From 7-10 November 2017 Sabine Bottin-Rousseau attended the working group on e-learning of the LERU conference. She gave a presentation about the project and experiences at UPMC with online proctoring.
Newsletter 6 – November 6th 2017
On October 2nd 2017 we organized our 2nd Transnational meeting at Wilhelm Büchner University of Applied Science (Darmstadt, Germany). It was a constructive meeting on which we discussed the past project year and our plan for the next year. In particular, we have seen that the first experiments with online proctoring were conducted with various degrees of success and that these results enable us to set-up more large scale experiments in the upcoming 2 years.
Some of our project members also went to conferences to present and talk about the OP4RE project. Silvester Draaijer presented on 9 October at the TEA 2017 Conference in Barcelona the paper “Online Proctoring for Remote Examination: A State of Play in Higher Education in the EU”. Sabine Bottin-Rousseau and Pierre Beust went from October 16-19 to ICDE in Toronto to present their paper about “Online Proctoring: Experimentation of Remote Examination in E-learning programs”. They also published an article about France and the Pajama-Friendly Exam. Amanda Jefferies of the University of Hertfordshire presented a paper with the title ‘Trialling Online Proctoring for E-assessments: Early Outcomes from the Erasmus+ OP4RE Project’ at the ECEL 2017 of 26-27 October 2017 in Porto, Portugal. Silvester Draaijer will present the first findings of the OP4RE project at the upcoming Dutch SURF Onderwijsdagen on 7 and 8 November. For more information about these papers, we refer to the OP4RE website.
After the presentation at the TEA Conference, Silvester Draaijer, together with representatives of the Erasmus TeSLA project and Smowltech entered into a round table discussion. In particular, themes were discussed concerning the question of whether online proctoring should be more secure than face-to-face proctoring. How secure is face-to-face proctoring? The conference attendants agreed with the identified target groups of candidates (exchange students, sport students, students with disabilities, prospective international students) that are in line with the long term intended outcomes of the Erasmus programme to increase access to higher education.
Also, issues were discussed regarding technologies for integration and how TeSLA functionalities could work in combination with online proctoring. Also, discussions focussed on the differences in cultures in South America and the United States in contrast to Europe. In particular, it seems that in in South America, because of the wider geographical spread of the student population and less stringent requirements regarding data protection and privacy, digital identification mechanisms such as facial recognition and storing video footage can be much easier applied.
Step by step, we are adding articles to our website. Recently we added some articles about proctoring. A first article gives us a look behind the scenes of the team of proctors of ProctorU. A second interesting article gives some tips and tricks, a number of things regarding online proctoring, such as technologies, procedures, advantages, disadvantages and the like. Take a look at our website for more information.
At this moment we are planning a date for a 2nd Reach out session. We will keep you posted.
On the 16th European Conference on eLearning (ECEL 2017), held in Portugal on the 26-27 October 2017 our partners from the University of Hertfordshire presented a paper about “Trialling Online Proctoring for e-Assessments: Early Outcomes From the Erasmus+ OP4RE Project”.
Paper: Jefferies, A., Barton, K., Meere, J., Peramungama, S., Pyper, A., & Yip, A. (2017) ‘Trialling Online Proctoring for E-assessments: Early Outcomes from the Erasmus+ OP4RE Project’ in Peres, P. and Mesquita, A. (eds) Proceedings of 16th European Conference for E-Learning (ECEL), Porto, ACPI pp. 221-228
On Wednesday 18th of October 2017 Isabelle Duchatelle, Pierre Beust and Valérie Cauchard attended the “Journée thématique Examens et Certifications en ligne et/ou à distance” about “A quel niveau de maturité en sommes-nous ?” at the CNAM in Paris. They presented their experiences with online proctoring at Caen University: Expérimentation sur les examens télé-surveillés à distance. Click here for the programme.
In June 2017 they also went to the Colloque Questions de Pédagogie dans l’Enseignement Supérieur (QPES), Grenoble, to talk about “Examens télé-surveillés par webcam au domicile de l’étudiant”.
- Isabelle DUCHATELLE – VP Déléguée aux Transformations Pédagogiques et Numériques à l’Université de CAEN
- Pierre BEUST – Directeur du CEMU (Centre d’Enseignement Multimédia Universitaire) Détaché auprès de la MiPNES sur les missions d’Enseignement à distance
- Valérie CAUCHARD – Ingénieure de Recherche au CEMU (Centre d’Enseignement Multimédia Universitaire)
Sabine Bottin-Rousseau and Pierre Beust are giving a presentation at ICDE, Toronto, 16-19th of October 2017. ICDE is The World Conference on Online Learning: Teaching in The Digital Age – Re-Thinking Teaching & Learning. Regarding changing models of assessment, they will be presenting some experiments remote examination in e-learning programs.
Online Proctoring : Experimentation of Remote Examination in E-learning programs
Our paper will deal with the change in examination conditions for students registered in remote learning courses. The remote learning evaluation on e-learning platforms (LMS) can carry out individual and collective activities but these activities aren’t supervised. For exams, examination conditions and identity verification must be as reliable as if the examination were taking place at the institution. Today, in most of the cases, students registered in remote learning course must always travel to the university to sit their exams. In some cases, the universities have foreign partners who can organize for the exams to take place near the student’s location (which can still be costly in terms of the workload for the organizations and not being able to offer it to a larger number of students, and also in terms of fees for the students). Students can’t understand no longer the incoherence between educational activities and home support on the online platforms and the exams that must be sat at the institution. We observed that many remote students only chose to sit their exams in the end of the second semester in the “second chance” exams session which, consequently, ends up being their only exam period, breaks the rules of fairness for the students. This is easy to understand for students who live far from the university and particularly for foreign students and/or students who work. To have to travel to an institute can be expensive (taking leave from work, transport, hotel costs, accommodation…). For some students, this constraint can even be the reason why they don’t register for the course, even when it is offered online. This problem makes remote learning unattractive to potential students.
Different ways of providing remote exams are now available and can solve this problem with educational alignment. These methods must be tested and evaluated in terms of their cost, their security, their resistance to fraud, the induced stress for the students and the conditions that are put in place. We must explore alternative methods for carrying out exams remotely. We are currently experimenting with examination conditions supervised by a webcam at the student’s house and screen sharing for students studying in two universities, members of the French Association of E-learning (Fédération Interuniversitaire de l’Enseignement à Distance – FIED). These are : – The Caen University in Normandy. – The Pierre & Marie Curie University of Paris The Caen’s experiment deals with students in a master degree in a health management program. The Paris’s experiment deals with all distant programs, in mathematics and physics, from bachelor to master, for specific categories of students only for this first year of experiment.
These experiments take place in the Erasmus+ European Project “Online Proctoring For Remote Examination” (OP4RE). We will give in the paper the first results obtained from our experiments and their outcomes. We will present the results of survey that were done before and after taking the exams to evaluate the impact of the stress, and the encountered difficulties. We will then discuss about how succeed in generalizing our experiments.
After online courses, online exams? The University of Caen (Normandy) experimented for two years with online proctoring of exams. Pierre Beust, director of the university multimedia education center and member of the OP4RE project, discusses their experiences and challenges for the EducPros conference on Thursday, October 19, 2017, aimed at digital transformation.
The University of Caen focuses on students in distance learning. Since the early 2000s, thanks to e-learning, these courses have undergone a huge change of paradigm and method. While e-learning has grown, its evaluation is still a problem. Often students, enrolled in these courses, must pass the examinations at the institution where they are registered. For some of these students, it’s just impossible to get to the university …
In 2015-2016 the first experiments were conducted with remote evaluation of students through online proctoring. 189 examinations were conducted in three different experiments. The proctoring was done through Proctor U, an American company.
The first results are positive. The pass rates for these exams are similar to the pen and paper exam. No cases of fraud were found and 90% of students said that passing the exam through online proctoring is less stressful than a “normal” exam.
Curious about more? Read the full article in English or in French.
On May 9th 2017 we organized our first online reach-out session. We invited our associated partners. It was a rich learning experience, both on content level as on organizational level. The technology let us down, but we’ll take this as a working point to our next reach-out session.
We started with an explanation of the design of the OP4RE project and of the content of the Start Report. This report is the real “start” of our project. We were looking into the current state of affairs regarding online proctoring of remote examinations in the participating countries. From this desk research a lot of questions emerged, which we take on in the project. After this explanation of the OP4RE project coordinator Silvester Draaijer, Daniel Haven, from Proctor Exam, showed us their proctoring tool. Proctor Exam is partner the OP4RE project.
Then we got an explanation of 3 partners about their first experiences with online proctoring. First Michiel van Diesen (Fontys, the Netherlands) shared his experience with online proctoring. Then Pierre Beust (FIED, France) highlighted the experiments of home proctor exams at the University of Caen. For the proctoring they use ProctorU. In year 1 (2015-2016) 55 students participated. Blended learning and home proctoring were used in addition to classical examinations. In year 2 (2016-2017) 50 students in a professional Master degree in the area of health participated. The course comprised 2 or 3 exams . They were full distance learning students, spread all over the world. Home proctoring was organized instead of classical exams. From Belgium we invited VIVES. In Belgium, they were the first (and as far as we know the only) institution for higher education, which started with the remote proctoring of exams. VIVES has a long tradition of distance learning. About 15% of the students follow a distance learning programme (on a total of approximately 13.000 students). Students in distance programmes can take their exams in the exam center in Kortrijk or online via proctoring. For the proctoring, VIVES works with ProctorExam, one of the partners of the OP4RE project.
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