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Article Dans Une Revue Communication & professionnalisation Année : 2022

Usage d'une ressource pédagogique pour valoriser ses compétences et professionnaliser ses expériences : le cas du ePortfolio

Résumé

All IUT (University Institutes of Technology) have welcomed their first promotion of the University Bachelor of Technology (B.U.T) in 2021. Now the students are following a threeyear course with a specialisation in third year, representing the local adaptation of training. Emphasis is placed above all on a pedagogy built on a skillbased approach, thus encouraging professional situations. Consequently, various educational resources are now imposed on students to enhance their skills and make their experiences professional. The ePortfolio is the perfect example of this. However, it has been studied for several years in some training courses. So, can (or should) the ePortfolio be considered as an innovative tool or an ’educational innovation’? (Lemaître, 2018)? Indeed, a constant injunction to innovation is questioned for these students emerging from the generation of ’digital natives’ (Prensky, 2001) and who have been immersed in a ’digital culture as a challenge for a knowledge society’ (Proulx, 2002) This article is based on a qualitative survey conducted with a sample of students majoring in Computer Science. The exploratory study demonstrates that the ePortfolio All IUT (University Institutes of Technology) have welcomed their first promotion of the University Bachelor of Technology (B.U.T) in 2021. Now the students are following a threeyear course with a specialisation in third year, representing the local adaptation of training. Emphasis is placed above all on a pedagogy built on a skillbased approach, thus encouraging professional situations. Consequently, various educational resources are now imposed on students to enhance their skills and make their experiences professional. The ePortfolio is the perfect example of this. However, it has been studied for several years in some training courses. So, can (or should) the ePortfolio be considered as an innovative tool or an ’educational innovation’? (Lemaître, 2018)? Indeed, a constant injunction to innovation is questioned for these students emerging from the generation of ’digital natives’ (Prensky, 2001) and who have been immersed in a ’digital culture as a challenge for a knowledge society’ (Proulx, 2002) This article is based on a qualitative survey conducted with a sample of students majoring in Computer Science. The exploratory study demonstrates that the ePortfolio All IUT (University Institutes of Technology) have welcomed their first promotion of the University Bachelor of Technology (B.U.T) in 2021. Now the students are following a threeyear course with a specialisation in third year, representing the local adaptation of training. Emphasis is placed above all on a pedagogy built on a skillbased approach, thus encouraging professional situations. Consequently, various educational resources are now imposed on students to enhance their skills and make their experiences professional. The ePortfolio is the perfect example of this. However, it has been studied for several years in some training courses. So, can (or should) the ePortfolio be considered as an innovative tool or an ’educational innovation’? (Lemaître, 2018)? Indeed, a constant injunction to innovation is questioned for these students emerging from the generation of ’digital natives’ (Prensky, 2001) and who have been immersed in a ’digital culture as a challenge for a knowledge society’ (Proulx, 2002) This article is based on a qualitative survey conducted with a sample of students majoring in Computer Science.
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Dates et versions

hal-04061289 , version 1 (06-04-2023)

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  • HAL Id : hal-04061289 , version 1

Citer

Barbara Szafrajzen. Usage d'une ressource pédagogique pour valoriser ses compétences et professionnaliser ses expériences : le cas du ePortfolio. Communication & professionnalisation, 2022, 13, pp.77-92. ⟨hal-04061289⟩
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