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Pedagogical choices at each stage RUFO 17, 18 th december 2005

Pedagogical choices at each stage RUFO 17, 18 th december 2005. Marie-José Barbot Université de Lille III. Outline. A key challenge : how best to exploit of IC Prerequisites, the obstacles to overcome The writing and selection of resources

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Pedagogical choices at each stage RUFO 17, 18 th december 2005

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  1. Pedagogical choices at each stageRUFO 17, 18 th december 2005 Marie-JoséBarbot Universitéde Lille III

  2. Outline • A key challenge : how best to exploit of IC Prerequisites, the obstacles to overcome • The writing and selection of resources • Access to resources : going beyond the lecture hall to new divisions of space and time • The diversity of teaching practises • Going beyond teaching, follow up and interactions Marie-José Barbot

  3. I.1/3 Challenge : educational outcomes • Tackling the crisis situation in education : developping the student’responsability in the learning processes, degrees of independent learning, paradigmal shift • Diversification of the various forms of learning according to the curriculum and contexts, hybrid model • Enriching the current forms of learning while remaining within the instructive model Marie-José Barbot

  4. 1. 2/3. Challenge : an original formation to create • Lost of the 3 unities of action, time and space • End of simultaneity between teaching and learning enseigner et apprendre • Imperative to rebuild (disegno) : to design virtual learning environment VLE Marie-José Barbot

  5. 1. 3/3. Challenge : a new role for teacher Using technologies to enhance : - access to learning objects - new form of mediation • With the tutor • With peers Marie-José Barbot

  6. 2. 2./1 Prerequisites, obstacles to overcome… by students Which learning objectives ? An objective : • Learning something : law, chemistry … but also two objectives tied (indissociable) with the first one • The ability to learn : Person Knowledge and Learning Knowledge • The ability to use technology : sémio pragmatic capacity Cf. studies related to drop-out in distance education, Garland 1093 : selection among those most capable. The danger of widening the gap between those who know how to learn and how to learn on-line and the others Marie-José Barbot

  7. Pédagogues: intra disciplinary tensions Pédagogy et épistémology Technologies ‘staff : Tensions caused by industrialisation  Logique technical logistics and profitability, 2.2.3Prerequisites, obstacles to overcome… by those involved in education • Tensions which must be understood • Choices which require explanation and negociation Marie-José Barbot

  8. 2. 3.3.Pedagogues and « médiatisateurs » : necessary feed-back and openness Marie-José Barbot

  9. 3. 1/2. Materials writing and the creation of scenario  : readablity, visibility, and ease of use • Specificities of multimedias and linking this to specific learning objectives • A common set of rules and scenarios • Criteria related to didactic coherence division, sequence, evaluation Marie-José Barbot

  10. 3. 2/2 What types of on-line correction should we choose ? What types of interactions ? Marie-José Barbot

  11. 4. Going beyond the lecture hall to new divisions of space and time  ? • Accessibility : space and time • Convivality, aesthétics and motivation • Adaptativity and relevance Marie-José Barbot

  12. 5. The diversity of teaching practises • synchronous illustration by the teacher during the lecture • complementary, prescribed,synchronous et in the presence of teacher for applied knowledge • prescribed asynchronous, partial replacement and more or less supervised « independant learning » • prescribed asynchronous , total replacement and supervision, « project-based « learning, «(Boutinet 1990) « independant learning » • prescribed asynchronous replacement distance learning with fixed objectives related to the students advised program • Free learning   Marie-José Barbot

  13. 6. ½ Scaffolding and learning : Piaget, Vigotsky, Rogers & Bruner • Learning is based on the real world and authentic experiences • It requires social negociations and mediation • Contents and tasks should be related to the potential of the student • Contents and tasks should call on previous knowledge (proximal zone of develpment) Cf. P. Doolittle (1999) Marie-José Barbot

  14. 6. 1/3Going beyond teaching, follow up and interactions • «  mediatisation » interacts with mediation • The interventions of the teacher • Interactions with peers Marie-José Barbot

  15. 6. 2/3Follow up and interactions • Students are assessed in a formative style • Students should be encouraged to corredct themselves, asssess themselves and develop their autonomy • The teachers act as guides not as instructors • The teachers provide multiple perspectives and representations of course content Marie-José Barbot

  16. 6. 3/3 Follow up leading to autonomy :from face to face learning to on-line scenarios » • Triple role:metodological , pyshological and • For the learner the virtual learnbing environment VLE is a complete unit . Danger separating ressources et suivi, « produit » et « service » • Eviter la parcellisation des tâches et le découpage des fonctions mais non la spécialisation • Attitude d’écoute et non de commande. Ethique de la responsabilité et de la retenue. Marie-José Barbot

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