Sur le détournement des métaphores spatiales dans l'apprentissage en ligne
DOI :
https://doi.org/10.18357/otessaj.2022.2.2.32Mots-clés :
apprentissage en ligne, environnement d'apprentissage, système de gestion de l'apprentissage (LMS), Environnement d'apprentissage numérique de nouvelle génération (NGDLE), environnement d'apprentissage personnel (PLE), infrastructures d'apprentissageRésumé
Dans les systèmes éducatifs en ligne, les enseignants reproduisent souvent les méthodes pédagogiques et les institutions en ligne reproduisent les systèmes et les structures utilisés par leurs homologues en personne, dont le seul but était de résoudre les problèmes créés par le fait d'avoir à enseigner dans un environnement physique. De même, les environnements d'apprentissage virtuels tentent souvent de reproduire les caractéristiques de leurs homologues physiques, reproduisant ainsi faiblement dans les logiciels les problèmes que les enseignants en personne ont dû résoudre. Cela a contribué à un cercle vicieux de création et de résolution de problèmes qui ne profite à personne. Dans cet article, je soutiens que le terme « environnement » est une métaphore dangereusement trompeuse pour les systèmes en ligne que nous construisons pour soutenir l'apprentissage, ce qui conduit à de mauvais choix pédagogiques et à des solutions numériques faibles. Je propose une métaphore alternative de l'infrastructure et des services qui peut permettre des manières plus flexibles, axées sur l'apprenant et numériquement natives de concevoir des systèmes (y compris les outils, les pédagogies et les structures) pour soutenir l'apprentissage.
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