Vedaaranya Heritage Arts and Healing Festival 2016

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Prof. Emmanuel Duplaa

Faculté d'éducation
Pavillon Lamoureux (LMX413). 145, rue Jean-Jacques-Lussier
Ottawa, Ontario K1N 6N5 CANADA

Institutional Pedagogy and Training E-Teachers: Engineering in Web 2.0

We often compare in-class learning with that which occurs online. Can one be replaced with the other? Are both equally effective? Online learning requires the implementation of a series of complex processes related to engineering, notably the development of Web 2.0, as well as the adoption of a Connectivist approach. However, successfully implementing these processes remains a challenge, especially when training traditional teachers to become capable online pedagogues.

Using an Institutional Pedagogy framework, this article proposes a model for training future e-instructors online. Since the Institutional approach is able to initiate profound transformations in the behaviours and attitudes of individuals, this framework is appropriate for conceptualizing and describing the changes in practice that must occur amongst educators if they are to successfully complete the passage from traditional to online teaching. In addition, this article proposes suggestions regarding the implementation of teacher training using online Institutional Pedagogy.

In order to study the potential of online Institutional Pedagogy as means of preparing traditional teachers for online teaching, we chose an online course based upon key principles of Institutional Pedagogy as our research site. The course was non-directive and allowed participants to develop an online learning module for their students. The structure and nature of the course ensured that participants would not only implement the essential engineering processes of which they were currently aware, but also simultaneously discover previously unknown and equally important processes themselves during the creation of their modules.

In accordance with the institutional and reflexive approaches outlined above, the participants are directly involved in the writing of this case study and have been invited to share how online Institutional Pedagogy allowed them to undergo what they describe as a change in mental paradigm that is essential in becoming an effective teacher in the online context.

Bio :

Emmanuel Duplàa is a professor at the Faculty of Education at the University of Ottawa, specialized in information and communication technology (ICT) for learning. After completing a BA in mathematics and a master's degree in cognitive sciences, he did a PhD "Cifre” (partly funded by enterprises) in education on the unconscious dimensions of online relationships in the context of e-Learning. He participated to different projects on ergonomic design and planification (Institut de Recherche en Informatique et Automatique) and training aspects of e-Health (Téluq). He is currently conducting research at the Faculty of Education on educational video games (in partnership with the School of Information Technology and Engineering), on digital literacies and on design processes in e-learning.