L'apprentissage connecté des jeunes en contexte d'éducation formelle francophone/Connected Learning for Young People in the Context of Formal French-Speaking Education.
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| Title: | L'apprentissage connecté des jeunes en contexte d'éducation formelle francophone/Connected Learning for Young People in the Context of Formal French-Speaking Education. |
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| Authors: | Bruillard, Éric1 eric.bruillard@parisdescartes.fr, Ghabara, Khansa1 khansa.ghabara@etu.u-paris.fr, Huguenin, Sonia1 huguenin.sonia@hotmail.fr, Jolicoeur, Pier-Luc2 pier-luc.jolicoeur.1@ulaval.ca, Laferrière, Thérèse2 Therese.Laferriere@fse.ulaval.ca, Nadeau-Tremblay, Sophie3 sophie.nadeaut@eer.qc.ca, Papi, Cathia4 Cathia.Papi@teluq.ca, Pelletier, Marie-Andrée4 Marie-Andree.Pelletier@teluq.ca |
| Source: | Canadian Journal of Learning & Technology. 2021 Special Issue, Vol. 47, p1-21. 21p. 3 Color Photographs, 2 Diagrams. |
| Abstract (English): | Connected learning is a growing educational practice that was identified by EDUsummIT2019 delegates as a theme for their examination of the relationship between curriculum/pedagogical practices and learning assessment. This paper focuses on how connected learning has been interpreted and implemented in the French and Francophone cultural context, and suggests that border "crossings", which reflect its dynamism, enhance formal education, especially in cases of disadvantaged students or classes (isolated rural classes). This interpretation is based on historical benchmarks as well as on the notions of agency, interaction, and connection. The scope and implementation of this concept is illustrated by the case of the networked (remote) school, an innovation that adapts to different contexts, including that of COVID-19, by going back and forth between local and delocalized learning activity. Two questions emerge, one concerning the recognition of learning outside the context of formal education and the other, the management of misinformation. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | L'apprentissage connecté est une pratique éducative croissante qui a été repérée par les délégué-e-s d'EDUsummIT2019 et qui en ont fait un thème de travail lors de leur examen des relations curriculum/pratiques pédagogiques/évaluation des apprentissages. Le présent article porte sur la manière avec laquelle le concept connected learning a été interprété et mis en œuvre dans le contexte culturel français et francophone, et il suggère que les " passages " de frontières, qui en reflètent le dynamisme, améliorent l'éducation formelle, notamment dans des cas d'élèves ou de classes défavorisées (classes rurales isolées). Cette interprétation repose sur des repères historiques ainsi que sur les notions d'agentivité, d'interaction et de connexion. L'étendue et la mise en œuvre de ce concept sont illustrées par le cas de l'école (éloignée) en réseau, une innovation qui s'adapte selon les contextes, dont celui de la COVID-19, par des allers-retours entre le local et le délocalisé. Deux interrogations en ressortent, l'une concernant la reconnaissance des apprentissages réalisés en dehors du contexte de l'éducation formelle et l'autre, la gestion de la désinformation. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Connected learning is a growing educational practice that was identified by EDUsummIT2019 delegates as a theme for their examination of the relationship between curriculum/pedagogical practices and learning assessment. This paper focuses on how connected learning has been interpreted and implemented in the French and Francophone cultural context, and suggests that border "crossings", which reflect its dynamism, enhance formal education, especially in cases of disadvantaged students or classes (isolated rural classes). This interpretation is based on historical benchmarks as well as on the notions of agency, interaction, and connection. The scope and implementation of this concept is illustrated by the case of the networked (remote) school, an innovation that adapts to different contexts, including that of COVID-19, by going back and forth between local and delocalized learning activity. Two questions emerge, one concerning the recognition of learning outside the context of formal education and the other, the management of misinformation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14996677 |
