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(2017). Augmenting De Ketele’s model for university Catherine Loisy, Geneviève Lameul

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Catherine Loisy, Geneviève Lameul. (2017). Augmenting De Ketele’s model for university pedagogy. Revue Internationale des en Pédagogie Universitaire, Conférence des recteurs et princi- paux des universités du Québec [CREPUQ], 2017, 14 (2), pp.39-49. ￿10.18162/ritpu-2017-v14n2-03￿. ￿hal-01830626￿

HAL Id: hal-01830626 https://hal.archives-ouvertes.fr/hal-01830626 Submitted on 5 Jul 2018

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Augmenting De Ketele’s model Catherine Loisy École normale supérieure de Lyon – IFÉ for university pedagogy [email protected] Geneviève Lameul Université Bretagne Loire (UBL) [email protected]

Réflexion pédagogique et point de vue critique

Abstract Keywords

As higher undergoes major changes (mass , digital pedagogy, ICT, education higher education, ICT development, etc.), there is research, “augmented” model a need for methods and models that can be used to analyze the complexity of university pedagogy. Résumé In this paper, De Ketele’s model (2010) is used as the basis for two case studies. The objectives are L’enseignement supérieur connaît d’importants to enrich the “field of university pedagogy” by si- changements ; il devient nécessaire de disposer de tuating ICT among the components that De Ketele méthodes et modèles pour analyser la complexité describes. The case studies confirm the necessity du domaine de la pédagogie universitaire. Dans cet of viewing university education as a system. They article, le modèle de De Ketele (2010) est utilisé also enrich the model in three respects, namely: pour analyser deux cas. Les objectifs sont d’en- 1) by considering ICT a component unto itself that richir le ‘champ de la pédagogie universitaire’ en should be added to the model; 2) by considering situant les TIC parmi les composantes décrites par a full-fledged component that De Ketele. L’analyse des cas consolide la nécessité should be associated with ICT in the model; and de considérer l’enseignement universitaire comme 3) by reconsidering the complexity of interrelations un système et elle conduit à enrichir le modèle dans between the components. The conclusion is that trois directions: (1) en considérant les TIC comme ICT leads to the pedagogical question, that further une composante à ajouter au modèle ; (2) en consi- research is needed, and that the words “digital” and dérant également la recherche en éducation comme “pedagogy” must be associated in higher educa- une composante à ajouter ; (3) en reconsidérant la tion. complexité des interrelations entre les composan- tes. La conclusion souligne que les TIC conduisent à la question pédagogique ; que de nouvelles re- cherches sont nécessaires ; et elle revient sur l’im- portance du couplage numérique / pédagogie.

©Auteur(s). Cette œuvre, disponible à https://doi.org/10.18162 /ritpu-2017-v14n2-03, est mise à disposition selon les termes de la licence Creative Commons Attribution 4.0 International http://creativecommons.org/licences/by/4.0/deed.fr

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calls for a new model that can be used to interpret Mots-clés these factors and their complex interrelations. In international literature, De Ketele’s model (2010) Enseignement supérieur, pédagogie numérique, of the “field of university pedagogy” [in French, “le TIC, recherche en éducation, modèle ‘augmenté’ champ de la pédagogie universitaire”] focuses on higher education teaching and learning and their re- Introduction lation with a range of components, creating a “sys- tem with multiple interactions.” However, although Since the late 20th century, higher education has ICT is among the most important starting points for been undergoing a sea change, particularly with research and debate on introducing this pedagogi- regard to the development of information and com- cal paradigm to higher education, the author does munication (ICT). Until recently, tech- not present it per se in his model. How can ICT nology was an instrument used to manage the sheer be represented in the model? And does introducing number of in the context of mass higher ICT lead to other changes in this “system with mul- education (Albero 2014). However, European insti- tiple interactions”? tutions are now seeking solutions for the use of ICT in pedagogy further to the Bologna Process (1999), In this paper, De Ketele’s model (2010) is used as the Lisbon Treaty (2000), and the Europe 2020 the basis for two case studies. The objectives are Strategy, which lead to expectations from national to enrich the “field of university pedagogy” by si- policies on program quality and the success and tuating ICT among the components that De Ketele employability of university graduates. These exter- describes. The case studies confirm the necessity nal factors are compounded by changes stemming of viewing university education as a system. They from demands, some of which concern the also enrich the model in three respects, namely: 1) quality of teaching programs. For instance, students by considering ICT a component unto itself that are less accepting of incomplete or redundant tea- should be added to the model; 2) by considering chings (Peraya, 2015). At the end of their curricu- educational research a full-fledged component that lum, they also expect to find a job that matches their should be associated with ICT in the model; and university education, in an evolving environment 3) by reconsidering the complexity of interrelations where labor market requirements have become between the components. The conclusion is that more complex, particularly in terms of skills (San- ICT leads to the pedagogical question, that further chez, 2004). To keep up with these social uses, in- research is needed, and that the words “digital” and junctions, and quality expectations, ICT appears to “pedagogy” must be associated in higher educa- be an asset in modernizing educational institutions tion. and their practices. Learning outcomes are an in- creasingly important part of formative assessments Teaching and learning in higher education, an (Yorke, 2003) or pedagogical alignment (Biggs, articulated range of components 2003). One trend focuses on improving programs For several decades, authors have been attempting so that they factor in student learning (Nygaard, to clarify the notion of pedagogy in higher educa- Højlt, Hermansen, 2008). With a program-based tion, especially in North America. For example, approach (PBA), a collaboratively designed curri- Walkner (2006) understands in higher culum guides the choice of teaching methods (Le- education as teaching methods “in the broad sen- noir, 2015) and is implemented (S. Johnson & C. D. se,” including the roles of and students, Johnson 2003; Prégent, Bernard, Kozanitis, 2009), –learner– interrelations, and, while specific tools are produced and provided to more generally, the context in which the connec- this end (Loisy & Sanchez, 2016). This fragmen- tion between education and learning takes place. tation born of university teaching in the digital age Similarly, Lebrun (2015), willing to avoid a dele-

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terious dissociation between the teaching and lear- ning processes, highlights the need to combine pe- education and knowledge control. Policies favoring dagogy and technologies and to broaden reflection ICT instill a change readily grasped by higher edu- on the overall construction of training systems. In cation institutions because it enhances their image this relational area, a complex game is unfolding. in a context in which international rankings lead to Identities, the flow of power, mediated knowledge, increased pressure (Stromquist, 2007). Since Cu- as well as social and institutional structures interpe- ban’s work (2001), technological devices and tools netrate the other dimensions. Understood for many appear to have been introduced mainly to moder- years by English-language universities, this broader nize institutions, while their development for edu- conception of pedagogy in higher education has ap- cational purposes remains below their potential. peared more recently in the European context with the “field of university pedagogy,” a model deve- The 13th edition of the New Media Consortium loped by De Ketele (2010). In developing his mo- (NMC) Horizon Report (L. Johnson et al., 2016) del, De Ketele (2010) draws on English-language describes annual findings from the NMC Horizon research as the pedagogical issue has remained re- Project, an ongoing research project designed to latively foreign to higher education in Europe for a identify and describe emerging technologies likely longer time (Albero, 2014). It has spread gradually to have an impact on learning, teaching, and crea- under the influence of policies, in particular the Eu- tive inquiry in education. Six key trends, six signi- rope 2020 Strategy. Teachers are now encouraged ficant challenges, and six important developments to focus on student learning, not just on teaching. in are placed directly in the This can be likened to a change in what has been context of their likely impact on the core missions called the “educational paradigm” (Barr & Tagg, of universities. For example, some developments 1995). Students are encouraged to actively parti- in educational technology for higher education are cipate in building their knowledge and to develop important in the medium to long term: learning their autonomy. De Ketele’s model (2010) inclu- analytics and adaptive learning; bring your own des five interrelated components and is organized device (BYOD); augmented or virtual reality; and according to two axes (see the dark elements and affective computing. arrows on Figure 1). On the diachronic axis, Peda- However, educational incentive programs have not gogical activities are influenced by theCurriculum been as successful as hoped in improving student and then, in turn, influence Results. The synchro- learning and the overall system. To overcome this nic axis refers to External factors and Contexts that problem, equipment policies—even those that do are operating on Pedagogical activities (teaching not emphasize the educational aspect—are coupled and learning), Curriculum, and Results. The first with incentive policies that seek to stimulate the are political, economic, cultural, and social. The use of ICT in educational design. In spite of current second relate to the academic environment and to advances in the field, the relations between educa- students. The model thus emphasizes that the “field tional and technological matters are still an issue of university pedagogy” extends beyond the educa- at many universities. Three factors may explain tional dimension (the diachronic axis). this phenomenon: the traditional academic at the ’s core, the status of auxiliary ser- Higher education and ICT vices commonly associated with educational and technological activities, and the latter’s subordina- Digitized information and its vectors—the elec- tion to current market and ideological forces. It is tronic devices that record and process information urgent that higher education take up the problem with various programs—are physically present and develop a comprehensive line of research (4, everywhere at universities: corporate governance, 2014). administration, financial management, and even

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concepts, a central element of the curriculum. On Two cases are analyzed below to examine De Kete- the diachronic axis of De Ketele’s model (2010), le’s model (2010) and determine whether factoring teachers seek to improve student learning by bet- in technology and research holds potential. ter adjusting their teachings to the curriculum. In contrast, student results drive the new educational activity. Assessments show that student results im- Two case studies using De Ketele’s proved in two regards: their mastery of concepts model and their method of learning (Lamine & Petit, 2014). ICT and learning activities in an auditorium On the synchronic axis, the academic context This first case (Lamine & Petit, 2014) focuses on the both encourages and restricts the lati- educational use of electronic voting systems (clic- tude necessary for innovation. On the one hand, it kers) during in auditoriums. It is coupled promotes educational development by providing with a quantitative assessment methodology on the training opportunities to all teachers who wish to effects of the teaching method on student results. support student learning. This shows the univer- The digital educational activity relates to a trai- sity’s interest in educational issues. On the other ning session in which the teacher participated. The hand, this context proves to be an obstacle, since session was given by the university’s Pedagogical the institution imposes a normative assessment for Support Services, a unit found at French universi- all students, which contradicts the educational ali- ties (Cosnefroy, 2015). A qualitative study was also gnment of learning objectives, interactive learning carried out in order to investigate potential changes situations, and evaluation processes based on these to the teaching approach among teachers who took objectives (Biggs, 1996; 2003). According to the the training. The assessment enables the universi- authors (Lamine & Petit, 2014), these constraints ty’s Pedagogical Support Services to measure the can weaken the innovative educational process. effects of the training dispensed. This qualitative These limitations reveal the need to ensure that study focuses on changes in the teachers’ professio- academic projects integrate actors’ ; nal development rather than only on satisfaction. otherwise, the initiative may be considered so dis- satisfactory that some will abandon it completely. Results show that interactive learning strategies improve students’ mastery of concepts and pro- The authors of the case study (Lamine & Petit, blem-solving skills. Interactivity in the 2014) point out that training design is based on also appears to give students an edge at exams, educational research results. Constructivist, socio- with effects equal to or greater than such factors as cultural and socio-cognitive approaches to deve- parent education or the number of hours spent stu- lopment have led university Pedagogical Support dying per week. Students and teachers alike believe Services to focus on: taking into account the pre- that interactive learning strategies improve student conceptions of students (Smith, diSessa, learning, and both think these strategies increase & Roschelle, 1993); teaching situations that allow student engagement and motivation (Lamine & these preconceptions to be overcome (McDermott, Petit, 2014; Rudolph, Lamine, Joyce, Vignolles, & 1991); and interactive educational situations among Consiglio, 2014). students (Hake, 1998). The think–pair–share (TPS) technique, which is commonly used in auditoriums One author, the teacher who describes his expe- in the United States (Bruff, 2009), has led to the use riment, took the training session because he was of electronic voting boxes. Educational research is driven by questions about his usual teaching acti- at the heart of the training process, and introducing vities, which fell short of helping all students ac- ICT also mobilizes educational research (didac- quire an in-depth understanding of physical science tics) in order to design learning activities. Both,

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together, influence learning activities. This case is emblematic of any situation where research can im- competency frameworks, teaching situations, and prove quality. One interesting point is that the study the modalities of student learning assessments. One accounts for how the introduction of ICT leads to year later, the effects of the DevSup project were educational research, in a context where higher measured using a qualitative methodology (Loisy education teachers receive little training in pedago- & Sanchez, 2016). The authors state that the project gy. This raises a question as to whether educational leads to better program: all the participants rate the research should be added to De Ketele’s model as a curriculum as good in quality. Respondents judged full-fledged component. the quality based on the fact that it is more com- The teachers’ professional activity also appears to plete and more coherent and that it seems to better grow thanks to a new form of reflection on action, account for knowledge or skills acquisition by the a reflection beyond the time of action. In reference students. Participation in the project also seems to to the tradition of the reflective practitioner (Argy- affect teaching and learning practices (Loisy, Van ris & Schön, 1974; Schön, 1983), this experience de Poël, & Verpoorten, 2017). In particular, tea- seems to sustain self-assessment for a more thou- chers use more collaborative learning activities ghtful, self-regulated activity. This is similar to the with students by exploiting the possibilities of digi- approach of “reflective practitioners” (Brookfield, tal environments. 1995; Jorro & De Ketele, 2011; 2013). On the diachronic axis of De Ketele’s model (2010), the program-based approach reinforces the A mechanism that supports the curricular relationship between curriculum, educational ac- approach and uses of ICT tivities, and learning outcomes. The relationships are not only strengthened in the “downstream” The second case is the DevSup project (Loisy & direction proposed by the author, but also in the Sanchez 2016). Here, the methodology is a form opposite direction. Indeed, constructive alignment of design-based research, or DBR (The Design- (Biggs, 1996) emphasizes the development of lear- Based Research Collective, 2003; Wang & Han- ning activities conducive to achieving anticipated nafin, 2005), an approach that combines pragmatic performances. Implementation of the DevSup pro- and heuristic goals. In terms of design, the projects ject influences what De Ketele calls “the student’s aim to design and implement a digital environment context.” The source of student motivation is not to support the program-based approach. The De- identified by the members of the teaching team vSup project brings together researchers from the alone: students themselves help build their curricu- University of Montreal in designing an application lum at meetings where they are asked to share their called ALOES (online assistant for operationali- views on the program (Loisy & Sanchez, 2016). zing teaching in higher education), which forma- Their regular feedback is used to better adapt the lizes and disseminates training projects, and from curriculum to the relevant . the University of Sherbrooke for research on digital teaching systems and support to educational teams. On the synchronic axis, external factors clearly ap- As this theory is grounded in naturalistic contexts, pear to have an influence, according to the respon- a pedagogical team also participates in the Dev- dents (Loisy & Sanchez, 2016). The teaching team Sup project. The teachers on this pedagogical team continually tries to better factor in the expectations work at the Ecole Normale Supérieure (ENS) in of the professional community that will be hiring Lyon, France. the students. To do so, professionals and students are invited to assist in developing the skills repo- Six months after the project began, a first version sitory, which is adjusted regularly. As the training of ALOES was implemented. It is an online edi- concerns an emerging profession, the educational tor that allows participants to share lesson plans,

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Are there benefits to completing De team also seeks to raise awareness about the trai- Ketele’s model? ning and to show the interest of the curriculum. The design of the mechanism naturally relies on The results of the case studies suggest that (1) the educational research, including work on the pro- range of components identified by De Ketele is still gram-based approach (S. Johnson & C. D. Johnson, relevant provided ICT is incorporated into the “field 2003; Prégent et al., 2009) and related matters. One of university pedagogy,” or the field of teaching and study (Loisy et al., 2017) shows that this profes- learning in higher education. Two new aspects re- sional experiment influences pedagogy: teachers sulting from this analysis indicate that other aspects use technology to create the conditions of collabo- of the model should be reconsidered: (2) educatio- rative, active and contextualized learning for their nal research appears to be an integral component; students. In this case, contrary to the previous one, and (3) new relationships between components theoretical models developed by the research team have been identified. for training design are not, in the strictest sense, taught to teachers: the teachers experience collabo- What place for ICT in De Ketele’s model? rative work. This experience gives them the chance In the first case, the effects of ICT concernPedago - to see how digital environments facilitate interac- gical activities and Results on the diachronic axis tion, and this interaction helps them better unders- of De Ketele’s model (2010). ICT is mobilized by tand their work as teachers, in other words, to deve- the university’s Pedagogical Support Services in lop further knowledge. This prompts the teachers to training session design and by teachers in their di- reproduce these collaborative situations with their dactics and evaluation mechanisms. students. In the second case, ICT influences the synchronic Teachers’ is another goal and diachronic axes of De Ketele’s model (2010). of the DevSup project. Thus, the authors (Loisy Technologies are set up to contribute to the program- & Sanchez, 2016) also believe, in reference to the based approach; in particular, collaborative online approach initiated by the of Teaching environments are mobilized to help teachers to co- and Learning, or SoTL, movement (Boyer, 1990; develop curricula, co-evaluate their coherence, and Hubball & Burt, 2006), that ICT must give teachers share didactic information. Combining the results opportunities for professional development. SoTL of both cases studies, it is clear that ICT interacts promotes sustaining practices with theory and va- with the educational dimensions Curriculum, Pe- lues the role that research can play in practice when dagogical activities, and Results on the diachronic the practitioner plays an active role in developing axis. On the synchronic axis, ICT is influenced by the reference frameworks (Bédard, 2014). Through External factors and Contexts. Their effects must be this mechanism, development is supported by the considered in order to better understand the “field fact that teachers must leave traces of their teaching of university pedagogy.” De Ketele’s model (2010) in the ALOES application as well as in various tools must therefore be completed by introducing ICT as and spaces and must share and exchange. Indeed, a component unto itself. the results seem to show that respondents develop a curiosity about educational research and are thus aware of how important theory is to practice. Re- Educational research as another full- fledged component flection on action grows. As such, research is also found in the “researcher on practices” teaching ap- Additionally, the case studies reveal that the actors proach that the system is trying to develop. trigger educational research when they integrate ICT. Although ICT and educational research are found concurrently in the field, they are present

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to varying degrees. In the first case, Pedagogical activities and Results on the diachronic axis of De Interrelations that need strengthening Ketele’s model (2010) are jointly influenced by the effects of ICT and educational research. Both are Another element seems obvious: a strengthening mobilized by the university’s Pedagogical Support of the connection between components. As repre- Services in training session design and by teachers sented in De Ketele’s model, External factors and in their didactics and evaluation mechanisms. Edu- Contexts affect the diachronic axis. And each of cational research (developmental approaches) and the three elements on the axis (Curriculum, Peda- artefacts (clickers) are applied concomitantly for gogical activities, Results) affect the next, in that more personalized instruction and deeper concep- order. Our results confirm theses effects, but also tual learning. In the second case, the entire “field of indicate that their interrelations exceed the one- university pedagogy” seems to be affected by ICT way effects. and educational research. Afterward, and because In both cases, Results influence the design of Pe- teachers see how interactions affect knowledge dagogical activities. In the first case, unsatisfactory development, they go on to use ICT (the collabo- previous learning outcomes lead to a re-examina- rative online environments used earlier in the pro- tion, and the following Results serve to control the gram-based approach) to create more active and effects of new Pedagogical activities. Consequent- collaborative learning conditions for their students. ly, Results can be seen as driving new Pedagogical In France, universities are pedagogically autono- activities. In the second case, the authors also point mous when it comes to defining curricula, which out that Results lead to a revision of the curriculum means that pairing ICT and educational research because they provide evidence of Curriculum’s also seems to impact the curricula themselves. In capacity to meet the requirements of the students’ a context where a curriculum is imposed, this phe- job market integration or pursuit of further educa- nomenon is not observed. As such, it was particu- tion. Although rather new in the French context, it larly interesting to carry out this study in the French is congruent with the program-based approach in context where there is a certain didactic freedom. which curricula are built to focus on training pro- The changes introduced by ICT highlight the need jects that define the person targeted at the end of for higher education teachers to understand and en- the program and the skills to be acquired. Teaching gage in a training process to help them better un- and learning activities and assessment systems are derstand the phenomena at work: both cases ana- developed on the basis of the training project thus lyzed here involve a vision of the relationship and defined. In the model, a double arrow must be intro- interdependence between teaching and learning duced between Results and Pedagogical activities, shown by scientific advances in our understanding and an arrow must also be added between Results of the learning process since the early 20th century and Curriculum (see Figure 1). (Poteaux, 2013). In the first case, the teacher also As expected in De Ketele’s model, even though engages in research on teaching. Although educa- Contexts produces effects on the diachronic axis, tional research used to be far removed from higher retroactive effects are also expected. In the first education teaching, it is now part and parcel of the case analyzed, the innovative educational process occupation. It seems plausible that educational re- is weakened by the constraints of the university search should be incorporated into De Ketele’ mo- context, and actors demand reduced contradic- del as a new component. After all, it is essential to tions. The university context must evolve so that interpreting and improving educational activities. the innovative process can be maintained. A dual movement of influence should then occur between Contexts and the diachronic axis. In the second case analyzed, thanks to information sessions orga-

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nized around the curriculum and the involvement of professionals in defining the curriculum, the tea- ching team can be seen, to some extent, as trying to influence companies to hire students after their education. A dual movement of influence should thus occur between External Factors and the dia- chronic axis: double arrows must be inserted on the synchronic axis.

De Ketele’s model, revised Figure 1 : A revised model of university pedagogy from De Ketele (2010): a multidirectional system integrating ICT and Following De Ketele’s model (2010) and based on educational research (based on Lameul & Loisy, 2014) the results of case studies, Figure 1 includes ICT and educational research as full-fledged compo- nents interacting everywhere and as driving forces. Conclusions and perspectives The “field of university pedagogy” is organized in synchronic and diachronic axes. This representation In his model of the “field of university pedagogy” better reflects the interactions between components: based on international literature—to the best of our the influence of External factors and Contexts is knowledge, the only model that exists to date—De not only downstream, like the forces acting on the Ketele (2010) does not specifically introduce the flow of the educational process. The link between ICT aspect. Two case studies were conducted in or- Curriculum and Results is no longer one-way. The der to answer the two following questions: “Where “field of university pedagogy” should be conside- should ICT be located in the model?” and “Does red holistically, where each component interacts introducing ICT lead to other changes in the mo- dynamically with others, as indicated by the dou- del?” ble arrows and the dual movement of influence The case studies attest to the relevance of De Ke- between Results and Curriculum, added separately tele’s model of the “field of university pedagogy,” for a better understanding. This systemic view of in which ICT can be added as a component unto interacting components shows the complexity and itself. They show that this model must be comple- richness of the field. ted by introducing not only ICT, but educational research as well—itself a full-fledged component closely tied to the introduction of ICT. Educational research is at the heart of the field and is the basis of teachers’ professional development. It appears in two different ways: first, research strengthens prac- tice through theory; second, when research over- laps with practice, actors tend to get involved in research actions. In De Ketele’s model, the components form a sys- tem, as the author points out. However, the case studies also strengthen its systemic aspect. Holis- tically, each component interacts dynamically with the others, separately and globally, as the entire system is in balance. From a systemic perspective,

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the many factors that make up university pedagogy in the digital era are characterized in two comple- in the search for meaning in knowledge; and in cer- mentary ways. First, they appear to be specific (i.e., tain educational activities that promote learning. they cannot be merged) and heterogenic (i.e., they This leads to another question: “Can there be ‘di- are different in nature). Second, they should be gital pedagogy in higher education’?” This would viewed as consubstantially associated. The field can allow ICT to be included in a general educational therefore be considered a system with multiple in- questioning, while bearing in mind its specificity teractions, each subjected to a double characteriza- and interrelations with learning processes. “Digi- tion: that of each component at play and that of the tal pedagogy in higher education” has temporarily interactions between these components. This sup- been defined as “a field of research and interven- ports a strengthening of the systemic dynamics of tion that, in higher education, aims to render un- teaching and learning in higher education. The case derstandable training situations using the potential studies seem to illustrate an organic relationship of digital technologies, considering the various di- between educational research and the introduction mensions that partially characterize it (including of ICT in teaching and learning. This relationship the political, cultural, and technical may offer opportunities to assess learning quality dimensions).” (Lameul & Loisy, 2014, p. 200). in higher education (Albero, 2014). Another discussion concerns the necessity of asso- Once introduced, ICT seems to alter the system in ciating the words “digital” and “pedagogy.” Since which pedagogical activities take place. ICT ser- it is argued that ICT is part of every component ves as an analyzer in the sociological sense of the interacting in the field, the need for further speci- term (Lapassade & Lourau, 1971), that is, it em- fication can be reasonably questioned. This choice phasizes and renews questions on teaching and is above all contextual. Today, as has been pointed learning (Gueudet, Lameul, Trouche, 2011). The out, the educational applications of ICT are still questions it generates regarding practices appear growing and its use continues to spread; however, to be a source of pedagogical development (Loisy, in the near future, this association, which both binds sous presse). The use of digital teaching and lear- ands separates, may no longer be useful. This paper ning systems accelerates and amplifies reflections should be viewed as an attempt to draw attention on education because it systematically confronts to the need for more extensive research in order to education actors with fundamental questions on consolidate the effects identified. This exploratory teaching and learning—a Trojan horse, as it were work has enhanced De Ketele’s model. The next (Odyssey, Homer, eighth century B.C.E.). ICT ap- step is to use this augmented model to study other pears to be secondarily introducing the educational cases and other mechanisms in different contexts. issue, like the wooden horse in the Athenians’ plot By combining these studies, this augmented model to defeat the of Troy. ICT cannot be considered of the “field of university pedagogy” could be de- a trivial matter that embellishes higher education. finitively validated by factoring in changes in the The advent of ICT brings about change because it digital era. The model would then become both a increases awareness and generates a disturbance framework for new research and a basis for work that leads to a quest—on the educational research intended for the pedagogical support service units side—for the keys to a better understanding of tea- at universities, provided it is completed by more ching and learning. operational and pragmatic tools and designs. Indeed, ICT seems to be everywhere, with each component of the model more or less directly im- pacted by ICT development: in political, social, cultural and economic expectations; in students’ expectations in terms of organizational innovation;

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