Introducing teachers and instructional developers to learning objects Four suggested shifts in prevailing discourse

peer reviewedBeing convinced that the learning objects yields value creation promises for e-learning, the author, drawing on state-of-the art literature, his experience of two European projects dealing with learning objects and his experience as a teacher, documents 4 issues regarding teachers' awareness and acceptance of this emergent instructional design approach.iClas

La joyeuse rentrée de l'eLearning

Message clé : il faut s'intéresser aux moocs pour les chances et les menaces dont ils sont porteurs MAIS ils ne représentent pas le tout de l'eLearnin

Structured reflection breaks embedded in an online course – Effects on learning experience, time on task and performance

peer reviewedThe purpose of this paper is to gain insight into the effects of practicing short, frequent and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardised control trial with 2 groups of secondary-school pupils. The study shows that, while performance is not affected by these embedded “reflection rituals”, they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions

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

Introduction des 8 intervenants du pré-colloque de l'ADMEE et de la Rencontre du développement du PACODEL

Introduction des orateurs de la journée commune organisée sur le thème des moocs par l'ifres, le pacodel et l'admee

The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods

This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting teachers in early stages of the learning design continuum, the paper shows how this learning/teaching model, as a professional development tool, prompts them to diversify the learning methods experienced by students in their courses. A two-pronged rationale about the importance of this diversification with respect to "mathetic" competence development and epistemology is also proposed to discussion. Keywords: mathetical competences, learning methods, teacher's professional development

La différenciation dans l'enseignement supérieur - Une exploration du discours de 30 enseignants

Compte-rendu de l'analyse qualitative du discours de 30 enseignants du supérieur sur la possibilité et la désirabilité d'une plus grande différenciation dans l'enseignement

e-Learning fits crisis times

L’enseignement à distance met bien plus que trois mètres hygiéniques entre les personnes. Un recours possible pour une éducation en quarantaine

Measuring Effects of Reflection on Learning – A Physiological Study

As an economical and feasible intervention, reflection demands learners using critical thinking to examine presented information, questioning its validity, and drawing conclusions based on the resulting ideas during a learning process. The aim of this study is to gain insight into the effects of practicing short, frequent and structured reflective breaks that are interspersed with the reading process of a learning material. It tries to reveal whether physiological signals can be used as appropriate indicators to reveal the actual changes of cognitive states while introducing different reflective breaks during learning. The recorded physiological signals include skin temperature, blood volume pulse, pulse volume amplitude, and pulse rate. The results show that while these embedded “reflection rituals” did not affect learners’ performance they had significantly impact on time on task, perceived learning and those learners' physiological (cognitive) states. Physiological data returned significant differences between the reading and reflection activity. Measurements of temperature and pulse rate are lower when covering the course equipped with additional reflection affordances while blood volume pulse and pulse volume amplitude are higher. In addition, applying statistics analysis to the physiological data exhumes significant differences between different types of reflection activities for those measurements including skin temperature, pulse volume amplitude and pulse

Entre standardisation et individualisation, « personnaliser » son enseignement

Réflexion sur deux tendances antagonistes : la standardisation et l'individualisation de l'éducationPeer reviewe