Les styles d’apprentissage: une expérience en ligne Le système d’aide multimédia intéractif de diagnostic, de planification et suivi d’un projet de formation.

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Transcription de la présentation:

Les styles d’apprentissage: une expérience en ligne Le système d’aide multimédia intéractif de diagnostic, de planification et suivi d’un projet de formation (SAMI-DPS) Louise Sauvé, Télé-Université Alan Wright, Dalhousie University Louise Sauvé, Télé-Université Alan Wright, Dalhousie University

«Learning Styles Inventory» David Kolb Experiential learning theory is proposed as a map of learning territories, a frame of reference within which many different ways of learning can flourish and interrelate. It is a holistic framework that orients the many different ways of learning to one another. Kolb et al. 1995

«Learning Styles Inventory» David Kolb

«Grasha-Riechmann Learning Styles Survey» Learning styles are the preferences that students have for thinking, relating to others, and for various classroom environments and experiences. It is no surprise that academic researchers prefer to view the world of learning styles in terms of cognitive characteristics; this bias may keep them from examining in detail the important role that social, motivational, and emotional factors play in learning. Tony Grasha

«Grasha-Riechmann Learning Styles Survey» divise les usagers dans six catégories:

«Lancaster Approaches to Studying Questionniare» Entwistle-Ramsden The insistent contrast between students’ ways of studying revealed by this research is, of course, between deep and surface (or meaning and reproducing) approaches to learning. The final analysis suggested that the third main dimension - the achieving or strategic orientation - would have to be divided into positive and negative components (strategic orientation and non-academic orientation). Entwistle and Ramsden 1983

«Lancaster Approaches to Studying Questionniare» Entwistle-Ramsden divise les étudiants selon deux approches d’apprentissage:

Sommaire des trois instruments Les trois instruments retenus pour les fins de projet: sont bien connus dans le milieu de l’éducation ont une réputation internationale se complémentent sont relativement facile d’administration sont adaptables à l’environnement multimédia intéractif contribuent bien à compléter le portrait «Ce que je suis» de l’usager Les trois instruments retenus pour les fins de projet: sont bien connus dans le milieu de l’éducation ont une réputation internationale se complémentent sont relativement facile d’administration sont adaptables à l’environnement multimédia intéractif contribuent bien à compléter le portrait «Ce que je suis» de l’usager