "The target audience is, in a general manner,  young people between 15 and 20 years of age and young adults in a phase of conversion"

<ins>Target of achievement at the end of the first year :</ins>
1. a "hidden" online beta version will be proposed as soon as September 2019 to all students in the partner institutes or professors in the partner institutes or the teams. At INSA we need it concerning the "Geometrical optics" theme for our specific groups IberINSA (courses in spanich), EngINSA (courses in english), Norginsa (courses in French). Of course this "Geometrical Optics" theme will evolve and be improved with time, it will take 2 or 3 years for the pedagogical team to define and built a consistent teaching in that field. Anyway, this will enables to test and validate the site and the courses, with a feedback from the students.
2. the "visible" beta version about Geometrical optics will be online as soon as possible, at the latest September 2010, when the siteweb and the courses will be validated mature enough. 
3. The teams in the various themes will be able to have a "hidden" version for their use and students, and be able to put it visible online (free access) when they feel ready.

<ins>Implementation schedule for the following years :</ins> 
1. The teams in the various themes will be able to have a "hidden" version for their use and students, and be able to put it visible online when they feel ready.
2. the site will be completed, its ergonomics will be improved thanks to the feedback of the first users, and in agreement with all the partner institutes.

#### "allowing to continue studying the courses and to do exercises without internet connection (after a first connection)"
<ins>Target of achievement at the end of the first year :</ins>
1. It seems possible to the web engineer of the project, to have the possibility for the user to go on the study the courses off-line. However this will be limited to the courses, and not for the exercices (auto-evaluation).

<ins>Implementation schedule for the following years :</ins>
1. The possibility (for the users and for the partner institutes) to define "programs" will be implemented later : this require a minimum of available courses in the cursus. Anyway, this possibility de define "programs" is a strong requirement that interests the universities. This is the second phase of the project.
2. The possibility for a user to do self-assessments and be guided to realize his program will be implemented in a third phase of the project.

#### "A progressive teaching  in 4 levels (From a basic level equivalent to baccalaureate minus 3 years up to a higher level bac. + 2 years)."
1. This is a specificity and a requirement for the project. All courses on a given theme are realized by a same pedagogical team on 4 levels of increasing mastering.
2. From discussion with colleagues, the upper level must be equivalent to a end of Bachelor level. So the curriculum should cover teh whole Bachelor level in a scientifical field. This will be most useful for professors and their students, and more useful for students who have to study prerequisites for an universitary exchange at master level. So it is not a higher level at "BAC +2 years" but at "BAC +3 to 5 years".
3. The Geometrical optics INSA needs quickly will be done over the first 3 levels.
4. The exact number of levels can vary "3, 4 or 5) dependening of the subject. This is not a problem in the structure of the site.

#### "A teaching in 4 languages, developed by small international teams on each theme (ideal: Colombia and Mexico for Latin America, France and Norway for Europe)"
<ins>Target of achievement at the end of the first year :</ins> The beta version of "Geometrical optics" required for September 2019 will be realized in 3 languages : Spanish, English and French. For the fourth language, see the discussion points "Opening possible for other countries?".

#### "Diferentes posibilidades de exposición de los  cursos para adaptarse a las necesidades pedagogicas de cada alumno (cada curso está estructurado en 3 partes : ver "proyecto:pedagogía" en el wiki)"
 <ins>Target of achievement at the end of the first year :</ins> yes, should be available for the beta version of the site.

### Additional objectives

#### INSA Director’s Attention (Bertrand Raquet) : "the work undertaken must be"to rely on technological choices and modalities, supported/validated by C2IP(\*) and OpenINSA, to ensure continuity and consistency in all digital productions of the INSA Toulouse, serving students, INSA and other partners".
(\* : Centro de Innovación y Ingeniería Pedagógica del INSA-Toulouse).
 We believe that this request is fully justified and should apply to all the partner institutes of the project.
1. This adaptability and compatibility guided the technical choices. Computer and web specialists from the engineering and educational innovation centres of the various partner institutes must be brought together.


## DISCUSSION POINTS

#### A - Project management
Comments regarding the management of the project until now? 
Requirements and suggestions ?

#### B - The partner institutes
Necessary because by essence, the project is an international and intercultural project. Necessary to present the project to foundations/ sponsors. Required to guarantee the quality of the educational content accessible on the site.

##### Openness to other institutes on the starting scientific topics? on other scientific topics?
1. French side: Interested contacts at Toulouse III University, on the side of life sciences/ biochemistry/ genetics. May interest physics also (note: INSA-Toulouse and University-Toulouse-III are among the founding members of the "Federal University of Toulouse").

##### Opening possible for other countries?
1. Latin America has two common languages (Spanish and Portuguese): easy to open to other interested institutes , in Colombia, Mexico and other Spanish speaking countries if you wish (Peru?)
2. We would like, european side, to open the project to partner institute(s) / pedagogical teams in an other country, and if possible a country in northern Europe, to benefit from a teaching tradition a little more pragmatic than that of southern Europe (so in terms of the use of the mathematical tool, of theorisation). The European Union has 24 official languages (more Norwegian outside the EU but in the geographical Europe). Norway is still a goal, and Pier Francesco goes to a meeting unit.eu/ ndal.no in Norway in May. Anyway, Norway is a small country and the number of possible partners is limited.  Otherwise, Germany? According to each other, which country would it be desirable to star with?

##### Feedback for a partner institute ? 
Ideas : an inovative pedagogical project , international collaboration , the partner institutes validates the pedagogical contents of the site , visibility on the site as a partner funding institute , in a second phase (when this possibility is implemented on the site) the possibility to deposit on the site its own programs (for pre-requisites, for an entrance examination, academic year programs in various specialities, etc), benefit of funding obtained in the framework of the project (for tools to create digital educational resources, for missions, ...)

#### C - The pedagogical teams

##### How to constitute a pedagogical team on a specific theme ?
Ideas : there will be contributors whose institutes are not (or not yet) partners inside the project (professors in others universities, researchers in agencies and lobaratories, individual contributors, ...). 

##### How to convince a professor to participate ?
Ideas : 
1. when someone is desired in the team, but is hesitating : give him/her full access to the collaborative tool of courses creation : seeing the course that is being built can encourage him to participate (in France we have a proverb: "the appetite comes with eating"). 
2. The collaborative tool to create the courses is very easy to use. As easy as to create a course with a word processing software like word or openoffice. It will be possible to work off-line at home. There will be much more possibilities than in a word processing software, and all pedagogical content create by the teams in the project will be usable.  
3. the site (smartphone-compatible) will be a wonderful tool at the service of his students, and at the service of himself, whether for a course in front of the students (very good compatibility for a video projection), for a restructuring course (to answer students questions) or guide students towards pre-requisites.

##### How to convince a professor to participate ?





#### D - Collaborative tool to create the curriculum and the courses
The tool under professional development (not the prototype) is under your eyes. We do a demonstration if we can share ours screens during the skype.

#### E - The site of the project : localisation and structuration

#### F - Curriculum : the thematic needs



