Jean-François Cerisier

Quelle recherche sur et pour l'innovation pédagogique

Cet article propose de questionner les pratiques de recherche portant sur les processus d’innovation pedagogique a l’aune de certains concepts decrivant ces processus eux-memes. Il procede en deux temps principaux. Tout d’abord, nous explicitons les forces, mais aussi les insuffisances des modeles de la recherche-action et du praticien reflexif, du point de vue de la comprehension de la dynamique qui determine les pratiques de recherche sur et pour l’innovation. Ensuite, nous proposons d’apprehender cette dynamique selon trois axes : organisationnel, epistemique et historique. L’etude de ces axes requiert des concepts – collectif, espace-temps, objet intermediaire, evenement – qui semblent egalement pertinents du point de vue de l’analyse du processus d’innovation lui-meme. L’ensemble de cette contribution – d’ordre epistemologique – s’appuie sur un projet d’Equipe de Recherche Technologique en Education (ERTe, « Campus numeriques et innovation pedagogique ») engageant cinq terrains de recherches sur et pour l’action.

Collaborative Knowledge Building Through Simultaneous Private and Public Workspaces.

Socioconstructivism postulates that learning is both a personal and a social process. The specific needs of diverse student audiences’ forces educators and pedagogical engineers to redesign digital environments to foster collaborative and personal learning. As collaborative platforms evolve, rethinking their activity settings (task, artefact, scenario) becomes critical. The aim of this research is to assess whether the use of simultaneous private and public digital workspaces promotes collaborative knowledge building through the analysis of students’ performance and interactions in a collaborative concept map. The focus is on an experimentation carried out with 5 groups of tenth-grade history classes in two different high schools in France. The results show a tendency of the techno-pedagogical device to foster the collaborative knowledge building.

Using a Mixed Analysis Process to Identify the Students’ Digital Practices

Our work is focused on young users’ digital behaviors, specifically during instrumented learning activities. Social sciences researchers mostly consider these behaviors through a central yet polysemic concept, the “digital practices”.

Digital Culture of Educational Administrators in French National Education: What Uses for What Practices?

In this paper, we focus on the role that Information and Communication Technologies (ICT) have on the educational administrators staff of the French National Education System. We are interested on the digital culture of educational administrators in terms of their profiles, the tools they use and how they use them. We ask them what they do with ICT and how they are important in their professional and personal life. The goal is to better understand their practices in order to satisfy their training needs in terms of ICT use. Here, we discuss the first results of our study and present the work in progress.