 | | |
| PEDA1046-3 | E-learning devices, professional networking and community of practices supported by the ICT
|
|
| Duration : | 20h Th, 20h Pr |
|
| Number of credits : |
|
|
| Lecturer : | Brigitte Denis |
|
Language(s) of instruction :
|
| French language |
|
Organisation and examination :
|
| Teaching in the second semester |
|
Course contents :
|
| Course structure:
- Introduction : Self-learning and andragogy
- Chapter 1: E-learning actors
- Chapter 2: Open and distance learning
- Chapter 3: Legal and ethical aspects of ICT uses
- Chapter4: Design of distance learningactivities
- Chapter 5: E-tutoring
- Chapter 6: Personal Learning Environment
- Chapitre 7: Networks and communities of practice
- Chapter 8: Managing e-projects and innovation |
|
Learning outcomes of the course :
|
| The three main objectives of this course are to let the student be able to
- use for him/herself Information and Communication Technologies (ICT) critically and efficiently for learning purposes
- develop a critical overview of several tools and technological products useful in a training context
- analyze and/or design learning environments (integrating ICT) and uses of technological tools for learning purposes
The student will
- analyze adults training and learning situations (including his/her own experience)
- establish links between the concepts of self-learning and distance learning (e-learning)
- have an overview of different tools useful in a training context and related to learning, communication, collaboration and evaluation
- use several ICT tools linked to the course topics and activities (e.g. Internet browser, electronic mail, tagging system, educational software, evaluation software, forums, chat, editing software (presentation, word processor, wiki, ...), distance learning platforms, videoconference, computerized testing, etc.) in order to search information, evaluate multimedia resources, produce documents, communicate, debate, collaborate, manage traing and learning activities and self-evaluate
- use different "models" (e.g. regulation process, competences pyramid, six teaching and learning paradigms, seven pillars of self learning, ...) to analyze several learning products and environments
- describe and argument actors' roles in a distance learning environment, especially those of the e-tutor in different types of distance learning environments
- argue added value of ICT uses to communicate and train in different adults' training contexts
- respect legal and ethical principles in using ICTE
- know the different stages of a training design and argue on their pertinence
- design a scenariogram
- implement a course on a distance learning platform
- discuss the potential contributions of technologies to the animation of Communities of Practice and knowledge capitalization
- situate him/herself regarding PLE
- develop a reflexive approach on his/her own learning process
|
|
Prerequisites and co-requisites/ Recommended optional programme components :
|
| Introduction to ICTE (1st master in educational sciences, PEDA-4032-A-a, B. Denis)
The most important prerequisites are recalled at the beginning of the year. |
|
Planned learning activities and teaching methods :
|
|
- Sub-groups activities (e.g. case analysis) in face-to-face and at a distance
- Screencast production
- Teacher's lectures
- Demonstrations
- Flipped classroom: RQAT method (Reading - Questions from the learners - Answers by the teacher - Test) or RSD (Reading Syntheis Debate)
- Practical work based on the use of different services of documents edition,communication and sharing of information
- Design and implementation of a distance learning scenario
- E-mail and use of the eCampus platform to exchange with the professor about individual work management
- Concrete learning and communication distance activities (f.i. through the use of a distance learning platform)
- Regulation of the collective work by the teacher and of the course by the students.
|
|
Mode of delivery (face-to-face ; distance-learning) :
|
| The course consits in a blended learning environment combining face-to-face activities (3 hours sessions) and distance activities. |
|
Recommended or required readings :
|
| A syllabus and online resources are available.
Denis, B. (2014). Dispositifs d'e-learning, mise en réseau et communautés de pratique supportées par les TIC . Liège: Université de Liège. . |
|
Assessment methods and criteria :
|
| Professor's expectations: Active learners, having critical points of views, able to initiate themselves to different techniques and to make links with other courses.
The assessment is based on:
1. a screencast production about an online course analysis
2. Design and implementation of a course on a distance learning platform
3. Analysis of an innovative e-project
4. Individual oral exam (answers to questions about works 1, 2 and 3) |
|
Work placement(s) :
|
| Work placements in educational technologies are proposed by the CRIFA (Centre de Recherche sur l'Instrumentation, la Formation et l'Apprentissage) Team. |
|
Organizational remarks :
|
| |
|
Contacts :
|
| Professor
DENIS Brigitte, b.denis@ulg.ac.be
Assistants
JORIS Noémie, noemie.joris@ulg.ac.be
SNOECK Céline, csnoeck@ulg.ac.be |
|
|
| Items online : |
|
| Resources |
| Available on line (eCampus) |
|
|
