Les MOOC et l’apprentissage de l’anglais de la chimie : étude de cas à l’École normale supérieure de Cachan
15 Mar 2015-Iss: 67, pp 101-121
TL;DR: In this article, a suite de l'analyse d'un environnement d'apprentissage specifique, la premiere annee de formation du departement de chimie a l'Ecole normale superieure de Cachan, l’adequation de cet environncement d’apprentisage avec des MOOC existants is evaluee.
Abstract: Technologie de rupture ou non, il est indeniable que les MOOC constituent un nouveau type de cours qui ne peut etre ignore. Notre hypothese de depart est que leur contenu disciplinaire specialise ainsi que leur substrat linguistique (dans notre cas, l’anglais) pourraient s’averer utiles pour l’enseignement LANSAD. Une etude de cas est ainsi proposee. A la suite de l’analyse d’un environnement d’apprentissage specifique, la premiere annee de formation du departement de chimie a l’Ecole normale superieure de Cachan, l’adequation de cet environnement d’apprentissage avec des MOOC existants est evaluee. La grille d’analyse et d’evaluation suivie est adaptee des principes de l’ergonomie didactique. Une lecture par poles (contexte, apprenant, enseignant, contenu, technologie) de l’environnement d’apprentissage permet d’etudier les plus-values eventuelles et les inconvenients pour chacun de ces poles. En fonction du degre d’adequation, des pistes d’exploitation et des strategies de detournement sont alors suggerees a l’aide d’exemples concrets.
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TL;DR: In this paper, notre enquete porte sur la place de ressources issues des MOOC (massive open online courses) en formation universitaire presentielle dans un contexte de faible debit Internet and d'instabilite de l'energie electrique.
Abstract: Cet article aborde la problematique d’un detournement dans la mediation des savoirs. Notre enquete porte sur la place de ressources issues des MOOC (massive open online courses) en formation universitaire presentielle dans un contexte de faible debit Internet et d’instabilite de l’energie electrique. Au regard des objectifs d’enseigner, d’apprendre et d’evaluer autrement d’une part, et d’assurance qualite d’autre part, quelle valeur ajoutee les contenus issus des MOOC en particulier des videos ou podcasts peuvent-ils apporter en pedagogie universitaire ? La methodologie de notre enquete est qualitative avec 61 repondants (apprenants et enseignants). Les resultats ont revele des opinions contrastees.
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Book•
01 Jan 1982
TL;DR: It is concluded that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
Abstract: This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
6,737 citations
Book•
01 Jan 1981
TL;DR: The Monitor Theory of adult second language acquisition as mentioned in this paper has been widely used in the field of language acquisition and has been applied to a wide range of domains, e.g., first and second language learning.
Abstract: All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S. Pit Corder all recognized the reality of language "acquisition" in the adult long before I did. I would also like the thank Introduction This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important. The introduction is devoted to a brief statement of the theory and its implications for different aspects of second language acquisitions theory and practice. We define acquisition and learning, and present the Monitor Model for adult second language performance. Following this, brief summaries of research results in various areas of second language acquisition serve as both an overview of Monitor Theory research over the last few years and as introduction to the essays that follow. Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language-natural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition but caretakers and native speakers can modify their utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process (Snow and Ferguson, 1977). It has been hypothesized that there is a fairly stable order of acquisition of structures in language acquisition, that is, one can see clear 1 similarities across acquirers as to which structures tend to be acquired early and which tend to be acquired late (Brown, 1973; Dulay and Burt, 1975). Acquirers need not have a conscious awareness of the "rules" they possess, and may self-correct only on the basis of …
4,609 citations
Book•
28 Oct 2002TL;DR: In this thoroughly revised edition of the bestselling e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer offer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings.
Abstract: In this thoroughly revised edition of the bestselling e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer internationally-recognized experts in the field of e-learningoffer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings. In addition to updating research in all chapters, two new chapters and a CD with multimedia examples are included.
1,430 citations
TL;DR: The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momentum, and sets this research in relation to other relevant work in descriptive linguistics, sociolinguistics, and applied linguistics for language pedagogy.
Abstract: This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The most important of these are a conceptualization of speakers of lingua franca English as language users in their own right, and the acknowledgment of the legitimacy of, and indeed the need for, a description of salient features of English as a lingua franca (ELF), alongside English as a native language (ENL). The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momentum. It sets this research in relation to other relevant work in descriptive linguistics, sociolinguistics, and applied linguistics for language pedagogy. Finally, it discusses the implications of this historically unique situation for potential developments in the pedagogy of English teaching and outlines some research questions that must be addressed if advances in the teaching of English as a lingua franca are to have a secure theoretical and descriptive base.
872 citations
01 Jan 2010
TL;DR: The Connectivism and Connective Knowledge (CCK08) course as mentioned in this paper explored the perspectives of participants on their learning experiences in the course, in relation to the characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity.
Abstract: 'CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008. It was a course and a network about the emergent practices and the theory of Connectivism, proposed by George Siemens as a new learning theory for a digital age. It was convened and led by Stephen Downes and George Siemens through the University of Manitoba, Canada. Although the event was not formally advertised, more than 2000 participants from all over the world registered for the course, with 24 of these enrolled for credit. The course presented a unique opportunity to discover more about how people learn in large open networks, which offer extensive diversity, connectivity and opportunities for sharing knowledge. Learners are increasingly exercising autonomy regarding where, when, how, what and with whom to learn. To do this, they often select technologies independent of those offered by traditional courses. In CCK08 this autonomy was encouraged and learning on the course was distributed across a variety of platforms. This paper explores the perspectives of some of the participants on their learning experiences in the course, in relation to the characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity. The findings are based on an online survey which was emailed to all active participants and email interview data from self-selected interviewees. The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the learners, the more the potential for their learning to be limited by the lack of structure, support and moderation normally associated with an online course, and the more they seek to engage in traditional groups as opposed to an open network. These responses constrain the possibility of having the positive experiences of autonomy, diversity, openness and connectedness/interactivity normally expected of an online network. The research suggests that the question of whether a large open online network can be fused with a course has yet to be resolved. Further research studies with larger samples are needed, as is an investigation into the ethical considerations which may need to be taken into account when testing new theory and practice on course participants.
468 citations