Descartes and Asterix ? Heterogeneity, a key to increase the joy of learning ? Two case studies in France - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2013

Descartes and Asterix ? Heterogeneity, a key to increase the joy of learning ? Two case studies in France

Résumé

Innovative pedagogy refers to an improbable blend of talents, when Asterix meets Descartes. What kind of teaching/learning methodology will allow us to find a second childhood, the joy of learning as we go down the path of Lifelong Learning at work, at home, and in learning communities? How do we let "adolescents" and juniors show the way to adults and seniors; can we continue to turn a deaf ear to their needs as amphitheatres empty out, while Google Scholar and I-Tunes U allow students ample opportunities to personalise their learning? Shall we continue to organise (even if virtual) classes with passive students, built on the model of traditional, vertical and outdated pedagogy? The French paradox is Asterix interacting with Descartes in schools, universities and even at the workplace. In the country of telematics with the minitel, today we appreciate Serious Games and build French speaking MOOCs which stimulates the learners' curiosity. What happens when pedagogues, native to the country of Descartes and Asterix, meet Anglo-Saxon didactics? What are the ingredients for success to keep customers, pupils and even students awake, active and happy? The didactic revolution is fuelled by the enormous impact of web 2.0 and social networking in private and public life. Shall we resist change or surf on the opportunities of mutation welling up like a tsunami? Ethics are fundamental: public and private organizations have to make decisions. They must choose economic models to make massification and individualisation co-exist. Shall we build Europe based on UNESCO's principles: education for all, at anytime, anywhere, or shall we choose education for the best, wealthy and most able physically, morally and socially? Collaborating through diversity and heterogeneity must be experienced, making choices easier. This is the game to play, the challenge we chose. Case Study 1: M@ster AIGEME, eLearning & Education to Media at Sorbonne Nouvelle Paris 3; University without Boundaries in Ile de France In the professional M@ster AIGEME, we mainly use socio-constructivist approaches: the students' project is central to individual and collaborative work through individual and collective ePortfolios. We organise "personalised" learning, although complicated to manage. While following their programme of study, students are also trainees in a wide variety of workplace settings in big ore SME's, organisations, universities in France or abroad and NGOs. They produce work on real tasks which are demanding and time-consuming and are a basis for transforming "pedagogy" inherited from the 19th century into "didactics", giving the central role to the learner. They learn to collaborate in international and heterogeneous teams (teachers, IT or language specialists...) for managing projects together. Distance Learning makes change inevitable: acquiring knowledge, learning by doing, learning to communicate, to behave, to change, and to collaborate through formal and informal activities and tools. Case Study 2: The Personal Learning Environment for French Language Acquisition at Institut Mines-Telecom This case study describes the framework for an experimentation in the fall of 2012 with Personal Learning Environments (PLE) at Telecom School of Engineering (TSP) and Telecom School of Management (TEM) in France to support French language and culture acquisition among foreign students enrolled in a diversity of Master's and Doctoral programs. These two case studies put into practise an innovative Theoretical approach (the ANR TRANSLIT, putting the accent on interdisciplinary - the media, digital literacy and information literacy) and eQuality European Approach: Intercomprehension, Gaming Approach, Mobile and Sensitive tools seems to be solutions towards eQuality in Europe. The case studies illustrate how very traditional institutions of higher education, the Sorbonne and Institut Mines-Telecom, are implicated in migrating from directed learning to "self regulated learning". Technology and massively available digital content are providing learners in France and Europe the power to personalise what they learn and how they learn it. Connecting heterogeneous groups of learners across cultures, languages, disciplines, professions and generations, liberating them from the constraints and confines of the classroom and providing them a space where they can creatively co-construct knowledge and skills. Quality standards are evolving through the FIED's influence in France and through important European research groups. They provide an alternative model to the American view linked to equality. Ethics is central to build a sustainable economy where the diversity of human beings replaces choices made by the markets. A possible roadmap for Europe might be to follow the trails of Asterix and Descartes, succeed in personalisation and massification, contextualise interdisciplinarity, informal knowledge and ergonomics, respecting the value of differences and heterogeneity, just to be happy. Would this not be an exciting challenge for Europeans in the 21st century?

Domaines

Education
Fichier non déposé

Dates et versions

hal-01286211 , version 1 (10-03-2016)

Identifiants

  • HAL Id : hal-01286211 , version 1

Citer

Claudine Mühlstein-Joliette, Katherine Maillet. Descartes and Asterix ? Heterogeneity, a key to increase the joy of learning ? Two case studies in France. EDEN 2013 : European Distance and e-Learning Network Annual Conference. The Joy of Learning - Enhancing learning experience, improving learning quality, Jun 2013, Oslo, Norway. pp.483 - 491. ⟨hal-01286211⟩
69 Consultations
0 Téléchargements

Partager

Gmail Facebook X LinkedIn More