Duration
10h Th, 15h Pr
Number of credits
| Master in education, professional focus | 3 crédits | |||
| Master in education, professional focus in adult training (Réinscription uniquement, pas de nouvelle inscription) | 2 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
All year long
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course covers the various dimensions of implementing a training sequence:
a) design aspects (objectives, resources, learning space-time, materials, environment) ;
b) action management aspects (relationship management, learning process management, individual and collective functioning);
c) trainer behavior (instructions, supervision, support, management of unforeseen situations, language, clinical dimensions).
Learning outcomes of the learning unit
- Develop the ability to understand the principles of designing and implementing sequences that are coherent with an audience, a context and a set of objectives;
- Understand the collective and individual processes involved in running a training sequence;
- Be aware of attitudes conducive to the learning of adults and young adults;
- Understand the technical gestures involved in running a training sequence;
- Mobilize the thinking of authors to analyze training sequences.
Prerequisite knowledge and skills
Students can draw on the conceptual foundations developed in the courses 'Practical Issues in Training Management' and 'Adult Learning and Development in Training.'
Planned learning activities and teaching methods
The course is based on student participation in a two-day seminar. This consists of training sessions, designed by students in the 'Sequence Construction' partim, on topics of interest for training and pedagogy applied to adults. During the seminar, these training sessions will be followed by feedbacks in various forms. At the end of the seminar, students will be required to produce a descriptive report and prepare an analysis (see assessment methods).
The course coversing the various dimensions of implementing and discussing a training sequence, students will be required to:
adopt a posture of active, reflective participation;
develop their ability to address the principles of design, implementation of training sequences and trainer behavior;
question the coherence of the sequence in relation to an audience, a context and a set of objectives;
mobilize the thinking of authors to analyze the sequence.
Practicalities
All students take part in the project start-up session on September 26, 2025 (3pm-4pm).
Students then take part imperatively in a seminar: March 27-28, 2025 OR April 23-24, 2025.
Course organization permitting (depending on the number of students enrolled), students enrolled in this Partim may take part in the learning activities designed for Partim "Sequence construction" students (see PEDA4043-1).
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
The project planning session on October 13, 2024, as well as participation in one of the two seminars, must be attended.
Course materials and recommended or required readings
Further information:
Required reading: Carré, P., & Mayen, P. (2019). Psychologies pour la formation. Dunod.
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions )
Further information:
Students attend the entire two-day seminar. If a student is unable to attend the entire seminar, they will automatically take the exam in the second session, which will require them to attend another two-day training course.
Prior to the seminar, each student is assigned a specific sequence of the seminar. Students are therefore invited to compile their observations of this sequence, as it will be the primary focus of the analysis proposed by the student on the day of the examination.
Following the seminar (date to be specified, within approximately two weeks), students will be required to submit a written report describing the sequence they observed. This report will include factual elements that can be used as a basis for future analysis and will cover, for example, key moments or other decisive elements perceived by the student.
Students read the book 'Psychologies pour la formation' (Psychologies for Training). Each chapter of this book is devoted to the thinking of a particular author.
During the examination, students will be asked to analyse the training they have undergone (and more specifically the sequence assigned to them) in the light of the thinking of one of the authors featured in a chapter of the book. The author in question will be announced on the day of the examination.
This analysis, based on the descriptive report previously submitted, will refer to:
- interpretative elements related in particular to the participant's experience;
- an analysis linking the training activity carried out with the theories/models of the proposed author (this being the core of the expected reasoning);
- potential areas for improvement and prospects opened up by this analysis.
- ability to distinguish between factual and interpretative elements;
- ability to formulate a lived experience and take a step back from it;
- ability to describe a training activity (design, implementation and behavioural aspects);
- ability to identify relevant points for reflection in relation to adult training theories;
- understanding and integration of authors' theories;
- depth of analysis: ability to problematise the situation, develop a nuanced argument, propose well-argued avenues based on theoretical frameworks, etc.);
- formal quality of writing.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
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