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| PESU0019-2 | Using Internet as a support for learning
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| Duration : | 15h Th, 15h AUTR |
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| Number of credits : |
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| Lecturer : | Pascal Detroz, Béatrice Lecomte, Jean-François Van de Poël |
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| Coordinator : | N... |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| Teaching in the second semester |
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Course contents :
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| This course deals with various ways of using the Internet as a support for learning. It will focus in particular on wikis, blogs, resource directories, RSS feeds and their respective potentialities in terms of pedagogical usability. The course is meant for you if you are not yet familiar with such tools and with their potentialities in relation to learning. You will have the opportunity to discover and to experiment with the tools in order to be able to use them for learning purposes and to understand their pedagogical value. |
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Learning outcomes of the course :
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| You will be introduced to various Web tools and applications and you will have the opportunity to use one of them to facilitate your students' learning. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| The teachers wishing to enrol for this course must have some experience of teaching. |
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Planned learning activities and teaching methods :
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| Five activities will be organized throughout the course. They are described in detail in the online learning environment dedicated to the course.
1. Discover and describe resources (the word « resource » is used here in its general sense), comment on resources brought by your peers. Without going into the technology behind each "Web" activity, look for activities which you find interesting and which make use in some way of the Internet for learning purposes. Ask yourself the following questions: Is the use of Internet relevant for learning? Why? Under which circumstances? Share your discoveries and opinions with the other participants.
2. Create a collective rationale by collaborating with the other participants in a « Wiki ». Contribute to the elaboration of a joint document by writing three arguments in favour of the Internet as a support for learning and by giving concrete examples to illustrate your opinions. Your arguments should convince the most sceptical teachers! Make sure however to remain honest: Provide also some arguments "against" or at least warnings. Remain vigilant: Internet is not the answer to everything. Illustrate all your contributions with concrete examples.
3. Demonstrate that you have yourself tested a Web tool. Investigate a Web tool in particular. It can be a tool that you already know or one that you had never heard of before. Whether it is a blogging tool, a tool for community learning or for collaborative writing, a feed aggregator or any other tool, it is for you to choose. Find, if necessary, a tutorial that gives explanations on how to use the tool. Create your own account and manipulate the tool concretely. Make yourself an opinion on its potentialities as a support for learning, tell us why you chose it.
4. Write down a "Web" activity to be integrated in one of your courses. Describe it, justify its relevance for your course and present it to the other participants of the course (following instructions on the online space).
5. Advise your peers. Read about the work of your peers and respond to the learning activities (see point 4) of the two participants whose last names are just above yours in the alphabetical list. Remain friendly, even if you mention possibilities of improvement. If you need some inspiration, go back to the arguments presented in the 2nd activity of this course.
The course will be organized during the second semester. |
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Mode of delivery (face-to-face ; distance-learning) :
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| The course is organized fully online. |
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Recommended or required readings :
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| Articles and links to be explored are listed in the online learning environment of the course. |
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Assessment methods and criteria :
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| The five tasks to be performed within the course (see description above: describe resources, participate in a Wiki, test a Web tool, design and present a Web activity, advise colleagues) are all mandatory to gat a final grade for the course. The final grade will be based upon the quality of the two last activities performed.
A minimum grade of 10 out of 20 is required to pass the course. Your optional courses (amounting altogether to 8 ECTS) make up 16 points out of the maximum 100 points of the Formasup end-of-programme grade. The CAPAES participants are simply graded in pass or fail.
If you undertake Formasup in 2 years, optional courses with a lesser grade than 10/20 obtained in year 1 cannot be retaken in year 2. |
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Work placement(s) :
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Organizational remarks :
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| The course will be organized during the second semester. |
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Contacts :
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| Chantal Dupont: 0032 (0)4 366 4570 chantal.dupont@ulg.ac.be
M. Poumay : 04 366 20 79 m.poumay@ulg.ac.be |
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| Items online : |
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| Items online : |
| An online learning environment is dedicated to this course. |
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