{"id":11012,"date":"2021-11-25T11:00:59","date_gmt":"2021-11-25T10:00:59","guid":{"rendered":"http:\/\/sydologie.com\/?p=11012"},"modified":"2024-11-25T10:22:43","modified_gmt":"2024-11-25T09:22:43","slug":"theorie-cognitive-de-lapprentissage-multimedia-article-7-le-principe-de-pre-training","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/11\/theorie-cognitive-de-lapprentissage-multimedia-article-7-le-principe-de-pre-training\/","title":{"rendered":"Th\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 7 \u2013 Le principe de pr\u00e9-training"},"content":{"rendered":"

Aujourd’hui, en tant que concepteur, vous devez proposer un contenu sur les tabourets<\/strong>. Comme on le sait tous, le tabouret est loin d\u2019\u00eatre un sujet facile \u00e0 appr\u00e9hender. Le vocabulaire est tr\u00e8s sp\u00e9cifique et les \u00e9tapes de constructions d\u00e9taill\u00e9es doivent \u00eatre suivies tr\u00e8s scrupuleusement.<\/p>\n

Dans la pr\u00e9sentation du contenu, vos apprenants doivent \u00e0 la fois acqu\u00e9rir le vocabulaire des concepts pr\u00e9sent\u00e9s et les liens entre ces concepts. Cette situation peut entrainer pour l\u2019apprenant une augmentation de la charge intrins\u00e8que du dispositif et donc nuire \u00e0 l\u2019apprentissage.<\/strong><\/p>\n

Pour pallier cette difficult\u00e9, les chercheurs travaillant sur cette th\u00e9orie (Mayer, 2003) proposent le principe de pr\u00e9-training.<\/strong> Ce principe sugg\u00e8re de pr\u00e9senter \u00e0 vos apprenants les noms et caract\u00e9ristiques des \u00e9l\u00e9ments avant d\u2019aller plus loin sur le contenu.<\/strong><\/p>\n

L\u2019id\u00e9e serait, dans le cadre de la formation sur les tabourets, de pr\u00e9senter au pr\u00e9alable les diff\u00e9rentes parties d\u2019un tabouret dans un sch\u00e9ma global. Puis, d\u2019effectuer des zooms sur les parties que vous souhaitez pr\u00e9senter plus en d\u00e9tails. \u00c0 cette fin, l\u2019apprenant a d\u00e9j\u00e0 acquis le vocabulaire et peut donc appr\u00e9hender le contenu plus facilement. <\/strong><\/p>\n

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Tout l\u2019int\u00e9r\u00eat de pr\u00e9senter les \u00e9l\u00e9ments au fur et \u00e0 mesure c\u2019est de ne jamais se retrouver dans la situation o\u00f9 trop d\u2019\u00e9l\u00e9ments sont \u00e0 comprendre et retenir : le vocabulaire des concepts, leurs liens, etc. Le but est ici de r\u00e9partir la charge intrins\u00e8que au fur et \u00e0 mesure de l\u2019apprentissage.<\/strong><\/p>\n

En formation, il peut \u00eatre int\u00e9ressant \u00e0 la fin de la journ\u00e9e de parler des diff\u00e9rents points que vous allez aborder le lendemain sans rentrer dans les d\u00e9tails<\/strong> afin de proposer une premi\u00e8re confrontation avec le mat\u00e9riel. On per\u00e7oit \u00e9galement l\u2019int\u00e9r\u00eat du principe de classes invers\u00e9es<\/strong> qui n\u2019est pas sans inconv\u00e9nients mais qui est int\u00e9ressant car il permet \u00e0 l\u2019apprenant de se familiariser au maximum avec le mat\u00e9riel et de pouvoir approfondir, poser des questions et travailler ensuite plus en profondeur sur le mat\u00e9riel durant la s\u00e9ance.<\/p>\n

Ce principe appelle \u00e0 bien d\u00e9finir la terminologie, le vocabulaire et les concepts centraux <\/strong>suivant l\u2019objectif p\u00e9dagogique. Dans un deuxi\u00e8me temps il faut r\u00e9fl\u00e9chir \u00e0 comment impl\u00e9menter cette terminologie dans le contenu afin de familiariser l\u2019apprenant avec ces concepts.<\/p>\n

Pour conclure, ce principe est d\u2019autant plus pertinent pour des apprenants qui seraient novices sur le sujet car le vocabulaire n\u2019est pas acquis. Pour des apprenants experts, cela n\u2019est pas forc\u00e9ment n\u00e9cessaire. D\u2019o\u00f9 la n\u00e9cessit\u00e9, encore une fois, d\u2019\u00eatre en mesure d\u2019identifier la cible du contenu le plus pr\u00e9cis\u00e9ment possible.<\/strong>
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\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":"Aujourd’hui, en tant que concepteur, vous devez proposer un contenu sur les tabourets. Comme on le sait tous, le tabouret est loin d\u2019\u00eatre un sujet facile \u00e0 appr\u00e9hender. Le vocabulaire est tr\u00e8s sp\u00e9cifique et les \u00e9tapes de constructions d\u00e9taill\u00e9es doivent \u00eatre suivies tr\u00e8s scrupuleusement. Dans la pr\u00e9sentation du contenu, vos apprenants doivent \u00e0 la fois… 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":[1920,1887,1879,1800],"class_list":["post-11012","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-principe-de-pre-training","tag-sciences-cognitives","tag-theorie-cognitive","tag-ux-design"],"yoast_head":"\nTh\u00e9orie cognitive de l\u2019apprentissage multim\u00e9dia \u2013 Article 7 \u2013 Le principe de pr\u00e9-training - 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\/11\/theorie-cognitive-de-lapprentissage-multimedia-article-7-le-principe-de-pre-training\/\" \/>\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 7 \u2013 Le principe de pr\u00e9-training - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Aujourd’hui, en tant que concepteur, vous devez proposer un contenu sur les tabourets. 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