Cadre de compétences en technologie éducative : Définir une communauté de pratique à travers le Canada

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt27943

Mots-clés :

technologie de l'éducation, cadre, compétence

Résumé

Les établissements postsecondaires ont besoin de clarifier ce que leurs équipes de technologie éducative peuvent offrir. La technologie éducative n'est pas simplement un marteau qui peut être utilisé rapidement, mais plutôt un instrument qui doit être accordé pour chaque contexte d'apprentissage unique. À l'aide d'une approche Delphi modifiée, nous avons validé un cadre de technologie éducative qui met en évidence les capacités, les compétences et les exemples d'activités nécessaires dans l'enseignement supérieur au Canada, qui s'éloigne des rôles et des responsabilités traditionnels. Ce cadre rend compte de la nécessité pour les équipes d'éduquer, de collaborer, de concevoir, de développer, d'administrer et de diriger au sein de leurs établissements. Il met également en évidence le désir et le besoin révélés de créer des communautés de pratique et des collaborations plus larges entre divers établissements. Les équipes de technologie éducative, lorsqu'elles fonctionnent de manière optimale, ne transformeront pas seulement l'expérience universitaire des apprenants et du corps enseignant, mais elles façonneront en fin de compte l'orientation de l'enseignement et de l'apprentissage dans l'enseignement supérieur.

Bibliographies de l'auteur-e

Lyn Sonnenberg, University of Alberta

Lyn K. Sonnenberg has a passion for leading effective, future-ready teams and is the Associate Dean, Educational Innovation & Academic Technologies, Faculty of Medicine & Dentistry at the University of Alberta, Canada. She is a practicing neurodevelopmental pediatrician and Vice-Chair of Developmental Pediatrics for the Royal College of Physicians & Surgeons of Canada.

Arif Onan, Akdeniz University

Arif Onan is the Coordinator of Medical Simulation for the Faculty of Medicine and an Associate Professor in the Department of Medical Education at the Akdeniz University, Turkey. His research interests are in interprofessional education, simulation-based learning, learning analytics, instructional design, and educational technology.

Douglas Archibald, University of Ottawa

Douglas Archibald is the Director of Research and Innovation and an Associate Professor in the Department of Family Medicine with cross-appointments to the Department of Innovation in Medical Education and Faculty of Education at the University of Ottawa, Canada. His research interests are in health professions education, programme evaluation and assessment, research methodology, and educational technology.

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Publié-e

2021-08-09

Numéro

Vol. 47 No. 1 (2021): Hiver

Rubrique

Articles

Licence

© Lyn K. Sonnenberg, Arif Onan, Douglas Archibald 2021

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.