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Conception pédagogique E-learning

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Pédagogie et numérique.


The Pedagogy Behind MOOCs: What eLearning Professionals Should Know. 2014 had been foreseen by Coursera Co-Founder Daphne Koller as the year that MOOCs will come on age [4]; and she was right. Today, with more than 2 billion potential learners worldwide [1], MOOCs cannot be easily ignored. Massive Open Online Courses offer to academic institutions and the corporate sector new business opportunities to reach what we call today “the extensive classroom”.

It is very frequent, therefore, small-to-medium sized companies and academic institutions instead of investing in developing their own eLearning platform to choose a MOOC platform as a solution to deliver their online classes. Before we examine the best pedagogical approaches that MOOC courses should be based on, we first need to determine what it means, in terms of instructional design for MOOCs, to design an online course for massive learning. Here are some of my suggestions when you are addressing to a large online audience: Upgrade MOOC facilitator’s role. Instructional Design for xMOOCs Constructivism. E-learning - Scénarisation. Compiled comments on” How to protect our intellectual property and online©. ?” | T.T.Shagufta Hussein.

New Additions To Bloom’s Taxonomy Resources. The_strength_of_weak_ties_and_exch_w-gans.pdf. Nancy_Jean-Luc_La_communaute_desoeuvree_2004.pdf. All Black and Blended: Broken Promises and Serious Challenges. Pedagogical Design Tools: Planning for Learning with Purpose. Instructional Design and Prototyping: Rising from the Ashes of ADDIE. From instructional design to setting up pedagogical infrastructures: Designing technology-enhanced knowledge creation | Minna Lakkala. Dillenbourg and Tchounikine (2007) made a distinction between micro-scripts that support theinteraction process in itself at a detailed level, and macro-scripts that set up higher-level conditions inwhich collaborative activity should occur. We maintain that scripts are not the all-round solution fordesigning an entire educational setting, but they may provide an additional mean for supporting learnersin some specific epistemic or social aspects of the eligible activity. However, the support should beappropriately integrated with the overall design of an educational setting.

Distributed scaffolding A noteworthy perspective for designing complex, technology-enhanced collaborative learning settings isthe notion of distributed scaffolding , introduced by Puntambecar and Kolodner (2005). Conceptual scaffolds assist the user in recognizing relationships anddeciding what to consider; metacognitive procedural scaffolds assistlearners to navigate in the implemented learning environments; and strategic. Les styles d'apprentissage, une vaste rigolade ? Depuis 2010, les articles académiques et grand public se multiplient aux Etats-Unis pour dénoncer ce que certains appellent "l'imposture" ou "l'erreur" des styles d'apprentissage. Non que ce concept ne recouvre certaines réalités évidentes : les apprenants n'apprennent pas tous de la même façon, pas la peine d'être diplômé en psychologie ou en neurosciences pour le savoir; mais ce qui est fortement remis en cause aujourd'hui, c'est l'utilisation faite de cette théorie dans la conception et l'animation de formations, en présence ou en ligne.

Les éducateurs sont donc les premiers touchés par la remise en cause de l'importance des styles d'apprentissage. Aucune vérification de la théorie par la recherche Quels sont donc les termes de cette remise en cause ? - Ce qui signifie donc que la théorie des styles d'apprentissage n'est pas étayée par des données objectives issues de la recherche. D'après C. Ingénierie pédagogique : on sait ce qui fonctionne Il apparaît que : Sources : Illustrations. 10 Tips to Use Flashcards in eLearning. In this article, I'll share 10 great tips to use flashcards in eLearning. If you are planning to utilize flashcards in eLearning courses, these tips will give you the opportunity to not only boost the excitement factor for your learners, but to also enable them to acquire and retain more effectively the knowledge offered during in the process.

Creating exciting, yet informative, eLearning experiences for learners can be a challenging feat even for the most knowledgeable and experienced eLearning professionals. This achievement often includes a blend of engaging learning materials, a carefully planned curriculum, and a variety of eLearning tools. Historically, flashcards have been the go-to tools for educators, as they help to prevent cognitive overload and actually make the learning experience enjoyable. However, there are a few tips and tricks that you may want to keep in mind if you're trying to get the most benefit from the flashcard creation tools that are available today.

Your Ticket to Great Instructional Design. Instructional design is certainly not an easy business. Having been in the learning, training and development industry for more than 27 years, I can assertively say so. Instructional designers shoulder the important responsibility of sugar-coating the critical learning content in such a manner that training becomes not just a mandatory activity, but something that employees love. Now how do you do that? How can you possibly turn something boring into something that employees love? At the heart of it lies a thorough understanding of the employees who are going to take up this eLearning course. Any instructional design process will typically consist of a mix of text, graphics, audio, video and animated elements. Establish ExpectationsNobody likes to shoot in the dark. Υour TIC(K)ET To A Great Instructional Design In addition, the textual part, if worked on in a way that can improve retention makes it so much easier for learners to remember information in chunks.

L'anatomie d'une situation d'apprentissage - par Janie Lamoureux. Formation des formateurs - Comment élaborer des objectifs pédagogiques. Scénarisation des contenus en FOAD. Avoid These eLearning Horrors – Not Only on Halloween. No matter how good you content is, there are a few factors that can totally kill your eLearning courses.

If you are looking to create an effective eLearning design, it is essential to eliminate the following four issues. 1. Jargon-monoxide Jargon is more than just a disincentive for learners looking for clarity in courses, it also hurts your credibility as a whole. You may think professional vocabulary adds a sense of sophistication to your eLearning design; in fact, it alienates learners who are seeking easy to understand information that will help them learn about a subject.

Truth is people respond best to learning when the content is approachable and uses words that learners are likely to use in everyday life. It is particularly important to avoid jargon in technical subjects such as for the insurance, healthcare, web development, software, and analytics industries. One exception to the above is relevant anecdotes. 2. The easiest way to give learners control is through navigation. 3. Guide compétences clés : Apprendre à apprendre ! #DevLearn 2013 Resources: Thinking Like a Game Designer. Had a great time at DevLearn, first doing a workshop with Sharon Boller and her crew from BLP. And then presenting on Five Things that Instructional Designers can Learn from Game Designers. Here are the slides and some resources from my presentation. Here are the five elements of thinking like a game designer. Begin with Activity:Add Action and Adventure Put Your Learner at “Mock” Risk Create Curiosity, Mystery, Intrigue Give Learners Choices Also related is to Create Multiple Levels of Entry into Your Instruction.

Create a Challenge for the Learner Here is some information on Distributed Practice and Retrieval Practice Employing the approach of providing spaced quizzes for learners over time taps into two powerful and empirically supported instructional strategies—Retrieval Practice and Spaced Retrieval. Retrieval Practice requires learners to recall information rather than simply re-read or re-listen to it. References [1] Larsen DP, Butler AC, Roediger HL 3rd. . [2] Dobson, J. . [3] Roediger, H. 7 Tips For eLearning Professionals To Enhance Knowledge Retention. This article features a number of tips and techniques that eLearning professionals can use to enhance knowledge retention for their eLearning audiences.

After all, without knowledge retention, the overall eLearning experience won't offer any real value to the learners. Even most informative, engaging, and beautifully designed eLearning courses are going to fall short if they aren't centered around knowledge retention. Learning experiences have to be memorable and powerful, and they have to be designed for easy learner absorption. Each and every eLearning deliverable shares one common objective, regardless of its subject matter or its audience: make it stick! When information is not only acquired, but committed to long term memory, this is when the real eLearning magic happens. Integrate interactive elements and activities. If you want the learners to remember the information, make them feel like they are active participants. 6 Scientifically Proven Brain Facts That eLearning Professionals Should Know.

In this article, I will share some scientifically proven brain facts that you'll want to take into consideration before creating your next eLearning course. Keeping these interesting brain facts on hand may allow you to develop eLearning courses that offer the most value and benefit to the learner, given that you'll have a more comprehensive understanding of the inner works of the brain. While the content, layout, and navigability of your eLearning course are important; determining how a learner's brain actually acquires and retains information is an essential aspect of eLearning design and development. Without a firm grasp of how the brain works and the processes involved in learning new concepts, ideas, and skill sets, even the most experienced Instructional Designer will be unable to develop an effective eLearning course.

Our brains do not have the capacity to multitask.For years, multitasking has been considered an all-important skill. References: Beating the Forgetting Curve with Distributed Practice. “If you read the research on how much people forget after training, it’s depressing. Do a search for the ‘Forgetting Curve’. Once we know something like this, we need to change our approach and educate others.”- Connie Malamed (The eLearning Coach)The above quote is from our interview with Connie Malamed.

After our inspiring and thought-provoking interview with Connie Malamed, we were left wondering about the interesting human nature that is revealed with the ‘forgetting curve’, and its impact on learning design. We set out on a journey to explore and learn more about this phenomenon.Below are the questions we had in mind when we embarked on our journey: What is the ‘forgetting curve’? What is its significance in learning design?

One of the most intriguing features of the human mind is that it is volatile in nature (just like the Random Access Memory (RAM) in a computer). These findings have great significance for learning professionals while developing learning interventions. Articles App. The eLearning Coach - Ideas and tips for designing mobile and online learning. 7 Tips For eLearning Professionals To Enhance Knowledge Retention. Make It Hard to Forget: 6 Principles to Help Your Learners Remember Anything. You've worked hard and are creating your best eLearning course to date. But do you wonder if people will remember any of the content a few weeks down the road? Fostering effective eLearning requires understanding how memory works.

Beyond that, we need to master crucial ways to help learners encode new principles in their brains. This requires a grasp of six premises. Principle #1: The Usefulness Theory In a nutshell, you must be motivated to learn something to remember it well. Which memories are most likely to be stored? Your job as an eLearning professional is to create content that is needed and used. Principle #2: Familiarity The basic idea is that memory gets a boost when information is related to something with which eLearners are already familiar. In terms of course design, this means constantly looking for things that link new concepts and information to familiar stuff.

You can integrate new information with eLearning experience by: How do you accomplish that? Read: Why Reflect? - Reflection4Learning. It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners. What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning?

Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. John Zubizaretta (2004, 2009), in his insightful books on Learning Portfolios in higher education, describes the primary motive of a learning portfolio: “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” (2004, p.15) The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. Resources. How to Stimulate Recall of Prior Learning Infographic. Instructional Design Infographics Teacher Infographics Robert Gagné proposed a model of nine events which follow a systematic instructional design process.

Each of the nine events of instruction is highlighted in a series of infographics. The How to Stimulate Recall of Prior Learning Infographic refers to Gagné’s 3rd event of instruction and presents ways teachers can determine students’ prior knowledge. Via: Embed This Education Infographic on your Site or Blog! Copy and Paste the following code! A 4-Step Recipe for Maximum eLearner Engagement. We’ve all met them. Ask about online courses they’ve taken, and they’ll roll their eyes. Current eLearners are bored and can’t wait for their courses to end. Whoever put together these courses – was it you? – didn’t have the right recipe for eLearner engagement. In the past, most professionals who designed, taught or coordinated eLearning courses needed to understand how learning occurs and a bit about brain-based learning tips resulting from neuroscience research.

For a good result, you need at least four basic ingredients. Step 1: Start with Motivation Your basic premise is that all learning depends on motivation. In designing, teaching or facilitating an online course, remember that learning is really hard work for humans. How do you get learners to have an emotional stake in the learning process? Activating their curiosityEngaging positive feelings linked to past successCreating an expectation on fun from learning a topic Step 2: Activate Prior Knowledge… Step 3: Encourage Reflection. 1. Planning an Online Course. Feb06_article01. Editor’s Note: Tools, timeframes, techniques, and time management for online classes differ from face-to-face classroom instruction. This article delves into literature and analyzes specific class records from Indiana University’s Kelley School of Business to formulate six strategies to make online teaching more efficient and effective. Min Shi, Curtis J.

Bonk, Richard J. Magjuka Abstract Instructors need to develop new time management skills when transitioning to online teaching. Keywords: online teaching strategies, time management, web-based courses Introduction The last five years have seen vast changes in the use of the Internet in higher education and a tremendous increase of faculty involvement in online teaching. If online education is to continue to grow, faculty will have to develop effective time management strategies. The Kelley Direct Online Program Comparisons of FTF and Online Courses In terms of information presentation, in a FTF course, it is verbal and sequential. 1. 2. 3.

Key Tips for Working with Short Attention Spans. Top 10 Tips to Use Collaboration Tools in eLearning. A Handful Of Tips To Kick Your Bad eLearning Design Habits. The 6 Laws of Learning No Instructional Designer Can Afford to Ignore. What Everybody Ought to Know About Instructional Design. 3 Chunking Strategies That Every Instructional Designer Should Know.

Sticking to the Instructional Design Basics - What, Why, How - eLearning Industry. Popplet. The DIY Guide to Converting Existing Content into an eLearning Course. 10 Super Powers of the World’s Greatest Instructional Designer. eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know. Infographic: The A to Z Guide to eLearning Design. The DIY Guide to Converting Existing Content into an eLearning Course. The Age of Bite-sized Learning: What is It and Why It Works. 5 Killer eLearning Tips To Help You Dominate Content Chunking. 3 Types Of Interactions You Should Be Sustaining in eLearning. Humanize Your eLearning Courses or Risk Losing Learners. Too Sexy for Your Training: Creating A “What’s In it for Me?” (WIIFM) When Your Learners Couldn’t Care Less | SweetRush. Studies Confirm the Power of Visuals in eLearning.

A List of Brain-based Strategies to Create Effective eLearning. A 3-Level Approach to Creating Stronger eLearning Courses.