{"id":10964,"date":"2021-09-30T11:00:52","date_gmt":"2021-09-30T09:00:52","guid":{"rendered":"http:\/\/sydologie.com\/?p=10964"},"modified":"2024-11-25T10:22:31","modified_gmt":"2024-11-25T09:22:31","slug":"theorie-cognitive-de-lapprentissage-multimedia-article-6-le-principe-de-segmentation","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/09\/theorie-cognitive-de-lapprentissage-multimedia-article-6-le-principe-de-segmentation\/","title":{"rendered":"Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 6 \u2013 Le principe de segmentation"},"content":{"rendered":"

Votre mission aujourd\u2019hui est la suivante<\/strong> : vous devez transmettre en vid\u00e9o 4 heures de contenu sur les diff\u00e9rents types de tabourets, leurs caract\u00e9ristiques, leurs origines et leurs utilisations. <\/p>\n

Bien que le sujet soit passionnant, 4h c\u2019est long, m\u00eame pour un amateur de mobilier d\u2019int\u00e9rieur. Vous avez pourtant appliqu\u00e9 tous les principes pr\u00e9c\u00e9demment pr\u00e9sent\u00e9s pour r\u00e9duire la charge extrins\u00e8que du dispositif. Mais votre apprenant se met \u00e0 bailler, votre vid\u00e9o de 4h ne passe pas.<\/strong> <\/p>\n

Vous en \u00eates aux diff\u00e9rentes \u00e9tapes de construction d\u2019un tabouret, moment d\u00e9cisif de la pr\u00e9sentation. Malheureusement, l\u2019apprenant n\u2019a pas le temps d\u2019assimiler l\u2019\u00e9tape 1 avant que la seconde ne soit pr\u00e9sent\u00e9e. Il est donc \u00e0 la fois ennuy\u00e9 et fatigu\u00e9, mais n\u2019est pas non plus capable de comprendre globalement les diff\u00e9rentes \u00e9tapes de construction. Il pourra \u00e9ventuellement se souvenir d\u2019un \u00e9l\u00e9ment en particulier mais aura du mal \u00e0 s\u2019approprier l\u2019essentiel des informations propos\u00e9es. <\/strong>
\n <\/p>\n

Bref, votre apprenant a d\u00e9croch\u00e9. Mais pourquoi ?<\/h2>\n

 
\nVoici une hypoth\u00e8se propos\u00e9e par la th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia (Mayer, 2004) : confront\u00e9e \u00e0 une le\u00e7on multim\u00e9dia pr\u00e9sent\u00e9e d\u2019un seul trait, la m\u00e9moire de travail de votre apprenant est surcharg\u00e9e face \u00e0 la complexit\u00e9<\/strong> du mat\u00e9riel. La quantit\u00e9 n\u00e9cessaire pour traiter le mat\u00e9riel dans le temps imparti est inf\u00e9rieure aux capacit\u00e9s r\u00e9elles de votre apprenant. Pour reprendre le vocabulaire utilis\u00e9 dans le cadre de cette th\u00e9orie, la charge intrins\u00e8que de votre dispositif (complexit\u00e9 du mat\u00e9riel) est trop grande, ce qui nuit au d\u00e9ploiement des ressources en charge utile n\u00e9cessaire \u00e0 l\u2019apprentissage. <\/p>\n

Une solution \u00e0 ce probl\u00e8me est le principe de segmentation<\/strong>, compos\u00e9 de deux caract\u00e9ristiques essentielles :<\/p>\n

–\tPremi\u00e8rement, le principe recommande de segmenter votre le\u00e7on en diff\u00e9rentes parties pr\u00e9sent\u00e9es succinctement<\/strong>. Par exemple, plut\u00f4t qu\u2019une grosse vid\u00e9o de 15 minutes sur les diff\u00e9rents bois de tabouret, choisissez de r\u00e9aliser une vid\u00e9o de 3 minutes sur les tabourets en bois de ch\u00eane, une autre sur les tabourets en osier et une derni\u00e8re sur les tabourets en bambou (et pourquoi pas ?).<\/p>\n

–\tLa deuxi\u00e8me caract\u00e9ristique de ce principe est de permettre \u00e0 votre apprenant d\u2019avoir le contr\u00f4le du rythme de pr\u00e9sentation entre chaque partie<\/strong> (un e-learning en somme). Par exemple en utilisant un bouton \u00ab continuer \u00bb entre chaque segment ou des interfaces plus complexes telles qu\u2019un syst\u00e8me de chapitrage, de liens, d\u2019onglets, etc.
\n\"\"\/
\nSi vous respectez ce principe l\u2019apprenant s\u2019approprie en profondeur les informations avant de passer \u00e0 l\u2019\u00e9tape suivante.<\/strong> Si cela est n\u00e9cessaire, il peut ais\u00e9ment revisionner la s\u00e9quence. <\/p>\n

Ce principe de segmentation est d\u2019autant plus important pour des apprenants disposant d\u2019une faible capacit\u00e9 de m\u00e9moire de travail (qui ne sont pas capables de stocker un grand nombre d\u2019informations en m\u00eame temps) comme les enfants. Le principe est \u00e9galement tr\u00e8s int\u00e9ressant lorsque votre apprenant n\u2019est pas du tout familier avec le sujet<\/strong> ce qui est tr\u00e8s improbable dans notre exemple (qui pourrait ne jamais s\u2019\u00eatre int\u00e9ress\u00e9 aux diff\u00e9rents types de tabourets ?). <\/p>\n

Ainsi, en segmentant le contenu propos\u00e9, vous permettez \u00e0 l\u2019apprenant de :
\n– s\u2019approprier le contenu \u00e0 son rythme<\/strong> et revenir plus facilement sur un aspect en particulier
\n– et donc r\u00e9duire la charge intrins\u00e8que<\/strong> de votre dispositif (complexit\u00e9 du mat\u00e9riel \u00e0 apprendre)<\/p>\n

De plus, en segmentant votre dispositif en diff\u00e9rents modules, vous pouvez faire \u00e9voluer le format de pr\u00e9sentation<\/strong> (mini-jeux\/vid\u00e9o\/infographie).
\n 
\n 
\nJe parlerai dans un futur article de l\u2019avantage de l\u2019apprentissage distribu\u00e9 (r\u00e9parti dans le temps) par rapport \u00e0 l\u2019apprentissage mass\u00e9 (en une fois). Pour r\u00e9sumer, segmenter le contenu et le r\u00e9partir dans le temps est beaucoup plus pertinent que pr\u00e9senter un gros contenu en une seule fois.<\/strong>
\n
\nBon je retourne \u00e0 ma formation sur les tabourets<\/strong>, qui est bien plus passionnante et stimulante que ces articles ! \u00c0 la semaine prochaine.
\n 
\n 
\nEt si vous voulez en savoir plus sur la th\u00e9orie cognitive de l’apprentissage multim\u00e9dia :
\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":"Votre mission aujourd\u2019hui est la suivante : vous devez transmettre en vid\u00e9o 4 heures de contenu sur les diff\u00e9rents types de tabourets, leurs caract\u00e9ristiques, leurs origines et leurs utilisations. Bien que le sujet soit passionnant, 4h c\u2019est long, m\u00eame pour un amateur de mobilier d\u2019int\u00e9rieur. Vous avez pourtant appliqu\u00e9 tous les principes pr\u00e9c\u00e9demment pr\u00e9sent\u00e9s pour… 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":[1911,1887,1879,1800],"class_list":["post-10964","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-principe-de-segmentation","tag-sciences-cognitives","tag-theorie-cognitive","tag-ux-design"],"yoast_head":"\nTh\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 6 \u2013 Le principe de segmentation - 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\/09\/theorie-cognitive-de-lapprentissage-multimedia-article-6-le-principe-de-segmentation\/\" \/>\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\u2019apprentissage multim\u00e9dia \u2013 Article 6 \u2013 Le principe de segmentation - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Votre mission aujourd\u2019hui est la suivante : vous devez transmettre en vid\u00e9o 4 heures de contenu sur les diff\u00e9rents types de tabourets, leurs caract\u00e9ristiques, leurs origines et leurs utilisations. 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