Analyse de l’appropriation d’un parcours pédagogique numérique par un formateur : le cas du dispositif Pairform@nce
This paper sets out to analyse the use of online resources and training programmes by a teacher who was not the designer. From theoretical considerations about the design process and some views on the use of resources, we attempt to highlight the relevant appropriation processes using indicators tha...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Association Recherche et Pratique sur les Activités
2012-03-01
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| Series: | Activités |
| Subjects: | |
| Online Access: | https://journals.openedition.org/activites/203 |
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| Summary: | This paper sets out to analyse the use of online resources and training programmes by a teacher who was not the designer. From theoretical considerations about the design process and some views on the use of resources, we attempt to highlight the relevant appropriation processes using indicators that show instrumentation and instrumentalisation procedures (based on pragmatic, epistemic, heuristic and cooperative mediation). Our research focused on a French online further education programme for teachers called Pairform@nce). More specifically, we look at the alteration, addition and deletion of resources, as well as scenario changes and the use of back-up material as indicators of appropriation. These indicators are proposed following the analysis of four interviews with teachers, and were verified by reading other teachers’ logbooks. As a result of the analysis, we suggest a cooperative system for improving asynchronous interaction between designer and teacher. |
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| ISSN: | 1765-2723 |