Duration
10h Th, 15h Pr
Number of credits
| Master in education, professional focus in adult training | 2 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course covers the various dimensions of implementing a training sequence:
a) design aspects (objectives, resources, learning space-time, materials, environment) ;
b) action management aspects (relationship management, learning process management, learning space and time, individual and collective functioning);
c) trainer behavior (instructions, supervision, support, management of unforeseen situations, language, clinical dimensions).
Learning outcomes of the learning unit
- Develop the ability to understand the principles of designing and implementing sequences that are coherent with an audience, a context and a set of objectives;
- Understand the collective and individual processes involved in running a training sequence;
- Be aware of attitudes conducive to the learning of adults and young adults;
- Understand the technical gestures involved in running a training sequence;
- Mobilize the thinking of authors to analyze training sequences.
Prerequisite knowledge and skills
This module is closely linked to three courses:
- "Conception, gestion et évaluation des dispositifs de formation" ;
- "Questions pratiques de conduite d'une formation" ;
- "Apprentissage et développement de l'adulte en formation".
These three courses provide the conceptual foundations for the construction and facilitation of learning and training sequences. These foundations can then be mobilized within the framework of this module, which proposes active participation (leading to analysis) in sequences led by students.
Planned learning activities and teaching methods
The course is based on student participation in a two-day seminar. The seminar is made up of training sequences designed by partim 2 students on topics of interest to adult training and pedagogy. During the seminar, these sequences will be followed by reflective analysis and feedback in various forms.
At the end of the seminar, the participants will be asked to complete an analysis (see evaluation methods).
The course covers the various dimensions of implementing and discussing a training sequence:
a) design aspects (objectives, resources, space-time, materials, environment) ;
b) action management aspects (relationship management, learning processes);
c) trainer behaviour (supervision, support, clinical dimensions, language).
As part of this course, students will be required to:
adopt a posture of active, reflective participation;
develop their ability to address the principles of design, implementation of training sequences and trainer behavior;
question the coherence of the sequence in relation to an audience, a context and a set of objectives;
mobilize the thinking of authors to analyze the sequence.
Practicalities
All students take part in the project start-up session on October 18, 2024 (2pm-4pm).
Students then take part in a seminar: March 7-8, 2025 OR March 14-15, 2025.
Course organization permitting (depending on the number of students enrolled), students enrolled in Partim 1 may take part in the learning activities designed for Partim 2 students (see PEDA4043-1).
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
The project planning session on October 13, 2024, as well as participation in one of the two seminars, must be attended.
Course materials and recommended or required readings
Further information:
Required reading: Carré, P., & Mayen, P. (2019). Psychologies pour la formation. Dunod.
Written work / report
Further information:
Prior to the seminar, students form pairs and read the book Psychologies for Training. This book devotes each chapter to the thought of a particular author. Each student chooses one of the authors (except Kurt Lewin) and documents in greater depth the conceptual frameworks related to the selected author.
Students attend one of the two seminars. Each pair is assigned a specific sequence to analyze. The two members of the pair must therefore attend the same seminar and choose two different authors.
After the seminar, the task is to create a dialogue in which the students each take the point of view of the selected author. In this dialogue, the students comment on and analyze the sequence observed in the seminar, and suggest ways forward in relation to one of the sequences experienced in the seminar, from the point of view of both authors. The dialogue is the subject of a video and a written assignment, both due by Monday May 26 at the latest.
The assessment comprises two deliverables:
- a 15-minute video in which the students act out the dialogue.
- a written report of no more than five pages, presenting the analysis on which the dialogue is based and making explicit the links between the remarks on the sequence and the referenced theory.
Assessment criteria :
- ability to describe a training action ;
- ability to identify relevant learning and reflection points in relation to adult training theories (possible focus on ranges of effects);
- ability to step back and formulate an experience ;
- formal quality of writing ;
- understanding and integration of selected authors' theories.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
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