Jeff Van de Poël | Senior Instructional Designer | Researcher
Institut pour la Formation et la Recherche en Enseignement Supérieur
Université de Liège - Belgium
• PART I : Some information and facts about eLearning and Educational
• PART II : Some thoughts for teachers starting to use Educational
• PART III : Around “blended learning” and various scenarios.
• PART IV : What About MOOCs
• PART V :
The gently difficult management of attentional resources.
PART I :
Some information and facts about
eLearning and Educational
So are the
A MINUTE AND A
IN A TYPICAL
40% OF THE TIME
ABOUT 70% OF
WHAT THEY HEAR
IN THE FIRST 10
MINUTES OF CLASS
- AND JUST 20%
DURING THE LAST
• MOST OF LEARNING PROCESS
HAPPENS OUTSIDE THE
• THIS ENVIRONMENT NEED TO
BE PREPARED BY TEACHER FOR
ABOUT LMS (PLATFORMS) USE :
“Most faculty members -- 58 percent,
according to the survey -- said they primarily
use their system as a place to store content
such as lecture notes and the syllabus, while
41 percent said they use it to interact with
students outside the classroom.”
Dahlstrom, Brooks and Bichsel (2014) Educause Center for Analysis and Research (ECAR)
Main information from last ECAR study on
Academics and Educational Technologies
• Faculty recognize that online learning opportunities can promote access to
higher education but are more reserved in their expectations for online
courses to improve outcomes.
• Faculty interest in early-alert systems and intervention notifications is
• The majority of faculty are using basic features and functions of LMSs but
recognize that these systems have much more potential to enhance teaching
• Faculty think they could be more effective instructors if they were better
skilled at integrating various kinds of technology into their courses.
• Faculty recognize that mobile devices have the potential to enhance
ECAR STUDY ABOUT STUDENTS AND
• Technology is embedded into students’ lives, and students are generally inclined
to use and to have favorable attitudes toward technology.
• Students’ academic use of technology is widespread but not deep. They are
particularly interested in expanding the use of a few specific technologies.
• Many students use mobile devices for academic purposes. Their in-class use is
more likely when instructors encourage such use; however, both faculty and
students are concerned about their potential for distraction.
• More students than ever have experienced a digital learning environment. The
majority say they learn best with a blend of online and face-to-face work.
• Most students support institutional use of their data to advise them on academic
progress in courses and programs. Many of the analytic functions students seek
already exist in contemporary LMSs.
Link to ECAR studies
To summarise :
• Teachers need to prepare extended learning environment for their
• They must think about various ways to propose learning contents and
activities to their students.
• It’s normal that teachers start to use technologies in a basic way at
• Creating an online learning environment is a longtime process.
PART II :
Some thoughts for teachers starting
to use Educational Technologies
Technology is not an independent variable in
the learning process
« It is in the relationship between ICT and pedagogy that are all the
potential benefits for teaching and learning. (Depover, Karsenti et
Komis, 2007, p.7). »
Objets à Potentiel Cognitifs
“Teaching methods prevail on the media” (Clark, 2007)
OBJECT WITH COGNITIVE POTENTIAL
Professional development with Educational
"Know the pedagogical
techniques that use
technology constructively to
teach the content"
representations of concepts
"Knowing what is difficult or
easy to learn and how
technology can help correct
some of the problems
encountered by students"
"Prendre en compte les
des élèves et des théories
de l'épistémologie à l’aide
des technologies »
"How technologies can be
used to build on existing
knowledge to develop new
epistemologies or strengthen
A framework to integrate Educational Technologies
to your teaching practice
• Creating a database of questions with rich feedback
for revisions ( or learning ) .
• Prerequisite testing for LAB
Groups of 4 to 6
Module Neurologie – BAC 3 Médecine (Ulg) Pr. Garraud et C. Pasquet, Assistante
• Therapy training in
psychology with the
presence of attention
• Many various situations
• Many different use of a
PART III : Around “blended
learning” and various scenarios
Une définition “We define blended learning as structured
opportunities to learn, which use more than
one learning or training method, inside or
outside the classroom.
This definition includes different learning or
instructional methods (lecture, discussion,
guided practice, reading, games, case
study, simulation), different delivery methods
(live classroom or computer mediated),
different scheduling (synchronous or
asynchronous) and different levels of guidance
(individual, instructor or expert led, or
Pankin, Roberts & Savio (2012)
PART V :
The gently difficult management of
Visual support for courses.
Paper support for students
•We are in a mode in which learners are in a
“receiving information” posture.
•They are confronted to a message ,
information transmitted through a
combination of at least two of these
elements (images, text, sound, voice,
pattern , etc.)
4. Around Audio
• Give user the choice to play or stop
• Avoid surprise effect
• No need to overload
• Go to the essential
Some principles to guide you
1. Coherence Principle
The principle of coherence is to
remove non- essential information
for learning: students learn better if
the media and educational content
available to them focus on a specific
item, rather than a content too
broad or too general.
2. Signaling Principle
This principle based on the
observation that the underlined
of bold information is retained
better than others : report
essential information allows
learners to better focus their
attention and increase retention
rates by reporting the underlined
3. Redundancy Principle
Contrary to what one might think ,
have identical information in two
different modalities can be
detrimental to learning ( eg . To display
the equivalent screen of the oral text).
During a presentation , so do not
integrate too much text in your slides ,
and prefer the use of keywords.
4. Spatial Contiguity Principle
The principle of spatial contiguity
means that visual information
which are close to each other
facilitates learning (eg . A Keyword
Association // image or keywords
// diagram). This is particularly the
case diagrams and legends
associated with it .
5. Temporal Contiguity Principle
Just as the spatial proximity of
visual information , the fact
strengthen their proximity in
time also facilitates learning. To
facilitate the working memory
task ( eg . As part of a
presentation ), so synchronize
the appearance of your slides
based on your speech!
6. Segmenting Principle
The principle of segmentation reveals
that students learn best when
educational content is segmented : that
is to say, cut into several sequences,
rather than a large block of indigestible
information (eg 3 times 5 minutes .
rather than 15 minutes at once) . This
keeps the attention of learners and to
avoid overloading their working
7. Pre-training Principle
According to the pre- training
principle , it is better learners
already spread key information
about the content (of course ,
training ...) before the main
learning sequence. This allows
them to warm up and already
build vital neural connections to
the acquisition of new knowledge.
8. Modality Principle
The modality principle reflects in
part the principle of redundancy (
see above ) in the sense that , to
present an image (eg on the
screen as in the case of a
presentation. ), It is preferable to
use oral rather than written
comments . This is to avoid the
saturation of video channels in
the learner .
9. Multimedia Principle
To promote information
processing and learning more
effective , choose the
integration of visual elements
in your slide , syllabi, teaching
notes ... Participants will learn
better from a combination of
words and images, rather that
mere words (eg . explanatory
illustrations in a book or in a
10. Personalization Principle
As part of a training course
(face or online) or
presentation , use a
conversational style of
language rather than formal.
Speak directly to your
participants using YOU .
Learners will tend to retain
information and best
Will video killed the
amphitheatre star ?
Video use in my everyday pratice
How to use them ?
• For students to discover some new concepts
• To remember prerequisites
• To illustrate a concept
• For case studies
• For various illustrations about concepts
• For validating resources proposed by student
How to manage your video ?
• Create an account : VIMEO, YOUTUBE, ETC
• Upload your videos
• Embbed them in your teaching material
VIMEO nous paraît la meilleure solution pour le moment, il propose aussi un
abonnement annuel à 60,5 EUR permettant des options de publication privées et
une interface intuitive et efficace.
ATTENTION A LA DILLIGENCE …