Usage d'une ressource pédagogique pour valoriser ses compétences et professionnaliser ses expériences : le cas du ePortfolio
| Autor: | Szafrajzen, Barbara |
|---|---|
| Přispěvatelé: | Institut mediterranéen des sciences de l'information et de la communication (IMSIC), Aix Marseille Université (AMU)-Université de Toulon (UTLN) |
| Jazyk: | francouzština |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Communication & professionnalisation Communication & professionnalisation, 2022, 13, pp.77-92 |
| ISSN: | 2294-9844 |
| Popis: | International audience; All IUT (University Institutes of Technology) have welcomed their first promotionof the University Bachelor of Technology (B.U.T) in 2021. Now the students arefollowing a threeyear course with a specialisation in third year, representing the localadaptation of training.Emphasis is placed above all on a pedagogy built on a skillbased approach, thusencouraging professional situations. Consequently, various educational resourcesare now imposed on students to enhance their skills and make their experiencesprofessional. The ePortfolio is the perfect example of this.However, it has been studied for several years in some training courses. So, can(or should) the ePortfolio be considered as an innovative tool or an ’educationalinnovation’? (Lemaître, 2018)? Indeed, a constant injunction to innovation isquestioned for these students emerging from the generation of ’digital natives’(Prensky, 2001) and who have been immersed in a ’digital culture as a challenge fora knowledge society’ (Proulx, 2002)This article is based on a qualitative survey conducted with a sample of studentsmajoring in Computer Science. The exploratory study demonstrates that the ePortfolio All IUT (University Institutes of Technology) have welcomed their first promotionof the University Bachelor of Technology (B.U.T) in 2021. Now the students arefollowing a threeyear course with a specialisation in third year, representing the localadaptation of training.Emphasis is placed above all on a pedagogy built on a skillbased approach, thusencouraging professional situations. Consequently, various educational resourcesare now imposed on students to enhance their skills and make their experiencesprofessional. The ePortfolio is the perfect example of this.However, it has been studied for several years in some training courses. So, can(or should) the ePortfolio be considered as an innovative tool or an ’educationalinnovation’? (Lemaître, 2018)? Indeed, a constant injunction to innovation isquestioned for these students emerging from the generation of ’digital natives’(Prensky, 2001) and who have been immersed in a ’digital culture as a challenge fora knowledge society’ (Proulx, 2002)This article is based on a qualitative survey conducted with a sample of studentsmajoring in Computer Science. The exploratory study demonstrates that the ePortfolio All IUT (University Institutes of Technology) have welcomed their first promotionof the University Bachelor of Technology (B.U.T) in 2021. Now the students arefollowing a threeyear course with a specialisation in third year, representing the localadaptation of training.Emphasis is placed above all on a pedagogy built on a skillbased approach, thusencouraging professional situations. Consequently, various educational resourcesare now imposed on students to enhance their skills and make their experiencesprofessional. The ePortfolio is the perfect example of this.However, it has been studied for several years in some training courses. So, can(or should) the ePortfolio be considered as an innovative tool or an ’educationalinnovation’? (Lemaître, 2018)? Indeed, a constant injunction to innovation isquestioned for these students emerging from the generation of ’digital natives’(Prensky, 2001) and who have been immersed in a ’digital culture as a challenge fora knowledge society’ (Proulx, 2002)This article is based on a qualitative survey conducted with a sample of studentsmajoring in Computer Science. |
| Databáze: | OpenAIRE |
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