Familles pédagogiques
Bases psychopédagogiques des technologies éducatives | |
---|---|
⚐ | ☸ |
⚒ 2014/03/03 | |
Sous-pages et productions: |
Introduction
Il existe de nombreuses typologies et taxonomies pour organiser les "familles pédagogiques".
Les dimensions de Reeves et al
- Lire: [1]
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 |
sharply focused (precise) - unfocused (general) |
Experiential validity (orientation of the activity) |
abstract (academic) - concrete
(applied). |
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
- ↑ 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