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État de publication: Publiée (2023 )
Titre des actes: International Conference on Education and New Developments
Éditeur: Education and New Developments
Lieu: Lisbonne, Portugal
Intervalle de pages: 37-41
URL: https://end-educationconference.org/wp-content/uploads/2023/07/2023v2end008.pdf
Résumé: In the province of Quebec, Canada, the government has published a Digital Action Plan (MEES, 2018) aimed at integrating and leveraging digital technology for the success of all students and citizens. The Plan identifies creative labs as one of the global trends in education. Inspired by third places (Oldenburg, 1999 ; Tremblay et Krauss, 2019) and makerspaces (Hatch, 2014), creative spaces allow people to make, transform, and equip themselves, as well as participate, share, and learn. These actions support the democratizing effect of the maker movement (Hatch, 2014) as well as the development of people’s agency (Blikstein, 2013). In the wake of the Plan, the government released a Digital Competency Framework (MEES, 2019), a local way of interpreting 21st century skills. The Framework identifies dimensions deemed essential to learning and growing in the 21st century for students and faculty members (MEES, 2019). This competency has quickly found its place in the “Competency Referential for the Teaching Profession.” In order to train future teachers, a course was developed in the bachelor’s degree in primary education in Quebec, allowing students to address dimensions of the competency that were previously absent from their training. Thus, the course “Creative Technologies and Networked Learning in Education” is in line with the Plan, which emphasizes that the educational system must ensure the development of the competencies essential to tomorrow’s citizens. The focus of the course is the purpose and possibilities of creative spaces. One of the issues that quickly became apparent was the challenge of fitting the creative space and its informal learning into the formal context of an educational program. In its reflective aspect, the course addressed pedagogical innovation. The presentation will relate how twenty students negotiated a collective definition of pedagogical innovation. On a practical level, networked learning was at the heart of the actions and projects. Particular attention was paid to the production of pedagogical objects or the improvement of educational processes. Creative spaces, their tools or ways of doing things, were at the heart of the course activity. Thus, activities such as visits of creative spaces and the exploration of virtual reality supported an ambitious collaborative production project with sixth-grade students. The paper will provide an opportunity to recount, in an autopraxeological way (St-Arnaud, 2003), the experience of the first iteration of a course on pedagogical innovation that focused on the integration of creative spaces.
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