Blog 5 : Brightspace peut guider vos étudiants à suivre leurs tâches et leur progrès ! | D2L
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Blog 5 : Brightspace peut guider vos étudiants à suivre leurs tâches et leur progrès !

  • 4 Min Read

Aujourd’hui nous continuons notre investigation des manières dont les sept principes de la pédagogique efficace chez Chickering et Gamson peuvent être achevés et soutenus à travers l’usage de la plateforme d’apprentissage, Brightspace. Vous pouvez accéder à toute la série de blogs ici.

Principe 5: Souligner la relation entre temps et tâche

**Nous faisons référence à l’Expérience de contenu classique, alors veuillez noter que votre propre environnement paraîtra un peu différemment si vous utilisez plutôt la Nouvelle expérience de contenu, autrement appelée Leçons.

Chickering et Gamson lancent leur discussion de cette prochaine pratique pédagogique avec l’importance de la gestion du temps dans la société aujourd’hui : “Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management.” Une stratégie simple et efficace pour encourager cette compétence dans Brightspace est d’ajouter le composant graphique « Calendrier » à votre page d’accueil de cours ! De cette façon, vos étudiants seront toujours capables de voir les tâches qui s’en viennent, aussitôt qu’ils arrivent sur votre page de cours.

De plus, pour l’étudiant qui préfère tout gérer sur son téléphone cellulaire, n’oubliez pas d’encourager l’usage de notre application mobile, Brightspace Pulse, à télécharger sur les appareils soit Apple soit Android (mais l’appli est destinée pour les étudiants, pas pour les professeurs). L’application se synchronisera avec leurs calendriers de cours dans Brightspace afin de leur montrer tout ce qui arrive cette semaine, ce mois, etc !

Parlons des dates

Les restrictions de date sont faciles à ajouter dans Brightspace. À l’intérieur de votre Module ou Sous-Module, choisissez « Inclure la restriction » (pour les fichiers même, il faudra d’abord cliquer sur « Modifier les propriétés »), et vous verrez trois options : Date de début, Échéance, Date de fin. Prenons un moment afin de distinguer entre ces trois termes.

  1. Les Dates de début vous permettent de masquer du contenu ou des évaluations jusqu’à un jour en particulier (bien évidemment, on pense tout de suite à un usage très utile pour les Questionnaires), mais vos étudiants sauront quand même ce qui viendra quand. Par exemple, plusieurs professeurs choisissent de diviser leur contenu de cours en blocs gérables, afin de faciliter de la planification en avance. En sachant que le travail pour l’Unité 2 sera rendue visible le premier octobre, les étudiants pourront plus efficacement estimer combien de temps dédier à l’Unité 1.
  2. Soyez particulièrement prudent en incorporant des Dates de fin, car cela implique que vos étudiants n’auront plus accès à ce contenu/cette évaluation après la date en question, alors nous vous encourageons de rester transparent ici afin de réduire de l’angoisse potentielle. Cependant, l’usage des Dates de fin peut bien encourager les étudiants à dédier leurs efforts aux tâches les plus urgentes, tout en reconnaissant que celles-ci « disparaîtront » après la date de fin spécifiée.
  3. Les Échéances, en termes plus techniques, n’auront aucun effet sur ce qui se passe au niveau du système (cacher/rendre visible), alors vous pouvez les traiter plutôt comme une espèce de guide pour vos étudiants afin de soutenir leur planification organisationnelle. Cela étant dit, veuillez noter que les Travaux et les Sujets de contenu nécessitent les Échéances afin de se montrer dans l’appli Pulse (pour info, les Questionnaires nécessitent plutôt les Dates de fin), alors n’hésitez pas à les exploiter !

Suivi du progrès

En plus du suivi de la réussite de vos étudiants à travers les notes numériques concrètes (l’évaluation de l’apprentissage), Brightspace vous permet également de surveiller leur progrès pendant le cours même, pour que vous puissiez vous occuper des problèmes potentiels aussitôt que possible, dans l’intérêt de la réussite globale des étudiants à long terme.

Sur la page de la Table des matières, sous le menu « Plus d’actions », vous verrez un lien qui s’appelle « Afficher le rapport », qui vous amènera à une page avec des statistiques détaillées que vous pouvez même exporter en fichier CSV. Ici, vous pouvez voir des détails importants sur exactement quels sujets de contenu vos étudiants ont accédés, et combien de temps ils ont passé où. En ce qui concerne encourager les étudiants à être réalistes avec l’attribution de leur temps, ces statistiques vous donnent une excellente perspective globale pour suivre où ils sont en train de mettre leurs temps ; de cette manière, vous pouvez choisir de les contacter au besoin, dépendant des différences entre ces chiffres et vos propres attentes.

Un dernier outil utile qui vous aidera à suivre le progrès de vos étudiants s’appelle « Progrès de la classe », où vous pouvez facilement saisir où chaque étudiant(e) se trouve actuellement sur une variété d’indicateurs (quelques exemples : contenu achevé, travaux soumis, notes reçues, participation aux discussions, et accès au cours). Masquez ou rendez visibles ces indicateurs dans le menu « Réglages », et n’oubliez pas de tout imprimer la prochaine fois qu’un(e) étudiant(e) a envie d’en discuter avec vous pendant vos heures de bureau ! De plus, les étudiants peuvent toujours accéder eux-mêmes à leur propre page de progrès en cliquant sur « Progrès » sous leur nom dans la barre de navigation, ce qui ajoute une transparence complète au parcours d’apprentissage en entier.

Liens cités :
Chickering and Gamson: http://www.lonestar.edu/multimedia/SevenPrinciples.pdf

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Fueling up:

Upskilling to grow careers

Name: Zaria
Age: 27

Policy prescriptions: Invest in a Learning-Integrated Life; Transform the learning of today with new partnerships; Accelerate the shift to skills-based learning and hiring

Zaria has five years of work experience and is ready to change jobs and enter a field that has high growth potential in her region. The national government has been investing in collecting better skills-based labour market information for years and has developed a public platform to offer individuals specialized tools to assess their skills against current market needs, and to locate employers that are currently hiring.

On the employer side, the human resources team is closely examining a recent internal skills audit done at their organization and determines that the organization needs additional digital marketing specialists. They initiate a search for individuals with the skills they will soon need and spot a strong candidate in Zaria who requires only light training on regulatory issues regarding the sale of electric vehicles, along with some formal skills development courses on social media marketing strategy. After a successful interview, Zaria is offered the job.

Upon joining, Zaria will receive an educational benefits stipend from the company, and access to a company-provided platform of curated programs for skills building from approved providers. Upon completion of a set of courses, Zaria will receive a credential from a company approved program verifying her technical knowledge and marking the end of her probationary period at the company. To ensure she continues to build her skills, she will move into a formal mentor program with one of her colleagues to receive continual peer-to-peer feedback on her demonstration of skills and knowledge. information

This affordable and accessible learning through employer-funded training has enabled Zaria to begin working while also upskilling to ensure her long-term success in the company and growing industry. The employer is investing in its employees, and company leaders are thinking further into the future about the skills the company needs, and the types of job candidates who will succeed. This match, based on skills potential, was made possible because of government investment in high-quality labour market information and a national platform that matches job candidates with career opportunities based on the candidates’ skills and the identified skill needs of a given job.

Taking the road less travelled:

A networked postsecondary education

Name: Sam
Age: 18

Policy prescriptions: Transform the learning of today with new partnerships

Sam is a prospective postsecondary student who has always been interested in pursuing a global and interdisciplinary education. Sam’s siblings have all instilled in her the importance of studying abroad, having spoken fondly of their academic exchange semesters, field research trips, and intensive language immersion programs. She is inspired, but unsure whether this pathway will be available if she chooses not to complete a four-year degree at one institution.

Sam is interested in understanding how emerging technologies can be used to modernize and improve government services—an area in need of talent not only in her home country of Canada but also abroad. She could take on a general political science, public administration, engineering, or computer science degree at the university close to her home, but none of those degrees feels like the right fit to build the skills she needs to pursue this career interest.

While researching options, Sam learns of a new degree completion pathway that allows students to take courses from a network of universities, colleges, and polytechnic institutions throughout Canada and stack them for skills-based  credentials that are recognized by major Canadian employers. A set of four of these credentials grants an individual a degree-equivalent endorsed by each institution. Sam identifies the skills and knowledge she wants to work towards and charts out four credential pathways:

  1. Service delivery design
  2. Change management
  3. Applications of emerging technologies (e.g., artificial intelligence)
  4. Machinery of government

With this customized learning pathway, Sam has full flexibility to decide how she wants to structure her courses, the institutions within the network she will study at, and the format and model of courses she prefers—whether live in-class instruction or online courses.

Cost flexibility is built in as well—students pay a standard fee based on the number of competencies they intend to learn rather than the normal standard of ‘credit hours’. The province in which Sam lives has endorsed this networked model of  postsecondary education and adjusted its financial assistance program to better support students. Grants and other non-repayable assistance take into consideration the number of courses the student is taking across all institutions when assessing financial need. Previously, Sam would have been required to be a full-time student at every institution to receive support.

Sam also has the option of starting with foundational courses or applying for Prior Learning Assessment and Recognition (PLAR) information so her existing knowledge and skills can be tested and she can move on to more advanced topics.

Sam completes her first three credentials in three years and uses her certifications to apply for a one-year work-integrated learning experience with the federal government in Germany where she can learn first-hand about the applications of artificial intelligence in government. When she returns home, she applies for PLAR to certify her learning on the machinery of government and is granted a degree acknowledging her four-part customized education.

The collaboration between universities, polytechnics, and colleges to create a networked approach to degree completion, and its endorsement by the provincial government, allowed Sam to graduate as an alumnus of multiple postsecondary education institutions. Her exposure to different thought spaces and networks was highly valuable for ensuring she was engaged throughout her education and set up for post-graduation success. In the rapidly evolving field she has chosen, she understands how important it is to continuously upskill, and is prepared to return to formal education for more stackable credentials as she continues throughout her career.

Route guidance:

Personalized professional development

Name: ZheYuan
Age: 33

Policy prescriptions: Prepare teachers for their own lifelong learning journeys; Accelerate the shift to skills-based learning and hiring

ZheYuan is about to join Marama’s school as a new secondary school teacher. He completed his professional teacher education a decade ago, and teaching looks a bit different today than it did when he was studying. With the incorporation of learning technologies in the classroom, and expectations of teachers delivering competency-based education information, he needs personalized professional development to feel comfortable and supported in this new opportunity.

The school district has been on its own learning journey since shifting to a competency-based education model, and has had some growing pains. Over time, the district has come to recognize that success depends on school administrators working closely with teachers to co-create systems of instruction, and pathways to professional development. The district has its own online learning management system (LMS) for teacher professional development, with a catalogue of content covering a range of subjects including:

  • Strategies for student-centred instruction
  • Design thinking—how to prototype and iterate on solutions to test new approaches
  • Online content—using learning management systems to advance competency-based education
  • Data analysis—interpreting student progress

ZheYuan is excited that he can take on professional learning to suit his needs on his own schedule. He recalls an earlier time when he had to spend nine hours a month in-person taking the same professional development courses as his peers who were teaching very different subjects and had varied skill levels and pedagogical needs than him, which was less than effective.

ZheYuan can also take advantage of his teacher community in the LMS, connecting both in asynchronous chats and in live discussions with other teachers and experts from across his region to ask questions and share his experiences. He sees some upcoming dialogues hosted by his school district to share learnings and signs up for those sessions, knowing he will get a valuable peer perspective from other teachers. ZheYuan is thankful that his school leaders recognize and value professional learning and provide the supports and the time needed for improvement.

D2L Whitepaper Contributors

Lead Authors:
Malika Asthana, Manager, Strategy and Public Affairs
Joe Pickerill, Senior Director, Strategy and Public Affairs, International

Contributors:
Jeremy Auger, Chief Strategy Officer
Mark Schneiderman, Senior Director, Future of Teaching and Learning
Brendan Desetti, Senior Director, Strategy and Public Affairs, United States
Mike Semansky, Senior Director, Strategy and Public Affairs, Canada
Nia Brown, Senior Manager, Strategy and Public Affairs

In the driver’s seat:

Owning the personalized learning journey

Name: Marama
Age: 14

Policy prescriptions: Prepare teachers for their own lifelong learning journeys; Accelerate the shift to skills-based learning and hiring

Marama is enrolled in a school with a competency-based education model information. Students are responsible for owning the personalization of their learning pathways, making choices alongside their teachers in how and when they learn.iii Teachers play a central role in guiding and validating all learning, regardless of where it takes place—offering formative assessments to evaluate a student’s mastery of skills and knowledge. Teachers use data from these assessments, gathered through an online learning management system (LMS), to differentiate instruction and provide targeted supports so that all students progress toward graduation. As a student diagnosed with a learning disability, Marama is supported in her education by this personalized learning pathway.

All students complete an assessment in ninth grade to identify their natural strengths as a learner. Their teachers use the results as inputs to design tailormade educational pathways with learning materials and activities that suit the individual students’ learning needs. In Marama’s case, this includes:

  1. Supplementing lecture-based teaching with structured but independent reading
  2. Shadowing professionals who work on the concepts she is learning about
  3. Taking the stories and lessons she’s learned and sharing it back with classmates by designing a creative and interactive presentation

Over the course of the school year, Marama spends a third of her time in live lectures (sometimes online) with her teacher alongside other classmates—but the rest of her time is spent learning in the ways that suit her best. She can log into her online LMS from her mobile device to access her school resources and complete on her own schedule before the assigned deadline. When Marama finds a concept that interests her, she can ask her teachers and counsellor for support in finding a working professional to speak to, or work alongside for a couple weeks, from the network her school has curated over time. And when she has learned something, she is encouraged to reinforce her learning by applying her skills and developing content to share back with her classmates.

Marama’s personalized learning journey empowers her to own her education by learning in ways that are effective for her, with the support that allows her to be successful. Her teachers have high-quality data about student strengths and performance they can share with her parents to show them how she is mastering specific skills, and where she may need extra support. Her school experience empowers her to embrace her subject interests very early on, and she advances to deeper topics quickly as she submits evidence of learning that demonstrates her proficiency. She graduates having cultivated a mindset for self-directed learning early in her education.