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103 lines
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103 lines
4.8 KiB
HTML
<!-- Ce fichier est en cours de traduction. Il sera mis à jour petit à petit -->
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<p align="center"><b>Questionnaires disponibles</b></p>
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<p>Moodle n'offre actuellement que certains types spécifiques de questionnaires
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d'évaluation (les versions ultérieures vous permettront de créer vos propres
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questionnaires).</p>
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<p>Les questionnaires proposés ont été choisis spécialement pour leur habilité
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à évaluer des environnements d'apprentissage en ligne utilisant la pédagogie
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constructiviste. Ils sont utiles pour identifier certaines tendances dans
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les interactions entre les participants à vos cours.
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(L'article suivant décrit une utilisation détaillée de ces instruments :
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<a target="paper" href="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</a>.)</p>
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<!-- Le reste doit encore être traduit -->
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<hr>
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<p><b>COLLES - Constructivist On-Line Learning Environment Survey</b></p>
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<ul>
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<p>The COLLES comprises an economical 24 statements grouped into six scales,
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each of which helps us address a key question about the quality of the on-line
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learning environment: </p>
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<table border="0" cellspacing="10" cellpadding="10">
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<tr>
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<td valign="top">Relevance</td>
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<td>How relevant is on-line learning to students' professional practices?
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</td>
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</tr>
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<tr>
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<td valign="top">Reflection </td>
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<td>Does on-line learning stimulate students' critical reflective thinking?
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</td>
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</tr>
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<tr>
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<td valign="top">Interactivity </td>
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<td>To what extent do students engage on-line in rich educative dialogue?
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</td>
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</tr>
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<tr>
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<td valign="top">Tutor Support</td>
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<td>How well do tutors enable students to participate in on-line learning?
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</td>
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</tr>
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<tr>
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<td valign="top">Peer Support </td>
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<td>Is sensitive and encouraging support provided on-line by fellow students?
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</td>
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</tr>
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<tr>
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<td valign="top">Interpretation </td>
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<td>Do students and tutors make good sense of each other's on-line communications?</td>
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</tr>
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</table>
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<p>Underpinning the dynamic view of learning is a new theory of knowing: social
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constructivism, which portrays the learner as an active conceptualiser within
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a socially interactive learning environment. Social constructivism is an epistemology,
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or way of knowing, in which learners collaborate reflectively to co-construct
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new understandings, especially in the context of mutual inquiry grounded in
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their personal experience. </p>
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<p>Central to this collaboration is the development of students' communicative
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competence, that is, the ability to engage in open and critical discourse
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with both the teacher and peers. This discourse is characterised by an empathic
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orientation to constructing reciprocal understanding, and a critical attitude
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towards examining underlying assumptions. </p>
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<p>The COLLES has been designed to enable you
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to monitor the extent to which you are able to exploit the interactive capacity
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of the World Wide Web for engaging students in dynamic learning practices. </p>
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<p>
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(This information has been adapted from the COLLES page. You can find out more about
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COLLES and the authors of it at:
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<a target="paper" href="http://surveylearning.com/colles/">http://surveylearning.com/colles/</a>)</p>
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</ul>
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<hr>
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<p><b>ATTLS - Attitudes to Thinking and Learning Survey</b></p>
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<ul>
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<p>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.
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<p>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).
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<p>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.
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<p>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.
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<p><i>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </i></p>
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<p><i>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</i></p>
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<p><i>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</i></p>
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</ul>
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