Conférence numérique éducatif – Jean-François Parmentier

Le numérique n’a pas de plus-value en soi (la recherche en médiatisation) :

Clark, R. E., & Feldon, D. F. (2014). Ten Common but Questionable Principles of Multimedia Learning. In R. Mayer (Éd.), The Cambridge Handbook of Multimedia Learning (2^e éd., p. 151‑173). https://doi.org/10.1017/CBO9781139547369.009
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … Huang, B. (2004). How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research, 74(3), 379‑439. https://doi.org/10.3102/00346543074003379
Hall, W. E., & Cushing, J. R. (1947). The Relative Value of Three Methods of Presenting Learning Material. The Journal of Psychology, 24(1), 57‑62. https://doi.org/10.1080/00223980.1947.9917338
OCDE. (2015). Connectés pour apprendre ? Les élèves et les nouvelles technologies. OCDE.

Le modèle Select – Organize – Integrate :

Mayer, R. E. (2014). Cognitive Theory of Multimedia Learning. In R. Mayer (Éd.), The Cambridge Handbook of Multimedia Learning (2^e éd., p. 43‑71). https://doi.org/10.1017/CBO9781139547369.005
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43‑52. https://doi.org/10.1207/S15326985EP3801_6

La méthode du vote et débat en classe (peer instruction) :

Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., & Stains, M. (2015). Research-Based Implementation of Peer Instruction: A Literature Review. CBE Life Sciences Education, 14(1). https://doi.org/10.1187/cbe.14-11-0198
Smith, M. K., Wood, W. B., Krauter, K., & Knight, J. K. (2011). Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions. CBE-Life Sciences Education, 10(1), 55‑63. https://doi.org/10.1187/cbe.10-08-0101
Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science, 323(5910), 122‑124. https://doi.org/10.1126/science.1165919

Les simulateurs :

Plass, J. L., & Schwartz, R. N. (2014). Multimedia Learning with Simulations and Microworlds. In R. Mayer (Éd.), The Cambridge Handbook of Multimedia Learning (2^e éd., p. 729‑761). https://doi.org/10.1017/CBO9781139547369.036
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations That Enhance Learning. Science, 322(5902), 682‑683. https://doi.org/10.1126/science.1161948
Jong, T. de, Linn, M. C., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340(6130), 305‑308. https://doi.org/10.1126/science.1230579

L’analyse guidée d’exercices résolus (worked-example) :

Renkl, A. (2014). The Worked Examples Principle in Multimedia Learning. In R. Mayer (Éd.), The Cambridge Handbook of Multimedia Learning (2^e éd., p. 391‑412). https://doi.org/10.1017/CBO9781139547369.020
Renkl, A. (2013). Instruction Based on Examples. In Handbook of Research on Learning and Instruction. https://doi.org/10.4324/9780203839089.ch14
Clark, R. C., & Mayer, R. E. (Éd.). (2016). Leveraging Examples in e-Learning. In e-Learning and the Science of Instruction (p. 239‑264). https://doi.org/10.1002/9781119239086.ch12
Salden, R. J. C. M., Aleven, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38(3), 289‑307. https://doi.org/10.1007/s11251-009-9107-8

Les bénéfices de demander de justifier son raisonnement (self-explanation) :

Bethany Rittle-Johnson, & Abbey M. Loehr. (2016). Instruction Based on Self-Explanation. In Handbook of Research on Learning and Instruction (2^e éd.). Consulté à l’adresse https://www.routledge.com/Handbook-of-Research-on-Learning-and-Instruction-2nd-Edition/Mayer-Alexander/p/book/9781138831766
Wylie, R., & Chi, M. T. H. (2014). The Self-Explanation Principle in Multimedia Learning. In R. Mayer (Éd.), The Cambridge Handbook of Multimedia Learning (2^e éd., p. 413‑432). https://doi.org/10.1017/CBO9781139547369.021

La méta-cognition dans les environnement numériques :

Bracha Kramarski, & Tova Michalsky. (2013). Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning. In R. Azevedo & V. Aleven (Éd.), International Handbook of Metacognition and Learning Technologies. https://doi.org/10.1007/978-1-4419-5546-3
Azevedo, R. (2014). Multimedia Learning of Metacognitive Strategies. In R. Mayer (Éd.), The Cambridge Handbook of Multimedia Learning (2^e éd., p. 647‑672). https://doi.org/10.1017/CBO9781139547369.032
Azevedo, R., & Aleven, V. (Éd.). (2013). International Handbook of Metacognition and Learning Technologies. https://doi.org/10.1007/978-1-4419-5546-3