References of "Revue Internationale des Technologies en Pédagogie Universitaire"
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See detailInternet facilite-t-il chez les étudiants du supérieur un apprentissage de plus en plus autorégulé ?
Poumay, Marianne ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (in press)

The article specifies the meaning of “self-regulated learning”, then illustrates, first in course then in a program, a few practices using Internet as a support for learning. It underlines in those ... [more ▼]

The article specifies the meaning of “self-regulated learning”, then illustrates, first in course then in a program, a few practices using Internet as a support for learning. It underlines in those practices the growing importance of self-regulated learning. It advocates for supporting, mentoring the students in their development of that self-regulation, often implicit and considered granted in the Internet based course environments. [less ▲]

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See detailProgression micrograduée dans l'entraînement à la vision dans l'espace et à la description anatomique
Bonnet, Pierre ULg; Reggers, Thérèse ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2),

Anatomy teaching for first year medical sciences students in Liege Medical School, Belgium, s based on both lectures and e-learning. An introductive lesson on anatomical description has been developed on ... [more ▼]

Anatomy teaching for first year medical sciences students in Liege Medical School, Belgium, s based on both lectures and e-learning. An introductive lesson on anatomical description has been developed on e-learning as a tool for description and spatial view training. That first on-line lesson has been constructed by identifying the conceptual requisite to understand anatomy and its specific descriptive language, by dissection and finally by organisation of those requisites to allow generalisation and transfer. The lesson conception gives the students the opportunity to practice the exercise at their own rhythm trough all the steps of the reflective process. That e-learning lesson has been regulated by a follow-up of two years practice in real conditions. This article emphasizes the methodological principles which are the base of the micro graduated structure of the distance course. [less ▲]

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See detailThe triple Consistency Illustrated by e-tivities to Help Understand National and International Policies in e-learning
Kovertaite, Vilma Ruta; Leclercq, Dieudonné ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2), 1-7

Les auteurs décrivent la conception et l’utilisation d’e-tivités, mot forgé pour designer des activités menées dans le cadre d’un cours à distance appelé « Politique nationale et internationale dans ... [more ▼]

Les auteurs décrivent la conception et l’utilisation d’e-tivités, mot forgé pour designer des activités menées dans le cadre d’un cours à distance appelé « Politique nationale et internationale dans l’enseignement ouvert et à distance », lui-même inclus dans un diplôme de maîtrise intitulé « Technologie de l’Information en Enseignement à Distance ». L’article se concentre sur la triple concordance entre les objectifs, les méthodes et le système d’évaluation, et sur la représentation de cette triple concordance. [less ▲]

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See detailAvant-propos
Poumay, Marianne ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2), 1-2

This short paper introduces the nine chapters of a RITPU special issue dedicated to describing the Formasup degree (higher education professional development programme at the post-Masters level) as well ... [more ▼]

This short paper introduces the nine chapters of a RITPU special issue dedicated to describing the Formasup degree (higher education professional development programme at the post-Masters level) as well as some realizations of teachers who have successfully completed that programme in 2004-2006. [less ▲]

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See detailPour professionnaliser le métier d’enseignant du supérieur : le master complémentaire Form@sup
Poumay, Marianne ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2), 1-13

The article presents the Form@sup postgraduate degree, a one year training (60 ECTS) organized at the University of Liège, Belgium. The training aims at helping colleagues modify their practice, through a ... [more ▼]

The article presents the Form@sup postgraduate degree, a one year training (60 ECTS) organized at the University of Liège, Belgium. The training aims at helping colleagues modify their practice, through a revisiting of the courses they have in charge. They perform a reflection-intervention inspired by the Scholarship of Teaching and Learning movement. Form@sup is described in its objectives, its tools, its principles, its models and methods. We then propose some participants’ comments before ending with a brief presentation of the changes that will be introduced in the next few years. [less ▲]

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See detailMesures d’impact des régulations dans la construction d’un enseignement à distance (EAD) en initiation à l’entomologie
Mignon, Jacques ULg; Reggers, Thérèse ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2), 8-18

The course “Introduction to entomology” at Gembloux Agricultural University (Belgium) integrates both distance learning and laboratories. Its progressive development permits a precise description of the ... [more ▼]

The course “Introduction to entomology” at Gembloux Agricultural University (Belgium) integrates both distance learning and laboratories. Its progressive development permits a precise description of the experimentation influence and regulation steps on course’s parameters. The course has been evaluated by students and the results were compared with other indicators. The results showed a positive but insufficient progression. This confirms the difficulty to set up a distance learning with rapidity and effectiveness. Furthermore, this underscores the evolution of students’ needs and the importance of the permanent spiral of “experimentation-regulation and post-regulation”. [less ▲]

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See detailVariations in Transnational Tutoring in Distance Learning: the Form@sup Experience
Volungeviciene, Airina; Leduc, Laurent ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2), 19-27

This paper describes several roles of transnational tutors from the standpoint of two of them, holding different positions in the design of a curriculum based on Distance Learning (Form@sup in its English ... [more ▼]

This paper describes several roles of transnational tutors from the standpoint of two of them, holding different positions in the design of a curriculum based on Distance Learning (Form@sup in its English version). These roles and positions will be presented according to two theoretical models. Particular focus will be placed on the relationship between the Central unit and a transnational tutor representing it locally. [less ▲]

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See detailAméliorer une presentation PowerPoint. Etude de l’impact d’une formation sur la qualité de 10 diaporamas.
Verpoorten, Dominique ULg; Feyens, Clémence

in Revue Internationale des Technologies en Pédagogie Universitaire (2005), 2(2), 48-62

Ce texte décrit un dispositif de formation visant l’amélioration des présentations PowerPoint. Mis en oeuvre par le LabSET (Université de Liège) pour une importante agence de la Commission européenne, il ... [more ▼]

Ce texte décrit un dispositif de formation visant l’amélioration des présentations PowerPoint. Mis en oeuvre par le LabSET (Université de Liège) pour une importante agence de la Commission européenne, il a donné lieu, à son démarrage et à son terme, à un audit approfondi de 10 diaporamas (346 diapositives). La grille d’évaluation utilisée réinvestit les travaux de S. Villeneuve (2004) tels que décrits dans l’article « Les logiciels de présentation en pédagogie. Effi cacité de l’utilisation des logiciels de présentation en pédagogie universitaire » publié dans le vol. 1, n° 1 de cette même revue. Les 37 « recommandations » théoriques défi nies par l’auteur à l’intention « des personnes souhaitant faire un usage pédagogique efficace » des logiciels de présentation trouvent donc l’occasion d’une confrontation pragmatique avec des diaporamas concrets. Aussi bien le dispositif de formation, auquel la comparaison des diapositives avant et après traitement fournit une mesure d’efficacité, que l’instrument d’évaluation des diaporamas ont un potentiel en pédagogie universitaire, tant il est vrai que le recours aux logiciels de présentation constitue souvent pour les enseignants une première démarche d’intégration des technologies à leurs pratiques pédagogiques. [less ▲]

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