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Le web 2.0 dans l'enseignement supérieur : pourquoi, comment ?

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Activité formative organisée pour la journée pédagogique de la haute école ISFSC (Bruxelles), le 21 mai 2013

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Le web 2.0 dans l'enseignement supérieur : pourquoi, comment ?

  1. 1. Le Web 2.0 dans l’enseignementsupérieur : pourquoi, comment ?Françoise DocqJournée pédagogique ISFSC, 21 mai 2013
  2. 2. Fil rouge1. Qu’est-ce que le Web 2.0 ?– Un état d’esprit, une culture– Impacts sur l’éducation– De nouveaux besoins deformation2. Comment mettre en œuvre laculture numérique dansl’enseignement supérieur ?OpportunitésMenacesForcesFaiblessesRessources complémentaires sur mon blog : http://bit.ly/11SMp1Z
  3. 3. 1. QU’EST-CE QUE LE WEB 2.0 ?
  4. 4. Le Web 2.0 et vous• Testez vos connaissances en langage 2.0– Calculez votre score• Ecrivez quelques mots clé quireprésentent, pour vous, ce qu’est le Web 2.0Connectez-vous sur https://respond.cc/s/xbX3et écrivez-y vos réponseshttp://www.mqlicker.com/
  5. 5. Frédéric Cavazza : Panorama des médias sociaux 2013.http://www.mediassociaux.fr/2013/04/16/panorama-des-medias-sociaux-2013/
  6. 6. « Web 2.0 isn’t a thing; it’s a state of mind »(Andy Budd, 2005)Power to the peoplePhoto : http://www.veryweb.it/word-of-mouth-marketing/we-make-strategy/
  7. 7. ouverturehorizontalitéparticipationnon localisationabondancemulti-identitésimmédiateté
  8. 8. OPPORTUNITÉS – MENACES ?• Individuellement• Avec vos voisins immédiats
  9. 9. The « open scholar »• Développe une identité numérique• Cultive un réseau de pairs et y contribue régulièrement• Développe un environnement d’apprentissage personnel autravers d’une série d’outils en ligne• Publie des productions tant formelles qu’informelles;privilégie les modalités open pour les publications formelles• Ne sépare pas ses productions professionnelles de sesproductions privéesPearce (2010), cité par Weller, M. (2012). The openness-creativity cycle in education - A Perspective. Journal ofInteractive Media in Education, 2. http://www-jime.open.ac.uk/article/2012-02/html
  10. 10. Open education• Open Source and Open APIs• Open EducationalResources• Open Courses• Open Research (crowd-sourcing, open onlineconferences, open proposals…)• Open Data• Open Access Publishing (publishcheaply and quickly online)« The default position of an open scholaris to shareoutputs, betheypresentations, ideas, suggestions orpublications »(Weller, 2012)
  11. 11. Moravec, J. (2008). Toward Society 3.0 : a New Paradigm for 21st century Education.http://fr.slideshare.net/moravec/toward-society-30-a-new-paradigm-for-21st-century-education-presentation?type=powerpoint
  12. 12. Tout est à réinventer.Que transmettre ? Le savoir ?Le voilà, partout sur laToile, disponible, objectivé.http://youtu.be/eef7tvXxDcwLes technologies, révolutionculturelle et cognitive.
  13. 13. QUEL EST LE « TOUT » ÀRÉINVENTER ?• Individuellement• En grand groupe
  14. 14. ObjectifsAcquis d’apprentissageCompétencesMéthodesActivitésEvaluationModèle de l’alignement constructiviste en enseignement supérieurBiggs, J. (2003). Teaching for Quality Learning atUniversity – What the StudentDoes. 2nd Edition SRHE / OpenUniversityPress, Buckingham.
  15. 15. Savoir, aujourd’hui…• « Savoir lire, écrire et calculer… mais aussisavoir créer, savoir trouver et savoir co-construire »• « Savoir lire… Wikipédia, une vidéo… »Emission Place de la Toile (France Culture) du 1/12/2012, « Comment développer et transmettre une culturenumérique ? ». http://www.franceculture.fr/emission-place-de-la-toile-comment-developper-et-transmettre-une-culture-numerique-2012-12-01
  16. 16. Réseau REPTIC. (2010). Profil TIC des étudiants du collégial.http://reptic.qc.ca/dossiers/profil-tic-eleves/profil-tic-des-etudiants-du-collegial.html
  17. 17. Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action - http://www.knightcomm.org/digital-and-media-literacy/Cité par Peachy, N. (2010). http://www.deltapublishing.co.uk/development/elt-and-the-crisis-in-education-digital-literacyTrouverAnalyser etévaluerProduireMontrer l’exemple(éthique etresponsabilité)Etre acteur dela société 2.0
  18. 18. Etre compétent, aujourd’hui…• Etre capable de gérer la complexité etl’incertitude• « Savoir où » en plus de « savoir que » et« savoir comment »• Apprendre avec les autres et par les autres• Etre responsable de son propre apprentissageet de celui des autresDocq, F. (2012). Synthèse personnelle sur l’open education.http://francoisedocq.wordpress.com/2013/05/04/activity-25-my-understanding-of-open-education-final/
  19. 19. Source: http://web.stcloudstate.edu/rlewing/REwingPresentations.htmlVia Folon, J. (2009). Vos étudiants sont des digital natives, et vous ? http://fr.slideshare.net/FOLON/vos-tudiants-sont-digital-natives-et-vous
  20. 20. OPPORTUNITÉS – MENACES ?• Individuellement• Avec vos voisins immédiats
  21. 21. 2. COMMENT METTRE EN ŒUVRE LACULTURE NUMÉRIQUE EN CLASSE ?
  22. 22. FORCES – FAIBLESSES DEL’ENSEIGNEMENT SUPÉRIEUR• Individuellement• Avec vos voisins immédiats
  23. 23. ExemplesCompétences 2.0 Activités d’apprentissageExploiter l’abondance Exploiter des OER (open educationalresources), desMOOCsInverser la classe (flippedclassrooms)Analyser et évaluer Organiser les ressourcesVeilleCurationProduire et publier Contenu texte et hypertexte, contenu multimédiaPublication collectivePublication personnelle (portfolio)Montrer l’exemple Comportement éthique et respectueux des loisEtre acteur de lasociété 2.0Contribuer à WikipédiaEduquer la société, former les autresPratiquer l’ouverture
  24. 24. Exploiter des ressources existanteset inverser la classe !http://youtu.be/sgaOc0TqXXc
  25. 25. Social bookmarkingpour :• Constituer une liste collective de références• Analyser ensemble la qualité des sourcesOutils :•Delicious•Diigo•ZoteroTémoignage Mireille Francesconi :http://youtu.be/pIyGsbnmQWs
  26. 26. Exploiter Wikipédia de manière critique :• Examiner les discussions en cours sur une page• Analyser l’historique d’une page• Vérifier le respect des règles de contributionContribuer à Wikipédia• Compléter, corriger, nuancer… des pages existantes• Enrichir les pages dans vos domaines d’expertise
  27. 27. Digital artefacts à produirepar les étudiants :Voir exemples sur YouTube
  28. 28. Un blog :• Pour une publication interactive et ouverte sur le monde (!)• Pour une publication personnelle évolutive : vers un ePortfolio…Exemple : Le péda-blog des Pr. Belleflamme (UCL) et A. Strowel(FUSL) pour leurs étudiants : http://www.ipdigit.eu/
  29. 29. Exemple : http://www.mayda-bakri.com/cv/portfolios
  30. 30. « Ami » avec vos étudiants ?• Regroupez-les dans une liste spéciale et gérez lesdroits d’accès de cette liste (ne pas montrer vosdonnées et photos personnelles…)Un « groupe » Facebook pour• Rejoindre les étudiants sur leur média quotidiensans être leur « ami »• Créer sondage• Partager des documents
  31. 31. Montrer l’exemple• Citer ses sources, toutes et toujours• N’utiliser que les productions autorisées• Partager ses œuvres avec une licence CreativeCommons• Respecter le droit à l’image• Respecter la protection de la vie privée
  32. 32. Analyse SWOT• Par sous-groupe de 4 à 6 personnes,rassemblez et synthétisez vos notes sur lesopportunités, menaces, forces et faiblesses dela culture numérique pour l’enseignementsupérieur• Faites l’effort de distinguer les arguments, deles lister, pour chacune des catégories
  33. 33. Merci de votre participation !• Ressources complémentaires sur mon blog :http://bit.ly/11SMp1Z• Vos commentaires suite à cette séance :https://respond.cc/s/DbX9

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