le podcasting · 2015. 5. 28. · cadre thÉorique // podcasting & mobile-learning 22...
TRANSCRIPT
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LE PODCASTING:Du mythe technologiqueà la réalité pédagogique
N I C O L A S R O L A N DC H E R C H E U R E N S C I E N C E S D E L ’ É D U C A T I O NU N I V E R S I T É L I B R E D E B R U X E L L E S
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01 CL A R I F I C AT I O N S C O N C E P T U E L L E S
02 CA D R E T H É O R I Q U E
03 CA D R E M É T H O D O L O G I Q U E
04 RÉ S U LTAT S
05 D I S C U S S I O N
02
06 CO N C L U S I O N
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Cla r i f i ca t ions conceptuel les
01
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Moyen de diffusion ...
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Moyen de diffusion ...par abonnement
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Coursenregistrés
08
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09
Coursenregistrés
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Capsules
10
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11
Capsules
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1. Espace/temps non conventionnel pour apprendre...2. Certaine mobilité de l’apprenant3. L’apprenant tire profit d’un outil mobile (TIC)
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Cadre théor ique
02
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
16
Users who do not have access to a portable music player can simply listen to the content on their PCs.
Chan & Lee, 2005
« The next big thing »
‘‘‘‘
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
17
Listening to an iPod or other portable music player in public is “socially acceptable,” particularly amongst younger students.
Lee, Chan & McLoughlin, 2006
« Anytime, anyplace »
‘‘‘‘
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
18
« Choose when, where and how »
Evans, 2008
Modern learners have increasing demands on their time and are o!en forced to study in their lunch breaks, in the evenings and at weekends ; and to study at work or on the bus, train or in the car.
‘‘‘‘
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
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Evans, 2008
Je pense qu’il est important de pouvoir écouter les podcasts où et quand je veux.
54%D’accord
25%Tout à fait d’accord
‘‘ ‘‘
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
20
80% 20%
Evans, 2008
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
21
80% 20%
O’Bannon, Lubke, Beard & Britt, 2011
97%
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
22
Strickland, Gray & Hill, 2012
Whilst the intention of podcasting is to allow students the flexibility of being able to download the podcasts to mobile phones and MP3 players, none of the respondents in this study used a mobile device to listen to the podcasts, all preferring to use a computer.
‘‘‘‘
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C A D R E T H É O R I Q U E / / P O D C A S T I N G & M O B I L E - L E A R N I N G
23
2%
COMPLÉMENTS
COURS ENREGISTRÉS
Walls, Walker, Acee, Kucsera, Robinson, 2010
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P R O B L É M AT I Q U E / / Q U E S T I O N D E R E C H E R C H E
24
Pourquoi et comment les étudiants intègrent-ils (ou n’intègrent-ils pas) le
podcasting dans leurs stratégies d’apprentissage ?
+ «APPROCHE SYSTÉMIQUE»
+ INDIVIDU = ACTEUR + PRIORITÉ AU SENS
+ ETUDE DE L’INFLUENCE RÉCIPROQUE
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Cadre méthodologique
03
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26
Nombre d’étudiants Type de podcast Format(s)
1. 221 CE A/AV/AD
2. 1198 CE AD/AV
3. 221 Conf E AD
4. 1049 CA AV/AD
C A D R E M É T H O D O L O G I Q U E / / E C H A N T I L L O N
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27
C A D R E M É T H O D O L O G I Q U E / / I N S T R U M E N T S
14 2681 23(x3)
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Résul tats04
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R É S U LTAT S
29
QUELS APPAREILS MULTIMÉDIAS POSSÉDEZ-VOUS ?
95% 53% 58%
39,5% 7% 17%
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30
100% 6,3% 4,5%
R É S U LTAT S
APPAREILS UTILISÉS POUR REGARDER LES PODCASTS (2010-2011)
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31
Accessibilité
Mobilité85%
15%
R É S U LTAT S
JUSTIFICATION DE L’UTILISATION D’UN APPAREIL MOBILE
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32
10,3%
4,3%
16,3%
14,6%
49,5%Je ne connais pas cette possibilité
Je ne sais pas comment faire
Je n'ai pas d'appareil mobile
Autres
Je n'aime pas cette possibilité
R É S U LTAT S
JUSTIFICATION DE L’ABSENCE D’UTILISATION D’UN APPAREIL MOBILE
9,3%
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33
R É S U LTAT S
APPAREILS UTILISÉS POUR REGARDER LES PODCASTS (2011-2012)
Cours
Conférence
Capsules
100% 3% 2% 2%
98,8% 2% 0% 0%
97% 10% 6% 1%
χ² (support * âge/enseignants/année d’étude/...) : non significatifs
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34
R É S U LTAT S
ANALYSE DE CONTENU(23 ÉTUDIANTS) 3 étudiants
n’ont pas utilisé les podcasts
20 étudiantsont eux recours aux podcasts
Parmi les 20, quatre ont utilisé des outils mobiles pour visualiser les podcasts
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35
R É S U LTAT S
JUSTIFICATION DE L’UTILISATION D’APPAREILS MOBILES
Aspects pratiques 3
Ergonomie 2
Accessibilité 1
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36
R É S U LTAT S
JUSTIFICATION DE L’ABSENCE D’UTILISATION D’APPAREILS MOBILES
Nécessité d’un «poste de travail» 15
3 étudiants
évoquent l’intérêt du «mobile learning»2 étudiants
ne possèdent pas d’outils mobiles
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37
J’assiste différemment au cours
Je n’assiste plus au cours
Nous reconstruisons le cours
DE L’UTILISATION DU PODCAST
R É S U LTAT S
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38
R É S U LTAT S
JUSTIFICATION DE L’ABSENCE D’UTILISATION D’APPAREILS MOBILES
Nécessité d’un «poste de travail» 15
Mobile : outil de loisir 8
Mobile : apprentissage «informel» 8
Contraintes temporelles 7
Contraintes contextuelles 6
Contraintes techniques 6
3 étudiants
évoquent l’intérêt du «mobile learning»2 étudiants
ne possèdent pas d’outils mobiles
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Discuss ion 05
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40
D I S C U S S I O N
DU MYTHE TECHNOLOGIQUE...
BALADODIFFUSIONPODCAST
Lee & Chan (2006), Bell, Cockburn, Wingkvist & Green (2007), Caron, Caronia & Weiss-Lambrou (2007), Edirisingha, Rizzi, Nie & Rothwell (2007), McKinney, Dyck & Luber (2009)
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41
D I S C U S S I O N
... À LA RÉALITÉ PÉDAGOGIQUE
Peu de différences entre
les types de podcasts (≠ Walls, Walker, Acee, Kucsera & Robinson, 2010)les formats podcastsles types de supports mobiles
Peu de mobile learning (ML) car
le ML est peu en adéquation avec les pratiques d’apprentissagele ML souffre de nombreuses contraintes (temporelles, contextuelles & techniques)les outils mobiles sont, à l’heure actuelle, considérés comme des outils de loisir
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42
D I S C U S S I O N
... À LA RÉALITÉ PÉDAGOGIQUE
2 nouvelles questions...
Le mobile learning est-il plus approprié pour l’apprentissage informel ?
Pourquoi & comment les étudiants utilisent les outils mobiles dans l’enseignement universitaire ?
(Kukulska-Hulme & Pettit 2009)
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Conclus ion06
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C O N C L U S I O N
Chaque nouvelle technologie d'apprentissage apporte avec elle une nouvelle question conceptuelle profonde que les technologues de l’apprentissage doivent démêler afin de débloquer le potentiel cognitif du potentiel technologique brut.
(Roschelle, 2003, p. 260-261).
‘‘‘‘
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45
C O N C L U S I O N
LAISSER DU !"#p$
AU !"#p$* ?* Evolutions de la pédagogie, des stratégies d’apprentissage,
des technologies, etc.
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http://www.niroland.be
@nicolasroland
http://podcast.ulb.ac.be
Merci pour votre attention
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B I B L I O G R A P H I E
57
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