Teachers as Designers of Learning Environments

Play!

“…From schools to universities and in-work training, these are used to keep learners engaged and facilitate learning through incremental progression. The main challenge for teachers is how to make game mechanics support learning instead of just using them as occasional rewards (Paniagua and Istance, 2018).…”

“…Gamification entails therefore a multiplicity of teaching and learning mechanics with a feature in common: they go beyond 'game designing' to leverage the benefits of play and games to enhance students' learning and well-being (Paniagua and Istance, 2018). Such pedagogical strength lies in a number of elements (Flatt, 2016): Gamification provides a pedagogical lens beyond concrete mechanisms for instruction.…”

“…Teacher experience and knowledge as well as broader organisational and systemic capacities easing teachers' management, planning and instruction under integrated pedagogies (time, professional development, access to professional networks, etc.) are key to facilitate such alignment well and accordingly to the specific learning needs of learners in each particular context (Parker and Thomsen, 2019;Paniagua and Istance, 2018). Leisure, learning and well-being A distinction can be made between formal, more "serious" obligations (work, study) and recreational activities in leisure time, such as gaming.…”

New technologies and 21st century children

“…Using ICT extensively may also cause physical discomfort (Scherer and Hatlevik, 2017 [127]). Palmer, Cicarelli, Falmer and Parson (2013 [128]) studied ICT-related discomfort among Australian 12-15 year olds and found that 86% of participants reported pain in the head/neck, legs, back or shoulders from using ICT. However, no statistical correlation was found between reported discomfort and ICT exposure.…”

Tour d’horizon des innovations pédagogiques

“…Dans ce modèle, la salle de classe apparaît comme le lieu d'application des contenus et d'approfondissement des interactions individuelles, que ce soit avec l'enseignant ou dans le cadre d'une collaboration entre pairs. Cette catégorie de pédagogies comprend trois grandes approches : 1) la classe inversée, dans laquelle l'apprenant commence par travailler lui-même les contenus et n'interagit qu'ensuite avec l'enseignant ou les enseignants afin de mettre en pratique, de clarifier et d'approfondir sa compréhension ; 2) le modèle avec laboratoire, dans lequel un groupe d'apprenants alterne entre laboratoire scolaire et salle de classe pour mettre en pratique des contenus dans le cadre d'interactions en face à face avec les enseignants ; et 3) l'apprentissage mixte en classe, dans lequel chaque apprenant suit un programme personnalisé alternant entre enseignement en ligne et en face à face Paniagua, A. et D. Istance (2018),. Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, http://dx.doi.org/10.1787/9789264085374-en, graphique 4.1, p. 79.…”