Didactical, pedagogical and technical objects interlocked in VLEs

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Didactical, pedagogical and technical objects interlocked in VLEs. Pascal Marquet LISEC (Interuniversity Laboratory of Sciences of Education and Communication) University of Strasbourg Keynote at the E&T 2010 Summer school 30/07/2010, Faculty of Humanities. Introduction. - PowerPoint PPT Presentation

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  • Didactical, pedagogical and technical objects interlocked in VLEsPascal MarquetLISEC (Interuniversity Laboratory of Sciences of Education and Communication) University of StrasbourgKeynote at the E&T 2010 Summer school30/07/2010, Faculty of Humanities

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    Introduction

    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

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    Introduction

    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact

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    Introduction

    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact3. Understanding usages in order to improve e-learning : toward the concept of instrumental conflict

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    Introduction

    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict4. A bond between didactical and computing approaches

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    Introduction

    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict4. A bond between didactical and computing approaches5. Discussion

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

    Engestrm (1987): one of the authors and promoters of the activity theory

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

    Engestrm (1987): one of the authors and promoters of the activity theory The structure of a human activity system

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesisVygotskys first idea is that human being transmits his tools to his descendants

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesisVygotskys first idea is that human being transmits his tools to his descendantsVygotskys second idea is that language is a specific tool in the sense that it needs to be learned for accessing knowledge

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesisVygotskys first idea is that human being transmits his tools to his descendantsVygotskys second idea is that language is a specific tool in the sense that it needs to be learned for accessing knowledgeLeontievs main idea is that human being activities are motivated by social belonging and that knowledge acquisition is the result of interactions between subjects and objects of the social environment

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

    Rabardels (2005) interest is the Subject-Tool-Object triangle

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

    Rabardels (2005) interest is the Subject-Tool-Object triangleArtefact: in Anthropology, any object transformed by human being

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

    Rabardels (2005) interest is the Subject-Tool-Object triangleArtefact: in Anthropology, any object transformed by human beingInstrument: artefact being used by a subject as the result of its usage

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesisArtefacts can be material objects or symbolic objects

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesisArtefacts can be material objects or symbolic objectsInstrumentalisation: attribution of a function

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    1. Activity theory and appropriation of tools: toward the concept of instrumental genesisArtefacts can be material objects or symbolic objectsInstrumentalisation: attribution of a functionInstrumentation: adaptation of existing knowledge

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIt is necessary to distinguish what is to be learned and how it is represented (nosis/smiosis; Duval, 1995)

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIt is necessary to distinguish what is to be learned and how it is represented (nosis/smiosis; Duval, 1995)The didactical artefact is the disciplinary or professional knowledge

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIt is necessary to distinguish what is to be learned and how it is represented (nosis/smiosis; Duval, 1995)The didactical artefact is the disciplinary or professional knowledgeThe pedagogical artefact can take two forms:

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIt is necessary to distinguish what is to be learned and how it is represented (nosis/smiosis; Duval, 1995)The didactical artefact is the disciplinary or professional knowledgeThe pedagogical artefact can take two forms:the semiotical representation of the didactical object.

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIt is necessary to distinguish what is to be learned and how it is represented (nosis/smiosis; Duval, 1995)The didactical artefact is the disciplinary or professional knowledgeThe pedagogical artefact can take two forms:the semiotical representation of the didactical object.the pedagogical scenario in which the didactical object has been included

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIn other words, learning is nothing else than the instrumental genesis of both the didactical and the pedagogical artefacts

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIn other words, learning is nothing else than the instrumental genesis of both the didactical and the pedagogical artefactsWhile using ICT, a third technical artefact is added

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    2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefactIn other words, learning is nothing else than the instrumental genesis of both the didactical and the pedagogical artefactsWhile using ICT, a third technical artefact is added

    e-learning means 3 simultaneous instrumental genesis

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main forms

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main formseither they are set in the domain of engineering/ study on usage/ reengineering

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main formseither they are set in the domain of engineering/ study on usage/ reengineeringor they constitute the pilot step of a large-scaled display of provided key solutions

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main formseither they are set in the domain of engineering/ study on usage/ reengineeringor they constitute the pilot step of a large-scaled display of provided key solutionsThe studies on usage must explore the triple instrumental genesis

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main formseither they are set in the domain of engineering/ study on usage/ reengineeringor they constitute the pilot step of a large-scaled display of provided key solutionsThe studies on usage must explore the triple instrumental genesisthe one of the technical system of course

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main formseither they are set in the domain of engineering/ study on usage/ reengineeringor they constitute the pilot step of a large-scaled display of provided key solutionsThe studies on usage must explore the triple instrumental genesisthe one of the technical system of coursethe ones of formalism for representation and of the pedagogical scenario required by the computing system

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflictThe studies on the usage of ICTs in a scholar system or in training courses present two main formseither they are set in the domain of engineering/ study on usage/ reengineeringor they constitute the pilot step of a large-scaled display of provided key solutionsThe studies on usage must explore the triple instrumental genesisthe one of the technical system of coursethe ones of formalism for representation and of the pedagogical scenario required by the computing systemthe ones of the knowledge which forms the subject of learning

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict

    The aim to explore the usage of e-learning consists in analyzing the construction of the didactical, pedagogical and technical instruments

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict

    The aim to explore the usage of e-learning consists in analyzing the construction of the didactical, pedagogical and technical instruments

    The instrumental conflict concept reports some inadequacy -unfortunately frequent- of one of the three artifacts with the other ones and thus of the impossibility for the learner to simultaneously instrumentalise and instrument the whole, and as a result to fully adapt to the requirements.

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    First type of instrumental conflictWhen one reproduces normal situations while introducing a computing system, like using cinematic techniques to show a theatre play

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    First type of instrumental conflictWhen one reproduces normal situations while introducing a computing system, like using cinematic techniques to show a theatre play

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    Second type of instrumental conflictWhen a disciplinary content does not suit with the pedagogical scenario, like a movie that tells a story which cannot be filmed

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    Second type of instrumental conflictWhen a disciplinary content does not suit with the pedagogical scenario, like a movie that tells a story which cannot be filmed

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    Third type of instrumental conflictWhen a disciplinary content needs to be taught with an approach that have to be invented, like making a film based on a novel

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    Third type of instrumental conflictWhen a disciplinary content needs to be taught with an approach that have to be invented, like making a film based on a novel

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict

    An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefacts

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict

    An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefactsDifficulties encountered by users are not necessarily technical

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict

    An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefactsDifficulties encountered by users are not necessarily technicalTheir origin can be pedagogical or didactical

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    3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict

    An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefactsDifficulties encountered by users are not necessarily technicalTheir origin can be pedagogical or didacticalThe concept of instrumental conflict enables to better analyse the (potential) lack of efficiency of e-learning situations

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    4. A bond between didactical and computing approachesFrom a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians way and the computer scientists one

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    4. A bond between didactical and computing approachesFrom a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians way and the computer scientists oneIn didactics of mathematics, difficulties in appropriation of computer-based didactical objects are explained by two concepts

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    4. A bond between didactical and computing approachesFrom a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians way and the computer scientists oneIn didactics of mathematics, difficulties in appropriation of computer-based didactical objects are explained by two conceptsthe double reference: students continue to make objects function in accordance with their paper-pencil reference

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    4. A bond between didactical and computing approachesFrom a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians way and the computer scientists oneIn didactics of mathematics, difficulties in appropriation of computer-based didactical objects are explained by two conceptsthe double reference: students continue to make objects function in accordance with their paper-pencil referencethe pseudo-transparency: refers to the different possibilities to write those objects (mouse and keyboard vs. pencil)

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    4. A bond between didactical and computing approaches

    In computer science, difficulties of automatic reuse or recombination of learning objects are explained by two other concepts

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    4. A bond between didactical and co...