Distance education during the Covid-19 lockdown Case of the School of Information Sciences of Rabat: Some elements of improvement

This work consists of a set of reflections on the distance learning experience imposed by the Covid-19 crisis that started in March 2020. Significant human and material resources have been mobilized in all educational establishments in Morocco and in the world, including the school of information sciences, in order to ensure pedagogical continuity and diversify alternatives, and several research studies have been carried out to assess it. Our work is based on the "Concerns Based Adoption Model" (Hall & Hord, 1987), which allows change management and aims to promote a culture of continuous improvement, and the Theory of Motivation (Alderfer 1969), which states that motivation at work is directly linked to the feeling of need. We concluded that the mere use of technology is not enough; it is also necessary to adapt the curriculum to this new reality and not only seek to solve the problems of spatial and temporal accessibility. Teachers should be less resistant to change, which will be even more important in the future, and ready to embrace any new technologies which would increase students’ engagement and motivation factors that a successful educational program can no longer neglec

Ingénierie Documentaire au cœur des procédés de Management des Connaissances: Cas de la Caisse Marocaine des Retraites (L\u27)

Mémoire de Cycle Supérieur de l\u27Ecole des Sciences de l\u27Information (Rabat, Maroc), présenté en vue de l\u27obtention du diplôme d\u27Informatiste Spécialisé. Option: Concepteur de Systèmes d\u27Information Informatisé

Enhancing Motivation and Engagement: A Top-Down Approach for the Design of a Learning Experience According to the S2P-LM

Demotivation and disengagement of students toward the formal learning curriculum, know an increasingly strong and even alarming proliferation. In this paper, we try to deal with motivation and engagement of learners during learning process and learning experience within a formal context, by the adoption of a Top-Down approach through three levels of design: Macro, Meso, and Micro level. The Macro Level tries to rely on a conceptual framework: the S2P Learning Model. The Meso Level is related to the design of the learning experience, by which we formalize the pedagogical scenario, the didactic tools, the pedagogical activities and roles: based on the Extended Blended Learning. Finally, the Micro Level stresses on the use of game mechanics and Gamification of activities and tools as a way to enhance the motivation and engagement of learners during the learning experience. By these principles, we move gradually towards a new kind of teachers (â??Integratorsâ? & â??Facilitatorsâ?); and a new kind of learners (â??Learnplayersâ?). Therefore, we try by this paper, to outline of the conceptual basis of our approach that must build the frame of validation by experimentation during the next steps of our research