{"id":7188,"date":"2023-07-09T13:46:58","date_gmt":"2023-07-09T11:46:58","guid":{"rendered":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/?p=7188"},"modified":"2023-07-11T15:56:22","modified_gmt":"2023-07-11T13:56:22","slug":"distanciel","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/distanciel\/","title":{"rendered":"Distanciel"},"content":{"rendered":"
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Adapter son cours aux cinq modalit\u00e9s : pr\u00e9sentielle, distancielle, hybride, t\u00e9l\u00e9pr\u00e9sentielle et comodale<\/strong><\/p>\n\t\t\t

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Si la pand\u00e9mie de la covid-19 et les confinements successifs ont mis l\u2019enseignement et l\u2019apprentissage \u00e0 rude \u00e9preuve, elle a aussi eu le m\u00e9rite de provoquer un changement rapide des pratiques p\u00e9dagogiques pour un apprentissage efficient et motivant. Dans un premier temps, nous d\u00e9finirons les termes de pr\u00e9sentiel, distanciel, hybride, t\u00e9l\u00e9pr\u00e9sentiel et comodal, chacun d\u2019entre eux renvoyant \u00e0 une situation particuli\u00e8re. Puis, nous r\u00e9fl\u00e9chirons aux pratiques p\u00e9dagogiques possibles pour chacune d\u2019entre elles. Nous verrons ensuite comment adapter des activit\u00e9s con\u00e7ues pour le pr\u00e9sentiel aux diff\u00e9rentes modalit\u00e9s p\u00e9dagogiques. Enfin, nous sc\u00e9nariserons un cours en tenant compte des diff\u00e9rentes modalit\u00e9s.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Interroger et analyser sa pratique dans ces diff\u00e9rentes modalit\u00e9s
\"\" Adapter les activit\u00e9s du pr\u00e9sentiel aux diff\u00e9rentes modalit\u00e9s
\"\" Sc\u00e9nariser un cours en tenant compte des diff\u00e9rentes modalit\u00e9s<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner les moyens num\u00e9riques adapt\u00e9s
\"\" Envisager de nouveaux formats de cours
\"\" Anticiper et organiser diverses conditions d\u2019enseignement-apprentissage<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" D\u00e9velopper la volont\u00e9 d\u2019apprendre
\"\" Enrichir sa capacit\u00e9 \u00e0 apprendre \u00e0 apprendre
\"\" Adapter son comportement d\u2019apprenant \u00e0 la situation v\u00e9cue<\/p>\n<\/div>\n\n\n\n

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Dynamiser un cours en t\u00e9l\u00e9pr\u00e9sentiel pour \u00e9viter l\u2019effet \u00ab dodo \u00bb<\/strong><\/p>\n\t\t\t

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Qui n\u2019a pas connu l\u2019effet \u00ab dodo \u00bb en tant qu\u2019apprenant, en tant qu\u2019enseignant, devant une classe ou devant une visioconf\u00e9rence ? Or, il est reconnu que l\u2019\u00e9cran et la distance physique renforcent cet effet, l\u2019attention \u00e9tant plus courte, les distractions personnelles plus nombreuses. Comment alors dynamiser son cours en t\u00e9l\u00e9pr\u00e9sentiel pour \u00e9viter l\u2019inattention de ses apprenants \u00e0 distance, ou, pire encore, les ronflements ? Les participants rel\u00e8veront tout d\u2019abord les points communs et les diff\u00e9rences entre un cours en pr\u00e9sentiel physique et un cours en t\u00e9l\u00e9pr\u00e9sentiel, puis ils testeront des outils num\u00e9riques avant de les analyser en lien avec leur utilisation p\u00e9dagogique. Enfin, nous imaginerons des activit\u00e9s avant de sc\u00e9nariser un cours en t\u00e9l\u00e9pr\u00e9sentiel.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" Analyser cours pr\u00e9sentiel et cours t\u00e9l\u00e9pr\u00e9sentiel
\"\" Prendre en compte l\u2019outil dans la temporalit\u00e9 des activit\u00e9s
\"\" Sc\u00e9nariser un cours en t\u00e9l\u00e9pr\u00e9sentiel<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" Analyser les outils num\u00e9riques test\u00e9s
\"\" Cr\u00e9er des activit\u00e9s avec ces outils
\"\" Conduire des activit\u00e9s \u00e0 l\u2019aide d\u2019outils num\u00e9riques<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" Avoir le sens du collectif
\"\" D\u00e9velopper sa flexibilit\u00e9 et son adaptabilit\u00e9
\"\" Participer en t\u00e9l\u00e9pr\u00e9sentiel<\/p>\n<\/div>\n\n\n\n

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Unir actionnel et distanciel pour impliquer les apprenants<\/strong><\/p>\n\t\t\t

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La plupart du temps, la perspective actionnelle est envisag\u00e9e comme la r\u00e9alisation de travaux de groupe, rendue possible par la pr\u00e9sence physique en classe. Cependant, est-ce la seule \u00e9ventualit\u00e9 ? N\u2019y aurait-il pas un moyen de favoriser la prise en compte de la perspective actionnelle dans la sc\u00e9narisation d\u2019un cours \u00e0 distance et d\u2019\u00e9viter ainsi un distanciel plus traditionnel avec le retour en force des exercices syst\u00e9matiques sans utilisation concr\u00e8te de la langue ?
Dans un premier temps, nous d\u00e9finirons ce qu\u2019est la perspective actionnelle, puis, nous d\u00e9terminerons les points forts et faibles du distanciel. Enfin, nous proposerons des t\u00e2ches actionnelles, g\u00e9n\u00e9ralement ex\u00e9cut\u00e9es en pr\u00e9sentiel, pour les adapter au distanciel, et vice-versa.<\/p>\n\n\n\n

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\"\"Acquis didactiques vis\u00e9s<\/strong>
\"\" D\u00e9finir la perspective actionnelle
\"\" D\u00e9terminer les points forts et faibles du distanciel
\"\" Proposer des t\u00e2ches actionnelles
\"\" Adapter les t\u00e2ches actionnelles pour le distanciel<\/p>\n<\/div>\n\n\n\n

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\"\"Acquis num\u00e9riques vis\u00e9s<\/strong>
\"\" S\u00e9lectionner des outils collaboratifs
\"\" Organiser un espace de travail collaboratif \u00e0 distance
\"\" Int\u00e9grer les outils du distanciel dans un cadre pr\u00e9sentiel<\/p>\n<\/div>\n<\/div>\n\n\n\n

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\"\"Comp\u00e9tences douces des apprenants<\/strong>
\"\" S\u2019impliquer dans un travail d\u2019\u00e9quipe
\"\" D\u00e9velopper sa motivation intrins\u00e8que
\"\" Se responsabiliser pour la r\u00e9ussite du groupe <\/p>\n<\/div>\n\n\n\n

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Num\u00e9rique \u00e9ducatif<\/a>| P\u00e9dagogie<\/a>| Projet<\/a>| Comp\u00e9tences et strat\u00e9gies<\/a><\/p>

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

Num\u00e9rique \u00e9ducatif| P\u00e9dagogie| Projet| Comp\u00e9tences et strat\u00e9gies<\/p>\n","protected":false},"author":1,"featured_media":7172,"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-7188","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-2023-06-29-162457.png?fit=688%2C585&ssl=1","author_info":{"display_name":"Isabelle 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