Aims

At the end of the course the students should be more able, from the point of view of an adult trainer : (1) to develop, taking into account the whole system, the educational device for a training session aiming at the building of competences in the " learners "; (2) to develop tools of evaluation fitted for a given context; (3) to explain the approaches to develop training and evaluation devices; to critically use the relevant concepts and models and to debate the main choices referring to the psychological, educational, epistemological, anthropological, ethical bases...

Main themes

The aim of the course is mainly an active (re)structuration of the key-knowledge : the students conceive a device (included the evaluation tools), test it, explain their approach and interpret it referring to the expert concepts and models. The educational devices (and evaluation tools) conceived by the students should have as priority to improve the quality of the learning of the " learners " and their motivation. A common repository will be realised for all the groups in order to provide each student with the minimum background of concepts, models and procedures they will have at their disposal for other courses.

Content and teaching methods

During the approach to conceive, realise, analyse and evaluate an educational device (included the evaluation tools), the students will have the opportunity : - to analyse technics and methods of formation and to assess the conditions to apply each of them; - to describe the device for a training session and to analyse it referring to the models found in the literature (didactic triangle, META, etc.); - to conceive an educational device taking into account all the constraints and resources, the societal aims, the theories on learning and motivation...; - to explain, choose and justify the approaches, procedures and principles to conceive the educational device of a training unit; - to explain the educational intents (aims - purposes - goals - skills...) and the strategies of educational intervention aiming at the integration of the acquired knowledge and to its transfer for each learner (differentiation, interdisciplinarity); - to explain, choose and justify the approaches, procedures and principles to conceive an drawn up evaluation approach; to analyse the evaluation approaches (actors, time, functions, means...); - to evaluate a training intervention referring to relevant criteria; - to critically analyse the stakes of the different choices made.

Other information (prerequisite, evaluation (assessment methods), course materials recommended readings, ...)

It follows educational methods fitted for adults including the link between theory and practice, group work, formative assessment and steps of individual and group appropriation of the contents taking into account the heterogeneity of the groups (teachers, non teachers). The formation and evaluation devices used will be coherent with the principles learned.
The content of the repository should be drawn in cooperation with the teachers of the other courses concerning the methodology of formation and of the course "Psychology of learning".
It follows educational methods fitted for adults including the link between theory and practice, group work, formative assessment and steps of individual and group appropriation of the contents. Illustrations from the various fields of education and from adults formation : continuous education, specialized education, school field, etc.

Other credits in programs