Hübner, S., Nückles, M., & Renkl, A. (2010). Writing learning journals: Instructional support to overcome learning-strategy deficits. Learning and Instruction, 20(1), 18-29. doi:10.1016/j.learninstruc.2008.12.001
\n
High school student that write learning journals, essentially about \"writing\" (to describe experiences)
\np18: \"teachers are acting (implicitly)on the assumption that writing automatically foster learning... Writing affects learning positively if specific cognitive and metacognitive strategies of self-regulated learning are explicitly supported by the writing task.\"
\np. 18 writing conditions produced greater learning gains compared to a speaking only conditions (Klein, Piacente-Cimini, &Williams, 2007)
\np. 19 Bangert-Drowns et al. (2004) \"The authors argued that writing contributes to learning by supporting beneficial cognitive and metacognitive strategies of self-regulated learning, the self-regulation view of writing-to-learn\".
\nP. 19 Nuckles et al. (2009)\" Knowledge acquisition while writing learning journals was highest when students received cognitive and metacognitive promptes for their writing. \"
\n\"...students who wrote learning journals gained significatntly more knowledge compared with students who did not write learning journals (Connor-Greene, 2000);Wong, Kuperis, Jamieson, Keller, & Cull-Hewitt, 2002)... learning journals proved to be superior over other writing tasks, such as writing a summary (Cantrel, Fusaro, & Dougherty, 2000) or writing a scientific report (McCrindle & Christensen, 1995).
\nLearning journal suppose the use of productive cognitive and metacognitive strategies of self-regulated learning. \"On the cognitive level: students should employ strategies such a s the organisation and elaboration of learning material.\" (p. 19)
\nOrganisation = identifying main points an structuring the learning material, help to establish internal link in the material / Elaboration = generating examples and using analogies helps to build external links that relate the new material to the learner's prior knowledge (Mayer, 1984)
\nThis research is about strategy deficit. Instructional support is necessary to ovecome strategy deficits.
\nFirst part of page 20 describe different strategy deficit:
\nThen he give solutions: instructional support to overcome each kind of strategy deficit... this is more appropriate at school than for voccational training... this is not enough detailed. He talk about prompts (incitation) and hints (allusions, conseil) to induce productive learning behavior. Thoses prompts can be cognitive or metacognitive but they don't explain more...
\nWriting-to-learn and learning-to-write
\n\"help student to use writing as a beneficial medium to facilitate self-regulated learning strategies\".
\nDiscussion:
\nThey give student an example of weel orginised writing journal to see if they produce journals that are better organised but it does not work (p. 26)
\nStudent who received an example of learning journal in the training session achieve significantly higher learning outcomes when they have to write a second one in a transfer session.
\nThis research demonstrated that learning journal example supported students in the acquisition of cognitive an metacognitive strategies.
\nThey tried to overcome production deficiencies with prompts (incitations) or hints (allusions) that are questions that are designed to induce productive learning behaviour = sort of guidance.
\nLink with DUAL-T
\nWe could give an example of helpfull learning folder because \"Student who received an example of learning journal in the training session achieve significantly higher learning outcomes when they have to write a second one in a transfer session.\"
\nUse prompts and hints (sort of question to structure the reflection of apprentices)(Hübner, S. Nückles, M & Renkl, A. (2010)
\ndeveloppement of cognitive and metacognitive strategy + auto-éval
\n", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/17292/items/TFT3GFTV" }, "dateAdded": "2010-01-26T10:00:58Z", "dateModified": "2019-11-19T12:08:32Z" } }, { "key": "6NQBZUCK", "version": 9998, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/6NQBZUCK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/6NQBZUCK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/YFMC2MPE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "6NQBZUCK", "version": 9998, "parentItem": "YFMC2MPE", "itemType": "attachment", "linkMode": "imported_file", "title": "Writing learning journals.pdf", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Writing learning journals.pdf", "md5": "9d1d447fe6942e4e7db6fcb4b4647dda", "mtime": 2147483647, "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/17292/items/IEAH9S54" }, "dateAdded": "2010-01-26T09:58:57Z", "dateModified": "2019-11-19T12:08:32Z" } }, { "key": "DKFNJBBD", "version": 9998, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/DKFNJBBD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/DKFNJBBD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/YFMC2MPE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "DKFNJBBD", "version": 9998, "parentItem": "YFMC2MPE", "itemType": "attachment", "linkMode": "imported_url", "title": "ScienceDirect Snapshot", "accessDate": "2010-01-26T09:51:11Z", "url": "http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VFW-4VG35K7-1&_user=8872528&_coverDate=02%2F28%2F2010&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_searchStrId=1180531770&_rerunOrigin=google&_acct=C000061434&_version=1&_urlVersion=0&_userid=8872528&md5=7d298cf8cb1220238c71fcb70f274050", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "science.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/17292/items/IGP8BTSH" }, "dateAdded": "2010-01-26T09:51:11Z", "dateModified": "2019-11-19T12:08:32Z" } }, { "key": "YFMC2MPE", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/YFMC2MPE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/YFMC2MPE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "creatorSummary": "Hübner et al.", "parsedDate": "2010", "numChildren": 4 }, "data": { "key": "YFMC2MPE", "version": 9996, "itemType": "journalArticle", "title": "Writing learning journals: Instructional support to overcome learning-strategy deficits", "creators": [ { "creatorType": "author", "firstName": "Sandra", "lastName": "Hübner" }, { "creatorType": "author", "firstName": "Matthias", "lastName": "Nückles" }, { "creatorType": "author", "firstName": "Alexander", "lastName": "Renkl" } ], "abstractNote": "Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2×2 experimental design with high-school students (N =70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. (PsycINFO Database Record (c) 2016 APA, all rights reserved)", "publicationTitle": "Learning and Instruction", "publisher": "", "place": "", "date": "2010", "volume": "20", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "18-29", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.learninstruc.2008.12.001", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0959-4752(Print)", "archive": "", "archiveLocation": "", "shortTitle": "Writing learning journals", "language": "", "libraryCatalog": "APA PsycNET", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Journal Writing", "type": 1 }, { "tag": "Learning Strategies", "type": 1 }, { "tag": "Learning journals", "type": 1 }, { "tag": "Prompts", "type": 1 }, { "tag": "Self-Regulated Learning", "type": 1 }, { "tag": "Self-regulated learning", "type": 1 }, { "tag": "Strategy deficits", "type": 1 }, { "tag": "Writing-to-learn", "type": 1 }, { "tag": "learning journals" }, { "tag": "learning strategies" }, { "tag": "prompts" }, { "tag": "self-regulated learning" } ], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/17292/items/7KTPCCTT" }, "dateAdded": "2010-01-26T09:51:08Z", "dateModified": "2019-11-19T12:08:32Z" } }, { "key": "IHQPZD7R", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/IHQPZD7R", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/IHQPZD7R", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/KE7IXV6G", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "IHQPZD7R", "version": 9996, "parentItem": "KE7IXV6G", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2014-09-10T10:05:22Z", "url": "http://eric.ed.gov/?id=EJ991189", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "eric.ed.gov.html", "md5": "6945247711b571013e5c3f8d075b387f", "mtime": 1410343522000, "tags": [], "relations": {}, "dateAdded": "2014-09-10T10:05:22Z", "dateModified": "2019-11-19T12:08:27Z" } }, { "key": "KE7IXV6G", "version": 9994, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/KE7IXV6G", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/KE7IXV6G", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "creatorSummary": "Glogger et al.", "parsedDate": "2012-05", "numChildren": 2 }, "data": { "key": "KE7IXV6G", "version": 9994, "itemType": "journalArticle", "title": "Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies", "creators": [ { "creatorType": "author", "firstName": "Inga", "lastName": "Glogger" }, { "creatorType": "author", "firstName": "Rolf", "lastName": "Schwonke" }, { "creatorType": "author", "firstName": "Lars", "lastName": "Holzapfel" }, { "creatorType": "author", "firstName": "Matthias", "lastName": "Nuckles" }, { "creatorType": "author", "firstName": "Alexander", "lastName": "Renkl" } ], "abstractNote": "Recently, there have been efforts to rethink assessment. Instead of informing about (relatively stable) learner characteristics, assessment should assist instruction by looking at the learning process, facilitating feedback about what students' next step in learning could be. Similarly, new forms of strategy assessment aim at capturing self-regulated learning as it happens. One potential method for such assessment is the learning journal. We analyzed whether (a) quantity and (b) quality of learning strategies assessed by learning journals predict learning outcomes, and (c) whether differently successful combinations of strategies can be identified. In Study 1, 9th graders of medium-track high schools (N = 236) wrote learning journals in mathematics during 6 weeks. Foremost, quality and quantity of cognitive strategies predicted learning outcomes, controlling for prior knowledge. Learners who combined cognitive plus metacognitive strategies were particularly successful. Learners who mainly used 1 type of strategy performed similarly poorly as did learners who hardly used strategies. Study 2 in the domain of biology learning (N = 144) essentially replicated these findings. In summary, learning journals are a useful and innovative method for assessing learning strategies. (Contains 4 figures and 9 tables.)", "publicationTitle": "Journal of Educational Psychology", "publisher": "", "place": "", "date": "2012/05/00", "volume": "104", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "452-468", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "2014-09-10T06:53:19Z", "PMID": "", "PMCID": "", "ISSN": "0022-0663", "archive": "", "archiveLocation": "", "shortTitle": "Learning Strategies Assessed by Journal Writing", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Biology", "type": 1 }, { "tag": "Cognitive Processes", "type": 1 }, { "tag": "Constructivism (Learning)", "type": 1 }, { "tag": "Feedback (Response)", "type": 1 }, { "tag": "Foreign Countries", "type": 1 }, { "tag": "Formative Evaluation", "type": 1 }, { "tag": "Grade 9", "type": 1 }, { "tag": "High School Students", "type": 1 }, { "tag": "Journal Writing", "type": 1 }, { "tag": "Mathematics", "type": 1 }, { "tag": "Prior Learning", "type": 1 }, { "tag": "Program Effectiveness", "type": 1 }, { "tag": "Replication (Evaluation)", "type": 1 }, { "tag": "Student Characteristics", "type": 1 }, { "tag": "Student Journals", "type": 1 }, { "tag": "learning strategies", "type": 1 }, { "tag": "metacognition", "type": 1 }, { "tag": "prediction", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-09-10T06:53:19Z", "dateModified": "2019-11-19T12:08:27Z" } }, { "key": "V8G6JVFU", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/V8G6JVFU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/V8G6JVFU", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/6R2EBVAH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "V8G6JVFU", "version": 9996, "parentItem": "6R2EBVAH", "itemType": "attachment", "linkMode": "imported_url", "title": "ERIC - Education Resources Information Center", "accessDate": "2012-02-29T10:37:39Z", "url": "http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?ERICExtSearch_SearchValue_0=EJ880052&searchtype=keyword&ERICExtSearch_SearchType_0=no&_pageLabel=RecordDetails&accno=EJ880052&_nfls=false&source=ae", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "recordDetails.html", "md5": null, "mtime": 1330511860216, "tags": [], "relations": {}, "dateAdded": "2012-02-29T10:37:39Z", "dateModified": "2019-11-19T12:08:23Z" } }, { "key": "6R2EBVAH", "version": 9994, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/6R2EBVAH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/6R2EBVAH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "creatorSummary": "Brett et al.", "parsedDate": "2009", "numChildren": 2 }, "data": { "key": "6R2EBVAH", "version": 9994, "itemType": "journalArticle", "title": "Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth", "creators": [ { "creatorType": "author", "firstName": "Clare", "lastName": "Brett" }, { "creatorType": "author", "firstName": "Bruce", "lastName": "Forrester" }, { "creatorType": "author", "firstName": "Nobuko", "lastName": "Fujita" } ], "abstractNote": "This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n=18, n=16, n=17). The instructor used a design-research methodology: each iteration of the course involved modifications to how learning journals were used based on analyses of the responses and results from the preceding course. Modifications included: a) use of orienting questions; b) question content, c) journal assessment and d) amount of scaffolding. Protocols were analyzed with a view to characterizing students’ epistemic cognition from two perspectives: belief mode (rationalist epistemology, self analysis, norms of inquiry to defend competing beliefs) and design mode (knowledge building epistemology, collective responsibility, norms of inquiry to support idea improvement and explanatory coherence). Changes in metacognitive reflection and learning journal activity were related to measures of learning. As a pedagogical tool, learning journals with directed questions (scaffolding) encouraged self-awareness of learning and epistemological reflection. \n Résumé : La présente étude a examiné les effets de l’utilisation de journaux d’apprentissage sur l’enseignement et l’évaluation dans trois cours à distance asynchrones en téléconférence assistée par ordinateur (n = 18, n = 16, n = 17). L’instructeur a utilisé une méthodologie de recherche-conception : à chaque prestation du cours, des modifications étaient apportées à la manière dont les journaux d’apprentissage étaient utilisés en se basant sur l’analyse des réponses et les résultats obtenus lors de la prestation précédente. Les modifications concernaient : a) l’utilisation de questions d’orientation; b) le contenu des questions; c) l’évaluation du journal; d) la quantité d’échafaudage. Les protocoles ont été analysés de manière à caractériser la cognition épistémique des étudiants à partir de deux points de vue : le mode « croyance » (épistémologie rationaliste, autoanalyse, normes d’enquête pour défendre les croyances concurrentes) et le mode « conception » (épistémologie de coélaboration des connaissances, responsabilité collective, normes d’enquête pour appuyer l’amélioration des idées et la cohérence explicative). Les changements dans la réflexion métacognitive et l’activité des journaux d’apprentissage étaient liés à des mesures de l’apprentissage. En tant qu’outil pédagogique, les journaux d’apprentissage avec questions dirigées (échafaudage) encouragent la prise de conscience de l’apprentissage et la réflexion épistémologique.", "publicationTitle": "Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie", "publisher": "", "place": "", "date": "2009", "volume": "35", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.cjlt.ca/index.php/cjlt/article/view/517", "accessDate": "2014-09-13T10:31:28Z", "PMID": "", "PMCID": "", "ISSN": "1499-6685", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "www.cjlt.ca", "callNumber": "", "rights": "Copyright Notice All articles in the Canadian Journal of Learning and Technology may not be reproduced without permission.\u2028 For permission please contact: CNIE / RCIÉ, 260 Dalhousie Street, Suite 204, Ottawa, Ontario, Canada K1N 7E4 \u2028\u2028 Droits d’auteur \u2028\u2028 Les articles publiés dans la Revue canadienne de l’apprentissage et de la technologie ne peuvent être reproduits sans la permission du bureau de la rédaction. Veuillez adresser toute demande à: CNIE / RCIÉ, 260 Dalhousie Street, Suite 204, Ottawa, Ontario, Canada K1N 7E4", "extra": "", "tags": [ { "tag": "Asynchronous Communication", "type": 1 }, { "tag": "College Instruction", "type": 1 }, { "tag": "Computer Assisted Instruction", "type": 1 }, { "tag": "Computer Mediated Communication", "type": 1 }, { "tag": "Computer Software", "type": 1 }, { "tag": "Content Analysis", "type": 1 }, { "tag": "Discussion Groups", "type": 1 }, { "tag": "Distance Education", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "Electronic Learning", "type": 1 }, { "tag": "Epistemology", "type": 1 }, { "tag": "Foreign Countries", "type": 1 }, { "tag": "Graduate Students", "type": 1 }, { "tag": "Instructional Design", "type": 1 }, { "tag": "Instructional Effectiveness", "type": 1 }, { "tag": "Online Courses", "type": 1 }, { "tag": "Pretests Posttests", "type": 1 }, { "tag": "Questioning Techniques", "type": 1 }, { "tag": "Reflection", "type": 1 }, { "tag": "Scaffolding (Teaching Technique)", "type": 1 }, { "tag": "Self Evaluation (Individuals)", "type": 1 }, { "tag": "Student Attitudes", "type": 1 }, { "tag": "Student Characteristics", "type": 1 }, { "tag": "Student Development", "type": 1 }, { "tag": "Student Evaluation", "type": 1 }, { "tag": "Student Journals", "type": 1 }, { "tag": "Teleconferencing", "type": 1 }, { "tag": "learning journals" }, { "tag": "metacognition", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-02-29T10:37:36Z", "dateModified": "2019-11-19T12:08:23Z" } }, { "key": "TZ2T6T73", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/TZ2T6T73", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/TZ2T6T73", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/B999DG9M", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "TZ2T6T73", "version": 9996, "parentItem": "B999DG9M", "itemType": "attachment", "linkMode": "imported_url", "title": "Bases légales et cahiers des charges - VD.CH", "accessDate": "2017-05-09T09:34:07Z", "url": "http://www.vd.ch/themes/formation/scolarite-obligatoire/bases-legales-et-cahiers-des-charges/", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "bases-legales-et-cahiers-des-charges.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2017-05-09T09:34:07Z", "dateModified": "2019-11-19T12:08:17Z" } }, { "key": "B999DG9M", "version": 9994, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/B999DG9M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/B999DG9M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "numChildren": 2 }, "data": { "key": "B999DG9M", "version": 9994, "itemType": "webpage", "title": "Bases légales et cahiers des charges - VD.CH", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.vd.ch/themes/formation/scolarite-obligatoire/bases-legales-et-cahiers-des-charges/", "accessDate": "2017-05-09T09:33:13Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": { "dc:replaces": "http://zotero.org/groups/8449/items/HMW8CMXA" }, "dateAdded": "2017-05-09T09:33:13Z", "dateModified": "2019-11-19T12:08:17Z" } }, { "key": "VRNPZQPA", "version": 9998, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/VRNPZQPA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/VRNPZQPA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/B576HTVZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "VRNPZQPA", "version": 9998, "parentItem": "B576HTVZ", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2016-04-07T15:31:41Z", "url": "https://doc.rero.ch/record/258065?ln=fr", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "258065.html", "md5": "49e028a5a2317941784d00347ce466e6", "mtime": 1460043101000, "tags": [], "relations": {}, "dateAdded": "2016-04-07T15:31:41Z", "dateModified": "2019-11-19T12:08:06Z" } }, { "key": "ERXBI5AS", "version": 9998, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/ERXBI5AS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/ERXBI5AS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/B576HTVZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ERXBI5AS", "version": 9998, "parentItem": "B576HTVZ", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2016-04-07T15:31:41Z", "url": "https://doc.rero.ch/record/258065/files/MaurouxL.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Mauroux - 2014 - Le dossier de formation un outil pour la réflexio.pdf", "md5": "d62e70def62ce43392c40e802f696c7b", "mtime": 1460043102000, "tags": [], "relations": {}, "dateAdded": "2016-04-07T15:31:41Z", "dateModified": "2019-11-19T12:08:06Z" } }, { "key": "B576HTVZ", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/B576HTVZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/B576HTVZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "creatorSummary": "Mauroux and Gurtner", "numChildren": 4 }, "data": { "key": "B576HTVZ", "version": 9996, "itemType": "thesis", "title": "Le dossier de formation: un outil pour la réflexion sur les expériences professionnelles et le développement de compétences d'autorégulation", "creators": [ { "creatorType": "author", "firstName": "Laetitia", "lastName": "Mauroux" }, { "creatorType": "author", "firstName": "Jean-Luc", "lastName": "Gurtner" } ], "abstractNote": "Se former dans le champ de la formation professionnelle engendre actuellement de nombreux challenges pour les apprentis. (afin d’alléger le texte, seul le masculin sera utilisé, étant entendu qu’«apprenti» se décline au masculin comme au féminin). Ils poursuivent le double objectif de se qualifier tout en étant directement intégrés au monde du travail. Ils doivent rapidement fonctionner de façon indépendante et efficace, afin de répondre aux exigences des postes qu’ils occupent. Dès lors, des compétences d’autorégulation des apprentissages et la mobilisation de stratégies d’apprentissage adéquates sont indispensables. En situation de travail, l’expérience constitue une base indispensable à tout apprentissage. Mais comme de nombreux modèles de l’apprentissage l’ont mis en évidence (l’apprentissage à la place de travail, l’apprentissage expérientiel, la didactique professionnelle ou encore la théorie historico-culturelle de l’apprentissage), il ne peut y avoir d’apprentissage sans une forme de prise de conscience, d’analyse et de réflexion sur l’action. La réflexion sur les expériences professionnelles au sein de dossiers de formation constitue ainsi un moyen efficace de répondre aux challenges des apprentis engagés en formation professionnelle. De nombreuses recherches ont démontré sa pertinence en regard du développement de compétences métacognitives, d’autorégulation des apprentissages et de la performance. Au sein de cette thèse de doctorat, les dossiers de formation sont conceptualisés comme des outils médiateurs. Ils permettent l’utilisation de questionnements métacognitifs qui guident la réflexion, stimulent la mobilisation de stratégies d’apprentissage et fournissent aux apprentis des occasions de solliciter des feedbacks de la part de leur formateur en entreprise et de confronter l’évaluation de ce dernier avec leur propre évaluation de leurs compétences. Au fur et à mesure, l’apprenti intègre cette démarche de questionnement et acquiert des compétences lui permettant de faire face à la nécessité d’apprendre tout au long de sa carrière. Un dossier de formation en ligne : le « Mobile and Online Learning Journal » (MOLJ) a été développé pour des apprentis boulangers-pâtissiers-confiseurs, puis adapté en fonction des besoins d’apprentis cuisiniers. Il se compose d’un livre de recettes, d’un dossier de formation stimulant la réflexion à l’aide de questionnements métacognitifs et d’un Smartphone afin de capturer des expériences professionnelles sous forme d’images et de les envoyer au sein du dossier de formation ou du livre de recettes. Cette thèse de doctorat cumulative est composée de trois publications et d’un « chapeau ». Elle aborde les questions de recherche suivantes : « Dans quelle mesure les apprentis développent-ils des compétences d’autorégulation de leurs apprentissages à travers l’usage du MOLJ ? Quels usages du MOLJ font-ils ? Quels sont les facteurs susceptibles d’influencer l’utilisation du MOLJ par les apprentis ? Quel niveau de réflexion les apprentis atteignent-ils au sein de leurs réponses aux questionnements métacognitifs ? La réalisation de dossiers de formation est-elle liée à la performance et aux apprentissages des apprentis ?». La méthodologie de recherche adoptée est celle d’une « recherche scientifique sur le terrain ». La récolte de données s’est déroulée sur une période de deux ans auprès d’une classe de 16 apprentis ayant utilisé le MOLJ durant les deux dernières années de leur formation. La méthode de récolte de données retenue est celle des « mixed method research ». Les données collectées consistent en un ensemble de traces laissées par les apprentis et leurs formateurs lors de leur utilisation du MOLJ ou de traces produites pour les besoins de la recherche (entretiens et questionnaires). Nos analyses démontrent que l’écriture guidée à l’aide de questionnements métacognitifs au sein de dossiers de formation engendre la mobilisation de stratégies d’apprentissage et participe au développement de compétences d’autorégulation. Les apprentis ont spontanément tendance à utiliser davantage les fonctions non réflexives du MOLJ. Mais lorsqu’ils acceptent d’entrer dans une démarche de réflexion sur leurs expériences professionnelles et qu’un soutien et des guidages appropriés leur sont fournis par le formateur en entreprise et l’enseignant à l’école professionnelle, les apprentis mobilisent des stratégies d’apprentissage variées. Par conséquent, on constate une augmentation de leur performance aux examens finaux. Enfin, des recommandations à l’égard des instances politiques, des formateurs en entreprise, des enseignants à l’école professionnelle et des apprentis eux-mêmes sont formulées sur la base de la littérature concernée et de nos propres résultats de recherche afin de promouvoir un usage efficace des dossiers de formation en formation professionnelle pour apprendre. (Mots clés : réflexion, autorégulation, stratégies d’apprentissage, dossiers de formation, questionnements métacognitifs, performance)", "thesisType": "", "university": "", "place": "", "date": "", "series": "", "seriesNumber": "", "numPages": "1", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Le dossier de formation", "language": "fre", "libraryCatalog": "doc.rero.ch", "callNumber": "37", "rights": "", "extra": "", "tags": [ { "tag": "Apprentissage professionnel", "type": 1 }, { "tag": "Dossiers de formation", "type": 1 }, { "tag": "Métacognition", "type": 1 }, { "tag": "Réflexion (philosophie)", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-04-07T15:31:41Z", "dateModified": "2019-11-19T12:08:06Z" } }, { "key": "ZKPT5MPX", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/ZKPT5MPX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/ZKPT5MPX", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/QFRI2TZJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "ZKPT5MPX", "version": 9996, "parentItem": "QFRI2TZJ", "itemType": "attachment", "linkMode": "linked_url", "title": "Google Books Link", "accessDate": "2015-10-14T07:43:07Z", "url": "https://books.google.ch/books?id=gw78R7gf3NAC", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-10-14T07:43:07Z", "dateModified": "2019-11-19T12:07:58Z" } }, { "key": "QFRI2TZJ", "version": 9994, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/QFRI2TZJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/QFRI2TZJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "creatorSummary": "Bodrova and Deborah J.", "parsedDate": "2014-05-14", "numChildren": 2 }, "data": { "key": "QFRI2TZJ", "version": 9994, "itemType": "book", "title": "Les Outils de La Pensee: L'Approche Vygotskienne Dans L'Education a la Petite Enfance", "creators": [ { "creatorType": "author", "firstName": "Elena", "lastName": "Bodrova" }, { "creatorType": "author", "firstName": "Leong", "lastName": "Deborah J." } ], "abstractNote": "", "series": "Presse de l'Université du Québec", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2014-05-14", "publisher": "PUQ", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "362", "ISBN": "978-2-7605-3010-2", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Les Outils de La Pensee", "language": "fr", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "EDUCATION / Preschool & Kindergarten", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-10-14T07:42:36Z", "dateModified": "2019-11-19T12:07:58Z" } }, { "key": "KKQ3V7BE", "version": 9997, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/KKQ3V7BE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/KKQ3V7BE", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/MTQAX6U9", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "KKQ3V7BE", "version": 9997, "parentItem": "MTQAX6U9", "itemType": "attachment", "linkMode": "linked_url", "title": "Google Books Link", "accessDate": "2017-05-26T09:23:01Z", "url": "https://books.google.ch/books?id=TFDB-BMC1iIC", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2017-05-26T09:23:01Z", "dateModified": "2019-11-19T12:07:33Z" } }, { "key": "MTQAX6U9", "version": 9995, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/MTQAX6U9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/MTQAX6U9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "creatorSummary": "Gagnon", "parsedDate": "2005", "numChildren": 2 }, "data": { "key": "MTQAX6U9", "version": 9995, "itemType": "book", "title": "L' Étude de Cas Comme Méthode de Recherche: Guide de Réalisation", "creators": [ { "creatorType": "author", "firstName": "Yves-Chantal", "lastName": "Gagnon" } ], "abstractNote": "Un guide articulé, intégré et exhaustif pour la réalisation d'une étude de cas. Des critères du choix de cette méthode à la démarche à suivre pour la réaliser avec la rigueur requise. Cédérom inclus: Des étapes proposées vous permettant de rédiger de façon interactive votre rapport de recherche.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2005", "publisher": "PUQ", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "146", "ISBN": "978-2-7605-1789-9", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "L' Étude de Cas Comme Méthode de Recherche", "language": "fr", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "étude de cas" } ], "collections": [], "relations": { "dc:replaces": "http://zotero.org/groups/8449/items/GU93APU6" }, "dateAdded": "2017-05-26T09:23:01Z", "dateModified": "2019-11-19T12:07:33Z" } }, { "key": "MPGUVTGA", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/MPGUVTGA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/MPGUVTGA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } } }, "data": { "key": "MPGUVTGA", "version": 9996, "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2019-10-08T13:52:05Z", "url": "https://www.puq.ca/catalogue/livres/recherche-qualitative-education-1075.html", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "recherche-qualitative-education-1075.html", "md5": null, "mtime": null, "tags": [], "collections": [], "relations": {}, "dateAdded": "2019-10-08T13:52:05Z", "dateModified": "2019-10-08T13:52:05Z" } }, { "key": "N9KTKS7A", "version": 9996, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/N9KTKS7A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/N9KTKS7A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "N9KTKS7A", "version": 9996, "itemType": "attachment", "linkMode": "imported_url", "title": "Décisions_No_159.pdf", "accessDate": "2019-09-02T07:14:42Z", "url": "https://www.vd.ch/fileadmin/user_upload/D%C3%A9cisions_No_159.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Décisions_No_159.pdf", "md5": null, "mtime": null, "tags": [], "collections": [], "relations": {}, "dateAdded": "2019-09-02T07:14:42Z", "dateModified": "2019-09-02T07:14:42Z" } }, { "key": "NRN79T7Q", "version": 9998, "library": { "type": "group", "id": 8449, "name": "Dual-T FR", "links": { "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/8449/items/NRN79T7Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dual-t_fr/items/NRN79T7Q", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/8449/items/RFUXBATR", "type": "application/json" } }, "meta": { "createdByUser": { "id": 70766, "username": "maurouxl", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maurouxl", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "NRN79T7Q", "version": 9998, "parentItem": "RFUXBATR", "itemType": "attachment", "linkMode": "imported_url", "title": "Deschenaux et Association pour la recherche qualitative - 2005 - Introduction à l'analyse qualitative informatisée .pdf", "accessDate": "2019-07-16T10:31:33Z", "url": "http://www.recherche-qualitative.qc.ca/documents/files/Cahiers%20pedagogiques/nvivo-2-0.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Deschenaux et Association pour la recherche qualitative - 2005 - Introduction à l'analyse qualitative informatisée .pdf", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2019-07-16T10:31:33Z", "dateModified": "2019-07-16T10:31:40Z" } } ]