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.
Domaines
Sciences de l'Homme et SociétéOrigine | Fichiers produits par l'(les) auteur(s) |
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