moodle/lang/fr_ca/help/surveys.html

<P ALIGN=CENTER><B>Sondages disponibles</B></P>
<P>Pr&eacute;sentement, Moodle offre que des sondages d&eacute;j&agrave;
construits. Une prochaine version permettra aux utilisateurs de cr&eacute;er
leurs propres sondages.</P>
<P>Les sondages offerts se r&eacute;v&egrave;lent tr&egrave;s utiles
pour &eacute;valuer ce qui se passe dans les cours qui utilisent un
environnement en ligne qui se base sur une approche
socio-constructiviste. Ils permettent d'&eacute;valuer l'&eacute;volution
que suivent vos participants. Voyez le document suivant pour voir
comment ils peuvent &ecirc;tre utilis&eacute;s :
<A HREF="http://dougiamas.com/writing/herdsa2002" TARGET="paper">http://dougiamas.com/writing/herdsa2002</A>)</P>
<HR>
<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>
<UL>
	<P>Le sondage COLLES comprend  24 &eacute;nonc&eacute;s regroup&eacute;s
	en fonction de six crit&egrave;res, chacun &eacute;valuant un aspect
	cl&eacute; de l'environnement d'apprentissage en ligne.</P>
	<TABLE WIDTH=631 BORDER=0 CELLPADDING=10 CELLSPACING=0>
		<COL WIDTH=125>
		<COL WIDTH=467>
		<TR>
			<TD WIDTH=125 VALIGN=TOP>
				<P>Pertinence</TD>
			<TD WIDTH=467>
				<P>Est-ce que les apprentissages en ligne sont pertinents pour le
				travail futur des &eacute;tudiants? 
			</TD>
		</TR>
		<TR>
			<TD WIDTH=125 VALIGN=TOP>
				<P>Sens critique 
			</TD>
			<TD WIDTH=467>
				<P>Est-ce que l'environnement d'apprentissage en ligne permet de
				d&eacute;velopper davantage le sens critique des &eacute;tudiants?
				 
			</TD>
		</TR>
		<TR>
			<TD WIDTH=125 VALIGN=TOP>
				<P>Interactivit&eacute; 
			</TD>
			<TD WIDTH=467>
				<P>Dans quelle mesure les &eacute;tudiants s'engagent-ils dans
				des dialogues v&eacute;ritables qui augmentent leurs
				apprentissages?</TD>
		</TR>
		<TR>
			<TD WIDTH=125 VALIGN=TOP>
				<P>Soutien par le tuteur</TD>
			<TD WIDTH=467>
				<P>Dans quelle mesure les tuteurs encouragent-ils les &eacute;tudiants
				&agrave; participer dans les &eacute;changes virtuels? 
			</TD>
		</TR>
		<TR>
			<TD WIDTH=125 VALIGN=TOP>
				<P>Soutien par les pairs 
			</TD>
			<TD WIDTH=467>
				<P>Dans l'environnement en ligne, est-ce que les pairs
				fournissent un soutien r&eacute;el et profitable ? 
			</TD>
		</TR>
		<TR>
			<TD WIDTH=125 VALIGN=TOP>
				<P>Communication 
			</TD>
			<TD WIDTH=467>
				<P>Est-ce que la communication entre les tuteurs et les &eacute;tudiants
				est bonne, pr&eacute;cise et aidante ?</TD>
		</TR>
	</TABLE>
	<P></P>
	<P>Underpinning the dynamic view of learning is a new theory of
	knowing: social constructivism, which portrays the learner as an
	active conceptualiser within a socially interactive learning
	environment. Social constructivism is an epistemology, or way of
	knowing, in which learners collaborate reflectively to co-construct
	new understandings, especially in the context of mutual inquiry
	grounded in their personal experience. 
	</P>
	<P>Central to this collaboration is the development of students'
	communicative competence, that is, the ability to engage in open and
	critical discourse with both the teacher and peers. This discourse
	is characterised by an empathic orientation to constructing
	reciprocal understanding, and a critical attitude towards examining
	underlying assumptions. 
	</P>
	<P>The COLLES has been designed to enable you to monitor the extent
	to which you are able to exploit the interactive capacity of the
	World Wide Web for engaging students in dynamic learning practices. 
	</P>
	<P>(This information has been adapted from the COLLES page. You can
	find out more about COLLES and the authors of it at:
	<A HREF="http://surveylearning.com/colles/" TARGET="paper">http://surveylearning.com/colles/</A>)</P>
</UL>
<HR>
<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>
<UL>
	<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. 
	</P>
	<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). 
	</P>
	<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. 
	</P>
	<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. 
	</P>
	<P><I>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., &amp;
	Tarule, J. M. (1986). Women's Ways of Knowing: The Development of
	Self, Voice, and Mind. New York: Basic Books, Inc. </I>
	</P>
	<P><I>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., &amp;
	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>
	<P><I>Galotti, K. M., Reimer, R. L., &amp; Drebus, D. W. (2001).
	Ways of knowing as learning styles: Learning MAGIC with a partner.
	Sex Roles, 44(7/8), 419-436.</I></P>
</UL>
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