|
Page 3 of 8
A pedagogical model for eLearning
As we will see, this figure may act as a check-list in order to properly design or evaluate a large variety of “devices” devoted to learning promotion : textbooks (the nature, the structure, the attributes and the lay-out of the information), pedagogical software (the context of the proposed activities or the directives to be followed), educational web sites (the activities proposed to the students or the place of the web site in the pedagogical scenario), pedagogical plans (carefully considered individual and collaborative activities), students’ output … This model may finally be used, to boost, design and evaluate innovation inside an institution (Lebrun, 2002; Lebrun, 2005).
In the centre, the three rectangles are inspired by the constructivist approach: briefly, information is transformed into knowledge by the student activities and this new knowledge feeds the following process (systemic loop). This process is enabled by motivational factors and sustained by interaction (from the environment - functional interaction) or from other students and from teachers (relational interaction).
Our model is in good concordance with the M.D.Merrill "first principles of instruction" (Merrill, 2000). Describing these principles is a good opportunity to illustrate again the openness and wideness of our model :
1. Learning is facilitated when students are engaged in the solving of real problems (informations and motivation)
2. Learning is facilitated when prior knowledge is activated and questioned with new contexts (informations and motivation)
3. Learning is facilitated when new knowledge is explicated, demonstrated and justified (informations, activities)
4. Learning is facilitated when new knowledge is applied by the learners (activities, productions)
5. Learning is facilitated when new knowledge is integrated into the learner's world (productions and motivation).
Despite the fact that Merrill’s principles cover rather well our Learning components, mention should be made for the lack of the “interaction” part which makes us belonging to socio-constructivism. In all cases, Merrill uses this model as a guideline for the development of pertinent pedagogical setup (5 star instructional design rating) … it’s also the way we intend to use our own model.
The main components of our model are also coherent with expectations of various actors for the competences needed in the society (information gathering, autonomy, communication, abilities for team work …) and may be undertaken by the tools developed on Claroline. (Evers et al., 1998, Knight & Yorke, 2004).
Let's see how.
|
