Contenu connexe


Plus de Université de Sherbrooke(20)



  1. Inquiry into the development of a flipped classroom project for future teachers Florian Meyer & Isabelle Nizet Professors Université de Sherbrooke Faculté d’éducation 25 octobre 2014 Université Laval, Québec ISSOTL 2014
  2. Structure • Context and pedagogical problem • Theoretical background • Processes • Results and learning • Discussion
  3. A pedagogical and technological innovation Flipped Classroom For a course about assessement and evaluation for secondary future teachers
  4. Course about evaluation Bac. in Sec. Ed 2 credits 3h/week 10 weeks Labs Home readings Autonomus Work Pedagogical Problem Real need of SUPPORT for PROCEDURAL learnings (TECHNICAL)
  5. Pedagogical hypothesis SUPPORT in CLASS Labs Self Learning clips Autonomus work
  6. Theoretical background
  7. Flipped Classroom • Litterature describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). • These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013) • However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned.
  8. TPaCK to support the teaching team Source :
  9. Source : An interpretation of SoTL
  10. Methodology
  11. Collection of data and traces at every step Learning goals INSTRUCTIONAL DESIGN (MISA) Pedagogical Means PROBLEMATISING Teaching and ANALYSIS Effects Learning Conditions RESEARCH OF EXPERIMENTATION SOLUTIONS
  12. Instructional Design to sustain our collaboration Méthode d’ingénierie des systèmes d’apprentissage (MISA) (Henri, 2001)
  13. Results
  14. Videos
  15. Team TPaCK
  16. Team TPaCK
  17. Team TPaCK
  18. Students’ self learning processes Learning goals Performance goals Insecurity Autonomy Spontaneous learning strategies Demands for confirmation
  19. Real transfer of learning into the classroom
  20. Same observations as mentioned in literature • Cultural choc for learners (Talbert, 2012) • Understanding of what represents autonomy (Flumerfelt et Green, 2013) • Perception of the traditional pedagogies’ limits (Talbert, 2012; Toto et Nguyen, 2009) • Difficulty to perceive how to articulate activities outside and inside the classroom (Strayer, 2012) • Lack of preparation before coming to the classroom (Brunsell et Horejsi, 2013) 20
  21. + Self confrontation • What’s happening ? • Why ? • Select 2 best positive aspects • Select 2 aspects to improve
  22. Validation of planned activities to solicit students' cognitive processes • Realised she managed to do it thanks to a coherent learning model she used to anticipate • She realised how much she is preoccupied by the learning processes of the students and how to support them to make them explicit Identification of the direct effects: premature or appropriate activitie. • Realised the need of an activity to let students demonstrate and confirm their understanding. • Application of concepts is too fast, students need more time to confirm their understanding Awareness of posture • Realised that although she thought she was offering a dialogic dynamic, she acts as an expert who gives good answers in order to comfort students. • Realised that she needs a theortical model on which she could rely to better handle students inquiry and doubts • She oscillates between control and coaching. She needs more enlightened practice Reflection
  23. Conclusion
  24. Contribution to to production of scientific knowledge Contribution to the production of professional knowledge Contribution to the improvement of teaching and learning
  25. Nizet, I. et Meyer, F. (2014). Un projet de pédagogie inversée en formation initiale à l'évaluation de compétences. Communication présentée dans le cadre du symposium « Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa », Florian Meyer, 28e congrès de l’Association Internationale en Pédagogique Universitaire (AIPU), Mons, 18-22 mai. Nizet, I., et Meyer, F. (2014). A Flipped Classroom Design for Preservice Teacher Training in Assessment. In J. Keengwe, G. Onchwari, et J. Oigara (Eds.) Promoting Active Learning Through the Flipped Classroom Model (pp. 71-90). Hershey, PA: Information Science Reference.
  26. Conclusion • SoTL : a guide for a scientific approach • TPaCK : a structure to support sharing of professional expertise • Instructional design : a tool for action, collaboration and co-training
  27. Thank you very much ! Florian Meyer : Isabelle Nizet : PeDTICE :

Notes de l'éditeur

  1. We needed a framework that allows us to to innovate, to make sure there is a positive effect on students learning but also that allows us to set a rigorous and scientific process to contribute to the scientific knowledge
  2. On a présenté les différentes étapes, ici nous voulons surtout nous concentrer sur les résultats en liens avec ce qui se passe dans la classe et ce que Isabelle peut retirer de cette expérience.