choices of resources and educational activities

The choices of resources and educational activities
Do the courses of Master formation in the conception
and the determination of the formation objecifs take—
them in account your needs, your waiting and your
preoccupations of formation professionalizing?
90%: some respondents estimate that the oblectifs is
exclusively préscrit in accordance with those to rec-
ommend in the special préscripton notebook
Q2. The language of teaching of the different modules
is—it in consistency with the linguistic
contextualisation the tasks of trainings recommended
45% of the answers mentionées generally a shift of
specific semantic order
Q3. Does the educational mediation encourage t—
it the solicitation of the superior cognitive functions?
76% of the students reveal the rigorous difficulties of
accompaniment soliciting the metaconnaissances
Q4. Do news and the orders of realizations of the
tasks of trainings préscrites permit. them the
mobilizations of the process metacognitif ?
78% of the learners think that the majority of the stains
propsées is defined mobilizing processes of
understanding and application/and of the factual
and conceptual knowledge
Q5. Do the definition and the discussions of the formation
objectives through the sessions of justifications and
débrifing encourage—them of the returns reflexive
and of the formation proactives strategies?
89% of the respondents explain that the two steps of
formation of the adults are to recommend in two
modules of formation on eight
Q6. The report to the knowledge detrmine t .il an
environment of dialogue, of proceedings of idea
and conflict socicognitif of explicit training?
65% of the answers estimate that the report to the
determined knowledge again the report to the power
“relation educational hiearchique!”
Q7. Does the previous analysis of the ITEF modules
recommend it of the steps of teaching of
pocéduralisation and reflecting abstraction?
78% evoke a shift between the steps préscrites in the
notebook of the charges and the educational practice
Q8. The ethical setting and the contract didactics setting
up permits them to tie intercourse of collaboration
interactive “guidance intelligent” pledge
dedeveloppement of the capability of auto and
héterorégulation conscientisantes?
82% confirm the lack of a clear and explicit didactic
contract where him ya engagement and mutual
respect of the different taking parts
Q9. Done the nature of the course and his/her/its
séquencement recommend in the multimedia
environment she to write you down in the
paradigm métacognitif permits?
83%: insufficient contribution limits itself to the level of
the discussions in round table in présentiel (Absence
of the guidance educational community—formed)
Q10. The conception and the structure of the contents
teaching in the formation does the orient the
solicitation of the cognitive ressorces in an
optimal manner from afar?
95%: some answers are negative (model informationel
without report with an engineering of the needs)
Q11. The choices of resources and the educational activities
and training are sufficient—them to create a real reflexive
training in this computerized training environmen