Dictionnaire actuel de l'éducation
About: This article is published in Canadian Journal of Education.The article was published on 1989-01-01. It has received 449 citations till now.
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TL;DR: In this paper, the authors describe a travail de recherche visant a exploiter the CIF-EA ( Organisation mondiale de la sante, 2007 ) a des fin pedagogiques.
1 citations
TL;DR: Two educational interaction analysis models taking place in an informal learning environment (in particular scientific and technical activities outside of school) intend to chart learning interactions in an educational situation which benefit from dual mediation: both human and instrumental.
Abstract: In this article we present two educational interaction analysis models taking place in an informal learning environment (in particular scientific and technical activities outside of school). Both models were designed during research conducted within a museum setting in an interactive scientific and technical exhibition at the Cite des Sciences et de l’Industrie (Museum of Science and Industry) in Paris. The models presented here are consistent with the analysis of communicative interactions produced in any learning situation: the first model, the Media Square, is suitable for analyzing asymmetric dyadic exchanges (parent - child), while the second model, the KITLoK Model, is designed for analyzing polyadic situations, whether asymmetric or symmetric [tutor - student (s)]. The models intend to chart learning interactions in an educational situation which benefit from dual mediation: both human (the tutor, as a “human mediator”) and instrumental (interactive museum tools, as a “technical mediator”). Both models will be discussed as regards the models of origin that inspired them. These models of origin will also be presented in the first part of the paper.
1 citations
Cites methods from "Dictionnaire actuel de l'éducation"
...Analysis methods of polyadic educational models are mainly used for studying situations arising in school (Bucheton’s “multi-agenda” model, [8]; Altet’s systemic model [4]; Legendre's SOMA model [23], Reseau’s Pedagogical Square [35], to name just a few)....
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01 Jan 2013
1 citations
02 Oct 2008
TL;DR: In this paper, the authors present a modele de partenariat that pourraient etablir les universites du troisieme âge avec les facultes d’education des universites, dans le dessein d'offrir aux concernees un meilleur service.
Abstract: Le present article porte sur un modele de partenariat que pourraient etablir les universites du troisieme âge avec les facultes d’education des universites, dans le dessein d’offrir aux personnes concernees un meilleur service. La poursuite d’etudes universitaires represente une voie porteuse, particulierement si elle se situe dans le cadre des facultes d’education et en lien avec les universites du troisieme âge. Les auteurs presentent ici un modele de partenariat entre ces deux instances, inspire d’une approche pedagogique experimentee dans de nombreux domaines socio-educatifs. Ce modele delimite les roles des professeurs, formateurs, superviseurs et etudiants dont la mission est, notamment, de creer les conditions d’une bonne cooperation entre les instances concernees afin de les rapprocher le plus possible et de leur assurer un fonctionnement maximal. Cet article devrait, en outre, contribuer a mieux cerner la question de l’identite professionnelle des futurs intervenants aupres des personnes du troisieme âge, en indiquant comment ils peuvent acceder a une formation theorique et a une formation pratique integree et coherente.
1 citations
Journal Article•
TL;DR: In this article, the authors evaluate the place of WSD as part of a range of instructional techniques and eventually to formulate recommendations to improve time management, faster learning, and opportunities for in-depth learning.
Abstract: As part of a reform of the Pharm.D programme at the Universite de Montreal’s Faculty of Pharmacy in 2007, self- learning was proposed as a valued instructional technique to develop lifelong learning competencies for the students. In this context, Written Socratic Dialogue (WSD) emerged as the primary technique used by professors. WSD is to be conducted in three steps: (1) self-learning activities; (2) student-faculty interaction sessions; and (3) wrap-up activities. The objectives of this study were to evaluate the place of WSD as part of a range of instructional techniques and eventually to formulate recommendations. Student perception on diverse instructional techniques was determined using a validated survey, which also allowed technique appreciation and ranking analysis, as well as a better understanding of student-faculty interactions. The survey results showed that the benefits of WSD are improved time management, faster learning, and opportunities for in-depth learning.
1 citations
Cites background from "Dictionnaire actuel de l'éducation"
...For a student, this can mean choosing the time, means, and aims of learning (Legendre, 2005)....
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