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.
Digital collaboration with Microsoft 365 as extension of Drupal
Analyse des implications du design d’un cours en ligne portant sur les médias sociaux dans une approche par problème
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. 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. 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. 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. 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. Give us the content
and we’ll design it
Course design
Content
Experience
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. 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. 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. 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. 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. 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).
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"
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?
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. 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. 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. 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.
31. 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
32. 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
42. 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.
43. 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.
49. !
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
50. 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