Order process of professionalization help

Order process of professionalization help
The modes of training recommended are they adapted
to the x styles of training of the adult learners
75% des reponses mentionées révelent un décalage
entre les procédés proposés et les démarches
congnitives préferentiel des etudiants of training
of the adult learners.
Q2. The computer instrumentation is it interactive to the
solicitation and to the investment of the students.
65%: some respondents think that the design of
the flat frome is sophisticated but moin interactive
screw opinion of the waiting and the individual
needs of the different learners (his/her/its
caractére standarisé and normalized).
Q3. The educational mediation encourages t—it the
solicitation collaborative of intelligent guidance.
(Importance of work collective interapprenants)
88%: some students reveal the rigorous difficulties
of accompaniment soliciting a good interactivity.
Q5. The scenarisation of the contents teaching is it
adapted to the courses staff of the learners
78% of the learners think that the majority of the
happy is not specific to the different runs of
formation staffs of the students.
Q6. The Knowledge and expertises aimed by the scripts
are them in consistency with the referential of the
academic expertises (vertical consistency)
89% of the respondents explain that the aimed
appraisals evoke have shift of consistency between
the scripts and the referential of the academic
appraisals.
Q7. The previous analysis of the ITEF modules is.
It in adequacy with the steps of formation from afar.
98%: the respondents estimate that the majority
of the educational activities has disciplinary
caractére.
Q8. The proposed educational scripts have them of
aimed them disciplinary or curricculaires.
(Interdisciplinary approach?)
78% the answers confirm the caractére
professionalisant of the contents teaching
proposed
Q9. Done the nature of the course and his/her/its
séquencement recommend in the multimedia
environment she permits the development of
the process of professionalization of the academic
formation?
82% of the respondents reveal a mobilization
uniformalisé of resources solicited
Q10. Conceptualization and the modélision of the
contents teaching in the formation do they orient
the differential mobilization of expertises from afar?
83%: insufficient contribution limits itself to the
level of the modelling of the contents teaching
(Absence of the technico-educational engineering
differentiated).
Q11. The choices of the numeric resources and the
educational activities are sufficient—them to
individualize the courses of formation.