ICSB and educational networks

1. internal AMU networks

In order to develop this support within the components of the university, the CIPE relies on internal networks within the institution:

• The category manager network in AMeTICE

The purpose of this network is to federate people with particular rights on the AMeTICE platform, and to transmit to them particular information on the management of the platform.

• The network of ICSB correspondents of the components

Network in the process of creation...
The CIPE correspondent, a real relay between the users (teachers, staff, students) and the CIPE, has the task of relaying CIPE news to his colleagues, informing his colleagues of the projects in progress within the University, and raising the needs in terms of support, advice and training of his component. It must also be the initiator of meetings within its component around ICSB issues.

• AMU's network of educational engineers

Launched in February 2019, this network of people involved in pedagogy aims to :
- To put these pedagogical actors in contact with each other in order to create a synergy of their actions and to make AMU's pedagogical practices evolve,
- Promote the sharing of skills and experiences,
- To allow the increase in competence of these personnel by collecting their needs and offering them adapted training.

2. The RéNAPS'up network

RéNAPS'up is a national network aiming to support the pedagogical transformation of the Programme Approach and Competency-Based Approach. This young network, created in June 2016, brings together more than 60 establishments. Coordinated by Aix Marseille University, the RéNAPS'up initiative carried by five entities (the Aix Marseille Provence Méditerranée site, the Ecoles Centrales group, the University of Caen-Normandie, the University of Nantes and the ComUE Champagne) has obtained funding from MiPNES (educational and digital mission of higher education) to support, among other things, a training programme aimed at driving and accompanying the educational transformation throughout France. This training supported by the Ministry of Higher Education and Research is not subject to any registration fees, however travel and accommodation costs remain the responsibility of the home institution.

National mapping and description of the transformation to PCA, from the fall 2018 survey.

3. Relations with external educational networks

The ICSB is a member of various networks or groups :

• The Network of University Pedagogical Structures (SUP)

The SUPs are intended to respond to the new need represented by institutional changes (university autonomy) and the strong evolution of the student body. They have existed for several decades in higher education institutions in many countries. In France, SUPs have been emerging for several years now, and they have grouped together in the SUP Network.

• The National Association of ICT and Audiovisual Services in Higher Education (ANSTIA)

ANSTIA's objectives are to promote the applications and uses of ICTE and audiovisual media in higher education and research, to foster better mutual knowledge between partners, to be a forum for reflection and sharing of knowledge and skills, to carry out joint actions, particularly in the field of training, to develop all desirable approaches and consultations with the authorities, and to contribute actively to structural, organisational and technological developments in institutions. Within the framework of our membership of the association, the CIPE participates in various actions such as the pedagoLab or the training courses organized by ANSTIA in previous years.

• The Learning Lab Network - LearningLab Network

It is a network of institutions with learning spaces based on common values and shared goals. Created by the Science & Business Alliance, between Ecole Centrale de Lyon and EMLYON Business School and Jean Monnet University of Saint-Etienne, it is currently composed of 83 members.

• The Inter-University Federation of Distance Education (FIED)

The FIED federates in a network the universities that have developed distance and online education. It promotes the development of lifelong learning and cooperation between higher education institutions in all fields and forms of distance education. In particular, it organises thematic days, including the one on 17 March 2017 on "student success: measurement and support". The main topics of discussion will focus on the link between support, motivation, perseverance and success. What are the brakes on perseverance? What are the qualitative measures of success?

Access the videos of the day of March 17, 2017

4. The Thematic Digital Universities (TDU)

UNTs are disciplinary groupings of higher education institutions that pool, on a national scale, educational content produced by university teachers, of all kinds (documents, courses, exercises, examples, etc.), in any disciplinary field, and for any form of teaching (face-to-face or not). They identify these resources produced, and through calls for projects eligible for funding, produce new ones. AMU adheres to 5 of the 8 existing NTUs at the national level:

• IEL for IUTenLigne
• UNESS (Digital University in Health and Sport)
• UNISCIEL (University of Sciences Online, in Basic Sciences)
• UNJF (Université Numérique Juridique Francophone en Sciences Juridiques et Politiques)
• UOH (Open University of the Humanities in Human and Social Sciences, Languages and Art)

The other three are:

• AUNEGE (Association of Universities for Digital Education in Economics and Management)
• UNIT (Université Numérique Ingénierie et Technologie en Sciences de l'Ingénierie et Technologie)
• UVED (Environment and Sustainable Development Virtual University)