Objectives of Programme's Learning Outcomes

• 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.
• 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.
• Analyse an educational situation with reference to theories and methodological approaches resulting from developments in educational sciences, particularly in the specific field of educational technology.
• 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 approaches, and taking into account multidisciplinary aspects.
• Develop and support an educational device (including the specific field of educational technology), 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 (including the specific field of educational technology) 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 (including the specific field of educational technology).
• 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 (including the specific field of educational technology).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development (including in the specific field of educational technology).
• 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 approaches for research in educational sciences (including the specific field of educational technology).
• 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.

Learning Outcomes of UE

Describe the main constituents of a distance learning environment (technique, structures, tools (communication, conception, administration, follow-up) ; Describe the main advantages and the limits of a distance learning environment ; Identify the various actors and define their role in a distance learning environment ; Discover various devices of distance learning environments ; Analyze a distance learning environment ; To express an opinion criticizes on the educational quality of a given device, to identify the added value and suggest an improvement of the device ; Explain in what a distance learning environment is relevant according to a given context ; Determine if tools integrated into a given device are relevant with regard to the educational objectives ; Discover and use a tool of on-line conception

Content of UE

Definitions: the distance teaching, the distance training, E-learning ; Definition of the concept of "distance" ; History of the evolution of the distance training ; Modalities : Hybrid vs total Distance ; The tools of the distance training ; The devices of distance training ; Added value of a device FAD? The actors: students, teachers, guardians Analyze roles, spaces, functions(offices), tools..

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Presentation and/or works
• Oral examination

Q1 UE Assessment Comments

Oral examination : 50% Practical works : 50 %

Type of Assessment for UE in Q3

• Presentation and/or works
• Oral examination

Q3 UE Assessment Comments

Oral examination : 50% Practical works : 50 %

Type of Resit Assessment for UE in Q1 (BAB1)

• Presentation and/or works
• Oral examination

Q1 UE Resit Assessment Comments (BAB1)

Oral examination : 50% Practical works : 50 %