Abstract:

More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).

In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.

During this presentation, we will present the design model we developed as well as its theoretical framework and its technological organization, and some of the first results we collected before, during and after the training.

References:
[1] Albero, B. (2011). Le couplage entre pédagogie et technologies à l’université : cultures d’action et paradigmes de recherche. Revue Internationale des Technologies en Pédagogie Universitaire (RITPU), 8(1-2), 11–21. Retrieved from http://www.erudit.org/revue/ritpu/2011/v8/n1- 2/1005779ar.html?vue=resume
[2] Bédard, D. & Béchard, J.-P. (2009). Innover dans l’enseignement supérieur. Paris : Presses Universitaires de France.
[3] CANARIE. (2015). Extension et renforcement de l’indispensable infrastructure numérique canadienne pour alimenter la découverte et l’innovation en sciences. Retrieved from http://www.canarie.ca/fr/extension-et-renforcement-de-lindispensable-infrastructure- numerique-canadienne-pour-alimenter-la-decouverte-et-linnovation-en-sciences/
[4] Fusaro, M. & Couture, A. (2012). Étude sur les modalités d’apprentissage et les technologies de l’information et de la communication dans l’enseignement. Montréal, Québec : Conférence des recteurs et des principaux des universités du Québec. Retrieved from http://www.crepuq.qc.ca/IMG/pdf/Rapport-Etude-TIC-Mai-2012-VF.pdf
[5] Lameul, G. & Loisy, C. (2014). La Pédagogie universitaire à l’heure du numérique. Bruxelles : De Boeck.
[6] Wang, F. & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development. Educational Technology Research and Development, 53(4), 5-23.

Keywords:

Design Based Research, Flipped Classroom, Videoconference.