References of "Verpoorten, Dominique"
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See detailUps and downs for SoTL development in a collective project targeting feedback practice enhancement
Verpoorten, Dominique ULg; Detroz, Pascal ULg; Mohr, Audrey ULg et al

Conference (2017, June 08)

The “Feedback First-Year Project” (FFYP) was designed by IFRES (Institute for Training and Research in Higher Education) and the Study Guidance Service at the University of Liège (Belgium) to support ... [more ▼]

The “Feedback First-Year Project” (FFYP) was designed by IFRES (Institute for Training and Research in Higher Education) and the Study Guidance Service at the University of Liège (Belgium) to support First-Year professors’ efforts to think and act upon their current teaching and assessment practice, and possible improvements. Amongst lessons learnt, the presentation pinpoints three major risks that a collective project like FFYP might encounter. Recommendations likely to mitigate these risks are proposed, in case others would like to replicate the experience. [less ▲]

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See detailDocumenting the parameters of effective SoTL counselling
Jérôme, Françoise ULg; Verpoorten, Dominique ULg; Detroz, Pascal ULg

in Andersson, Roy; Martensson, Katarina; Roxa, Torgny (Eds.) Proceedings of the 2nd EuroSoTL Conference (2017, June)

The Specialized Master in Higher Education Pedagogy (Formasup) organized at the University of Liège (Belgium) aims at the professional development of teachers involved in Higher Education. The training ... [more ▼]

The Specialized Master in Higher Education Pedagogy (Formasup) organized at the University of Liège (Belgium) aims at the professional development of teachers involved in Higher Education. The training programme gives participants the opportunity to make a full-scale SoTL study (from the implementation of a well-circumscribed course regulation to the assessment of its pedagogical effectiveness by means of the analysis of collected data) of one prominent aspect of their teaching practice. The process of trying out some new pedagogical approach and of discussing its effects on student learning has also to be reported in the form of a scientific paper (including a short review of the relevant pedagogical literature) and presented to a small audience of teacher colleagues. In order to meet the many requirements of such a complex task, each participant benefits from individualized pedagogical counselling. Besides a brief description of the Formasup context, the present contribution proposes brief case studies of three SoTL projects carried out in 2016. The case studies focus mainly on the dynamics of the interaction between teacher and pedagogical counsellor at each constitutive step of the SoTL project with the intention of making out the specificities of counselling applied to first time SoTL experience (time dedicated to and types of counselling activities in relation to the particularities of individual projects). The case studies are then integrated into a bigger picture drawing upon a larger number of counselling experiences over the last four years (from 2013 to 2016). On the basis of the main characteristics of 21 counselling experiences we propose a typology of teacher profiles according to their strategic approach to SoTL and the corresponding input of counselling. [less ▲]

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See detailDecoding the disciplines – A pilot study at the University of Liège (Belgium)
Verpoorten, Dominique ULg; Devyver, Julie ULg; Duchâteau, Dominique ULg et al

in Andersson, Roy; Martensson, Katarina; Roxa, Torgny (Eds.) Proceedings of the 2nd EuroSoTL Conference - Transforming patterns through the scholarship of teaching and learning (2017, June)

This paper reports on a first attempt to apply the two first stages of the “Decoding the disciplines” framework (Pace, 2017) at the University of Liège (Belgium). In this context, 7 professors volunteered ... [more ▼]

This paper reports on a first attempt to apply the two first stages of the “Decoding the disciplines” framework (Pace, 2017) at the University of Liège (Belgium). In this context, 7 professors volunteered to reflect, through a structured process, upon “bottlenecks” in their courses, with the help of IFRES’ (Institute for Training and Research in Higher Education) pedagogical advisers. This pilot delivered contrasted observations: while participants granted value to their exposure to this approach, especially in terms of enhanced awareness of possible discrepancies between what experts and newcomers in the field might consider as obvious, none of them activated the possibility offered to tackle the identified bottlenecks, according to the systematic approach (stages 3-7) suggested by the framework. The paper presents the pedagogical setting, analyses the interviews of participants and the outcomes of the project, outlines explanations for its results, and shares some lessons learnt. [less ▲]

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See detailEffects of isolated versus combined learning enactments in an online course
Verpoorten, Dominique ULg; Westera, Wim; Specht, Marcus

in International Journal of Technology Enhanced Learning (2017), 9(2), 169-185

In a controlled experiment on the effects of frequent and local digital annotations, 137 volunteers covered an online course under three possible conditions: no/free/question-based digital annotations ... [more ▼]

In a controlled experiment on the effects of frequent and local digital annotations, 137 volunteers covered an online course under three possible conditions: no/free/question-based digital annotations. Results show no difference in performance between groups when annotation behaviour is considered in isolation. However, analyses conducted within treatments provide indications of a positive impact on performance when annotation rates are taken into consideration, and coupled with other enactments tracked in the course. Combined in engagement profiles (Learning DNAs), these enactments suggest that what makes active learning efficient might be an ongoing crisscrossing between a firstorder learning activity (the study of the course) and a series of second order activities, such as making notes. Students who manage to coordinate these activities at a higher rate perform better. This observation opens a line of reasoning about what determines the quality of a mental engagement in a learning task, in terms of balance and rotation of cognitive and metacognitive operations. [less ▲]

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See detailBlended learning - Pedagogical success factors and development methodology
Verpoorten, Dominique ULg; Parlascino, Emmanuelle ULg; André, Marine ULg et al

Report (2017)

Pedagogical factors that make a blended learning course a success are numerous. But the most critical one is, for blended courses owners, to rely on a safe development methodology. This is why this ... [more ▼]

Pedagogical factors that make a blended learning course a success are numerous. But the most critical one is, for blended courses owners, to rely on a safe development methodology. This is why this document presents as a handbook usable as a ready reference for guiding teachers through the different steps and attention points to be considered in the making of their blended set up. [less ▲]

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See detail14 interventions dans la presse écrite et radio au sujet des techno-pédagogies, du 22 mai 2013 jusqu'au 6 mars 2017
Verpoorten, Dominique ULg

Diverse speeche and writing (2017)

Ces interventions témoignent du suivi appréciatif et critique des initiatives en matière de techno-pédagogie pour l'enseignement supérieur.

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See detailMassivement histologique : entre continuité et (r)évolution pédagogique. Lancement du premier Massive Open Online Course (MOOC) sur des travaux pratiques en Histologie à destination de nos étudiants mais aussi du grand public.
Multon, Sylvie ULg; Pesesse, Laurence ULg; Weatherspoon, Alodie ULg et al

Poster (2017, March)

L’acronyme anglophone MOOC désigne les « Massive Open Online Courses » que l’on pourrait traduire par « formation en ligne massive ouverte à tous ». Nés aux États-Unis avec un programme sur l’intelligence ... [more ▼]

L’acronyme anglophone MOOC désigne les « Massive Open Online Courses » que l’on pourrait traduire par « formation en ligne massive ouverte à tous ». Nés aux États-Unis avec un programme sur l’intelligence artificielle dispensé par l’université de Stanford, ces cours en ligne accessibles gratuitement font miroiter la possibilité d’une démocratisation maximale des savoirs. A ce titre, les MOOC bénéficient des innovations issues du Web 2.0 : ils tirent le meilleur de la rencontre entre les nouveaux usages induits par les réseaux sociaux et les apports de la pédagogique active. Ces cinq dernières années, nous avons dispensé les travaux pratiques en Histologie aux premières années d’étude de la faculté de Médecine de l’Université de Liège par une méthodologie hybride alliant les bénéfices d’un enseignement à distance et ceux de séances menées en face-à-face (Multon et al., 2015). Notre dispositif d’auto-apprentissage invite chaque année plus de 500 étudiants à parcourir plusieurs coupes d’organes digitalisées afin de découvrir les structures histologiques pointées par des balises interactives pour chaque grande famille de tissus. La mise en ligne d’un MOOC dédié aux travaux pratiques d’Histologie s’inscrit dans une suite logique de nos activités avec une volonté de donner accès à nos ressources numériques à un public plus large. « Découvrir les tissus fondamentaux du corps humain en explorant par vous même des lames histologiques au microscope », tel est le programme de notre MOOC intitulé « Introduction à l’histologie, exploration des tissus du corps humain ». Celui-ci a débuté en février 2017 et est hébergé sur la plate-forme FUN encadrée par le ministère de l’Enseignement supérieur et de la Recherche du ministère français (https://www.fun-mooc.fr/courses/ulg/108001/session01/about). Ce MOOC s’adresse à un public large : aux étudiants ou futurs étudiants dans le domaine médical, paramédical ou scientifique, aux enseignants, chercheurs, professionnels dans le secteur de la santé, décideurs dans le domaine de l’éducation ou de la santé ou simplement aux curieux désireux de comprendre à partir de quoi le corps humain est construit. Deux parcours pédagogiques permettant d’approfondir différemment la matière sont proposés pour correspondre au mieux aux objectifs ou motivations de chacun. Au travers de vidéos explicatives contenant des dessins réalisés sous vos yeux et des liens avec l’anatomie suivie d’activités interactives telles que la manipulation d’un microscope virtuel, de nombreux quiz et d’activités réalisées avec les pairs, les participants seront capables de reconnaître les différents types de cellules et tous les éléments qui les entourent afin de comprendre comment ils s’organisent entre eux pour former des tissus aux fonctions spécifiques. Une recherche est actuellement en cours sur l’étude des traces d’activités des participants au MOOC en fonction du parcours pédagogique choisi afin d’évaluer notamment l’impact des différentes composantes de l’expérience d’apprentissage. [less ▲]

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See detailDécoder les verrous d’apprentissage d’une discipline
Verpoorten, Dominique ULg; Devyver, Julie ULg; Duchâteau, Dominique ULg et al

Conference (2017, February 21)

L’ULg a conduit une expérience pilote avec quelques enseignants. Elle vise à estimer le potentiel didactique et pédagogique d’un travail sur les « verrous d’apprentissage » (traduction délibérément ... [more ▼]

L’ULg a conduit une expérience pilote avec quelques enseignants. Elle vise à estimer le potentiel didactique et pédagogique d’un travail sur les « verrous d’apprentissage » (traduction délibérément adaptée de « bottleneck ») pour lutter contre l’échec, ou plutôt pour relever le défi de l’intégration intellectuelle du plus grand nombre. [less ▲]

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See detailTen years of pedagogical training sessions for faculties teaching freshmen
Leduc, Laurent ULg; Verpoorten, Dominique ULg

Conference (2017, February 12)

Created at the University of Liège (Belgium) in 2006, the CDS - IFRES offers to all the new faculties and teaching assistants the opportunity to participate to a pedagogical training program dealing with ... [more ▼]

Created at the University of Liège (Belgium) in 2006, the CDS - IFRES offers to all the new faculties and teaching assistants the opportunity to participate to a pedagogical training program dealing with a wide range of themes exclusively related to the enhancement of teaching activities for first-year students. More than 1400 staffs have already attended to those sessions in which dissemination of good practices in the first-year course takes a large part. Leading a reflective analysis of the process of this program and its outcomes through various data, this communication offers great insights for conceptors of faculty training programs. [less ▲]

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See detailDe l'évaluation des Enseignements à la régulation des pratiques des enseignants: quels possibles et quelles conditions ?
Detroz, Pascal ULg; Verpoorten, Dominique ULg

in Education & Formation (2017), e307

Cet article propose une modélisation des divers usages des résultats de l’évaluation des enseignements par les étudiants (EEE). Nous considérons l’usage et les effets sur les enseignements, mais également ... [more ▼]

Cet article propose une modélisation des divers usages des résultats de l’évaluation des enseignements par les étudiants (EEE). Nous considérons l’usage et les effets sur les enseignements, mais également ceux produits sur le développement pédagogique des enseignants. Nous déterminons ensuite certains éléments du dispositif EEE favorisant une utilisation accrue et pertinente. [less ▲]

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See detailExploring Metacognition as Support for Learning Transfer
Scharff, Lauren; Draeger, John; Verpoorten, Dominique ULg et al

in Teaching & Learning Inquiry: The ISSoTL Journal (2017), 5(1),

The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning ... [more ▼]

The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for scholarship of teaching and learning are discussed. [less ▲]

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See detailRegards croisés sur deux dispositifs de formation technopédagogique, leur outillage conceptuel et l’évaluation de leurs bénéfices
Loisy, Catherine; Van de Poël, Jean-François ULg; Verpoorten, Dominique ULg

in Detroz, Pascal; Crahay, Marcel; Fagnant, Annick (Eds.) L'évaluation à la lumière des contextes et des disciplines (2017)

Ce chapitre décrit deux projets de formation et d’accompagnement techno-pédagogique mobilisant diversement le modèle TPaCK. Le premier projet (DevSup) y recourt pour soutenir la réflexivité des acteurs ... [more ▼]

Ce chapitre décrit deux projets de formation et d’accompagnement techno-pédagogique mobilisant diversement le modèle TPaCK. Le premier projet (DevSup) y recourt pour soutenir la réflexivité des acteurs sur leurs pratiques pédagogiques avec le numérique, en s’appuyant sur une activité d’auto-confrontation. Cette approche qualitative est réalisée avec un nombre restreint de participants. Le second projet (IFRES-eCampus) dispense des formations techno-pédagogiques courtes à une population importante d’enseignants du supérieur. Le TPaCK est ici utilisé dans une fonction structurante portant sur la définition et le sens de l’offre de formation. Le chapitre, qui s’apparente à une étude de cas, établit trois convergences entre ces dispositifs : a) ils adoptent un modèle de référence identique et récent en soutien conceptuel de leur action de formation, b) ils entendent inscrire cette dernière dans une perspective développementale, c) ils partagent un souci commun d’en évaluer les effets sur les participants. A l’heure où le recours aux technologies se profile comme une composante importante de l’activité professorale dans le supérieur, le présent chapitre contribue aux discussions sur le rôle d’un modèle théorique comme vecteur d’intelligibilité pour la réflexion professionnelle des accompagnateurs techno-pédagogiques et des enseignants avec qui ils travaillent. [less ▲]

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See detailGamification croissante d’un quiz de chimie – Effets comparés sur la performance, la perception de compétence et l’état de flow
le Maire, Nathalie ULg; Dalcq, Anne-Catherine ULg; Colaux, Catherine ULg et al

in Revue Internationale des Technologies en Pédagogie Universitaire = International Journal of Technologies in Higher Education (2017), 14(1), 69-83

Mini-games have recently emerged in the literature on gamification as an affordable alternative to immersive serious games. The present study aims to evaluate the effects of the use of chemistry minigames ... [more ▼]

Mini-games have recently emerged in the literature on gamification as an affordable alternative to immersive serious games. The present study aims to evaluate the effects of the use of chemistry minigames having a growing gamification on the performance, the self-confidence and the flow perceived by first year bioengineering students. Results indicate no effect on the first two parameters but show a positive effect on four dimensions of the flow. Given these mixed results, the conditions of an effective use of mini-games with undergraduate students are then discussed. [less ▲]

See detailInnovative instructional and methodological support for the Jobs@Skills - SCES - Liège-Luxembourg incubator: Guidelines for developing blended learning
Parlascino, Emmanuelle ULg; Jérôme, Françoise ULg; Verpoorten, Dominique ULg et al

Report (2017)

Pedagogical factors that make a blended learning course a success are numerous. But the most critical one is, for blended courses owners, to rely on a safe development methodology. This is why this ... [more ▼]

Pedagogical factors that make a blended learning course a success are numerous. But the most critical one is, for blended courses owners, to rely on a safe development methodology. This is why this document presents as a handbook usable as a ready reference for guiding teachers through the different steps and attention points to be considered in the making of their blended set up. [less ▲]

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See detailFeedback First year – A critical review of the strengths and shortcomings of a collective pedagogical project
Verpoorten, Dominique ULg; Leduc, Laurent ULg; Mohr, Audrey ULg et al

in McKinney, Kathleen; Friberg, Jennifer (Eds.) Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom Level (2017)

This chapter documents the design, management and effect of a project to promote “Scholarship of Teaching and Learning” (SoTL) among two groups of teachers at the University of Liège (Belgium). Through a ... [more ▼]

This chapter documents the design, management and effect of a project to promote “Scholarship of Teaching and Learning” (SoTL) among two groups of teachers at the University of Liège (Belgium). Through a combination of collective “moments” and individual tutoring, members of faculty have engaged, over the course of two years, in a process of reflection andaction targeting their feedback practices. By analyzing interviews conducted with participants, this chapter compares initial expectations built into the project by staff developers with how it actually unfolded, and how the members of faculty involved experienced it. This data outlines success factors, impediments and recommendations related to implementating this type of approach for combining individual and collective opportunities to develop aspects of SoTL. [less ▲]

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See detailExploring Metacognition as Support for Learning Transfer
Devlin, Marie; Draeger, John; Dvorakova, Lucie Sam et al

Conference (2016, October 14)

This presentation will share our efforts to investigate how metacognition might enhance the transfer of learning from one context to another. This topic is of relevance because the ability to transfer ... [more ▼]

This presentation will share our efforts to investigate how metacognition might enhance the transfer of learning from one context to another. This topic is of relevance because the ability to transfer one’s learning to new situations lies at the heart of lifelong learning and the employability of university graduates. [less ▲]

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See detailChaises mobiles, murs qui deviennent des tableaux...: les auditoires sont à repenser
Verpoorten, Dominique ULg

Article for general public (2016)

A l’heure où le numérique s’affirme comme une préoccupation majeur pour l’enseignement supérieur, la réflexion sur les nouveaux espaces physiques d’apprentissage représente un autre défi.

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