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Article Index
eLearning with Claroline
A pedagogical model for eLearning - 1
A pedagogical model for eLearning - 2
Tools to promote learning - 1
Tools to promote learning - 2
Tools to promote learning - 3
A synthetic model for eLearning with Claroline
References
Page 4 of 8

Tools to promote learning

In eLearning, the most important factor is not the “e” which comes from eLectricity or eLectronics as you like. In eLearning, the main point, for us, stays Learning and so we intend to go deeply in these learning enhancing factors.

The learning factors embedded in Claroline need to be enlightened in order to be useful for teachers. We will try to discern some considerations useful when one develop a pedagogical setup “around” Claroline.

•   What’s about information given as a starting point for learning ?
•  What will be the context (content source and setup) which will give the way knowledge is used, the objectives of the learning process, the competences to be acquired ?
•   What are the tools (analysis grid, experimental protocol, evaluation sheet …) given to the students in order they will be able to construct active new knowledge and useful new competences ?
•   Are the different work stages well balanced between collaborative work, individual appropriation and synthesis by teachers ?
•   Are the sudents aware about the objectives, the products, the conditions of learning … the signs of completed learning ?

Using the five poles or pillars of our mode, we will now give some very concrete advices deduced from our model :

Information

The different forms around « knowing » (knowing, knowing how to do, knowing how to be) are often reduced to knowledge and knowledge seems to be often confused with information. The information society is quickly (too quickly) become learning society. For a lot of teachers attracted by eLearning, the most important operation is still to provide information : publishing his PowerPoint seems to be the most common use of the « eLectricity learning ». But, we have seen that this use of the publication feature is somehow only one step in the discovery of the platform by the teacher. After some times and good training conditions, he will go deeper in innovation by using other available tools.
Montaigne, some centuries ago, said that « the student is not only one vase to be filled. It is a fire to be lit ».

› What can be done ?

•    Transmit contents (only a first step)
•    Inform about the scenario, the pedagogical setup
•    Give learning objectives and evaluation criteria
•    Illustrate the context
•    Show the way from prior knowledge and competences to new ones
•    Give tools in order to assess new knowledge (grid, evaluation sheet …)
•    Provide resources with small granularities
•    Provide well chosen web links

Claroline tools like documents and links, announcements, agenda, home page of the course … are tools suitable for these purposes.