La pédagogie de l'intégration

Roegiers, Xavier

doi:10.3917/dbu.roegi.2001.01

Cited by 35 publications

(17 citation statements)

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“…The pedagogy of integration is an application of the approach by competence. It is based on the principle that after successful completion of a given curriculum, the learner should be able to solve a number of complex situations [15]. In this approach, three types of learning activities are defined:…”

Section: 3mentioning

confidence: 99%

A Case Study of Using Edmodo to Enhance Computer Science Learning for Engineering Students

Ryane¹,

Faddouli

2020

Int. J. Emerg. Technol. Learn.

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Edmodo is becoming increasingly used in higher education. It helps teachers to easily share learning content with students, and communicate with them better. Several studies demonstrate its effectiveness in improving students’ results and satisfaction with the learning process. In this paper, we describe our experience using Edmodo for courses in computer sciences designed for engineering students. We tested Edmodo in three courses delivered in a blended learning mode: the assembly language programming, the operating systems, and the PHP language programming. The learning scenario adopted for these courses was already presented in our previous work on the pedagogy of integration. Results show that the use of Edmodo within the pedagogy of integration enhances both learning and teaching experiences.

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Section: 3mentioning

confidence: 99%

A Case Study of Using Edmodo to Enhance Computer Science Learning for Engineering Students

Ryane¹,

Faddouli

2020

Int. J. Emerg. Technol. Learn.

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“…The conception of learning activities according to the pedagogy of integration [18] In the competency approach, there are essentially two moments in learning: -Specific learning of resources: resources are the subject of specific learning, and it is a priority to develop competency resources. -Integration activities and formative evaluation: The second part of learning time is reserved for what we call "integration activities", it is dedicated to teaching the learner to mobilize his resources in complex situations.…”

Section: 2mentioning

confidence: 99%

Improving Cognitive Decision-Making into Adaptive Educational Systems through a Diagnosis Tool based on the Competency Approach

Hrich

Lazaar

Khaldi

2019

Int. J. Emerg. Technol. Learn.

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Adaptive Educational systems (AES) does not necessarily lead to a better learning. Several kinds of research reveal that the problem is due to, on the one hand, the accent is put mainly on the technological tools to the detriment of the pedagogical aspect. On the other hand, there is a lack of the importance given to the assessment which is an integral part of the learning-teaching process and the professional act of primary importance which gives the decisions and the consequences that result from it. In this paper, we propose a solution for the diagnostic evaluation based on competency approach especially on the pedagogy of integration. The proposed solution allows getting information about the available learners’ knowledge level by presenting an assessment based on the common definition given to competencies by the majority of the authors of the domain. İn this context, the assessment process proposed is presented on two steps: the first step, we evaluate resources related to the competence to verify their acquisition degree and to remediate if necessary, the second step will evaluate the capacity of leaner to mobilize those resources in order to apprehend a situation and respond to it in a more or less relevant way. This research aims to present a new vision in the context of the assessment into adaptive educational systems.

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“…To put the CBA into practice, the Pedagogy of Integration is adopted as the methodological framework, not only in Algeria but in many other Francophone countries. According to Roegiers and De Ketele (2000), the pedagogy of integration, a methodological framework to put into practice a curriculum policy, aims at enabling the learner to solve a complex problem situation by mobilising a set of resources acquired during actual learning.…”

Section: The Implementation Of the Competency-based Approach In Algeriamentioning

confidence: 99%

“…In fact, the concept of 'competence', the core of the CBA, is defined in the Algerian official documents as "a known how-to-act process which integrates a set of capacities, skills, and knowledge mobilized to face problem-situations" (Ameziane, 2005:12). Hence, these have adopted the same definition of the term competence provided by Roegiers (2000) and Tardif (2003), in which the terms integration, mobilisation and problem situations are highlighted. So, instead of transmitting knowledge directly to passive learners, the latter are placed in front of problem situations to reflect on by mobilising a set of resources, consisting of knowledge, skills and attitudes, to solve the problem.…”

Section: The Implementation Of the Competency-based Approach In Algeriamentioning

confidence: 99%

The Role Of Pronunciation In The Competency - Based English Curricula Of Algerian Middle And Secondary Schools

Bouchair¹

2018

مجلة العلوم الإنسانية

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The present study attempts to explore the degree of compatibility between middle and secondary school teachers' practices in the teaching and assessment of pronunciation and the principles of Competency-Based Language Teaching. To achieve this goal, two questionnaires have been designed and implemented to 87 middle and 62 secondary school teachers. In addition, a representative sample of official exams at both levels has been analysed. The analysis of the results revealed that the existence of a big discrepancy between pronunciation teaching and assessment practices of the respondents at both levels and the principles of competency-based language teaching.

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La pédagogie de l'intégration

Cited by 35 publications

References 0 publications

A Case Study of Using Edmodo to Enhance Computer Science Learning for Engineering Students

A Case Study of Using Edmodo to Enhance Computer Science Learning for Engineering Students

Improving Cognitive Decision-Making into Adaptive Educational Systems through a Diagnosis Tool based on the Competency Approach

The Role Of Pronunciation In The Competency - Based English Curricula Of Algerian Middle And Secondary Schools

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