Crowdsourcing du (dé)manuel : repenser et penser l'avenir du rôle du manuel dans la pédagogie ouverte
DOI :
https://doi.org/10.18357/otessaj.2022.2.1.30Mots-clés :
éducation ouverte, manuels scolaires, conception pédagogique, pédagogie ouverteRésumé
Dans cet article, nous adoptons une optique critique pour étudier la compréhension des éducateurs des manuels scolaires traditionnels et alternatifs et examinons comment la pédagogie ouverte peut appeler à repenser les manuels scolaires et comment ils sont utilisés dans un cadre pédagogique. Dans le contexte de la pédagogie ouverte, y compris des manuels ouverts, nous avons organisé des ateliers auxquels ont participé des professeurs, des concepteurs pédagogiques, des développeurs pédagogiques et des administrateurs académiques lors de trois conférences en 2019 : conférence OER19 tenue à Galway, en Irlande ; le Cascadia Open Education Summit qui s'est tenu à Vancouver, en Colombie-Britannique; et le Educational Technology Users Group tenu à Kamloops, en Colombie-Britannique. Sur la base des données recueillies au cours de ces trois ateliers interactifs, combinées aux réflexions personnelles des instigateurs du projet, nous discutons des problèmes et des tensions émergents dans l'utilisation des manuels scolaires en tant qu'agents/artefacts pédagogiques dans l'enseignement et l'apprentissage, et leur relation avec la pédagogie ouverte. Plus précisément, nous examinons quels aspects de l'utilisation et de la conception des manuels scolaires peuvent être repensés dans le contexte de la pédagogie ouverte à mesure que l'accès de plus en plus omniprésent aux connaissances et que les licences ouvertes de contenu et de données deviennent plus largement disponibles. Ceci est réalisé en incitant les éducateurs à décrire les meilleures et les pires caractéristiques du format de manuel traditionnel et à réfléchir à ce qu'ils pourraient imaginer comme un avenir potentiel pour le manuel en tant que ressource pour soutenir la pédagogie ouverte.
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