This pedagogical strategy mixes different pedagogical approaches, materials and means (including digital) for knowledge ownership. It favors “ learning by doing ” and the creation of individuals’ Personal Learning Environment, giving the students control over the time, place and pace of learning. It enhances commitment and collective debriefings. The activities, prepared beforehand, can be carried out remotely, during the face-to-face course at the school, but also during the virtual classroom. In that case, it requires tailored IT tools and an adequate time division to enhance the training momentum and ensure the co-presence of trainer and trainees. Hybridization of means promote flexibility for more Open Distance Learning (ODL); a point of view not to be confused with so-called “ hybrid lesson ” and ERT quickly promoted during COVID-19 pandemic, not specifying the true training modalities and requirement.
Published in Chapter:
A Progressive Peer Review to Enhance Formative Learning: An Issue of Trust and Motivation for Commitment
Walter Nuninger (CNRS, Centrale Lille, CRIStAL Laboratory URM 9189, University of Lille, France),
Frédéric Hoogstoel (CNRS, Centrale Lille, CRIStAL Laboratory URM 9189, University of Lille, France), and
Luigi Lancieri (CNRS, Centrale Lille, CRIStAL Laboratory URM 9189, University of Lille, France)
Copyright: © 2023
|Pages: 37
DOI: 10.4018/978-1-6684-3537-3.ch001
Abstract
In the framework of lifelong learning, learning outcomes target a set of skills for work based on contextualized previous experiences. Specially designed activities performed during the training path will become formative thanks to guiding and feedback, but also formative assessment before summative evaluation. Higher education learning performance motivates this learner-centered pedagogical choice that requires a real commitment from the audience. By relying on our practices in an engineering school and satisfaction surveys, the chapter puts the focus on how peer review during activities supports personal development. The authors present a gradual assessment process as a part of the pedagogical scenario for groups enrolled in initial and vocational trainings. This should provide a key lever to develop skills not only for the work but also for learning autonomy, commitment, human and social qualities, thanks to the external feedback from their peers and supervised debriefings. This process supports the satisfaction of all with respect to a common objective embodied by accepted and shared assessments.