Approaches to Young Adults and Adults in Educational Contexts

		Study programme 2020-2021	Français
		Approaches to Young Adults and Adults in Educational Contexts
		Learning Activity

Code	Lecturer(s)	Associate Lecturer(s)	Subsitute Lecturer(s) et other(s)	Establishment
P-SEDO-215	DUROISIN Natacha			UMONS

Language of instruction	Language of assessment	HT(*)	HTPE(*)	HTPS(*)	HR(*)	HD(*)	Term
Français	Français	15	0	0	0	0	Q1

Organisational online arrangements for the end of Q3 2020-2021 assessments (Covid-19)
Production of individual or group work, essay, report, dissertation...
Description of the modifications to the Q3 2020-2021 assessment procedures (Covid-19)
Students must submit an individual written work made up of three distinct parts and making links with the course taught in the first term. ▪ Part 1 on the adequacy between the profiles of the participants (cognitive, affective, experiential (neuro) components, etc.) and the training created (proposal of a particular activity on the basis of a literature review) ▪ Part 2 presenting the training of 3 x 1 hour course ▪ Part 3 on the use of the methods seen in class and applications of these methods in the training offered All detailed instructions are presented on Moodle. The written work, of about fifteen pages (min. 13 pages; max. 17 pages) excluding bibliography, appendices and course sheets, must be submitted before the first day of the second session. Writing: scientific style (vocabulary, structure, summary, bibliography to APA standards)

Organisational arrangements for the end of Q1 2020-2021 assessments (Covid-19) online or face-to-face (according to assessment schedule)

Production of individual or group work, essay, report, dissertation...

Description of the modifications to the Q1 2020-2021 online assessment procedures (Covid-19) online or face-to-face (according to assessment schedule)

Students must submit an individual written work made up of three distinct parts and making links with the course taught in the first term.
▪ Part 1 on the adequacy between the profiles of the participants (cognitive, affective, experiential (neuro) components, etc.) and the training created (proposal of a particular activity on the basis of a literature review)
▪ Part 2 presenting the training of 3 x 1 hour course
▪ Part 3 on the use of the methods seen in class and applications of these methods in the training offered
All detailed instructions are presented on Moodle.
The written work, of about fifteen pages (min. 13 pages; max. 17 pages) excluding bibliography, appendices and course sheets, must be submitted before the first day of the second session.
Writing: scientific style (vocabulary, structure, summary, bibliography to APA standards)

Content of Learning Activity

adolescence; adults (emerging); educational and sociocultural approaches to adult learning; social and professional integration; learning situations; learning modes; training method; situated cognition, embodied cognition ...; training evaluation

Required Learning Resources/Tools

Berthiaume, D. (2015). La pédagogie de l'enseignement supérieur : repères théoriques et applications pratiques (tomes 1 et 2), édition Peter Lang, Berne.
Bourgeois E., Nizet J. (2005). Apprentissage et formation des adultes, Paris Puf.
Boutinet, J. P. (2013). Psychologie de la vie adulte, Paris Puf.
Danse C , Faulx D. (2015). Comment favoriser l'apprentissage des adultes, Bruxelles, De Boeck.
Blakemore S. & Choudhury S. (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3/4), 296-312.
Devernay, M. & Viaux-Savelon, S. (2014). Développement neuropsychique de l'adolescent : les étapes à connaître. Réalités pédiatriques, 187. 1-7.
Charras, K. et al. (2012). L'enfance et l'adolescence in situ : facteurs environnementaux facilitateurs et inhibiteurs de troubles. Pratiques psychologiques, 18, 353-372.
Vincenzo, C. (2001). Les jeunes adultes comme objet théorique. Recherches et Prévisions, 65, 5-18.
Gaudet, S. (2007). L'émergence de l'âge adulte, une nouvelle étape du parcours de vie. Implications pour le développement de politiques. Gouvernement du Canada.
Boutinet, J. (2004). Que savons-nous sur cet adulte qui part en formation ?. Savoirs, 4(1), 9-49.
Roquet, P. (2009). L'émergence de l'accompagnement, Recherche et formation, 62, 13-24.
Barbier J. & Wittorski, R. (2015). La formation des adultes, lieu de recompositions ?, Revue française de pédagogie, 190, 5-14.
Mayen P. et Olry, P. (2012). Expérience du travail et développement pour de jeunes adultes en formation professionnelle, Recherche et formation, 70, 163-178.
Faulx, D. & Danse, C. (2016). L'évaluation de la formation : comment la rendre utile pour les participants ? Constats et proposition de cinq stratégies d'évaluation partenariale. Evaluer. Journal international de Recherche en Education et Formation, 2(1), pp. 37-52.

Recommended Learning Resources/Tools

Jarvis, P. (2004). Adult education and lifelong learning: theory and practice, Routledge, Cambridge
Rogers, A. (2002) Teaching adults, Open University Press,London
Tennant, M.(2005) Psychology and adult learning, Routledge, Cambridge
Van de Velde, C. (2008), Devenir adulte : sociologie comparée de la jeunesse en Europe, P.U.F, Paris
Brun P. (2017). Une approche de l'andragogie: Construction avec l'andragogue de l'interface d'enseignement de l'adulte apprenant, édition L'harmattan,Paris.