Implementing a Diversity-Orientated Online Graduate-Level Health Professions Education Program | Soutenir la mise en place d’un programme de maîtrise en pédagogie universitaire des sciences de la santé offert à distance par et pour la diversité

  • Isabelle Savard Laval University

Abstract

This case describes the strategies implemented in the development of an online Master’s degree program in Health Professions Education (HPE) and an online short, Master’s level diploma program. The strategies presented pertain to three of the main challenges identified: program cohesiveness, a multidisciplinary approach, and information technology literacy. The case describes meetings between the senior instructional designer, the program director, and the members of the development committee, which occurred over a period of approximately one year.

Author Biography

Isabelle Savard, Laval University
Isabelle holds a doctorate in cognitive informatics. Her thesis is entitled “Modélisation des connaissances pour un design pédagogique intégrant les variables culturelles”. She completed her Master’s in Educational Technology at Laval University in 1996. Since then, she has worked as an educator and technology integration coordinator in Zambia (Africa), as an instructional designer at the Centre for e-Learning at the University of Ottawa and as a research assistant at the Centre LICEF at TÉLUQ, where her primary focus was the quality of learning object banks and innovative instructional design models. She completed her doctoral research field work at the Virtual Center for Innovative Learning and Technologies (VCILT) at the University of Mauritius, where she observed and analyzed pedagogical design practices. Since January 2010, she has worked as an instructional designer and pedagogical advisor in the Faculty of Medicine at Laval University.
Published
2015-11-04
Section
Online Learning from the Instructional Designer’s Perspective: Canadian and European French-language Case Studies