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Analyse des implications du design d’un cours en ligne portant sur les médias sociaux dans une approche par problème

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Cette présentation se penche sur le défi de faire le design d’un cours en ligne portant sur les médias sociaux à l’université. Tenant compte des implications des cours en ligne, et faisant face au défi d’enseigner un cours portant sur les médias sociaux, notre équipe s’est attaquée au problème en utilisant l’apprentissage par problème (APP) ancrée dans une perspective pédagogique socio-constructiviste. Le cours en question, intitulé « Digital Communication Technologies » fait partie d’un nouveau programme de baccalauréat en « Adult Education and Digital Technologies ». Le design du cours comprenait trois composantes : 1) des tutoriels hebdomadaires en mode synchrone; 2) des discussions quotidiennes en mode asynchrone à travers plusieurs interfaces telles qu’un système de gestion de l’apprentissage, un site de micro-blogging, un site de réseautage social et plusieurs « mashups »; 3) des objets d’APP en format vidéo pour chaque session, rassemblés sur un canal YouTube. Puisque l’opérationnalisation des concepts théoriques en actions n’est jamais chose facile, les professeurs se sont engagés dans un processus de pratiques réflexives quant à l’APP avant, pendant et après le cours. Nous présenterons le design du cours, les réflexions des professeurs, ainsi que les réactions des étudiants quant à leur rôle.

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Analyse des implications du design d’un cours en ligne portant sur les médias sociaux dans une approche par problème

  1. 1. Analyse des implications du design d’un cours en ligne portant sur les médias sociaux dans une approche par problème Ann-Louise Davidson Nadia Naffi Concordia University
  2. 2. Contexte actuel de l’apprentissage en ligne Online learning is thriving across Canada (Contact North Report, 2012) Facteurs favorisant l’adoption de l’apprentissage en ligne: Internet Technologies Web 2.0 Génération Millénium (aussi appelée la Génération Y) Facteurs socio-économiques (marché de l’emploi) Infrastructures des établissements post-secondaires Demandes croissantes de compétences relatives à l’employabilité (Conference Board of Canada)
  3. 3. Problématique entourant le design de cours en ligne Historique: Pitman (1840) échangeait des textes écrits en sténographie sur des cartes postales avec ses étudiants (élément de feedback très important) Cours par correspondance (1860) Cours par radio et par télédiffusion (1930-1950) Courant “Open University” (UK Open University et Athabasca University 1970) Cours offerts par Internet (1996)
  4. 4. Very early into the century, 
 we realized that eLearning, 
 like all types of learning, 
 had its merits and its pitfalls. ADDIE The biggest criticism of eLearning is that it tends to value step-by-step structured instruction and leaves very little space for the learner.
  5. 5. Very early into the century, 
 we realized that eLearning, 
 like all types of learning, 
 had its merits and its pitfalls. ADDIE The biggest criticism of eLearning is that it tends to value step-by-step structured instruction and leaves very little space for the learner. Give us the content and we’ll design it
  6. 6. Give us the content and we’ll design it Course design Content Experience
  7. 7. Give us the content and we’ll design it Course design Content Experience Design the learner experience and they will find the content
  8. 8. Comment faire le design d’un cours en ligne qui assure une expérience d’apprentissage riche et authentique chez les apprenants? ! ! Quel cadre théorique utiliser pour s’assurer que le design du cours corresponde à nos intentions pédagogiques?
  9. 9. Classical PBL model: 4 Phases Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting Formulation of learning issues in the tutorial group meeting Individual self- directed learning (SDL) activities Sharing and critically evaluating the literature findings in the second tutorial group meeting Loyens, Kirschner, & Paas, 2012, p.404 1 2 3 4
  10. 10. Classical PBL model: 4 Phases Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting Formulation of learning issues in the tutorial group meeting Individual self- directed learning (SDL) activities Sharing and critically evaluating the literature findings in the second tutorial group meeting Loyens, Kirschner, & Paas, 2012, p.404 1 2 3 4 And there are other models...
  11. 11. Online Problem-Based Learning Experience Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting. Formulation of learning issues in the tutorial group meeting Individual self-directed learning (SDL) activities Sharing and critically evaluating the literature findings in the second tutorial group meeting Loyens, Kirschner, & Paas, 2012, p.404 with modifications 1 2 3 4 Students are presented with an ill-structured problem through web-based material including text, videos, and simulations (Savin-Baden, 2006). Group synchronous and asynchronous discussions are fostered in a wide variety of Web 2.0 environments such as chat rooms, discussion boards, forums, wikis and blog. These Web 2.0 environments are either built within learning management systems, such as Blackboard, or in exterior Internet platforms, such as Wikispaces or Blogger (Duncan et al., 2013; Loyens et al., 2012). ! Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.! ! Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.!
  12. 12. Online Problem-Based Learning Experience Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting. Formulation of learning issues in the tutorial group meeting Individual self-directed learning (SDL) activities Sharing and critically evaluating the literature findings in the second tutorial group meeting Loyens, Kirschner, & Paas, 2012, p.404 with modifications 1 2 3 4 Students are presented with an ill-structured problem through web-based material including text, videos, and simulations (Savin-Baden, 2006). Group synchronous and asynchronous discussions are fostered in a wide variety of Web 2.0 environments such as chat rooms, discussion boards, forums, wikis and blog. These Web 2.0 environments are either built within learning management systems, such as Blackboard, or in exterior Internet platforms, such as Wikispaces or Blogger (Duncan et al., 2013; Loyens et al., 2012). ! Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.! ! Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.! To Note:! In a face-to-face PBL context, discussions are limited by time and space, whereas online PBL allows both synchronous and asynchronous communication and collaboration, which leads to an engagement in reflective commentary (Scripture, 2008).
  13. 13. http://theconversation.com/radical-rethink-how-to-design-university-courses- in-the-online-age-9737
  14. 14. The purpose of this course is to examine the foundations and evolution of digital communications technologies. Students will explore the shift from analogue to digital technologies; identify the range of digital communications technologies currently in use, analyze the impact of these technologies on commerce, the professions, education and society in general. Potential topics include, but are not limited to, the social and environmental impact of digital technologies, including issues of equity and digital divide. Digital Communicaton Technologies: Course Description"
  15. 15. Digital Communicaton Technologies: Competency" Exploit digital communication technologies ! to solve problems in a social learning perspective!
  16. 16. How Do We Proceed?" 12 weeks = How many problems?! ! Is this...! • 1 problem per week? (problems around topics)! • 1 problem per x weeks? (problems around units)! • Problems presented at the beginning and students have 12 weeks to solve them?
  17. 17. Three overarching PBL Scenarios
  18. 18. Three overarching PBL Scenarios Commerce: Someone has a business that is going down the drain. The competition is high and the competitors are tackling the market from all perspectives. They have a strong online presence and their publicity is targeted directly towards the customer. !
  19. 19. Three overarching PBL Scenarios Commerce: Someone has a business that is going down the drain. The competition is high and the competitors are tackling the market from all perspectives. They have a strong online presence and their publicity is targeted directly towards the customer. ! Professions: Someone who is new to Canada needs to find employment. He/ she has a wealth of experience in his/her country of origin, but the job market here in Canada is different. Licenses and accreditations are not the same, people search for jobs online and much of the job market is invisible.
  20. 20. Three overarching PBL Scenarios Commerce: Someone has a business that is going down the drain. The competition is high and the competitors are tackling the market from all perspectives. They have a strong online presence and their publicity is targeted directly towards the customer. ! Education: Someone who has a language school is trying to expand his/her business beyond the brick and mortar school. The issue is that he/she needs to change the pedagogy and needs to make decisions regarding the technologies through which this will happen. ! Professions: Someone who is new to Canada needs to find employment. He/ she has a wealth of experience in his/her country of origin, but the job market here in Canada is different. Licenses and accreditations are not the same, people search for jobs online and much of the job market is invisible.
  21. 21. Three overarching PBL Scenarios Students will solve these problems through interacting in social media and reading about concepts and principles of digital communication technologies. Commerce: Someone has a business that is going down the drain. The competition is high and the competitors are tackling the market from all perspectives. They have a strong online presence and their publicity is targeted directly towards the customer. ! Education: Someone who has a language school is trying to expand his/her business beyond the brick and mortar school. The issue is that he/she needs to change the pedagogy and needs to make decisions regarding the technologies through which this will happen. ! Professions: Someone who is new to Canada needs to find employment. He/ she has a wealth of experience in his/her country of origin, but the job market here in Canada is different. Licenses and accreditations are not the same, people search for jobs online and much of the job market is invisible.
  22. 22. Harry
  23. 23. Harry Ricardo
  24. 24. Harry Ricardo Mary
  25. 25. Jen Harry Ricardo Mary
  26. 26. Jen Harry Ricardo Jack Mary
  27. 27. Jen Vicky Harry Ricardo Jack Mary
  28. 28. Jen Vicky Harry Ricardo Jack Mary Joe
  29. 29. Jen Pierre Vicky Harry Ricardo Jack Mary Joe
  30. 30. Week 1: Introduction! Week 2: Breaking traditional communication models! Week 3: Environments, netiquette and PBL scenarios! Week 4: Online presence and online identity management! Week 5: Networking yourself! Week 6: Commerce! Week 7: Liberal professions! Week 8: Education! Week 9: Aggregate, filter, connect! Week 10: Working in collaboration (group work and CoPs)! Week 11: Society! Week 12: Synthesis of the course and presentation of the model
  31. 31. Course structure Designed for the mobile learning culture: ! anywhere, anytime, through any device. ! ! 12 modules:! 1.Problem-based learning videos posted on YouTube! 2.One hour of compulsory synchronous group tutorial activities in Adobe Connect (for any time zone)! 3.One hour devoted to asynchronous online activities such as forum discussions, self-directed learning activities, etc.! Google Docs! Prezi! Facebook! LinkedIn! Twitter! Instagram! Reddit! Adobe Connect! BlackBoard! YouTube! Wikispaces! Skype! Email! Dropbox Technologies " used
  32. 32. Script Visuals Voice Over Video
  33. 33. Script Visuals Voice Over Video
  34. 34. Script Visuals Voice Over Video
  35. 35. Script Visuals Voice Over Video
  36. 36. Script Visuals Voice Over Video
  37. 37. Jen Pierre Vicky Harry Ricardo Jack Mary Joe
  38. 38. Jen Pierre Vicky Harry Ricardo Jack Mary Joe
  39. 39. Jen Pierre Vicky Harry Ricardo Jack Mary Joe I realized I was Ricardo and I really wanted to solve his problem.
  40. 40. Jen Pierre Vicky Harry Ricardo Jack Mary Joe Harry! That’s me! I’m Harry. I need to get my business online and I don’t know how. If I can do it for Harry, I can do it for myself. Or vice versa. I realized I was Ricardo and I really wanted to solve his problem.
  41. 41. Jen Pierre Vicky Harry Ricardo Jack Mary Joe Harry! That’s me! I’m Harry. I need to get my business online and I don’t know how. If I can do it for Harry, I can do it for myself. Or vice versa. I realized I was Ricardo and I really wanted to solve his problem. I associated a lot with Mary. Not that I had a language school or anything like that. But I am going through a transition. At my school, I have to use technologies and I really don’t know where to start. It was nice to see someone else had the same problem. I liked having the help of my classmates to solve her problem.
  42. 42. Web-Based Material
  43. 43. Asynchronous Interactions
  44. 44. Asynchronous Interactions
  45. 45. Asynchronous Interactions
  46. 46. Synchronous Interactions
  47. 47. ! Comprendre qu’ils sont responsables de leur apprentissage ! Poser des questions! Participer aux discussions en synchrone et en asynchrone ! Apprendre à négocier les responsabilité de groupes! Assumer plusieurs rôles! Développer de solides compétences technologiques! Apprendre à tolérer l’incertitude et l’ambiguité Défis des étudiants
  48. 48. Réflections des profs ! ! Faire preuve d’une compréhension des fondements et des objectifs de l’APP! Accepter le changement de rôle (d’enseignant à facilitateur)! Planifier l’expérience d’apprentissage pour une variété d’audiences! Designer une expérience d’apprentissage qui encourage les interactions, les discussions et la collaboration entre les groupes d’étudiants ! Gérer les problèmes de groupe! Assurer la participation des étudiants (synchrone et asynchrone)! Imaginer des problèmes motivants et authentiques! Faire un arrimage entre les caractéristiques des technologies et les exigences du processus de l’APP! Développer les compétences technologiques nécessaires pour designer, développer et faciliter le cours! Posséder une culture visuelle
  49. 49. Questions?" Commentaires?

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