Regards croisés de chercheurs praticiens sur le dispositif de formation hybride FORSE : comment les enseignants transforment-ils leur modèle pédagogique en intervenant en ligne?

Exchanges between researchers and practitioners on the hybrid training tool FORSE: How can teachers transform their teaching model by working online?
Geneviève Lameul - CREAD, Université Rennes 2, France
Stéphane Simonian - Université Lumière Lyon 2, France
Jérome Éneau - Université Européenne de Bretagne, Rennes 2, France
Françoise Carraud - UMR EducPol, Université Lyon 2, France
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Abstract

In this contribution we draw on the confrontation of viewpoints of three university teachers involved in the LMS FORSE (Université Lyon 2). Their experiences as managers, designers, teachers or tutors question especially why and how research can inspire and guide professional practice. By showing how their educational model and practices are based on the instrumentation of a tool/training, they translate the whole dynamic that fosters the development of their lesson. They point out a number of invariants essential for the design and facilitation of their educational scenarios as well as questions over their twofold experiences of researchers and teachers.

Available online: 2011-06-22

DOI : https://doi.org/10.18162/ritpu.2011.197

Lameul, G., Simonian, S., Éneau, J., & Carraud, F. (2011). Regards croisés de chercheurs praticiens sur le dispositif de formation hybride FORSE : comment les enseignants transforment-ils leur modèle pédagogique en intervenant en ligne?. International Journal of Technologies in Higher Education, 8(2), 81-91. https://doi.org/10.18162/ritpu.2011.197