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Augmenting De Ketele's Model for University Pedagogy (2017). Augmenting De Ketele’s model for university pedagogy Catherine Loisy, Geneviève Lameul To cite this version: Catherine Loisy, Geneviève Lameul. (2017). Augmenting De Ketele’s model for university pedagogy. Revue Internationale des Technologies 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 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. IJTHE • RITPU 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 education undergoes major changes (mass Higher education, 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 educational research 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 2017 - International Journal of Technologies in Higher Education, 14(2) 39 www.ijthe.org RITPU • IJTHE 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 technology (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 students 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 student 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 pedagogies 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 teachers and students, Johnson 2003; Prégent, Bernard, Kozanitis, 2009), teacher–learner–curriculum 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- 40 2017 - Revue internationale des technologies en pédagogie universitaire, 14(2) www.ritpu.org IJTHE • RITPU 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
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