Tous les outils de la Trousse: https://www.teluq.ca/superheros/Comprend des références bibliographiques

Hachey, Johanne

Lachapelle, Nathalie

English

ÉDUQ

 		ELEARNING SUPERHEROES: A PROFESSOR’S HANDBOOK ONLINE LEARNING 2018: Global Summit & EdTech Expo, Teaching & Learning in the Digital Age  Johanne Hachey, M.A., Distance Learning Consultant and Nathalie Lachapelle, Ph. D., Professor Johanne.hachey@teluq.ca | Nathalie.Lachapelle@teluq.ca Québec, Canada   2		    ABSTRACT ........................................................................................................................................................................... 3 OVERVIEW .......................................................................................................................................................................... 4 INTRODUCTION ................................................................................................................................................................... 5 THE STRUCTURE SUPERHEROES’ HANDBOOK ...................................................................................................................... 6 SCOPE OF EACH DIMENSION ............................................................................................................................................... 7 TARGETED INFORMATION FOR EACH DIMENSION .............................................................................................................. 8 CONCLUSION ....................................................................................................................................................................... 9 APPENDIX: SAMPLE OF ONE DIMENSION .......................................................................................................................... 10 REFERENCES ...................................................................................................................................................................... 11       J. Hachey, and N. Lachapelle (2018). Trousse des Superhéros TÉLUQ : un outil pour les professeurs, Elearning Superheroes: A Professor’s Handbook. Université TÉLUQ, Québec, Canada. Presented at Online Learning Global Summit & EdTech Expo 2018, Toronto. https://www.teluq.ca/superheros/    	 You are free to share, copy and redistribute the material. You may adapt, remix, transform and build upon the material under the following term; attribution must be given and provide the link to original work. You may not use the material for commercial purposes.    3		ABSTRACT  Elearning Superheroes’: a professor’s handbook This handbook is a prototype presented by an online learning consultant to a university professor at Université TÉLUQ. The Université TÉLUQ is distinguish by its exclusively distance learning programs. This handbook is considered to be a tool that offers guidelines to help professors efficiently plan teaching and learning before and after course delivery. Any professor or teacher may utilize this handbook. Creating a strong foundation in online course design and effectively planning learning experience are key elements to meet student expectations (T. Bates, 2015). After the experimentation of the prototype of the handbook, a new and revised version was created by the learning consultant and professor. In this handbook, that will be mentioned as TÉLUQ Superheroes handbook, you will discover interesting creative ways to communicate and effectively plan learner support functions. You will also discover new ways to promote experience-based improvement, and positive changes in your online course.     4		OVERVIEW  In this digital age, teachers alone cannot be the superheroes of effective teaching. They need their superhero’s pedagogical team!  “It is not realistic to expect all teachers to be super-heroes (even if you are the exception), but it is realistic to expect all teachers to be competent and professional in a digital age.” (Bates, 2015, p. 417)  In the context of a major revision of an online university course, the learning consultant proposed the professor, Nathalie Lachapelle, to experiment with a prototype she had created; the TÉLUQ Superheroes handbook. In accepting to experience the implementation of such a handbook, the professor became the author of her own handbook. That was an important first step in documenting the educational vision carried out in this particular course. By periodically updating the handbook content, the professor will inspire positive changes based on learners’ experiences and the lessons learned during course delivery. This handbook will also offer a quick overview of the learning strategies and technological aspects of the online course at all times.    “How can I assist the professor and her team, to efficiently collaborate and plan course delivery and learning support strategies in a specific online course?” Johanne Hachey, Learning consultant. ELEARNING SUPERHEROES… .  5		INTRODUCTION The Superheroes’ Mission   The mission of the Superheroes in this TÉLUQ Superheroes handbook is to plan online learning to meet learner expectations. This mission is translated by the professor’s experimentation in Superheroes handbook of a specific course. In this experiment, professor Lachapelle became the author of her handbook.   Although learning success is experienced by the learner, the professor plays a major role in planning learning support functions before, during and after online course delivery. This handbook informs, on where and how are the learning strategies and tools are implemented, and reminds the professor and the team over important surrounding details to plan the learning support functions.  As mentioned in the abstract, creating a strong foundation in online course design and effectively planning the learning support functions are key elements to meet student expectations (T. Bates, 2015). Basque (2017) defines the field of pedagogical engineering or learning design, as essentially all processes implemented during the “life cycle” of an “educational solution” which can take the form of the environment, or a device in learning or training activity. (Basque, 2017). Brassard (2017) defines that learner support functions may encompass all types of student interventions by the pedagogical team, such as learning support and helping learners to develop their learning autonomy (Brassard, 2017). According to Rodet (2016), a learner support intervention can have a  6		simultaneous cognitive, socio-emotional, metacognitive and motivational effect. Rodet (2016) also mentions that it is favorable to provide the professors with some supervision and educational support to efficiently plan learning interventions in online learning and teaching. These interventions are not linear actions; it is a set of practices and strategies adapted to distance learning.  THE STRUCTURE SUPERHEROES’ HANDBOOK  Eight (8) dimensions structure this handbook. Seven dimensions refer to learning support functions. An eight dimension was added to the handbook; continued improvement.  According to Said and Jaillet (2013), et al, these seven functions are qualified as new pedagogical vulgates, in the area of learning supervision and learning support in online learning (Depover et al., 2011; Audet, 2009; Denis, 2003; Bernatchez, 2000; De Lièvre, 2000; Paquette, 2000; Lebel, 1993; Wallet, 2009). On the next page, you will find a brief definition to define the scope of each dimensions.     Handbook structure: eight (8) dimensions  	Student orientation 	Organization	 	 	Educational Planning 	Motivation		Technical & Multimedia Aspects	 	Knowledge Awareness	 	Learning Assessment		Continuous  Improvement    7		SCOPE OF EACH DIMENSION  Student orientation: Strategies, practices or tools that will be available to the student and learning support team in order to promote the best practices for orienting and offering student guidance.  Organization: This function describes the organization of the online learning content and environment to reflect the cohesive learning process and planning of learner support (Berrouk and Jaillet, 2013).    Educational planning: Focuses on planning, teaching and learning activities in the online course. Student's planning of his / her coursework and overall learning progress during course delivery is also considered.  Motivation: Discusses strategies implemented in the course and in the planning of the learning support functions to maintain the motivation of the student.  Technical and multimedia aspects: Describes the technical aspects of the course website and the multimedia aspects of the tools offered in the course. Will also document technical support services and resources.   Knowledge awareness: Leads to consider the particularities of knowledge (what is known, what is not known and what will be learned) including students acquired knowledge, experience-based competencies and any disabilities.  Learning assessment: Points out course evaluation methods used to measure students' achievement of learning objectives. It serves to guide the teacher in planning effective feedback and appropriate follow-ups during course delivery.  Continuous improvement: Presents specific ways to foster collaboration for the gradual and perpetual improvement of the course surrounding the course delivery in planning learner support. 	 8		TARGETED INFORMATION FOR EACH DIMENSION 	  The dimensions will target three (3) types of information: online course, plan of action and professor’s notes:  • The Online course lists the integrated learner support strategies, available through the online course and other university services websites. • The Plan of action lists the actions by the professor or the learning support team.  • The Notes are a space for the professor’s notes. It may be an idea, a pertinent reference, a reminder, a future wish or task to consider.  One documented dimension extracted from a professor Lachapelle’s handbook is presented in the appendix. You may observe in this sample that some information relates to the role and responsibilities of the professor regarding learning support functions while other information included will point out the integrated learning tools and strategies available to students during course delivery as a reminder.     9		CONCLUSION This experiment of creating and implementing the TÉLUQ Superheroes handbook had many positive impacts. This experience of creating and implementing such a handbook offered the learning consultant and the professor proof that with guidance, perseverance, and sense of teamwork, the learning support functions and the continuous improvement of an online course can be effectively planned. This collaboration positively enhanced the students’ overall online learning experience. Most importantly, the continuous updating of the TÉLUQ Superheroes handbook by the professor and her team, lead to positive changes that were inspired by student-based learning experiences, and lessons learned by the professor during course delivery. Interesting creative new ways how to communicate, how to effectively plan the learning support functions were explored, and discussed, and were documented as a starting point for future improvement of the overall online learning experience.  A copy is provided of this TÉLUQ Superheroes handbook prototype so that you may experience and observe the results on how the creation process of this type of handbook may help in effectively planning online learning support functions and how it can positively enhance your online course.     WHO WANTS TO BE A SUPERHERO?  10		APPENDIX: Sample of one dimension The following text is a brief view of one dimension of a created handbook by professor Nathalie Lachapelle in the context of the course ADM9001 : Bâtir une entreprise : des connaissances et des méthodes.  STUDENT ORIENTATION  1.1  Online Course (What and where?) • The professor has included a welcome video that is also available in the university course description (Université TÉLUQ : Descriptif ADM 9001). • The Course presentation rubric in the online course also informs and orients student. • The Blogue ADM 9001 for this course permits interaction or discussion between students and the professors. This blog also wants to provide a sense of belonging to a learning community. • Université TÉLUQ offers also guidance and support for student with special needs : Accueil et accompagnement des étudiants en situation de handicap • […] 1.2 Action Plan (Thinks to do) • Each session, inform your team on ADM9001 Superheroes Handbook by sending an email with the URL where to access the updated version. • Discuss particularities of different groups of students from different programs. • ADM9001 Blog: Invite your team to visit regularly the blog, create their professional profile and contribute to the Blog with orienting comments or acknowledgment of interesting points of views expressed, no matter your opinion. • Reminder that some special guests, for example important figures may be granted access for them to visit, comment or create their profile.  • Always remember to add a few key words to all blog articles. •  […] 1.3  Notes  (Reminder and ideas) • Discuss with the program committee the intention to invite a student to give a testimony and record a video clip. We want to highlight how the content of this course marked his professional objectives or influenced a business project. • The use of the ADM9001 Blog was a success for both students and professors. How could we recognize the implication of a student in the blog, or should we rethink graded homework?  •  […]  11		REFERENCES AUDET, L. (2009). Mémoire sur le développement de compétences pour l’apprentissage à distance : Points de vue des enseignants, tuteurs et apprenants, Réseau d’enseignement francophone à distance du Canada. http://www.refad.ca/ BASQUE, J. (2017). TED 6312 Ingénierie pédagogique et technologies éducatives. Québec : Université TÉLUQ.  BATES, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver : BCcampus. BERNATCHEZ, P.-A. (2000). Attitude proactive, participation et collaboration à des activités d’encadrement médiatisées par ordinateur (Doctoral thesis, Université de Montréal, Québec, Canada). BERTRAND, L., DEMERS, L. and DION, J.-M. (1994). Contrer l’abandon en formation à distance : expérimentation d’un programme d’accueil aux nouveaux étudiants à la Télé-université. Journal of Distance Education/Revue de l’Éducation à Distance, 9(2),  49-63. BERROUK, S. and JAILLET, A. (2013). Les fonctions tutorales : pour un déséquilibre dynamique. Distances et médiations des savoirs, 1(2). http://dms.revues.org/206 BRASSARD, C. (2017). EDU 6013 Soutien à l’apprentissage à distance. Québec : Université TÉLUQ. CHANG, S. L. (2004). The roles of mentors in electronic learning environments. AACE Journal, 12(3), 331-342. De LIÈVRE, B. (2000). Étude de l’effet de quatre modalités de tutorat sur l’usage des outils d’aide dans un dispositif informatisé d’apprentissage à distance (Doctoral thesis, Université de Mons-Hainault).  De LIÈVRE, B., Depover, C. and Dillenbourg, P. (2005). Quelle place accorder au tuteur système et au tuteur humain dans un processus d'industrialisation? Distances et savoirs, 3(2), 157-181. DOI:10.3166/ds.3.157-18 DENIS, B. (2003). Quels rôles et quelle formation pour les tuteurs intervenant dans des dispositifs de formation à distance? Distances et savoirs, 1(1), 1-24. DOI : 10.3166/ds.1.19-46 DEPOVER, C., De LIÈVRE, B., PERAYA, D., QUINTIN, J.-J., JAILLET, A. (2011). Le tutorat en formation à distance. Bruxelles : De Boeck. DESCHÊNES, A.-J. & LEBEL, C. (1994). La conception du support à l’apprentissage dans des activités de formation à distance. EDU 1600 Introduction à la formation à distance. Québec : Université TÉLUQ. DIONNE, M., MERCIER, J., DESCHÊNES, A.-J., BILODEAU, H., BOURDAGES, L., GAGNÉ, P., LEBEL, C. et RADA-DONATH, A. (1999). Profil des activités d’encadrement comme soutien à l’apprentissage en formation à distance. DistanceS, 3(2), 69-99. GAGNÉ, P., DESCHÊNES, A. J., BOURDAGES, L., BILODEAU, H. and DALLAIRE, S. (2002). Les activités d’apprentissage et d’encadrement dans des cours universitaires à distance : le point de vue des apprenants. Revue de l’éducation à distance, 17(2), 25-56. HACHEY, J. and SIMARD, C. (2016). Pratiques et stratégies d’apprentissage favorisant la persévérance et la réussite étudiante. Rapport du mandat réussite et persévérance, Service technopédagogique, TÉLUQ. KARSENTI, T., GARRY, R., BENZIANE, A., NGOY-FIAMA, B. et BAUDOT, F. (2012). La formation de formateurs et d’enseignants à l’ère du numérique : stratégies politiques et accompagnement pédagogique, du présentiel à l’enseignement à distance. Montréal : Réseau international francophone des établissements de formation de formateurs (RIFEFF) / Agence universitaire de la Francophonie (AUF). LEBEL, C. (1989). Le support à l’étudiant en enseignement à distance. Revue de l’enseignement à distance, 4(2), 7-24. LEHRAUS, K. et Buchs, C. (2008). Les interactions entre pairs dans des dispositifs structurés selon les principes de l’apprentissage coopératif. Processus interactionnels et situations éducatives. Bruxelles : De Boeck. PETTIGREW, F. (2001). L’encadrement des cours à distance : profils étudiants. Revue du Conseil québécois de la formation à distance, 99-111. PAQUETTE D., (2000). Le rôle des tuteurs et des tutrices : une diversité à appréhender. Communication présentée au Congrès de l’ACFAS, Université de Montréal, Canada. TARDIF, J. (1992). Pour un enseignement stratégique, l’apport de la psychologie cognitive. Montréal : Les éditions Logiques.  12		RAKOTOMALALA, M. et ZAKARIASY, L. (2015). Pratiques tutorales et attentes des apprenants dans une FOAD. frantice.net, numéro 11, 5-20. RODET, J. (2010). Propositions pour l’ingénierie tutorale. Tutorales, n° 7, 6-21. RODET, J. (2012). Des fonctions et des plans de support à l’apprentissage à investir par les tuteurs à distance. Blog de t@d. Récupéré le 13 avril 2018 de http://blogdetad.blogspot.ca/2012/06/des-fonctions-et-des-plans-de-support.html  RODET, J. (2016). L’ingénierie tutorale : Définir, concevoir et diffuser et évaluer des services d’accompagnement des apprenants d’un digital learning. JIPéditions. SAUVÉ, L. et VIAU, R. (2003). L’abandon et la persévérance à l’université : l’importance de la relation enseignement-apprentissage. Rapport de recherche : recension des écrits. Québec : Télé-université. SIMARD, C. and BASQUE, J. (2017). Un référentiel de compétences de conseil en pédagogie de l'enseignement supérieur à distance. In P. Pelletier & A. Huot (Eds.) Construire l’expertise pédagogique et curriculaire en enseignement supérieur : connaissances, compétences et expériences. Québec, Canada : Presses de l'Université du Québec. Free download : www.puq.ca WALLET, J. (2009). Caractéristiques de la recherche en technologies éducatives. Dans C. Depover (dir.), Recherche en technologie éducative. Paris : AUF.    

Elearning Superheroes: A Professor’s Handbook

https://eduq.info/xmlui/bitstream/11515/37899/2/Superheroes_Handbook_TELUQ_EN.pdf

Elearning Superheroes: A Professor’s Handbook

Abstract

Similar works

Full text

Available Versions

ÉDUQ