Duration
30h Th, 30h Pr
Number of credits
| Master in education (120 ECTS) | 4 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
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 implement distance or blended training environments
- design, produce and use digital educationnal ressources and tools used in distance or hybrid training
- develop a critical overview of different methodologies related to e-learning
- develop a critical et reflexive process 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
- analyze hybrid learning environments by referring to the HYSUP typology
- discuss conditions of success and obstacles to the creation and animation of community of practice or networking
- produce a pedagogical video to be integrated into an e-learning training system
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 design and production
- Teacher's lectures
- Demonstrations
- Flipped classroom: RQAT method (Reading - Questions from the learners - Answers by the teacher - Test) or RSD (Reading Synthesis 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 resources are available online.
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 scenariogram 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 a 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
Adaptation of teaching commitments following the COVID-19 pandemic for the May-June 2020 session
Teaching methods implemented : distance-learning
Some course sessions have been adapted to be taken online. Students receive instructions on how to connect to the virtual classroom a few days before the course. The live sessions take place at the usual time of the course, but are reduced in their duration to a maximum of 2 hours (about 5-7 pm + login time).
Assessment subjects
No modification
Assessment methods
The evaluation method remains the same, namely the submission of a project divided into four parts (1) analysis of the project actors, 2) scenariogram, 3) implementation of a course on a LMS, 4) video, and the submission of a roadbook.
Only the modality of submission of the work and the roadbook is modified: these must be submitted ONLY online on eCampus. For this reason, the scenariogram must be created in a digital format that can be read on a computer.
Contacts
Teacher
b.denis@uliege.be
Assistants
noemie.joris@uliege.be
natasha.noben@uliege.be
Adaptation of teaching commitments following the COVID-19 pandemic for the Aug-Sept 2020 session
Assessment subjects
No modification
Assessment methods
The evaluation method remains the same, namely the submission of a project divided into four parts (1) analysis of the project actors, 2) scenariogram, 3) implementation of a course on a LMS, 4) video, and the submission of a roadbook.
Only the modality of submission of the work and the roadbook is modified: these must be submitted ONLY online on eCampus. For this reason, the scenariogram must be created in a digital format that can be read on a computer.
Contacts
Professor
b.denis@uliege.be
Assistants
noemie.joris@uliege.be
natasha.noben@uliege.be