Duration
10h Th, 15h Pr
Number of credits
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, space-time, materials, environment,...),
b) action management aspects (relationship management, learning processes,...),
c) trainer behavior (supervision, support, clinical dimensions, language,...).
The aim is therefore to encourage students to apply complex and cross-disciplinary skills.
Learning outcomes of the learning unit
- Understand the transition from designing a training sequence to implementing it ;
- Develop the ability to understand the principles involved in 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 ;
- Adopt a reflective stance on your actions ;
- Adjust practice on the basis of feedback and reflective analysis ;
- Propose a retrospective analysis.
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
This course is divided into two closely related parts.
The 'critical analysis' part is based on participation in a seminar. This consists of sequences designed by students in the 'Sequence Construction' part on topics of interest for training and pedagogy applied to adults, followed by reflective and critical analyses.
The 'Sequence Construction' part therefore consists of developing and facilitating a training sequence for other students. The training as a whole will have a general theme, chosen by the students, related to training and pedagogy applied to adults. This overarching theme will be broken down into specific topics, selected by pairs of facilitators, which will constitute the content of their sequence.
The course takes place in several stages:
- collective development of a seminar project;
- development of a training sequence in pairs;
- development of the sequence with the support of the supervisory team;
- group meetings to prepare for the seminar;
- implementation of the sequence in two stages (attendance at both seminars is required) with students from the 'Critical Analysis' partim;
- evaluation through reflective and retrospective analysis of the proposed sequence (and the training as a whole).
Practical details
All registered participants must attend the project planning session on 18 October 2024 (2pm-4pm).
Support from the supervisory team for the design of the sequences is provided in group sessions and is compulsory (to be defined + see CELCAT). Other one-off support sessions in pairs may also be organised as needed with the supervisory team.
Students enrolled in this partim will lead their sequences during the seminars on 27-28 March & 23-24 April 2026.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Recommended reading:
Faulx, D. & Danse, C. (2021). Comment favoriser l'apprentissage et la formation des adultes ? (2e e´dition.). De Boeck Supe´rieur.
Exam(s) in session
Any session
- In-person
oral exam
Further information:
Students are encouraged to reflect on what they have learned both from their experience (in terms of both design and facilitation) and from the feedback they have received. They develop their thoughts, keep a record of them, and present their analysis during the oral examination.
Methods
Assessment is based on a discussion (oral examination) using a written document describing and analysing the seminar experience, with a focus on reflective practice.
The expected contents are as follows:
1. Descriptive part: one or more elements experienced during the seminar(s) are described, along with the reasons for this choice (in connection with the pedagogical choices to be questioned and/or reinforced).
2. Analysis part: constructive and regulating criticism of the animation action, with a potential focus on the effects (didactic, motivational, socio-relational and identity-related) identified in the participants.
3. Synthesis: towards a transfer - projection: what can be retained with a view to becoming a professional adult trainer?
Assessment criteria :
- ability to distinguish between factual and interpretative elements;
- ability to formulate a lived experience and take a step back from it through reflective analysis;
- ability to describe a training activity (design, implementation and behavioural aspects);
- ability to identify relevant points for reflection in relation to adult training theories;
- depth of analysis: ability to problematise the situation, develop a nuanced argument, propose reasoned avenues for discussion, etc.;
- formal quality in writing and in the structure of the discussion.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
...