{"id":1183,"date":"2013-11-15T11:50:36","date_gmt":"2013-11-15T09:50:36","guid":{"rendered":"http:\/\/sydologie.com\/?p=1183"},"modified":"2013-11-15T11:50:36","modified_gmt":"2013-11-15T09:50:36","slug":"experience-pedagogique-animer-un-amphi-de-200-etudiants","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2013\/11\/experience-pedagogique-animer-un-amphi-de-200-etudiants\/","title":{"rendered":"Exp\u00e9rience p\u00e9dagogique : animer un amphi de 200 \u00e9tudiants"},"content":{"rendered":"

Mercredi 16 octobre, R\u00e9gis Goujet m\u2019a propos\u00e9 un d\u00e9fi assez terrible\u00a0: animer un cours de finance entrepreneuriale dans un amphi de 200 \u00e9tudiants en 1\u00e8re<\/sup> ann\u00e9e \u00e0 l\u2019EM.\u00a0Cela repr\u00e9sente quelques difficult\u00e9s, comme int\u00e9resser des \u00e9tudiants en tronc commun \u00e0 un sujet qui n\u2019est pas passionnant, et comme faire participer tout un amphi \u00e0 un cours un peu interactif.<\/p>\n

Pour changer de ma routine traditionnelle, je me suis lanc\u00e9 dans une exp\u00e9rimentation p\u00e9dagogique en 4 temps\u00a0:
\n– Demander aux \u00e9tudiants de pr\u00e9parer le cours<\/strong> via un exercice assez complexe ;
\n– Les faire participer<\/strong> gr\u00e2ce \u00e0 un Tweet Live (utilisation de Twitter en direct) ;
\n– Leur proposer de prendre des notes en mode collaboratif<\/strong> ;
\n– Les faire voter<\/strong> et participer collectivement.<\/p>\n

Lorsque je suis arriv\u00e9 dans l\u2019amphi, l\u2019effet d\u2019annonce<\/strong> de ces exp\u00e9rimentations a \u00e9t\u00e9 tr\u00e8s bien accueilli<\/a>. J\u2019ai aussi indiqu\u00e9 que les \u00e9tudiants qui le souhaitaient n\u2019\u00e9taient pas oblig\u00e9s de rester en cours. Le fait de me rendre leur devoir faisait \u00ab\u00a0acte de pr\u00e9sence\u00a0\u00bb.\u00a0Du coup, les \u00e9tudiants \u00e9taient dans de bonnes conditions mentales pour d\u00e9marrer le cours.<\/p>\n

Tout le monde n\u2019avait pas de compte Twitter<\/strong> mais les \u00e9tudiants ont bien pris en main l\u2019outil. Je les avais tout de m\u00eame avertis de ses sp\u00e9cificit\u00e9s (profil public, tweets conserv\u00e9s\u2026).<\/p>\n

Rapidement, nous avons commenc\u00e9 \u00e0 corriger le devoir que j\u2019avais demand\u00e9. Et comme d\u2019habitude, les \u00e9tudiants n\u2019ont pas su r\u00e9pondre correctement \u00e0 la 1\u00e8re<\/sup> question. Pour calculer le chiffre d\u2019affaires d\u2019une petite entreprise, ils ont tous (sauf un) oubli\u00e9 d\u2019enlever la TVA.<\/p>\n

L\u2019outil de vote<\/strong> (Socrative) m\u2019a permis de tester les diff\u00e9rents r\u00e9sultats propos\u00e9s et d\u2019\u00e9changer avec tout le groupe. Un \u00e9tudiant qui avait donn\u00e9 une r\u00e9ponse farfelue m\u2019a expliqu\u00e9 qu\u2019il avait r\u00e9pondu au hasard\u2026 Par contre, il a bien suivi la correction car il voulait comprendre pourquoi il n\u2019avait pas eu juste\u00a0!\u00a0Sur 200 \u00e9tudiants, 155 ont particip\u00e9 au 1er<\/sup> vote. Ce chiffre a d\u00e9cru au fur et \u00e0 mesure que la s\u00e9ance avan\u00e7ait. Je croyais que c\u2019\u00e9tait d\u00fb \u00e0 la motivation\u2026 Mais j\u2019ai compris dans les \u00e9valuations que c\u2019\u00e9tait s\u00fbrement d\u00fb aux soucis de batteries d\u2019ordinateurs\u00a0!<\/p>\n

Apr\u00e8s la pause, tous les \u00e9tudiants sont revenus ! C\u2019est que le cours n\u2019\u00e9tait pas si affreux.<\/p>\n

Pourtant, je commen\u00e7ais \u00e0 ressentir la fatigue d\u2019une courte nuit \u00e0 pr\u00e9parer ce cours mais aussi des jongles intellectuelles incessantes entre mon support d\u2019animation, le tweetlive et les r\u00e9sultats des votes.\u00a0Sans compter que le micro ne marchait pas tr\u00e8s bien et m\u2019obligeait \u00e0 r\u00e9p\u00e9ter tr\u00e8s souvent.<\/p>\n

Au final, en tant que formateur, je suis tr\u00e8s content de l\u2019exp\u00e9rience. Je me suis m\u00eame \u00e9clat\u00e9\u00a0! Et j\u2019esp\u00e8re avoir transmis un peu de ma passion des chiffres aux \u00e9tudiants\u2026<\/p>\n

Avantages<\/h2>\n

– Apprentissage par l\u2019erreur\u00a0:<\/strong> je suis s\u00fbr qu\u2019ils retiendront l\u2019histoire de la TVA par exemple.<\/p>\n

– Responsabilisation\u00a0<\/strong>: les \u00e9tudiants choisissaient (ou non) de rester en cours.<\/p>\n

– Interactivit\u00e9\u00a0:<\/strong> les \u00e9changes par Twitter m\u2019ont permis de faire quelques courtes pauses mais aussi de mieux ressentir la salle.<\/p>\n

– Rythme\u00a0:<\/strong> entrecouper le cours par des votes permet de se poser un peu et de valider que les notions sont bien comprises.<\/p>\n

– Prise de notes\u00a0<\/strong>: mon cours a \u00e9t\u00e9 \u00e9crit (je ne l\u2019avais jamais fait) par les \u00e9tudiants.<\/p>\n

– Motivation\u00a0:<\/strong> la mienne tout du moins. Je me suis \u00e9clat\u00e9 \u00e0 animer ce cours\u00a0!<\/p>\n

Ecueils<\/h2>\n

– Il n\u2019y avait pas de prises \u00e9lectriques pour brancher les ordinateurs. Compliqu\u00e9 de prendre des notes pendant 3 heures si la batterie ne tient pas la route\u2026<\/p>\n

– Il n\u2019y avait qu\u2019un \u00e9cran (sur lequel j\u2019affichais le TweetLive). J\u2019aurais aim\u00e9 pouvoir afficher mon support d\u2019animation pour les \u00e9tudiants qui n\u2019avaient pas leurs ordis (pour voir les docs sur Google Drive).<\/p>\n

– Il y a toujours des bugs techniques\u2026 Et je n\u2019ai pas r\u00e9ussi \u00e0 lancer des questions pr\u00e9par\u00e9es sur Socrative. Donc je me suis rabattu sur les questions \u00e0 choix multiples et j\u2019indiquais les r\u00e9ponses au tableau.<\/p>\n

– Je n\u2019ai pas su mod\u00e9rer le TweetLive durant la derni\u00e8re partie de la journ\u00e9e. Le TweetLive a \u00e9t\u00e9 d\u00e9tourn\u00e9 par quelques \u00e9tudiants tr\u00e8s dr\u00f4les\u2026 mais qui ne tweetaient plus sur le cours\u00a0!<\/p>\n

– 3 innovations p\u00e9dagogiques, \u00e7a fait beaucoup, surtout pour une premi\u00e8re\u00a0!<\/p>\n

Outils\u00a0<\/strong><\/h2>\n

– Twijector <\/a>pour le TweetLive\u00a0: il permet d\u2019afficher les tweets avec le hashtag sp\u00e9cifi\u00e9 du plus r\u00e9cent au plus ancien ;<\/p>\n

– Google Drive<\/a> pour la prise de notes collaborative\u00a0: il permet de charger vos supports d\u2019animation sur la plateforme et de l\u2019ouvrir sp\u00e9cifiquement aux \u00e9tudiants de la salle gr\u00e2ce \u00e0 un lien (\u00e0 envoyer par mail aux \u00e9tudiants) ;<\/p>\n

– Socrative<\/a> pour les votes\u00a0: tr\u00e8s simple \u00e0 utiliser, il permet de poser des questions en direct et de recueillir les votes des apprenants gratuitement et sans inscription. Il suffit d\u2019avoir Internet (sur ordi ou Smartphone).<\/p>\n","protected":false},"excerpt":{"rendered":"Mercredi 16 octobre, R\u00e9gis Goujet m\u2019a propos\u00e9 un d\u00e9fi assez terrible\u00a0: animer un cours de finance entrepreneuriale dans un amphi de 200 \u00e9tudiants en 1\u00e8re ann\u00e9e \u00e0 l\u2019EM.\u00a0Cela repr\u00e9sente quelques difficult\u00e9s, comme int\u00e9resser des \u00e9tudiants en tronc commun \u00e0 un sujet qui n\u2019est pas passionnant, et comme faire participer tout un amphi \u00e0 un cours… Voir l’article<\/a>","protected":false},"author":2,"featured_media":1184,"comment_status":"open","ping_status":"open","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":[32,33,258,392,406,437,454,882],"class_list":["post-1183","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-amphi","tag-amphitheatre","tag-cours","tag-em-lyon","tag-enseignement","tag-etudiants","tag-experience","tag-pedagogie"],"yoast_head":"\nExp\u00e9rience p\u00e9dagogique : animer un amphi de 200 \u00e9tudiants - 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\/2013\/11\/experience-pedagogique-animer-un-amphi-de-200-etudiants\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Exp\u00e9rience p\u00e9dagogique : animer un amphi de 200 \u00e9tudiants - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Mercredi 16 octobre, R\u00e9gis Goujet m\u2019a propos\u00e9 un d\u00e9fi assez terrible\u00a0: animer un cours de finance entrepreneuriale dans un amphi de 200 \u00e9tudiants en 1\u00e8re ann\u00e9e \u00e0 l\u2019EM.\u00a0Cela repr\u00e9sente quelques difficult\u00e9s, comme int\u00e9resser des \u00e9tudiants en tronc commun \u00e0 un sujet qui n\u2019est pas passionnant, et comme faire participer tout un amphi \u00e0 un cours... 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