{"id":10766,"date":"2021-06-24T11:00:01","date_gmt":"2021-06-24T09:00:01","guid":{"rendered":"http:\/\/sydologie.com\/?p=10766"},"modified":"2024-11-25T10:21:16","modified_gmt":"2024-11-25T09:21:16","slug":"theorie-cognitive-de-lapprentissage-multimedia-article-2-le-principe-de-coherence","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/06\/theorie-cognitive-de-lapprentissage-multimedia-article-2-le-principe-de-coherence\/","title":{"rendered":"Th\u00e9orie cognitive de l’apprentissage multim\u00e9dia – Article 2 – Le principe de coh\u00e9rence"},"content":{"rendered":"

Dans cet article<\/a>, je vous parlais de la th\u00e9orie cognitive du multim\u00e9dia qui a permis de mettre en \u00e9vidence un certain nombre de principes \u00e0 respecter<\/strong> lors de la conception d\u2019un dispositif p\u00e9dagogique. <\/p>\n

L\u2019un des principes les plus robustes (les plus r\u00e9pliqu\u00e9s scientifiquement) est le principe de coh\u00e9rence<\/strong>. Ce principe a pour but de r\u00e9duire la charge extrins\u00e8que d\u2019un dispositif p\u00e9dagogique.<\/p>\n

Si je devais r\u00e9sumer ce principe en une phrase, je dirais que \u00ab plus le message p\u00e9dagogique est simple et \u00e9pur\u00e9, plus l\u2019apprentissage est efficace \u00bb.<\/strong>
\n 
\nComment proc\u00e9der ? En \u00e9liminant tous les \u00e9l\u00e9ments \u00e9trangers \u00e0 la t\u00e2che d\u2019apprentissage<\/strong> de votre dispositif comme : <\/p>\n

–\tLes images et mots inutiles et superflus<\/strong>
\n–\tLes sons non essentiels<\/strong> \u00e0 la t\u00e2che d\u2019apprentissage, surtout lorsqu\u2019ils sont tr\u00e8s \u00ab g\u00eanants \u00bb (non, AC\/DC en fond sonore n\u2019est pas toujours une bonne id\u00e9e !)
\n–\tLes d\u00e9tails s\u00e9duisants mais non pertinents<\/strong> par rapport au but fix\u00e9 (le lieu de naissance de l\u2019\u00e9crivain par exemple ou encore ses go\u00fbts en d\u00e9coration d’int\u00e9rieur et sa passion pour le curling sur gazon).<\/p>\n

\"\"<\/p>\n

\"\"<\/p>\n

Ce principe de coh\u00e9rence est d\u2019autant plus important dans une situation o\u00f9 : <\/p>\n

– La pr\u00e9sentation est rapide<\/strong> (vous manquez de temps pour pr\u00e9senter le contenu)
\n– Le rythme de pr\u00e9sentation n\u2019est pas contr\u00f4l\u00e9 par l\u2019apprenant<\/strong> (\u00e0 l’inverse d’une vid\u00e9o, par exemple)
\n– Le public a peu d\u2019expertise sur le sujet abord\u00e9.<\/strong> En effet, plus l\u2019apprenant aura des connaissances pr\u00e9alables sur le sujet, plus vous pourrez vous permettre d\u2019ajouter des \u00e9l\u00e9ments \u00e9trangers dans votre dispositif.
\n 
\nCe principe invite \u00e0 se poser diff\u00e9rentes questions quant \u00e0 la conception d\u2019un dispositif<\/strong> :
\n 
\n– Quel est mon objectif d\u2019apprentissage<\/strong> et quels sont les \u00e9l\u00e9ments du dispositif que je ne juge pas essentiels<\/strong> \u00e0 la r\u00e9alisation de cet objectif ?<\/p>\n

Reprenez votre dispositif de A \u00e0 Z en vous demandant si l\u2019\u00e9l\u00e9ment pr\u00e9sent\u00e9 est essentiel \u00e0 l\u2019objectif d\u2019apprentissage fix\u00e9.<\/em><\/p>\n

– Les connaissances du public cibl\u00e9 par mon dispositif sont-elles r\u00e9parties \u00e9quitablement ?<\/strong><\/p>\n

Il peut \u00eatre int\u00e9ressant de concevoir diff\u00e9rentes variantes d\u2019un m\u00eame dispositif pr\u00e9sentant diff\u00e9rents niveaux de d\u00e9tails suivant le degr\u00e9 d\u2019expertise du public.<\/em>
\n 
\n 
\nCe principe est simple mais peut-\u00eatre sous-estim\u00e9. L\u2019id\u00e9e est de garder \u00e0 l\u2019esprit que les capacit\u00e9s cognitives de votre apprenant sont limit\u00e9es.<\/strong> <\/p>\n

Ainsi, tout \u00e9l\u00e9ment venant augmenter la charge extrins\u00e8que du dispositif r\u00e9duira les ressources attribu\u00e9es en charge utile, et donc \u00e0 l\u2019apprentissage. Cependant, \u00e9liminer les \u00e9l\u00e9ments \u00e9trangers du dispositif n\u2019est pas toujours possible, ainsi il sera utile d\u2019appliquer le principe de signalisation<\/strong> dont je vous parlerai dans un prochain article.
\n 
\n 
\nEt si vous voulez en savoir plus sur la th\u00e9orie cognitive de l’apprentissage multim\u00e9dia :
\n 
\n– Article 1 : La surcharge cognitive<\/a>
\n– Article 3 : Le principe de signalisation<\/a>
\n– Article 4 : Le principe de redondance <\/a>
\n– Article 5 : Le principe de continuit\u00e9<\/a>
\n– Article 6 : Le principe de segmentation<\/a>
\n 
\n 
\n 
\nEt si vous voulez en savoir plus sur la th\u00e9orie cognitive de l’apprentissage multim\u00e9dia :
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 1 \u2013 La surcharge cognitive<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 2 \u2013 Le principe de coh\u00e9rence<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 3 \u2013 Le principe de signalisation<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 4 \u2013 Le principe de redondance<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 5 \u2013 Le principe de continuit\u00e9<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 6 \u2013 Le principe de segmentation<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 7 \u2013 Le principe de pr\u00e9-training<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 8 \u2013 Le principe de modalit\u00e9<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 9 \u2013 Le principe de personnalisation<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 10 \u2013 Le design \u00e9motionnel<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 11 \u2013 L\u2019agent p\u00e9dagogique<\/a>
\n– Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia : La fiche m\u00e9mo Sydologie<\/a><\/strong>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Dans cet article, je vous parlais de la th\u00e9orie cognitive du multim\u00e9dia qui a permis de mettre en \u00e9vidence un certain nombre de principes \u00e0 respecter lors de la conception d\u2019un dispositif p\u00e9dagogique. L\u2019un des principes les plus robustes (les plus r\u00e9pliqu\u00e9s scientifiquement) est le principe de coh\u00e9rence. Ce principe a pour but de r\u00e9duire… Voir l’article<\/a>","protected":false},"author":6,"featured_media":10690,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_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_post_was_ever_published":false},"categories":[2],"tags":[1888,298,1886,1887],"class_list":["post-10766","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-charge-cognitive","tag-design","tag-principe-de-coherence","tag-sciences-cognitives"],"yoast_head":"\nTh\u00e9orie cognitive de l'apprentissage multim\u00e9dia - Article 2 - Le principe de coh\u00e9rence - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2021\/06\/theorie-cognitive-de-lapprentissage-multimedia-article-2-le-principe-de-coherence\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Th\u00e9orie cognitive de l'apprentissage multim\u00e9dia - Article 2 - Le principe de coh\u00e9rence - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Dans cet article, je vous parlais de la th\u00e9orie cognitive du multim\u00e9dia qui a permis de mettre en \u00e9vidence un certain nombre de principes \u00e0 respecter lors de la conception d\u2019un dispositif p\u00e9dagogique. 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