Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UP-M2-MEDUCA-011-C | Compulsory UE | DE LIEVRE Bruno | P303 - Pédagogie générale et médias éducatifs |
Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
Français | 0 | 0 | 0 | 0 | 0 | 5 | 1 |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
---|---|---|---|---|---|---|---|---|
P-SPGM-141 | 100% |
Objectives of general skills
- Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
- Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
- Analyse and model an educational action by critically selecting theories and methodological delivered ex shipapproaches, and taking into account multidisciplinary aspects.
- Develop and support a teaching-learning device, and implement and evaluate it.
- Master knowledge about different educational devices as well as implement them.
- Critically analyse the extent and limitations of different educational devices.
- Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
- Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
- Rate an educational device.
- Alter an educational device.
- Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present and structure data in a clear, precise, neutral, and non-oriented way.
- Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
- Appropriately use presentation materials.
- Work effectively with different actors as part of a team or a network of professionals.
- Implement the most effective ways of collaboration in a given situation.
- Share knowledge and data to carry out a common project.
- Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
- Act ethically and professionally.
- Refer to ethical principles to define the framework of their professional practice.
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- Assess and pursue professional and personal development.
- Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Continue to train and improve their skills.
- Master scientific research methods in educational sciences.
- Master the different steps to carry out research in educational sciences.
- Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
- Adequately choose and implement research methods.
- Collect data and analyse it.
- Adequately interpret results taking into account the reference framework within which the research was developed.
UE's Learning outcomes
According specific learning difficulties diagnosed , identify a technological solution that can help to facilitate the learning of these people. Develop and justify a technological device suitable for specific learning difficulty To criticize solutions and tools available to meet specific learning needs. 3 Identify scientific resources that highlight the pros and cons of technological devices that would aim to fulfill a need for specific training
UE Content
Devices remediation ICT in the classroom Remediation ICT devices at home Children hospitalized and ICT Children with learning difficulties (dyslexia, dyscalculia, dysgraphia , attention deficit disorder and concentration , ..) and ICT Remediation of oral language , written language , mathematics , logic , ...) and ICT Terms of use of technology to meet specific needs through spatial planning , time , software .. Specific responses to ICT for the visually impaired , hearing impaired , mental retardation , communication disorders , ... Adaptation of ICT devices for young children ( of one year), the elderly.
Prior experience
Not applicable
Term 1 for Integrated Assessment - type
- Presentation and works
- Oral examination
Term 2 for Integrated Assessment - type
- Presentation and works
- Oral Examination
Term 3 for Integrated Assessment - type
- Presentation and works
- Oral examination
Resit Assessment for IT - Term 1 (B1BA1) - type
- Presentation and works
- Oral examination
Type of Teaching Activity/Activities
AA | |
---|---|
P-SPGM-141 |
Mode of delivery
AA | |
---|---|
P-SPGM-141 |
Required Reading
AA | |
---|---|
P-SPGM-141 |
Required Learning Resources/Tools
AA | |
---|---|
P-SPGM-141 |
Recommended Reading
AA | |
---|---|
P-SPGM-141 |
Recommended Learning Resources/Tools
AA | |
---|---|
P-SPGM-141 |
Other Recommended Reading
AA | |
---|---|
P-SPGM-141 |
Term 1 Assessment - type
AA | |
---|---|
P-SPGM-141 |
Term 1 Assessment - comments
AA | |
---|---|
P-SPGM-141 |
Resit Assessment - Term 1 (B1BA1) - type
AA | |
---|---|
P-SPGM-141 |
Resit Assessment - Term 1 (B1BA1) - Comments
AA | |
---|---|
P-SPGM-141 |
Term 2 Assessment - type
AA | |
---|---|
P-SPGM-141 |
Term 2 Assessment - comments
AA | |
---|---|
P-SPGM-141 |
Term 3 Assessment - type
AA | |
---|---|
P-SPGM-141 |
Term 3 Assessment - comments
AA | |
---|---|
P-SPGM-141 |