Formation interdisciplinaire à la pédagogie dans l’enseignement supérieur : de l’expérience individuelle à la dynamique collective pour impulser une transformation pédagogique

Fouchardière, Catherine De La; Abiad, Laure; Laanani, Moussa; Lanteri, Marine; Maridet, Morgane; Tenenbaum, Annabelle; Colombet, Isabelle

doi:10.4000/ripes.3609

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…Designing and setting up a flipped classroom is often accompanied by an increased teacher workload, which could be limited by adopting several strategies mentioned above: use of resources produced by others, automated corrections, or peer assignments. 65 Working in pedagogical teams or communities of practice 66,67 is also a way of sharing the burden of work and of getting support from others.…”

Section: Discussionmentioning

confidence: 99%

A field guide for implementing a flipped classroom

Poulain

Bertrand²,

Dufour³

et al. 2023

Biochem Molecular Bio Educ

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The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the Covid‐19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time‐consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow‐up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow‐up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher's posture; (iii) document the flipped classroom, and (iv) share the teaching experience.

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Section: Discussionmentioning

confidence: 99%

A field guide for implementing a flipped classroom

Poulain

Bertrand²,

Dufour³

et al. 2023

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

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Importance of contextualisation in developing university training: Professional Master's degree in "sustainable management of waste in an urban environment" in Algeria

Bouadam

2022

HSSR

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Purpose of the study: The goal is to emphasise the relevance of contextualisation in designing university professional training and adapting skills to the growth of social and labour market demands to maintain the University's long-term viability and resilience. It highlights the concepts and strategies used in building a professional master's degree in sustainable waste management in collaboration with the socio-economic and academic sectors (Rostock University, Germany). Methodology: The method used is based on technical means: analysis of documents, investigation and observation in the field. Supplemented by the study of the work carried out by the professional in the situation, which lasted three years—complemented by a series of interviews with stakeholders in the waste management sector (academic and national and international socio-economic). Main findings: Considering the context while developing the curriculum makes professional training a critical instrument for placing the University at the service of society. The involvement of players in the socio-economic sector enhances the quality of higher education. Furthermore, it promotes the opening of the University to the socio-economic world and the integration of future executives into the industrial world. Applications of this study: This study on the approach to adapting vocational courses to the local context in the waste management sector can be generalised to all areas where there is a need for the skills required. The areas: we can mention operational town planning, the living environment and public space management, and heritage tourism development. Novelty/originality of this study: The study's uniqueness stems from the strategy used in its conception and implementation, which included taking into account the local context, consulting and involving actors in the socio-economic sector, and establishing a collaboration platform, furthermore, within the university, the creation of an "Eco campus" pilot project as a field of practice, including students and professors as participants.

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Formation interdisciplinaire à la pédagogie dans l’enseignement supérieur : de l’expérience individuelle à la dynamique collective pour impulser une transformation pédagogique

Cited by 2 publications

References 16 publications

A field guide for implementing a flipped classroom

A field guide for implementing a flipped classroom

Importance of contextualisation in developing university training: Professional Master's degree in "sustainable management of waste in an urban environment" in Algeria

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