E-learning devices, networking of professionals and community of practices supported by ICT

Duration

30h Th, 30h Pr

Number of credits

Lecturer

Brigitte Denis

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

Course structure:

•  Introduction : Self-learning and andragogy
• Chapter 1: E-learning and its actors
• Chapter 2: Open and distance learning 
• Chapter3: Design of distance learning activities and multimedia tools
• Chapter 4: E-tutoring
• Chapitre 5: Networks and communities of practice
• Chapter 6: Managing e-projects and innovation

Learning outcomes of the learning unit

The three main objectives of this course are to let the student be able to

• design and build digital educationnal ressources
• develop a critical overview of several tools and technological products in a training context
• design and implement distance or blended training devices

• bring a critical et reflexive eye on an e-learning device implementation
• 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, 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, TPACK...) to analyze and produce 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
• 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
• analyse an e-project through the lens of its innovation aspect

Prerequisite knowledge and skills

Planned learning activities and teaching methods

• Sub-groups activities (e.g. case analysis) in face-to-face and at a distance
• Video clip 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 or blended 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.

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 the conception and the implementation of distance or blended training device.
This work, performed in duo or trio, has four parts:
1. a scenariogramme describing the several aspects of the learning scenrio
2. the implementation of the scenario on a learning management system
3. the production of resources including at least one educationnal video clip
4. a reflexion about the implementation of the learning environment and its innovative aspects
In addition, each student indivually has to complete a "roadbook" and the activities that are included in it. 


The four parts and the roadbook must be provided in order to validate the final score. Furthermore, students must provide their works on time, otherwise those will not be taken into account in the final score (cf. "Règlement des études et des examens" - Art. 38 §2).
In written work, students must - Respect the typographic rules - Use APA standards to quote the authors and establish the bibliography - use a style sheet and respect ergonomic rules in the production of electronic documents - Respect the spelling and grammatical rules - ...not plagiarize!

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

Professeur :  DENIS Brigitte Courriel : b.denis@ulg.ac.be 
Assistant(e)s :
SNOECK Céline, csnoeck@ulg.ac.be
JORIS Noémie, noemie.joris@ulg.ac.be
NOBEN Natasha, natasha.noben@ulg.ac.be