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== Introduction ==
== Introduction ==


Il existe de nombreuses typologies et taxonomies pour organiser les "familles pédagogiques".
=== Les dimensions de Reeves et al ===
* Lire: <ref>Reeves, Tom, C. (1997). Evaluating What Really Matters in Computer-Based Education, [http://www.eduworks.com/Documents/Workshops/EdMedia1998/docs/reeves.html Copie @ EduWorks.com] (consultée 3/2014).</ref>
<TABLE class="wikitable">
<TR VALIGN=TOP>
<TH WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-title-western">Dimensions</P>
</TH>
<TH WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-title-western">Scales defined with 2 ends</P>
<P LANG="en-GB" ALIGN=LEFT><FONT FACE="Times, serif"><FONT SIZE=2>(some
designs can be somewhere in the middle)</FONT></FONT></P>
</TH>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Pedagogical epistemology</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">objectivism &ndash;
constructivism</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Pedagogical philosophy
(Epistemology)</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">instructivism &ndash;
constructivism</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Underlying psychology
(Learning theory)</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">behavioral &ndash; cognitive</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Goal orientation <BR>(learning
objectives)</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">sharply focused (precise) -
unfocused (general)</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Experiential validity
(orientation of the activity)</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">abstract (academic) - concrete
(applied).<BR>On another scale: reproduce, classify, explain,
apply, invent, and solve a problem.</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Teacher role</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">didactic &ndash; facilitative</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Flexibility</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">teacher-proof - easily
modifiable</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Value of errors</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">errorless learning - learning
from experience</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Origin of motivation</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">extrinsic &ndash; intrinsic</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Accommodation of Individual
Differences</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">non-existent - multi-faceted</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Learner control</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">non-existent &ndash;
unrestricted</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">User activity</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">mathemagenic &ndash;
generative</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Cooperative learning</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">unsupported &ndash; integral</P>
</TD>
</TR>
<TR VALIGN=TOP>
<TD WIDTH=200 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">Cultural sensitivity</P>
</TD>
<TD WIDTH=313 BGCOLOR="#ffff99">
<P CLASS="table-body-text-western">non-existent &ndash; integral</P>
</TD>
</TR>
</TABLE>


== Liens ==
== Liens ==
Ligne 10 : Ligne 155 :
== Bibliographie ==
== Bibliographie ==


<references/>
=== Autres lectures ====
* Joyce, B., Weil, M. & Calhoun, E. (2000). Models of teaching, 6th edition, Allyn & Bacon. ISBN 0205389279.


* Reeves
* Peltier, C., & Peraya, D. (2013). Dispositifs hybrides de formation : Diversité des pratiques technopédagogiques dans l'enseignement supérieur. Flash Informatique.  Retrieved from http://archive-ouverte.unige.ch/unige:25978
* Marton
* Joyce, Weil and Calhoun (2000)




[[en:Pedagogic strategy]]
[[en:Pedagogic strategy]]

Version du 3 mars 2014 à 17:02

Bases psychopédagogiques des technologies éducatives
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⚒ 2014/03/03
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Introduction

Il existe de nombreuses typologies et taxonomies pour organiser les "familles pédagogiques".

Les dimensions de Reeves et al

Dimensions

Scales defined with 2 ends

(some designs can be somewhere in the middle)

Pedagogical epistemology

objectivism – constructivism

Pedagogical philosophy (Epistemology)

instructivism – constructivism

Underlying psychology (Learning theory)

behavioral – cognitive

Goal orientation
(learning objectives)

sharply focused (precise) - unfocused (general)

Experiential validity (orientation of the activity)

abstract (academic) - concrete (applied).
On another scale: reproduce, classify, explain, apply, invent, and solve a problem.

Teacher role

didactic – facilitative

Flexibility

teacher-proof - easily modifiable

Value of errors

errorless learning - learning from experience

Origin of motivation

extrinsic – intrinsic

Accommodation of Individual Differences

non-existent - multi-faceted

Learner control

non-existent – unrestricted

User activity

mathemagenic – generative

Cooperative learning

unsupported – integral

Cultural sensitivity

non-existent – integral

Liens

Bibliographie

  1. ↑ Reeves, Tom, C. (1997). Evaluating What Really Matters in Computer-Based Education, Copie @ EduWorks.com (consultée 3/2014).

Autres lectures =

  • Joyce, B., Weil, M. & Calhoun, E. (2000). Models of teaching, 6th edition, Allyn & Bacon. ISBN 0205389279.
  • Peltier, C., & Peraya, D. (2013). Dispositifs hybrides de formation : Diversité des pratiques technopédagogiques dans l'enseignement supérieur. Flash Informatique. Retrieved from http://archive-ouverte.unige.ch/unige:25978
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