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Les récits de vie comme ressource éducative à l’école.

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Les récits de vie numérique permettent la modélisation de connaissances (Shelby-Caffey, Úbéda, & Jenkins, 2014) et présentent un potentiel de participation sociale (Antilla, 2013) entre différentes générations (Romero et al., 2015). Notre objectif de recherche est d’analyser le potentiel pédagogique de la création intergénérationnelle de récits de vie en lien avec le programme de Monde Contemporain de la 5e année de l’enseignement secondaire à partir d’une expérience pilote réalisée avec des élèves du secondaire et une personne d’expérience (50+). Nous discuterons des limites et des opportunités de cette approche au cours de la dernière section de cette communication.

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Les récits de vie comme ressource éducative à l’école.

  1. 1. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Margarida ROMERO Professeure en technologie éducative, Université Laval. Les récits de vie comme ressource éducative à l’école @ m a rga r i d a ro m e ro M a r ga r i d a . Ro m e r o @ f s e . u l a va l . c a CIRT@ 2015. Sherbrooke, 12 octobre 2015 Projet financé par Benjamin LILLE Étudiant BES Université Laval.
  2. 2. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 – Usages pédagogiques des TIC : de la consommation (passive/interactive) à la création de connaissances (individuelle/collaborative/participative) Usages pédagogiques des technologies P.ex. création d’une ressource éducative avec une personne aînée Co-création participative des connaissances P.ex. création d’une carte conceptuelle en équipe Co-création de connaissances P.ex. création d’une carte conceptuelle individuellem ent Création de connaissances P.ex. exerciseur mathématique Consommation interactive P.ex. écouter une vidéo Youtube Consommation passive Romero (2015)
  3. 3. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 – Ségrégation générationnelle dans les sociétés post industrielles (Thang, 2011). – Les activités intergénérationnelles au sein du cadre familiale se sont réduites; en dehors de ce cadre, elles sont très limitées (Vanderbeck, 2007). • L’appréhension intergénérationnelle se fait de manière indirecte (représentations dans les médias, ressources documentaires, personnages de fiction, jeux vidéo…). • Réduction d’opportunités pour l’apprentissage intergénérationnel informel. Ségrégation générationnelle
  4. 4. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 – L’apprentissage intergénérationnel permet une réciprocité des enseignements entre générations à la fois qu’elle valorise le capital social (Newman et Hatton-Yeo,2008). – Les enfants engagés régulièrement dans des relations intergénérationnelles présentent des meilleures habilités sociales, une meilleure réussite à l'école et un risque amoindri de faire usage des drogues et un sentiment de stabilité bien développé ("All involved, Lifelong Health", Lipschitz, 2007) Apprentissage intergénérationnel
  5. 5. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 – Culture numérique : consommation d’applications et contenus VS création numérique participative. – Il existe le besoin de créer des ressources éducatives numériques valorisant la diversité Création numérique participative et intergénérationnelle
  6. 6. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Création numérique intergénérationnelle (I) Personne d’expérience (50+) Rôle: Directrice narratif. Elle partage son expérience par le biais d’un récit de vie en lien au programma du secondaire. Élevés du secondaire Rôle: directeurs multimédia. Ils sont responsables de la création de la ressource éducative numérique Créativité numérique, participation sociale, préservation historique et du patrimoine. Apprentissage intergénérationnel d’un sujet du programme; développement de leurs propres ressources éducatives Usage du jeu pour l’apprentissage intergénérationnel (Davis, Larkin, & Graves, 2002) . Création participative de jeux numériques intergénérationnelle (Blat et al., 2012; Vanden Abeele & Van Rompaey, 2006).
  7. 7. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Méthodologie : contexte • L’expérience s’est déroulée au cours d’une matinée (3 heures) au sein de l’école Marcelle Mallet de Lévis (Québec). • L’expérience a été facilitée par la conseillère pédagogique de l’école Marcelle Mallet qui a facilité le recrutement de 8 élèves volontaires et l’organisation de trois équipes (n=3, n=3 et n=2). Une personne d’expérience né hors Québec a participé au partage de son récit de vie en lien au sujet de l’immigration (5e année du secondaire).
  8. 8. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Méthodologie : récit de vie • Dans notre étude, le récit de vie est à la fois un outil de médiation pour l’apprentissage intergénérationnel et la base de contenu pour la création d’une Ressource Éducative Numérique (RÉN) • Les récits de vie sont des méthodes biographiques qui cherchent à ancrer subjectivement un fait sociologique. • Le récit de vie place l’humain au centre des sciences sociales dans le but de comprendre les faits sociale et le rapport symbolique qui relie l’individu au groupe et à la société (Chanfrault-Duchet, 1987). • Selon Pruvost (2011), le sujet du récit de vie se fait porte-parole d’un groupe sociale et « le récit de vie permet de situer le réseau dans lequel le narrateur se positionne et d’inscrire les phénomènes sociaux dans un enchainement de causes et d’effets ».
  9. 9. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Méthodologie : Entrevue et scénarimage Les participants disposent de deux outils pour faciliter le partage du récit de vie • Un canevas d’entrevue semi-structuré qui permet au participant d’expérience préparer son récit de vie, et aux élèves, facilite la prise de notes • Un scénarimage intégrant les composantes d’interactivité pour créer la ressource éducative numérique à partir du récit de vie. Personne d’expérience (50+) Rôle: Directrice narratif Élevés du secondaire Rôle: directeurs multimédia
  10. 10. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Limites et opportunités Élèves: • Méthodologie très engageante permettant appréhender la complexité du sujet; empathie; créativité numérique. Personne d’expérience: • participation à une activité sociale engageante avec les élèves • contribution à la préservation du patrimoine culturel • développement de nouvelles compétences en matière de TIC Limites (du point de vue des enseignants): Temps nécessaire pour arrimer l'activité au programme Personne d’expérience (50+) Rôle: Directrice narratif Élevés du secondaire Rôle: directeurs multimédia
  11. 11. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Sara Lawrence-Lightfoot, Sociologist who examines the culture of schools, the broad ecology of education, and the relationship between human development and social change.
  12. 12. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Margarida ROMERO Professeure en technologie éducative, Université Laval. @ m a rga r i d a ro m e ro M a r ga r i d a . Ro m e r o @ f s e . u l a va l . c a Projet financé par Benjamin LILLE Étudiant BES Université Laval. Merci pour votre attention!
  13. 13. Les récits de vie numérique comme ressource éducative à l'école Research supported by Ageing + Communication + Technology www.actproject.ca @MargaridaROMERO @benjaminlille21 Ageing + Communication + Technologies (ACT) • a research project comprised of researchers, students, community and institutional partners from Canada, USA, Spain, Peru, United Kingdom, Finland, The Netherlands, Romania, Malaysia… • together, we are investigating how to address the transformation of aging experiences in networked societies Silver Gaming working group • Aims: identifying different types of digital game activities among elderly including: • (1) intergenerational learning; • (2) cognitive maintenance; (3) well-being; • (4) entertainment, creativity and serious fun!

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