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What is ONAAG

Chapter 4
Handbook of Research on Applied E-Learning in Engineering and Architecture Education
Acronym of the innovative and learner-centered project “Outil Numérique d'Appui de l'Auto-Formation Guidée ” (Digital Support for Guided Self-Learning); in order to facilitate knowledge acquisition and autonomy, stressing the interest of collaborative work in a secured environment. The project was supported by the University of Lille in the framework of the development of new pedagogy integrating ICT.
Published in Chapter:
Hybridization-Based Courses Consolidated through LMS and PLE Leading to a New Co-Creation of Learning: Changing All Actors' Behavior for Efficiency
Walter Nuninger (University of Lille, France) and Jean-Marie Châtelet (University of Lille, France)
Copyright: © 2016 |Pages: 33
DOI: 10.4018/978-1-4666-8803-2.ch004
Abstract
Over the last two decades the evolution of IT has sped up in such a way that teaching practices and learning methods have evolved. On the first hand, the motivation relies on a quick access to data for learners attending a course or during sandwich courses. On the second hand, a greater access to contents leads to a new relation between trainees and trainers (a new attitude enforced by specific pedagogy for Continuous Vocational Training). Despite some drawbacks and the generated new behaviors of the digital generation, the internet connection speed, the new devices and tools (LMS) undoubtedly stress the integration of ICT in the training model. The challenge for accessibility, good education and collective work benefits the development of innovative solutions; enforced by the Higher Education framework in Europe. But even if funds are directed for techniques, only a few efforts are given to help a new posture for trainers.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 15
Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development
Acronym of the innovative and learner-centered project “Outil Numérique d'Appui de l'Auto-Formation Guidée ” (Digital Support for Guided Self-Learning); in order to facilitate knowledge acquisition and autonomy, stressing the interest of collaborative work in a safe learning environment. The project was supported by the University of Lille in the framework of the development of new pedagogy integrating ICT from 2014-2016.
Published in Chapter: Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development; From: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 1
A Progressive Peer Review to Enhance Formative Learning: An Issue of Trust and Motivation for Commitment
French acronym for “Outil Numérique d’Appui de l’Auto-Formation Guidée ” proposed to students to consolidate prerequisite mastery, facilitate new knowledge acquisition and understanding, then autonomy with respect to time management and collaborative work. The core of the pedagogical device is a set of learning activities of gradual complexity synchronized on Moodle with: hypertext lecture with educational videos, solved examples and self-assessment tests. The use of the pedagogical device by the trainer with asynchronous feedback and synchronous lessons in the classroom aims to incent worthwhile interaction in the group.
Published in Chapter: A Progressive Peer Review to Enhance Formative Learning: An Issue of Trust and Motivation for Commitment; From: Formative and Shared Assessment to Promote Global University Learning
Full Text Chapter Download: US $37.50 Add to Cart
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