1 University Paris Ouest Nanterre La Defense (FRANCE)
2 Paris-Est Creteil University, Reseau E-MET (FRANCE)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 4033-4041
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
The main purpose of my teaching is less knowledge transmission than enabling students to achieve their goal of becoming a professionnal thus contributing to their own well-being as well as their professional and personal development.A new role for the teacher was assigned in recent years thanks to digital tools at his disposal and used to develop a more active pedagogy.

We wanted to allow students to escape the school habits that happen too often including demobilization for those who have experienced failures in the school system as well as the too academic learning habits, which are only reproductions and statements collections, rarely tested or discussed, for those who have too successful in the academic system.

The vector to be offered is the professional activity. While remaining in the protected environment of the university, we want to offer the student to discover and experience a self-production and collective project process.

To produce this mobilization of student activity, we used a set of tools that allows the teacher to seek and to trace this activity through analytics. This toolkit consists of a hand, a platform that makes visible the activity, allows 24/7 cooperation which requires a large presence of the teacher to meet the demands and students questions. This platform allows remote building a close relationship by the differentiated juxtaposition of structured (reference documents) or informal (exchanges and mediation) exchanges. The platform allows scripting of pedagogical action followed by the evolution and the transformation of students into professionals. All the teacher's mediations toward each student are visible and remanent for all.

This toolkit includes, on the other hand, a pedagogy that "solicit" the student in this "scene". Depending on the year, the scenario is played differently, for example, we offer students a "Stock Exchange" like system. Each student is granted with an initial score of 10, which fluctuates based on his involvement in the collective activity and the production of knowledge and experience reports.Most of this teaching is that it provides the activity as personal fashion first training and it supports this process by producing a return on student activity. It is this activity which has value and therefore is evaluated and provides benchmarks for the student on its progress towards his own targeted skills.

The proposed work consists of debate and exchange on the topics of the course. We trivially say that "it is a group of students which prepares and presents the course." Mainly, they are the author of their own research, they testify and thereby share, with other colleagues, pieces of information. All these, set into debates become collective knowledge.

In this paper, we are not presenting an other “flip classroom” or MOOC experiment, we are just speaking about pedagogy and how students acquire new fields of knowledge. So it is, always, the teacher who makes the "course", in fact, he setups the dynamic. Our pedagogy is innovative because it creates a virtual "room on demand" to host the students dynamics. The teacher is then a "guide" for students in order they give the best of themselves in these new modes of active learning.

Our platform was designed as part of a PhD research on the effects of network resource usage and any Internet document in educational or professional training situations, in collective labor and intelligence management in collective situations.
Active pedagogy, analytics, student involvement, teacher role.