Artigo apresentado dentro da programação do EARLI SIG14 Learning and Professional Development, Genebra, Suíça. Lessons planning instrumental genesis: between teachers’ instrument systems and professional development Leandro Marques Queiros1, Alex Sandro Gomes1, Grégory Munoz2 1: Centro de Informática, Cidade Universitária (Campus Recife),; 2: Center of Research in Education of Nantes

1. Lessons planning instrumental genesis: between
teachers’ instrument systems and professional
development
Leandro Marques QUEIROS¹, Alex Sandro GOMES¹ et Grégory
MUNOZ²
¹ Centro de Informática (CIn) @ UFPE, Recife, Brazil : lmq@cin.ufpe.br , asg@cin.ufpe.br
² CREN- EA 2661, Université de Nantes, France : gregory.munoz@univ-nantes.fr
Planification des enseignements genèse instrumentale: entre les systèmes
d’instruments des enseignants et le développement professionnel

2. Course
planning by
basic
education
teachers
Brazil has 2.2 million teachers in the basic
education system (MEC/INEP, 2017)
Almost 50% of secondary school teachers
have no training in the subject they teach
(MEC/INEP, 2017)
Poor planning habits during the career and
harmful impacts on student learning (Bruno
& Munoz, 2010; Laughs & Tetteh, 2016)

3. Problem
The main problem lies in the outdated pedagogical
planning practices in the basic education level
The national initial teacher training program does not
include formal capacity-building linked to current and
modern pedagogical procedures, such as: active learning,
mixed learning, blended learning or other pedagogical
approaches adapted to the requirements of the 21st
century [http://www.p21.org]

4. Related works
• An analysis of the teacher planning activity:
towards instrument design (Body, Geraldine
Munoz, Grégory, 2014)
• ILDE: community environment for
conceptualizing, authoring and deploying
learning activities (Hernández-Leo, D.,
Asensio-Pérez, J. I., Derntl, M., Prieto, L. P., &
Chacón, J., 2014)
• Identifying Design Principles for Learning
Design Tools: The Case of edCrumble (Albó, L.,
& Hernández-Leo, D., 2018)

5. Design Goal
Co-Designing a computer system in the form of
a collaborative network that communicate to
users that it is are part of their planning
activities and can promote capability building
through peer collaboration and exchanges.

6. Design method

7. Participatory Design | Co-design

8. Participants and data
collect
• Participants are teachers of the basic public
education system of PERNAMBUCO state in
Brazil
• Six semi-structured narrative interviews
were conducted through audio, video and
picture capture
• For the successive evaluations (act-reflect),
we invite different participants

9. Theory of instrument
systems
Theoretical framework
for co-design

10. Instrumental approache
1/ Vygotski, L. S. (1930/1985)
La méthode instrumentale en psychologie. In B. Schneuwly
& J.P. Bronckart (Dir.) Vygotski aujourd’hui. Delachaux &
Niestlé : Neuchatel, Paris.
3/ Béguin, P. (2013)
La conception des instruments comme processus dialogique
d’apprentissages mutuels. In Fazon, P. (Ed.). Ergonomie
constructive. Paris : PUF.
2/ Rabardel, P. (1997)
Activités avec instruments et dynamiques cognitives du
sujet. In Christiane Moro, Bernard Schneuwly et Michel
Brossard (dir.). Outils et signes : perspectives actuelles de la
théorie de Vygotski (pages 35-49). Neuchâtel : Peter Lang.
10

11. Instrument
system as a co-
design
framework
• Béguin (2003) advocates it as a
participatory design approach
• Instrument system (Munoz &
Bowley, 2012) is part of an
instrumental approach to co-
conception
• According to Vidal-Gomel,
bourmaud & Munoz (2015)
professionals build and develop
their instrument system for
themselves

12. A system of
instruments
• “Organizes vast sets of instruments and
resources of a heterogeneous nature,
• Is linked to the objectives of the action
pursued by the subject and is to achieve a
better balance between the objectives of
economy and efficiency,
• Features the complementarities and
redundancies of function,
• Is different from one operator to another
and structured according to his experience
and skills,
• Finally, in a system of instruments, an
instrument plays a special role of organizer,
Pivot for other instruments.”
(Bourmaud, 2006, p. 44)

13. Activity
Analysis

14. Unit of analysis
To realize the functional analysis
of the system of instruments of
the professional, we consider all
the artefacts mobilized by the
professional and for each one,
we determinate the functions
and the goal.
Time Artefacts Functions Meta-goals Comments

15. The instruments used to carry out the
planning and recording classes

16. Collaborative lesson planning and the smartphone as the artifact
used the teacher uses as an auxiliary memory

17. Common activities and artifacts identified during
lesson planning activities analysis
• They use the textbook only as a guide, they do not adopt
the primary artifact of course planning
• They do not create a formal lesson plan because they do
not have the time for that
• There are collaborations between teachers. They need
more time for more collaboration
• They make improvisations when no device is available at
school
• They use the official electronic system as an obligation.
They simply fill out the forms, there is no reflection
under the activity that is carried out

18. Table 1: Teacher
A activity
analysis
Time Interactions or
activities
Artifact Analysis Observations
02’26
Textbook use
The manual is used as a
guide in the practice of
course planning.
The book is only a guide.
The teacher identifies the
subjects to be taught and
then searches for
educational resources on
websites.
09’03
Creating the
course Plan
Planning is done in the
"spirit" of the teacher
herself.
It is common to have
already experiences in
teaching school discipline.
31’30
Collaborative
planning
There is a collaboration
between the teachers. They
want more time for more
collaboration.
There is not enough time to
plan with another teacher.
Teacher collaboration takes
place in impromptu and
open hours.

19. Table 2:
Teacher B
activity analysis
Time Interactions
or activities
Artifact Analysis Observations
0’53
Textbook use
The book is used as a guide
in the practice of course
planning. The student's
book is used to observe the
approaches adopted by the
book.
The teacher conducts consultations
in several books. Observe what is
dealt with in the book and record in
a notebook the information. This
information loses value as the days
pass, because the teacher no longer
has time to record anything else in
the notebook.
09’28
Creating the
course Plan
The teacher searches for
articles related to the class
that will be taught and
looks for videos to be
displayed in the class. To
complete the planning she
uses a computer with
Internet, book, tokens and
notebook with annotations.
The planning of the courses at home
is more quality than the planning
done at the school. The lesson
planning is more elaborate than
what is being developed in the
school's current routine. However,
this work is not financially
remunerated.

20. Co-designing
The conceptual model evolution

21. Prototype version 0.1.0

22. Prototype version 0.2.1

23. Prototype version 1.0.0

24. Prototype
1.2
Facilities to create lesson plan with
digital educational resources
Peer-Reviewed teacher
lessons plans
Allows reuse and reflection of course plans
Responsibility for
multiplatform acess

25. Discussion
• Instrument system framework allowed the
description of planning practice for design
proposes
– We could find similar planning
practices
– We could treat the flexibility design
goal to the system
• How the artifact systems made available
by the designers can nest in the system of
instruments built and widely experienced
by the users and how the can participate in
the continuous transformations?
• Do we need a more situated approach to
deal with the co-design?

26. References
Albó, L., & Hernández-Leo, D. (2018, September). Identifying Design Principles for Learning Design Tools: The Case of edCrumble. In European
Conference on Technology Enhanced Learning (pp. 406-411). Springer, Cham.
Béguin, P. (2003). Design as a mutual learning process between users and designers. Interacting with computers. 15(5), 709-730.
Bourmaud, G. (2006). Les systèmes d’instruments : méthodes d’analyse et perspectives de conception. Thèse de psychologie ergonomique. Université
Paris 8.
Bruno, S., & Munoz, G. (2010). Education and interactivism: Levels of interaction influencing learning processes. New Ideas in Psychology, 28(3), 365-
379.
MEC/INEP (2017). Resultados do índice de desenvolvimento da educação básica - IDEB 2017;
Rabardel, P. (2005). Instrument, Activité et Développement du pouvoir d’agir. In P. Lorino & R. Theulier (Eds.). Activité, Connaissance, Organisation
(pp. 251–265). Paris : La découverte.
Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison
across 151 modules. Computers in Human Behavior, 60, 333-341.
Vidal-Gomel, C., Bourmaud, G. & Munoz, G. (2015). Systèmes d'instruments, des ressources pour le développement.. Colloque international en
Sciences de l'Education L'activité en débat Dialogues épistémologiques et méthodologiques sur les approches de l'activité. 14-16 janvier. CIREL,
Maison de la recherche, Université Lille 3.
Vygotski, L. S. (1930/1985). La méthode instrumentale en psychologie. In B. Schneuwly & J.P. Bronckart (Dir.) Vygotski aujourd’hui. Delachaux &
Niestlé : Neuchatel, Paris.