{"id":1345,"date":"2013-12-13T13:38:42","date_gmt":"2013-12-13T11:38:42","guid":{"rendered":"http:\/\/sydologie.com\/?p=1345"},"modified":"2016-04-26T17:11:13","modified_gmt":"2016-04-26T15:11:13","slug":"est-ce-que-trop-doutils-tuent-la-pedagogie","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2013\/12\/est-ce-que-trop-doutils-tuent-la-pedagogie\/","title":{"rendered":"Est-ce que trop d\u2019outils tuent la p\u00e9dagogie ?"},"content":{"rendered":"

\u00ab\u00a0La multiplication des supports de formation perturbe-t-elle l\u2019apprentissage ?\u00a0\u00bb. <\/i>Grande question que tout professeur ou formateur est amen\u00e9 un jour \u00e0 se poser, \u00e0 une \u00e9poque o\u00f9 il est possible d\u2019utiliser de nombreux outils pour animer ses cours et ses formations. P\u00eale-m\u00eale\u00a0: supports de pr\u00e9sentation anim\u00e9s (Prezi<\/a>), projection de vid\u00e9os p\u00e9dagogiques, jeux de formation divers et vari\u00e9s, prise de notes collaborative (Unishared<\/a>), quiz, sondages ou \u00e9valuations par le biais des smartphones, tablettes ou ordinateurs des apprenants (Socrative<\/a>), etc. Les id\u00e9es ne manquent pas et nous les partageons d\u2019ailleurs toutes sur Sydologie.<\/strong><\/p>\n

Mais \u00e0 trop vouloir dynamiser ses cours et ses formations pour donner envie d\u2019apprendre et favoriser la m\u00e9morisation, ne risque-t-on pas d\u2019\u00eatre au final contre-productif\u00a0? En multipliant les supports de formation, ne risque-t-on pas de diluer les messages que l\u2019on souhaite faire passer et donc de r\u00e9duire leur apprentissage et leur m\u00e9morisation\u00a0?<\/p>\n

Tout va d\u00e9pendre en fait de la mani\u00e8re dont on utilise ces supports.<\/p>\n

Le blog \u00ab\u00a0Ancrage M\u00e9moriel – La science au service de la m\u00e9morisation<\/a>\u00a0\u00bb\u00a0a relay\u00e9 r\u00e9cemment les r\u00e9sultats d\u2019une exp\u00e9rience men\u00e9e par Helene Hembrooke <\/strong>(directrice <\/strong>associ\u00e9e du Human-computer Interaction Group<\/em> de l\u2019universit\u00e9 Cornell aux \u00c9tats-Unis) et Geri Gay<\/strong> (pr\u00e9sidente de la chaire des communications de la m\u00eame universit\u00e9).\u00a0Le principe de leur exp\u00e9rience \u00e9tait simple\u00a0: elles ont demand\u00e9 \u00e0 un groupe d\u2019\u00e9tudiants d\u2019\u00e9couter un cours donn\u00e9 par un professeur, tout en leur permettant d\u2019utiliser leur ordinateur portable pour effectuer des recherches sur Internet (en rapport ou non avec le cours donn\u00e9). Pendant ce temps, un autre groupe se contentait simplement d\u2019\u00e9couter le cours.<\/p>\n

A la fin du cours, elles ont demand\u00e9 aux deux groupes d\u2019\u00e9voquer les contenus qu\u2019ils avaient entendus et les r\u00e9sultats ont \u00e9t\u00e9 les suivants\u00a0: le groupe d\u2019\u00e9tudiants \u00ab\u00a0monot\u00e2che\u00a0\u00bb, qui s\u2019est concentr\u00e9 uniquement sur le cours, s\u2019en souvenait beaucoup mieux que l\u2019autre groupe \u00ab\u00a0multit\u00e2ches\u00a0\u00bb dont l\u2019attention avait \u00e9t\u00e9 divis\u00e9e entre le professeur et l\u2019ordinateur.\u00a0En bref, les \u00e9tudiants qui ont multipli\u00e9 les t\u00e2ches ont vu leur attention diminuer, ce qui a donc perturb\u00e9 leur apprentissage et leur m\u00e9morisation du cours<\/strong>.Vous allez dire \u00ab\u00a0Oui et alors\u00a0? Qu\u2019est-ce que cette exp\u00e9rience apporte de nouveau au schmilblick\u00a0?\u00a0\u00bb.<\/p>\n

Il est vrai que cette conclusion n\u2019a rien de vraiment surprenant.\u00a0On se doute bien qu\u2019en faisant plusieurs t\u00e2ches en m\u00eame temps (suivre un cours et, au mieux, faire des recherches sur un sujet en rapport avec ce m\u00eame cours, au pire aller sur Facebook\u00ae <\/sup>ou Twitter\u00ae<\/sup>), on n\u2019est pas 100 % attentif ni \u00e0 l\u2019une, ni \u00e0 l\u2019autre t\u00e2che\u2026\u00a0Pour autant, il peut \u00eatre utile de garder en t\u00eate la conclusion de cette exp\u00e9rience, car elle en implique une autre\u00a0: l\u2019utilisation simultan\u00e9e de plusieurs supports de formation<\/b> serait un frein \u00e0 l\u2019apprentissage, dans la mesure o\u00f9 l\u2019attention des apprenants est divis\u00e9e.\u00a0Une conclusion dont il peut \u00eatre utile de se souvenir \u00e0 une \u00e9poque o\u00f9, comme on le disait plus haut, les professeurs et les formateurs ont \u00e0 leur port\u00e9e de multiples outils pour rythmer leurs cours.<\/p>\n

Ainsi, plut\u00f4t que d\u2019utiliser simultan\u00e9ment diff\u00e9rents supports (par exemple, en demandant aux \u00e9l\u00e8ves de r\u00e9pondre en direct \u00e0 un sondage, alors qu\u2019ils doivent continuer \u00e0 suivre le cours, ou encore en leur faisant lire un document alors que le cours continue), il est pr\u00e9f\u00e9rable de segmenter leur utilisation pour ne pas rendre son cours incompr\u00e9hensible<\/strong>.<\/p>\n

Par exemple\u00a0:<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 en utilisant un support de pr\u00e9sentation pour structurer son cours<\/strong> dont les slides ne sont pas surcharg\u00e9es en informations pour \u00e9viter aux apprenants de lire ce qui est \u00e9crit pendant que le professeur dit autre chose,<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 en diffusant une vid\u00e9o \u00e0 des moments cibl\u00e9s pour \u00e9clairer un aspect pr\u00e9cis<\/strong> de son cours et en laissant le temps aux apprenants de la regarder,<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 en ponctuant son cours de petites animations (comme des jeux de formation) pour introduire des espaces de respiration dans la formation<\/strong> et laisser ainsi la possibilit\u00e9 aux apprenants de s\u2019exprimer,<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 en faisant un quiz \u00e0 la fin du cours<\/strong> plut\u00f4t qu\u2019en plein milieu\u2026<\/p>\n

Multiplier les supports ne serait donc pas un frein \u00e0 l\u2019apprentissage si on les utilise avec bon sens\u00a0!<\/p>\n

Source image<\/em><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"\u00ab\u00a0La multiplication des supports de formation perturbe-t-elle l\u2019apprentissage ?\u00a0\u00bb. Grande question que tout professeur ou formateur est amen\u00e9 un jour \u00e0 se poser, \u00e0 une \u00e9poque o\u00f9 il est possible d\u2019utiliser de nombreux outils pour animer ses cours et ses formations. P\u00eale-m\u00eale\u00a0: supports de pr\u00e9sentation anim\u00e9s (Prezi), projection de vid\u00e9os p\u00e9dagogiques, jeux de formation divers… Voir l’article<\/a>","protected":false},"author":3,"featured_media":1352,"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":[805,862,1106,1188],"class_list":["post-1345","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-multiplication-des-outils","tag-outils-dapprentissage","tag-supports-dapprentissage","tag-trop-doutils"],"yoast_head":"\nEst-ce que trop d\u2019outils tuent la p\u00e9dagogie ? - 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\/12\/est-ce-que-trop-doutils-tuent-la-pedagogie\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Est-ce que trop d\u2019outils tuent la p\u00e9dagogie ? - Sydologie\" \/>\n<meta property=\"og:description\" content=\"\u00ab\u00a0La multiplication des supports de formation perturbe-t-elle l\u2019apprentissage ?\u00a0\u00bb. 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Grande question que tout professeur ou formateur est amen\u00e9 un jour \u00e0 se poser, \u00e0 une \u00e9poque o\u00f9 il est possible d\u2019utiliser de nombreux outils pour animer ses cours et ses formations. P\u00eale-m\u00eale\u00a0: supports de pr\u00e9sentation anim\u00e9s (Prezi), projection de vid\u00e9os p\u00e9dagogiques, jeux de formation divers... 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