Decoding the disciplines

L’ULg a conduit une expérience pilote avec quelques enseignants. Elle vise à estimer le potentiel didactique et pédagogique d’un travail sur les « verrous d’apprentissage » (traduction délibérément adaptée de « bottleneck ») pour lutter contre l’échec, ou plutôt pour relever le défi de l’intégration intellectuelle du plus grand nombre

Centre de formation du Conseil de l'enseignement de l'UVCB, Enseignement spécial - formation continuée 1994-1995 : Rapport d'évaluation

audience: researcher, professiona

Learning Analytics : Pedagogy has to rule the way

To provide quality feedback, the risk of two types of errors must be minimized. The type 1 error, which is to provide unnecessary information to the recipient and the type 2 error, which is not to provide information that could be useful to the recipient. When Learning Analytics is used in academic contexts, it is important to be sure that the delivered information is strongly related to critical aspects of the learning experience on which the student would have to apply some level of reflexivity. This is why we introduce a new model meant to tackle this issue from a strongly asserted pedagogical viewpoint. This model is concerned by teaching and by learning at the same time. A specific feature of it is therefore to help establishing the relevance of learning analytics for both sides of the instruction process. In addition, our modeling integrates a facet of the pedagogy too often overlooked in the reflections on the Learning Analytics, it is about the human being. This complex dimension is part of our reasoning, meeting the wish of George Siemens, when he wanted the Learning Analytics to become "more human" (2015)

Grandeurs et misères du développement pédagogique dans un projet collectif visant à améliorer les pratiques de feedback

The “Feedback First-Year Project” (FFYP) was designed by IFRES (Institute for Training and Research in Higher Education) and the Study Guidance Service at the University of Liège (Belgium) to support First-Year professors’ efforts to think and act upon their current teaching and assessment practice, and possible improvements. Amongst lessons learnt, the presentation pinpoints three major risks that a collective project like FFYP might encounter. Recommendations likely to mitigate these risks are proposed, in case others would like to replicate the experience.Feedback Projec

Vers un modèle d’analyse du potentiel de soutien à l’autorégulation des apprentissages de dispositifs d’Assessment for Learning: exemples d’applications dans un projet d’aide à la réussite en 1er bachelier à l’Université de Liège.

Feedback 1er Ba