Ingénierie pédagogique des systèmes d'enseignement supérieur

Our works are set in the field of higher-education systems pedagogical engineering. Our early works deal with the modeling of university practices. We expressed a conceptual framework for the evolution of acquiring knowledge modules to integrate the acquisition of high-level cognitive skills and professional competencies. Next, we have defined a frame to help define pedagogical scenarios more formally. The challenge was to get pedagogical scenarios that favored a higher pedagogical expressiveness compared to existing standards such as IMS-Learning Design (IMS-LD), while begin formal enough to be implemented, at least semi-automatically, on different e-learning platforms. This approach was validated thanks to the Assistance for Contextualized MoDeling of learning systems (ACoMoD) method. Finally, we developed a project-based learning pedagogical method, Multi-Role Project, applied to the teaching of Science, Technology, Engineering, and Mathematics (STEM). One goal is to project our results in Massive Open Online Courses (MOOC), which raise challenges of their ownNos travaux s'inscrivent dans le domaine de l'ingénierie pédagogique des systèmes d'enseignement supérieur. Nos premiers travaux se sont portés sur la modélisation des pratiques universitaires. Nous avons ainsi dégagé un cadre conceptuel d’évolution d’acquisition de connaissances disciplinaires en vue d'intégrer l’acquisition de compétences cognitives professionnelles et de haut niveau. Ensuite, nous avons travaillé à définir un cadre de définition de scénarios pédagogiques plus formel. L'enjeu était d'obtenir des scénarios pédagogiques qui permettent une expressivité pédagogique qui dépasse celle des standards existants tels IMS-Learning Design (IMS-LD) tout en étant suffisamment formalisé pour se prêter à un traitement informatique et être implémenté, au moins semi automatiquement, dans différentes plateformes de e-learning. Cette approche a été validée en utilisant la méthode Assistance for Contextualized MoDeling of learning systems (ACoMoD). Enfin nous développons une méthode de pédagogie par projet, Multi-Rôles Project, autour des problématiques de l'enseignement en Science, Technology, Engineering, and Mathematics (STEM). Un des buts est de projeter nos résultats dans l'implémentation des Massive Open Online Courses (MOOC) qui pose des défis particuliers

Conditions of everyday technology use and its Interplay in the lives of older adults with and without dementia

Background: Increased reliance on technology in society incurs a risk that older adults with and without dementia could become excluded from participating in aspects of everyday life in and outside home. This thesis responds to a gap in present understanding about the conditions for Everyday Technology (ET) use (i.e. ticket machines, smartphones) in different international and geographical contexts. By generating new knowledge about the interplay of these conditions on participation, practical information and guidance follow to support both dementia- and age-friendliness as well as general inclusivity in society. Aim: To illuminate the conditions, particularly different country and geographical contexts, of ET use and the interplay of these conditions with participation and inclusion in everyday life both in and outside the home for older adults living with and without mild stage dementia. Methods: Participants with dementia (n =99) and with no known cognitive impairment (n =216) were recruited in the US (sub-study i, n =114), Sweden (sub-study i, n =73, ii, n =69), and England (sub-studies i, iv, n =128, rural sub-study iii, n =10). These four cross-sectional studies used multiple predominantly quantitative methods (i, ii, iv) and a case study approach also involved qualitative data (iii). Structured home-based interviews used the Everyday Technology Use Questionnaire to map respondents’ use of technologies, and the Participation in Activities and Places Outside Home Questionnaire to investigate the amount and pattern of participation outside home. Qualitative data included fieldnotes, observations, annotated maps and more. The findings of the four studies were synthesised using an approach to triangulation. Findings: The triangulation approach yielded three themes: 1) Dementia as a condition of ET use, 2) National, geographical, public and home context as a condition of ET use, 3) Interplay of conditions with participation.1) Dementia was generally not found to be a condition that impacted the challenge of ETs, however groups with dementia typically regarded less ETs to be relevant. There were notable exceptions in both instances. 2) The varying social, infrastructural, and service conditions surrounding national and geographic contexts were seen to shape the constitution and use of ETs outside home. 3) There was a complex interplay between the conditions of ET use and participation outside home. Close and distant human relationships, structural inequalities and transportation options were implicated as stabilising and de-stabilising everyday life. Conclusions: Insights are provided into the interplay between the conditions of ET use and participation in everyday life outside home among older adults with and without dementia. These insights provide opportunities for many different people in societies, communities, neighbourhoods and household to take action. Reducing any friction that people encounter when using ETs in public places and allowing opportunities for manualised participation in occupations outside home could lead to a more inclusive everyday life