{"id":7072,"date":"2023-07-04T16:42:01","date_gmt":"2023-07-04T14:42:01","guid":{"rendered":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/?p=7072"},"modified":"2025-06-03T10:31:59","modified_gmt":"2025-06-03T08:31:59","slug":"numerique-educatif","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/numerique-educatif\/","title":{"rendered":"Num\u00e9rique \u00e9ducatif"},"content":{"rendered":"
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Cr\u00e9er des exercices autocorrectifs pour favoriser les acquis des apprenants<\/strong><\/p>\n\t\t\t

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Les exercices autocorrectifs ont l\u2019int\u00e9r\u00eat de pouvoir \u00eatre r\u00e9alis\u00e9s \u00e0 tout moment, ind\u00e9pendamment des temps d\u2019apprentissage, et, ce, sans dur\u00e9e limit\u00e9e. Pour autant, il est important de diff\u00e9rencier exercices et activit\u00e9s, ainsi que leurs r\u00f4les respectifs dans l\u2019apprentissage. Les participants pourront ensuite tester des exerciseurs, cr\u00e9er des exercices et r\u00e9fl\u00e9chir \u00e0 l\u2019enrichissement de manuels avec de tels outils.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s
<\/strong>\"\" Diff\u00e9rencier exercices, activit\u00e9s et t\u00e2ches
\"\" Identifier le r\u00f4le des exercices dans l\u2019apprentissage
\"\" Cr\u00e9er des exercices<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s
<\/strong>\"\" Utiliser des exerciseurs
\"\" Cr\u00e9er des exercices autocorrectifs
\"\" Enrichir un manuel avec des exercices autocorrectifs<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Acqu\u00e9rir et enrichir ses connaissances grammaticales et lexicales
\"\" D\u00e9velopper son autonomie d\u2019apprentissage
\"\" Renforcer sa capacit\u00e9 \u00e0 apprendre \u00e0 apprendre<\/p>\n<\/div>\n\n\n\n

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Enrichir les activit\u00e9s classiques par le num\u00e9rique pour ancrer l\u2019apprentissage dans la soci\u00e9t\u00e9<\/strong><\/p>\n\t\t\t

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Utiliser le num\u00e9rique sous toutes ses formes pour enrichir les activit\u00e9s permet d\u2019ancrer l\u2019apprentissage dans un contexte familier \u00e0 l\u2019apprenant, plus r\u00e9el, plus en phase avec le monde qui l\u2019entoure.
Mais faut-il tout enrichir ? Faut-il calquer l\u2019activit\u00e9 telle quelle ou faut-il l\u2019adapter ?
Les participants r\u00e9fl\u00e9chiront aux diverses activit\u00e9s num\u00e9riques possibles et en proposeront afin d\u2019enrichir la le\u00e7on d\u2019un manuel. Ils passeront ensuite \u00e0 la phase de cr\u00e9ation d\u2019activit\u00e9s num\u00e9riques.<\/p>\n\n\n\n

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\"\" Acquis didactiques vis\u00e9s<\/strong>
\"\" Examiner l\u2019utilisation du num\u00e9rique
\"\" Analyser un ouvrage d\u2019apprentissage
\"\" Cr\u00e9er des activit\u00e9s d\u2019apprentissage<\/p>\n<\/div>\n\n\n\n

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\"\" Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Adapter des activit\u00e9s au format num\u00e9rique
\"\" Cr\u00e9er des activit\u00e9s num\u00e9riques
\"\" Enrichir un manuel par des activit\u00e9s num\u00e9riques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\" Comp\u00e9tences douces des apprenants<\/strong>
\"\" Acqu\u00e9rir et d\u00e9velopper des comp\u00e9tences num\u00e9riques
\"\" Participer activement \u00e0 des activit\u00e9s d\u2019apprentissage
\"\" Coop\u00e9rer et collaborer pour la r\u00e9alisation d\u2019une activit\u00e9<\/p>\n<\/div>\n\n\n\n

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Utiliser les documents authentiques pour faire entrer le monde dans la classe<\/strong><\/p>\n\t\t\t

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Il est ind\u00e9niable que les documents authentiques rendent un cours de langue plus motivant. Mais quels documents utiliser, quand les int\u00e9grer, comment les exploiter ?
Les participants pourront tester et \u00e9valuer des activit\u00e9s p\u00e9dagogiques \u00e9labor\u00e9es \u00e0 partir de documents authentiques. Apr\u00e8s avoir r\u00e9fl\u00e9chi \u00e0 l\u2019exploitation d\u2019un document authentique, ils imagineront la sc\u00e9narisation d\u2019une s\u00e9ance fond\u00e9e sur ce document.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner et \u00e9valuer des documents authentiques
\"\" Exploiter des documents authentiques
\"\" Sc\u00e9nariser une s\u00e9ance d\u2019apprentissage int\u00e9grant des documents authentiques<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" R\u00e9pertorier des ressources
\"\" R\u00e9f\u00e9rencer des sites utiles
\"\" Partager des documents authentiques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Acc\u00e9der \u00e0 une r\u00e9alit\u00e9 sociolinguistique actuelle
\"\" D\u00e9couvrir la culture et la soci\u00e9t\u00e9 francophones actuelles
\"\" S\u2019ouvrir au monde<\/p>\n<\/div>\n\n\n\n

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Exploiter une vid\u00e9o pour varier les documents en classe : une d\u00e9marche \u00e0 toute \u00e9preuve<\/strong><\/p>\n\t\t\t

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Il n\u2019est plus n\u00e9cessaire de vanter les m\u00e9rites de la vid\u00e9o en classe, attrait de l\u2019image, contact avec une langue authentique, environnement socio-culturel r\u00e9el\u2026 Cependant, le choix d\u2019une vid\u00e9o r\u00e9pond \u00e0 plusieurs crit\u00e8res, c\u2019est ce que verront les participants dans cet atelier. Ils pourront ensuite exploiter une m\u00eame vid\u00e9o pour plusieurs niveaux du CECR avant d\u2019imaginer la sc\u00e9narisation d\u2019une s\u00e9ance d\u2019apprentissage int\u00e9grant cette vid\u00e9o.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9terminer les avantages et inconv\u00e9nients des vid\u00e9os dans l\u2019apprentissage
\"\" Exploiter une vid\u00e9o \u00e0 diff\u00e9rents niveaux
\"\" Sc\u00e9nariser une s\u00e9ance d\u2019apprentissage int\u00e9grant une vid\u00e9o<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner une vid\u00e9o
\"\" Int\u00e9grer des exercices dans les vid\u00e9os
\"\" Partager les vid\u00e9os<\/p>\n<\/div>\n<\/div>\n\n\n\n

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<\/div>\n\n\n\n
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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Acc\u00e9der \u00e0 une r\u00e9alit\u00e9 sociolinguistique orale
\"\" D\u00e9couvrir la culture et la soci\u00e9t\u00e9 francophones actuelles
\"\" D\u00e9velopper son regard critique \u00e0 l\u2019\u00e9gard des images<\/p>\n<\/div>\n\n\n\n

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Utiliser le smartphone <\/em>en classe pour motiver les apprenants<\/strong><\/p>\n\t\t\t

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Le smartphone<\/em> est quasiment greff\u00e9 dans les mains de nos apprenants, notamment adolescents, mais pas que\u2026 Alors, au lieu de le bannir, pourquoi ne pas l\u2019introduire en classe et en faire un outil d\u2019apprentissage au m\u00eame titre que le manuel ? Au cours de cet atelier, les apprenants d\u00e9termineront les diff\u00e9rents usages p\u00e9dagogiques possibles du smartphone,<\/em> les outils que ce couteau suisse connect\u00e9 contient afin de mieux envisager son int\u00e9gration dans l\u2019apprentissage. Enfin, ils envisageront la conception de t\u00e2ches rendues possibles ou facilit\u00e9es par le smartphone<\/em>.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9terminer les usages p\u00e9dagogiques d\u2019un smartphone<\/em> pour l\u2019apprentissage
\"\" Int\u00e9grer le smartphone<\/em> dans une s\u00e9quence d\u2019apprentissage
\"\" Concevoir des t\u00e2ches avec le smartphone<\/em><\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner les outils d\u2019un smartphone<\/em> utiles \u00e0 l\u2019apprentissage
\"\" Identifier des applications utiles<\/p>\n<\/div>\n<\/div>\n\n\n\n

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<\/div>\n\n\n\n
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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Acqu\u00e9rir et d\u00e9velopper des comp\u00e9tences num\u00e9riques
\"\" Coop\u00e9rer et collaborer pour la r\u00e9alisation d\u2019une activit\u00e9
\"\" Prendre conscience des droits num\u00e9riques<\/p>\n<\/div>\n\n\n\n

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Cr\u00e9er des parcours sur Internet pour stimuler la curiosit\u00e9 des apprenants<\/strong><\/p>\n\t\t\t

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Un parcours, ou rallye, sur Internet, est un jeu de piste au cours duquel les apprenants vont chercher, rep\u00e9rer, trouver des informations qui leur seront utiles pour faire des hypoth\u00e8ses, r\u00e9pondre \u00e0 des questions, r\u00e9soudre une \u00e9nigme\u2026 Organiser sous forme de questionnaires, de jeu d\u2019\u00e9vasion ou autre modalit\u00e9, le parcours favorise l\u2019utilisation et le d\u00e9veloppement des acquis, connaissances et comp\u00e9tences, le rep\u00e9rage et la s\u00e9lection d\u2019informations, la prise de d\u00e9cision rapide tout en donnant un aspect ludique \u00e0 cette activit\u00e9 \u00e9ventuellement associ\u00e9e \u00e0 une t\u00e2che.
Dans un premier temps, les participants testeront un parcours, avant de l\u2019analyser. Puis apr\u00e8s avoir test\u00e9 des outils num\u00e9riques, ils planifieront un parcours sur Internet pour leurs apprenants.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9terminer objectifs et acquis d\u2019apprentissage
\"\"\u00a0Planifier un parcours
\"\" Concevoir des activit\u00e9s<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner des ressources authentiques
\"\" Identifier et utiliser des outils num\u00e9riques utiles
\"\" Diffuser les parcours aupr\u00e8s des apprenants<\/p>\n<\/div>\n<\/div>\n\n\n\n

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<\/div>\n\n\n\n
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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" D\u00e9velopper sa curiosit\u00e9
\"\" Acc\u00e9der \u00e0 une langue authentique
\"\" Rechercher et s\u00e9lectionner des informations<\/p>\n<\/div>\n\n\n\n

<\/div>\n<\/div>\n\n<\/div>\n\t\t<\/div>\n\n
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Utiliser l’IA pour enrichir ses pratiques p\u00e9dagogiques<\/strong><\/p>\n\t\t\t

<\/span><\/div>\n\t\t<\/div>\n\t\t\t
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L\u2019intelligence arti\ufb01cielle transforme peu \u00e0 peu le paysage de l\u2019enseignement, y compris celui du FLE. Cette formation propose aux formateurs et enseignants de fran\u00e7ais de d\u00e9couvrir des usages concrets et \u00e9thiques de l\u2019IA pour enrichir, diversi\ufb01er et personnaliser leurs pratiques p\u00e9dagogiques. \u00c0 travers des exemples pratiques, des ateliers collaboratifs et des exp\u00e9rimentations guid\u00e9es, les participants apprendront \u00e0 int\u00e9grer des outils d\u2019IA dans leurs sc\u00e9narios d\u2019enseignement pour gagner en e\ufb03cacit\u00e9, stimuler la cr\u00e9ativit\u00e9 et favoriser l\u2019autonomie des apprenants.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\"Concevoir des activit\u00e9s \u00e0 l’aide de l’IA
\"\"\u00a0Stimuler l\u2019engagement des apprenants
\"\"Utiliser l\u2019IA pour accompagner l\u2019auto\u2010apprentissage<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Ma\u00eetriser des outils d\u2019IA g\u00e9n\u00e9rative
\"\" Concevoir des activit\u00e9s enrichies par l\u2019IA
\"\" Utiliser des outils d’IA pour g\u00e9n\u00e9rer des supports diff\u00e9renci\u00e9s<\/p>\n<\/div>\n<\/div>\n\n\n\n

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<\/div>\n\n\n\n
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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" D\u00e9velopper son esprit d’analyse
\"\" D\u00e9velopper un regard critique \u00e0 l’\u00e9gard des informations
\"\" Coop\u00e9rer et collaborer<\/p>\n<\/div>\n\n\n\n

<\/div>\n<\/div>\n\n<\/div>\n\t\t<\/div>\n<\/div>\n\n

P\u00e9dagogie<\/a> |\u00a0Projet <\/a>|\u00a0Distanciel<\/a> |\u00a0Comp\u00e9tences et strat\u00e9gies<\/a><\/p>

\r\n
\r\n \r\n <\/i>\r\n <\/a>\r\n <\/span>\r\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

P\u00e9dagogie |\u00a0Projet |\u00a0Distanciel |\u00a0Comp\u00e9tences et strat\u00e9gies<\/p>\n","protected":false},"author":1,"featured_media":7085,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"episode_type":"","audio_file":"","podmotor_file_id":"","podmotor_episode_id":"","cover_image":"","cover_image_id":"","duration":"","filesize":"","filesize_raw":"","date_recorded":"","explicit":"","block":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[107],"tags":[],"class_list":["post-7072","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-aap"],"featured_image_src":"https:\/\/i0.wp.com\/isabellebarriere.eu\/numerique-et-fle\/wp-content\/uploads\/2023\/07\/Capture-decran-2023-06-29-162025.png?fit=563%2C602&ssl=1","author_info":{"display_name":"Isabelle 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