{"id":9987,"date":"2021-11-11T20:11:00","date_gmt":"2021-11-12T01:11:00","guid":{"rendered":"https:\/\/pedagogienumerique.chaire.ulaval.ca\/?p=9987"},"modified":"2021-11-21T15:27:04","modified_gmt":"2021-11-21T20:27:04","slug":"higher-education-an-evolving-transformation","status":"publish","type":"post","link":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/blogues-en\/higher-education-an-evolving-transformation\/","title":{"rendered":"Higher education: an evolving transformation!"},"content":{"rendered":"\n
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Unprecedented educational context and resilience<\/strong> <\/p>\n\n\n\n

Once upon a time, there were universities!\u00a0Phygital\u00a0learning, uber-education<\/a>, such is the current situation of higher education.\u00a0<\/p>\n\n\n\n

A pandemic has almost radically changed our lifestyles, our social relations, our ways of working and learning. It has forced us to react urgently to save the present and perhaps the future.  <\/p>\n\n\n\n

Education was hit hard by the crisis, leading to dysfunctional higher education<\/a>. Among other things, it was necessary to rethink the\u00a0design of courses to adapt them to distance learning and to revise teaching methods and modalities, resulting in the need for “active engagement” of all educational actors in order to achieve “pedagogical\u00a0improvement”.\u00a0<\/p>\n\n\n\n

Current trends: higher education<\/strong> <\/strong>that rhymes with digital transformation<\/strong> <\/p>\n\n\n\n

As of March 2020, the use of distance or hybrid learning has become a reality that no one has been able to escape.  <\/p>\n\n\n\n

Although the pandemic has accelerated the massification of distance learning, a digital transformation has\u00a0nonetheless\u00a0been\u00a0underway\u00a0for years with the advances of artificial intelligence and robotization in various areas of life. As a result,\u00a0the needs of the labor market are changing to become more digital and\u00a0there is an aggressive return to education to acquire new skills<\/a>.\u00a0Thenceforth, who\u2019d\u00a0better respond to this evolution than the academic community?\u00a0\u00a0<\/p>\n\n\n\n

Higher education remains the\u00a0lever\u00a0of this digital transformation, a tsunami that enriches\u00a0and diversifies\u00a0education, training and learning opportunities, despite the\u00a0risk of a digital divide<\/a>.\u00a0\u00a0<\/p>\n\n\n\n

Laval University: an example of a pioneering university? <\/strong> <\/p>\n\n\n\n

Laval University offers a\u00a0variety of programs<\/a>\u00a0(microprograms,\u00a0nanoprograms, custom programs, non-credit modules)\u00a0resulting\u00a0in\u00a0metamorphosed courses, accommodated\u00a0to the needs of students and their\u00a0expectations,\u00a0and\u00a0aligned\u00a0to the digital transformation.\u00a0\u00a0<\/p>\n\n\n\n

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Distance learning<\/a><\/em><\/strong> <\/em><\/strong><\/a><\/em>(Universit\u00e9 Laval, 2018<\/em>)<\/p>\n\n\n\n

Indeed, Laval University aspires to innovative pedagogies centered on the learner, on his or her development to\u00a0strengthen\u00a0his or her\u00a0fulfillment\u00a0in the digital\u00a0era.\u00a0In this context,\u00a0Sophie\u00a0D’Amours,\u00a0President\u00a0of Laval\u00a0University, calls for a rethinking of\u00a0pedagogical\u00a0practices in order to make them more inclusive, so that they best meet the\u00a0requirements\u00a0of society and the\u00a0job market:\u00a0“We must cross our visions on the competencies to be prioritized for the future, the ways in which the economy, education, research, and the needs of society\u00a0rhyme”<\/a>.\u00a0\u00a0\u00a0<\/p>\n\n\n\n

One of the criteria for pedagogical innovation lies in the clarity of the “visions” and in their encompassing aspect<\/a>, as\u00a0Paquelin\u00a0emphasizes: “The vision cannot be reduced to a simple adoption of\u00a0a\u00a0current, of a\u00a0standard;\u00a0it must propose a\u00a0course\u00a0which takes the form of a strategic plan\u00a0that\u00a0will act as a guide […]. This vision can be co-constructed\u00a0by a group of actors and cannot be reduced to what might appear to be an\u00a0injunction such as increasing student\u00a0success”.\u00a0<\/p>\n\n\n\n

The stakes are therefore high for all the educational actors called upon to dialogue and cooperate. <\/p>\n\n\n\n

Presence in the distance: ad hoc flexibility <\/strong> <\/p>\n\n\n\n

Classrooms are increasingly shifting between physical and virtual locations. Several teaching modalities are offered to students in North American universities.  <\/p>\n\n\n\n

Among this multitude of modalities, we are particularly interested\u00a0in\u00a0the co-modal course design model<\/a>, which offers flexible learning and seems to be the most suitable formula\u00a0for\u00a0the pandemic context, as Professor\u00a0Naffi\u00a0states:\u00a0while\u00a0demanding – as it requires additional\u00a0work in designing and developing different learning pathways, supporting students, and facilitating their learning – it stands out for flexibility in time and space, immediacy, as well as the\u00a0adaptability\u00a0of\u00a0personalized, inclusive, equitable, and more human learning.\u00a0\u00a0<\/p>\n\n\n\n

It is important to note that\u00a0one does not improvise a distance course<\/a>,\u00a0which requires knowledge of learning theories and the various concepts underlying distance education<\/a>.\u00a0\u00a0<\/p>\n\n\n\n

This\u00a0teaching\u00a0also pushes us to question the\u00a0hidden curriculum<\/a>\u00a0which, according to\u00a0Paquelin, allows us to better understand how students learn. Similarly, it would be urgent to know\u00a0what learning\u00a0is targeted, what evaluation methods are put in place, and what\u00a0pedagogical\u00a0methods are adopted.\u00a0A\u00a0pedagogical\u00a0design\u00a0indeed\u00a0presupposes\u00a0a\u00a0coherence\u00a0– or an alliance –\u00a0between\u00a0these\u00a0three\u00a0entities<\/a>.\u00a0\u00a0<\/p>\n\n\n\n

The future: A more humane design coupled with a learning culture <\/strong> <\/p>\n\n\n\n

The\u00a0advent\u00a0of the pandemic acted as a catalyst to trigger the digital transformation that marked\u00a0a\u00a0crucial\u00a0turning point\u00a0in the history of education<\/a>\u00a0while having a major impact on our\u00a0understanding\u00a0of the world around us, in the sense that\u00a0it stimulated us to question ourselves, to see the “invisible”, to analyze in order to better understand before acting<\/a>.\u00a0\u00a0<\/p>\n\n\n\n

Our lives are similar to an ecosystem where studies, work and personal life are interrelated. The university is within this ecosystem and must evolve with any changes that occur in society.  <\/p>\n\n\n\n

It is therefore necessary to\u00a0conceive\u00a0a more human and personalized\u00a0pedagogical design.\u00a0LXD<\/a>\u00a0(Learning experience design) is a good example.\u00a0Centered on the learner, it\u00a0offers\u00a0activities that become engaging,\u00a0meaningful,\u00a0and interactive learning experiences<\/a>, which accentuates the learner’s responsibility.\u00a0\u00a0<\/p>\n\n\n\n

There is also a need to develop a\u00a0learning culture<\/a>\u00a0in order\u00a0to create\u00a0a learning dynamic where the student, aware of his or her learning, trains to be “competent” and “autonomous.”\u00a0<\/p>\n\n\n\n

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Sivime El Tayeb El Rafei<\/a><\/h3>\n\n\n\n\n<\/div><\/div>\n<\/div>\n\n\n\n
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Unprecedented educational context and resilience  Once upon a time, there were universities!\u00a0Phygital\u00a0learning, uber-education, such is the […]<\/p>\n","protected":false},"author":52,"featured_media":9706,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[16],"tags":[149],"class_list":["post-9987","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blogues-en","tag-blge-en"],"acf":[],"_links":{"self":[{"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/posts\/9987","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/users\/52"}],"replies":[{"embeddable":true,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/comments?post=9987"}],"version-history":[{"count":6,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/posts\/9987\/revisions"}],"predecessor-version":[{"id":10043,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/posts\/9987\/revisions\/10043"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/media\/9706"}],"wp:attachment":[{"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/media?parent=9987"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/categories?post=9987"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/wp-json\/wp\/v2\/tags?post=9987"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}