Voici les 6 niveaux d’interactivités en éducation :

Level 0: The instructor speaks regardless of audience. This is the proverbial talking head, often supplemented with PowerPoint slides. Most books fall here, and some lectures.

Level 1: The instructor pauses and asks single answer questions of the students. “What year did the Spanish Revolution start?” When the question is correctly answered, the class continues. Many traditional e-learning courses fall here, as well as workbooks.

Level 2: The instructor tests the audience and based on the collective response, skips ahead or backtracks. A good preacher might poll his or her audience, and based on the collective enthusiasm or lack thereof of the response, decide to linger and make a case or assume agreement and move on. This might require preparing three hours of material for a forty-five minute sermon.

Level 3: The instructor asks multiple choice questions of the audience, where a student might have the opportunity to defend different answers, or the instructor asks real time polling questions for data. Or there may be an open-ended student chat rooms in parallel to the presentation, which periodically surfaces an issue that the speaker addresses. Most branching stories fall here.

Level 4: Students engage labs or other activities that have a single, typically process solution, such as putting together an engine. Mini games (Read: “Engaging Mini-Games Find Niche in Training.” T + D, July 2007) are often here.

Level 5: Students engage labs or other activities and create unique content; however, most solutions will fall into fairly common patterns if done enough times. This includes the analysis of case studies, the use of interactive spreadsheets, practiceware, and the playing of most complex games, including real time strategy (RTS) and tycoon games.

Level 6: The students engage in long, open ended activities, such as writing a story or creating and executing a plan, and where the class “ends up” is unpredictable. The instructor is now almost completely an enabler, a coach/facilitator, a resource. This includes the use of blogs and microcosms, and longer (multi-day) role-plays, including the use of virtual experience spaces.

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Le niveau 6 exprime très bien la réalité de l’éducation 2.0, celle de la culture de l’apprentissage !

Stephan Downes a déniché cet article sur EDUCAUSE intitulé Moving to Moodle: Reflections Two Years Later où il est question d’une expérience de migration vers Moodle, un système de gestion de cours en ligne. L’article nous permet d’anticiper la majorité des obstacles et des défis lorsque l’on implanter un environnement d’apprentissage plus collaboratif.

M. Paquette a d’ailleurs participé à l’ACFAS 2008 en y présentant une conférence sur les technologies et l’apprentissage dans le cadre du colloque du GIREFAD (Groupe interuniversitaire d’études sur la formation à distance). Voici le document Powerpoint : Tendances technologiques et environnements apprentissage.