Témoignage de Robert Paterson, professeur à Prince Edward Island University, en réaction aux commentaires formulés par Sebastian Fielder au sujet d’un texte portant sur les obstacles à l’apprentissage collaboratif.
« The ideas in this post are dear to my heart as I teach online at UPEI. I have found that effective teaching online demands a really different pedagogy from the sage on the stage model of content transmission. I laugh when some e of my colleagues in the faculty worry about their content being stolen when I have found that what works best is dialogue, […]
Very soon we shift gears up from the abstract to how each of us can make a difference. We leave the world of the case studies and we look at ourselves. By week 4, we have lost the academic voice and we are in Cluetrain territory where all of us are revealing a great deal about who we really are as people. The material has become an excuse to explore our lives. […]
So the content is really only a catalyst. We have gone back to the Socratic method and it is hard to tell the prof from the student. […] I have found that it is the quality of the conversation that counts the most. […] There is huge resistance to this type of approach from most faculty because they know no other way of teaching. […]
A lot more has to change before this approach is commonplace. School itself is a huge barrier as it en-cultures the kids to be passive learners. »
Jeux de mots et d’images 