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Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
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Active learning based on project-based pedagogy and the use of Virtual Learning Environment

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  • Thème du colloque Tice Med Environnements réels et virtuels : quelle école et quels environnements d’apprentissage ?
  • Transcript

    • 1. Active learning based on project-based pedagogy and the use of Virtual Learning Environment Pierre Bénech, Teacher in Electrotechnics in Secondary school, Researcher at INRP Lionel Lageat, Teacher in Electrotechnics in Secondary school Valérie Emin, PHD Student in Computer Sciences Catherine Loisy, Professor in Cognitive Psychology at University
    • 2. Teachers in Sciences and industrial techniques Electrotechnics, Physical sciences, Electronics,… Pupils in upper-secondary school classes STI Electrotechnics External professionals Domain: electrotechnics Actors Lycée Blaise Pascal Charbonnières les bains
    • 3. New conditions of appropriation of knowledge, know-how, attitude  Motivation - Attention - Interest - Involvement  Enhance our teaching Declining of attractiveness Technical fields Pedagogical context
    • 4. Problem Pollution in the city can be reduced by using an electrically-assisted bike (VAE) Problem « Choice of a VAE »
    • 5. Problem Objectives Final aim Problem « Choice of a VAE » How to choose an electrically-assisted bike (VAE) ? Pollution in the city can be reduced by using an electrically-assisted bike (VAE)
    • 6. Technical resources Tools Web 2.0 tools Problem Objectives Problem « Choice of a VAE » How to choose an electrically-assisted bike (VAE) ?
    • 7. Tools Methods Problem How to choose an electrically-assisted bike (VAE) ? Objectives Project pedagogy Problem « Choice of a VAE » Technical resources Web 2.0 tools
    • 8. Pedagogical process Lecture & Formulation du problème Formulation & Organisation des hypothèses Mesure, Expérience, Observation Repérage de l'information Analyse critique de l'information recueillie et résolution du problème Restitution argumentée Présentation orale Approfondissement des notions Bilan Plan d’étude Reading and problem formulation Formulation & organisation of hypothesis Measure, Experience, Observation Identifying information Critical analysis of information and problem solving Argumentative restitution Oral presentation Refinement of the concepts Conclusions Study plan
    • 9. Project pedagogy « Choice of a VAE » Reading & problem formulation Formulation & Organisation of hypothesis Study plan Identifying information Measure, Experience, Observation Critical analysis of information and problem solving Argumentative restitution Oral presentation Refinements of the concepts Conclusions 1 2 3 4 5 6 7 8 Personnel Blog
    • 10. Web 2.0 & Project pedagogy « Choice of a VAE »   Diagram Designer Monitoring     1. __ 2. __ 3. __ 4. __ 1. __ 2. __ 3. __ 4. __ Gr. A Gr. B 1. [Gr. B & n ] ______ 2. [Gr. A] ______ 3. [Gr. B] ______ 4. [Gr. ...] ______ 1 2 3 4 5 6 7 8 Reading & problem formulation Formulation & Organisation of hypothesis Study plan Identifying information Measure, Experience, Observation Critical analysis of information and problem solving Argumentative restitution Oral presentation Refinements of the concepts Conclusions Wiki Groupes Personnel Blog Wiki Synthèse
    • 11. Formalisation with ScenEdit
    • 12. Conclusions and perspectives
      • Conclusions
      • [+] Surprise at the issues raised by pupils
      • [+] Enhance dynamics through digital tools
      • [-] Collaborative work
      • [-] Pyramidal intelligence
      • Perspectives
      • Digital Identity
      • ePortfolio >> Better guidance
      • Collective intelligence
      What is digital Identity? by http://www.fredcavazza.net
    • 13. The end … Thank you for your attention  Any questions ??? STI Project http://www.netvibes.com/sti-electrotechnique ScenEdit Project http://eductice.inrp.fr/EducTice/projets/scenario/scenedit EducTice Team http://eductice.inrp.fr/EducTice/projets/scenario/scenedit

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