EDU514Curriculum Design and Educational Policies
2 credits
The study of theories of explicit and implicit programs will be the subject of this seminar. This study will cover the basics for the design, development, management and implementation of programs. An analysis of the theoretical and practical aspects of the programs’ evolution requires consideration at several levels: the role of objectives in curriculum planning, the analysis of needs, building contents, stages of implementation of these programs, revision of evaluation models and the theoretical aspects structuring the different disciplines. This study will be accompanied by the discussion of issues that arise during the implementation of renovated programs and successive transformations carried out on the educational programs throughout their implementation.
EDU525From Distance Learning to E-Learning
2 credits
Since the midnineteenth century each new technology has been proposed for use in education and distance learning systems (correspondence courses, cinema, radio, television, computerassisted instruction, etc.), without education itself changing profoundly. Today the Internet has penetrated into training and educational systems, and reduced the traditional boundaries between lectures, distance learning and selftraining. These divisions are no longer appropriate.
The course aims at taking a historical approach towards technology for education and training modes of variationintegration of different forms of ELearning.
EDU621ICT and Professional Identities of Trainers
2 credits
The course raises awareness of the mastery of techniques of observation, both traditional and computerized and necessary for the understanding of the meaning of the practices of users of ICTE in the teaching world. At all levels of training, the use of technology, for teaching an educator, causes upheavals that question the postures of the actors in the educational system. Professional postures are confronted, on the one hand, with the new "cultural" practices of "digital nature" and, on the other hand, with the tools and programs developed by the training systems. If the myth of the suppression of teachers is no longer appropriate, what are the new competencies of teachers? What are the new professions? This course will put these issues into perspective. It will address certification issues, as well as the study of collaborative online practices and the uses of digital work environments.
EDU662Internship
2 credits
As part of this course, students in the Master’s program of the Technology of Education will be prepared to master the techniques of observation necessary to understand the meaning of the practices carried out by users of the instruments and the ICTE devices. This course enables students to further explore the effects of the integration of the ICTE in educational institutions, research laboratories or any other company involved in the implementation of the CTB, and analyze concrete experiences in the field. The practices included in this course represent an approach to help students develop projects, based on the methods observed in the targeted context so that they can build the tools indispensable for achieving the ICTE project. A presentation of research carried out by students in technology workshops will be a complementary activity to observation and that highlights the independence and student creativity.
EDU526Media Education
2 credits
The diffusion of digital creative content and the multiplication of online and mobile distribution platforms create new challenges for media literacy. In today's world, it is necessary to develop analytical capabilities to better understand - intellectually and emotionally - digital media. Media literacy requires esthetic training that includes knowledge of iconic works, cinema and TV, from the point of view of their forms, their modes of signification, history of representations, and basic benchmarks for the training of the mind; especially for students immersed in the world of images from birth. It also requires a mastery of languages, through which attention is paid to the means as such (channels, but also the formal constraints, strategies, rhetoric, organization, etc.), to the extent that they induce and produce sense. It is required, therefore, to form the critical mind of students in such a way as to raise questions, make choices, build consistency, to question the validity and operation of any message that can be read like an extract from the real (information, testimony, documents, etc.). Also they need to perceive the implicit aims, to master the form and content and respect certain norms, some deontology, in the way of communicating. An education for citizenship is about learning to move in a universe dominated by the media, to resist manipulation of all kinds, to confront the sources, to form a personal opinion, to affirm individual tastes, to reinvest personal codes for use and express themselves freely, while respecting a certain number of communication and ethical rules.
EDU534Templates, Web 2 Tools and Mobile Learning
2 credits
This course is complementary to the course "Tools for ICTE and Distance Education". It focuses on the learning and the implementation of the main applications of the Internet in education. The course is based initially on a presentation of research on the uses of educational resources available on the World Wide Web, wikis, blogs, RSS feeds, but also issues intrinsically linked to the development of tools for Web 2.0 or Mobile Learning such as legal problems (copyright, traces, etc.), technological constraints, the semantic web and its applications to research. In the second phase, students will have implemented, through simulations, the different elements presented.
EDU524The Knowledge Society, Sociological and Philosophical Approaches
2 credits
The digital revolution has enabled the emergence of new forms of thought, sociality, culture and policy involving new forms of pedagogical and educational projects that highlight the need to carry out a reflection on a series of questions. The course provides information on the theoretical and methodological approaches in the sociology of uses, to analyze the types of reactions and social and cultural appropriation of ICT and media (rejection, resistance, adoption, embezzlement, etc.).
The course also deals with philosophical approaches that question today's society, explores important issues concerned with theoretical debates and empirical case studies on issues specific to sources of knowledge, changes, namely digital communities, neighborhoods and digital identities, globalization of production and consumption of information, the emergence of a knowledgebased society in perpetual change, instability of knowledge and, at the same time, the massive growth of knowledge and consequences at the level of the individual and the community. The course also tries to think about education articulated in debates, issues and positions, that the sociophilosophical approach does not fail to deploy. The course interrogates the various structuring themes of the educational issue, whether it be the desire, experience, language, modernity, nature and freedom, critical thinking, person, knowledge, meaning, values, etc.
EDU527Thematic Seminar in Educational Technology
2 credits
As part of this course, a training scheme is offered to students. Students undergoing training may follow a research seminar that appeals to international stakeholders. In a project teaching logic, students will draw upon computerized tools at their disposal, and will design a situation of teaching/learning from the perspective of research and development. For this purpose experimental facilities (laboratory ICTE) will be available on their website. Students will also examine concrete examples in the field of current research in ICTE, with emphasis on methodology (Investigational Device designs, data analysis, etc.). Presentations will be held to deepen a given theme; each representing a particular disciplinary or methodological approach. Students will develop and implement a project of information and research communication. Students will focus on technological activities that can lead to gains in learning and / or lead to change in teaching and learning.
EDU515Theories of Information and Communication
2 credits
Knowledge is an entirety of intelligible information. Information is the primary background for knowledge. Communication is the information in motion or the approaches of information transmission from a source to the user. Since the theory of Shanon EC, which describes the most basic aspects of communication systems, information theory was made more precise, and has now become indispensable in the conception of any communication system, in the broadest sense of the term. The communicational contribution of the approaches of behaviorism, media, functionalism, polo altism, the Frankfurt School, Mcluhanism, will be addressed in a historical and sociological perspective. The delivery of a course on the subject is done precisely to set the limits of the twentieth century theories, and grapple with the digital age and what ensues (nanotechnology, cybernetics, and genetics), because humanity is confronted with new questions.
EDU533Tools for ICTE and Distance Education
2 credits
This course introduces learners to a technopedagogical approach aimed at the material management of the ICTE (computer equipment, software configuration of machines), software tools and their uses in education, types of environments for the educator, and educational software packages, synchronous and asynchronous learning platforms, etc.