Deux conditions et deux mécanismes pédagogiques favorables à la réflexion conduisant à des mobilisations et changements : étude du cas d’un cours universitaire en éducation relative à l’environnement

Boelen, Virginie; Chaubet, Philippe

doi:10.7202/1073365ar

Cited by 4 publications

(2 citation statements)

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“…Pedagogical engineering has seen strong progress in recent years, particularly in vocational pathways in HE. The predominant classical model of knowledge transfer has evolved towards a pedagogy focused on the student and on his/her professional and social adaptation (Boelen & Chaubet, 2020). Due to the use of digital tools, the project-based learning (PBL) process is encompassed within the perspective of the socio-constructivist active methodologies, bringing about an easier development of transversal skills and the acquisition of student autonomy (Jones, 2019).…”

Section: Introductionmentioning

confidence: 99%

Active foreign language learning practices in higher education: the perspective of actors

2023

Advances in Education and Educational Trends Series

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The digital age and Generation Z are key features within the current panorama of teaching-learning practices in higher education and drive innovative student-centred strategies, oriented towards the reality of the labour market. The article describes an experience of pedagogical activation carried out through project-based learning using digital tools, with undergraduate Media Studies students of the School of Education in Viseu (Portugal), towards the acquisition of skills in French and English, during the academic year 2021-2022. The objective was to renew teaching practices, so as to foster greater student motivation on the part of forthcoming media professionals, by enhancing their competences and confidence with concern to spoken and written interaction within the context of foreign languages for specific purposes. The dynamics of learning combined with authentic contexts and digital tools, encourages teachers to rethink their methodology and objectives, in order to be more innovative. One accounts for the chosen strategy and the various steps followed, evaluates the path of both students and teachers, analyses the benefits, the drawbacks and the impact in terms of acquired skills and concludes with reflections for forthcoming work projects.

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Section: Introductionmentioning

confidence: 99%

Active foreign language learning practices in higher education: the perspective of actors

2023

Advances in Education and Educational Trends Series

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“…In HE, the prevailing classical model of the teacher as the sage on the stage has evolved towards a pedagogy centred on the student and on his professional and social environment with a view to adaptation to social changes (Boelen & Chaubet, 2020). The use of digital tools allows the project-based learning (PBL) process to be included in the perspective of the socio-constructivist active methodologies, due to an easier development of transversal skills and the acquisition of student autonomy.…”

Section: Introductionmentioning

confidence: 99%

Innovative Student-Centred Strategies in Higher Education: An Experience of Active Foreign Language Learning

2023

Education and New Developments 2023 – Volume 2

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To be innovative, the chosen methodological framework in higher education must encompass strategies centred on the student and his professional expectations linked to his training field, with the objective of also working on vital and adequate transversal skills according to the requirements of the labour market and with better results than traditional practices accomplish/have accomplished. A creative, collaborative and interdisciplinary work environment ensures the acquisition of multilingual skills and the development of plurilingual awareness in the digital age. St-Jean & Dupuis Brouillette (2021) show that, thanks to pedagogical activation, the student effectively engages in his learning, progressing thanks to his ideas and their fulfilment. In project-based learning, the student must invest in developing a project, a dynamic strategy that requires collaborative work, the use of technologies and the creation of artefacts. The teacher's role is to supports learning. The experience presented focuses on the learning of foreign languages through project pedagogy, using digital tools available mainly on android, tablet and computer equipment with undergraduate Media Studies students of the School of Education in Viseu (Portugal), in order that they may acquire skills in French and English for specific purposes. Students work on a project in the two foreign languages using strategies and skills specific to their future professional field. The methodology is presented and discussed, as well as the difficulties encountered and the results obtained, both from the point of view of the student and that of the teacher. Current research results tend to show that the use of active learning methodologies in the context of collaborative work, compared to traditional strategies, can increase student motivation and autonomy. They promote the interactive process among students and between them and the teachers, facilitating the acquisition of knowledge and skills as far as foreign languages are concerned. Our objective is to show the path followed by students and teachers, to describe the evolution of learning, with its positive aspects, stumbling blocks and difficulties, and to open up new ways of reflecting on the foreign language teaching/learning process in higher education, based on an experience carried out with students at this particular level. The conclusions taken highlight the need for forthcoming work projects in this area.

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L’université à l’ère de l’anthropocène : repenser l’éducation au politique par l’écologie

Point¹

2022

edso

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Ce travail imagine un dialogue fictif entre Hannah Arendt et Greta Thunberg au sujet de la place de l’écologie politique à l’université. Ainsi, l’objectif de notre travail est d’interroger le cadre théorique nécessaire à l’inscription à l’université d’une éducation à l’écologie politique. Dans un premier temps, nous interrogeons ce qui empêche pour l’heure de développer une véritable pédagogie universitaire sur ce sujet. Plus spécifiquement, nous prenons l’exemple de la pensée de Hannah Arendt pour illustrer les dualismes conceptuels entre l’enfant et le monde, l’éducation et la politique, l’éducation et l’instruction, qui, selon nous, nous empêchent de penser pédagogiquement et politiquement la place de l’écologie au sein des universités. Les dégâts de ces dualismes sont ensuite illustrés à partir de notre façon d’appréhender l’éco-anxiété. Enfin, nous proposons quelques pistes prospectives et générales pour inscrire l’écologie comme cadre épistémologique de recherche, d’enseignement et de formation universitaires.

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Deux conditions et deux mécanismes pédagogiques favorables à la réflexion conduisant à des mobilisations et changements : étude du cas d’un cours universitaire en éducation relative à l’environnement

Abstract: Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.

Cited by 4 publications

References 21 publications

Active foreign language learning practices in higher education: the perspective of actors

Active foreign language learning practices in higher education: the perspective of actors

Innovative Student-Centred Strategies in Higher Education: An Experience of Active Foreign Language Learning

L’université à l’ère de l’anthropocène : repenser l’éducation au politique par l’écologie

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