Le concept d’environnement d’apprentissage informatisé
Abstract
Cet article propose une réflexion sur le concept d’environnement d’apprentissage informatisé (EAI) et tente de le situer par rapport aux taxonomies déjà existantes des utilisations pédagogiques de l’ordinateur. Nous définissons l’environnement d’apprentissage comme un lieu réel ou virtuel abritant un ou plusieurs systèmes interagissant dans un but commun : l’apprentissage. Un enseignant et les apprenants d’une classe peuvent ainsi être vus comme un système, chaque individu étant un sous-système. L’utilisation du vocable apprentissage, plutôt que celui d’enseignement, évoque l’image d’un environnement axé sur la construction du savoir par une communauté d’apprenants plutôt que sur la transmission du savoir par l’enseignant. La juxtaposition des termes environnement et apprentissage sous-entend une approche collaborative et des stratégies pédagogiques fondées sur le cognitivisme et le constructivisme. L’environnement d’apprentissage est dit informatisé lorsque certaines ou l’ensemble des interactions entre les sous-systèmes sont soutenues par des ressources informatiques. La notion d’EAI dépasse celle d’activité pédagogique à l’ordinateur. En effet, l’environnement est susceptible d’abriter plusieurs de ces activités, en plus des outils et du matériel nécessaires pour les réaliser. Or, plusieurs taxonomies existantes sont fondées sur la catégorisation des médias ou encore des moyens didactiques, critères qui s’appliquent mal ou de façon incomplète à la notion d’EAI. De nouvelles taxonomies devront être imaginées comportant de nouveaux critères. Le concept d’ouverture de l’environnement offre une piste intéressante à cet effet.
This article offers some thoughts on the concept of Computer-Based Learning Environment (CBLE) in an attempt to relate it to existing taxonomies of the educational use of computers. A learning environment is defined here as a physical or virtual space wherein one or more systems interact toward a shared goal, that of learning. The educator and the learners making up a class or a learning group can thus be considered as a system and each individual as a subsystem. The use of the term learning rather than teaching conjures up the image of an environment focused on the construction of knowledge by a community of learners rather than on the transmission of knowledge by an educator. The juxtaposition of the terms learning and environment implies a collaborative mode of learning as well as cognitivist and constructivist approaches to pedagogical strategy. A learning environment is said to be computer-based when some or all of the interactions among subsystems are supported by computing resources. The CBLE concept goes beyond that of computer-based activities, although the learning space is indeed likely to house various such activities, as well as the tools and materials needed to carry them out. However, those taxonomies based mainly on a classification of the various media or of instructional devices do not provide criteria adequate for dealing with the CBLE concept. New taxonomies comprising new criteria are thus called for. The concept of openness of the environment provides a promising lead in this respect.
This article offers some thoughts on the concept of Computer-Based Learning Environment (CBLE) in an attempt to relate it to existing taxonomies of the educational use of computers. A learning environment is defined here as a physical or virtual space wherein one or more systems interact toward a shared goal, that of learning. The educator and the learners making up a class or a learning group can thus be considered as a system and each individual as a subsystem. The use of the term learning rather than teaching conjures up the image of an environment focused on the construction of knowledge by a community of learners rather than on the transmission of knowledge by an educator. The juxtaposition of the terms learning and environment implies a collaborative mode of learning as well as cognitivist and constructivist approaches to pedagogical strategy. A learning environment is said to be computer-based when some or all of the interactions among subsystems are supported by computing resources. The CBLE concept goes beyond that of computer-based activities, although the learning space is indeed likely to house various such activities, as well as the tools and materials needed to carry them out. However, those taxonomies based mainly on a classification of the various media or of instructional devices do not provide criteria adequate for dealing with the CBLE concept. New taxonomies comprising new criteria are thus called for. The concept of openness of the environment provides a promising lead in this respect.
Keywords
computer-based learning environments, taxonomy, cognitivism, constructivism
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