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

Schedule

Schedule online

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 environments
• Chapter3: Design of distance learning activities and multimedia tools
• Chapter 4: E-tutoring
• Chapitre 5: Networks and communities of practice

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

• have a critical et reflexive vie on an e-learning environment 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 training and learning activities and self-evaluate
• 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 distance training environment design
• design a scenariogram
• implement a course on a distance learning platform
• discuss condition of success and obstacles to the creation and animation of community of practice or networking

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 interact 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)
• feedback and ameliorations of the collective work by the teacher and of the course by the students
• Keeping an individual roadbook including reflecting comments on the activities carried out and the learning process

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

Notes 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 two parts
1. The realization, performed in duo or trio, of an online or hybrid course.
Each group should give a description of the training environment built including (a) the description of the actors and their roles, (b) a scenariogramm describing several aspects of the learning scenario. Furthermore, the training device should be (c) implemented on a learning management system and include some resources with, at least, (d) one educational video clip.
2. The keeping of an individual roadbook 
Each student should complete a roadbook (based on a canvas) during the course. He/she will be evaluated on the quality of the activities and the reflexion on his/her learning (bonus). 
The two parts 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 his/her 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!
NB: The teacher can chose to make an oral examen if she has doubt on the collaborative aspect of the realization of the training device

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@uliege.be
Assistant(e)s :
JORIS Noémie, noemie.joris@uliege.be
NOBEN Natasha, natasha.noben@uliege.be