Didactical, pedagogical and technical objects interlocked in VLEs

1. Didactical, pedagogical and technical objects interlocked in VLEs Pascal Marquet LISEC (Interuniversity Laboratory of Sciences of Education and Communication) – University of Strasbourg Keynote at the E&T 2010 Summer school 30/07/2010, Faculty of Humanities

2. Introduction • 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis

3. Introduction • 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact

4. Introduction • 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • 3. Understanding usages in order to improve e-learning : toward the concept of instrumental conflict

5. Introduction • 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • 4. A bond between didactical and computing approaches

6. Introduction • 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • 4. A bond between didactical and computing approaches • 5. Discussion

7. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Engeström (1987): one of the authors and promoters of the activity theory

8. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Engeström (1987): one of the authors and promoters of the activity theory • The structure of a human activity system

9. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Vygotsky’s first idea is that human being transmits his tools to his descendants

10. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Vygotsky’s first idea is that human being transmits his tools to his descendants • Vygotsky’s second idea is that language is a specific tool in the sense that it needs to be learned for accessing knowledge

11. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Vygotsky’s first idea is that human being transmits his tools to his descendants • Vygotsky’s second idea is that language is a specific tool in the sense that it needs to be learned for accessing knowledge • Leontiev’s main idea is that human being activities are motivated by social belonging and that knowledge acquisition is the result of interactions between subjects and objects of the social environment

12. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Rabardel’s (2005) interest is the Subject-Tool-Object triangle

13. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Rabardel’s (2005) interest is the Subject-Tool-Object triangle • Artefact: in Anthropology, any object transformed by human being

14. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Rabardel’s (2005) interest is the Subject-Tool-Object triangle • Artefact: in Anthropology, any object transformed by human being • Instrument: artefact being used by a subject as the result of its usage

15. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Artefacts can be material objects or symbolic objects

16. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Artefacts can be material objects or symbolic objects • Instrumentalisation: attribution of a function

17. 1. Activity theory and appropriation of tools: toward the concept of instrumental genesis • Artefacts can be material objects or symbolic objects • Instrumentalisation: attribution of a function • Instrumentation: adaptation of existing knowledge

18. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • It is necessary to distinguish what is to be learned and how it is represented (noésis/sémiosis; Duval, 1995)

19. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • It is necessary to distinguish what is to be learned and how it is represented (noésis/sémiosis; Duval, 1995) • The didactical artefact is the disciplinary or professional knowledge

20. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • It is necessary to distinguish what is to be learned and how it is represented (noésis/sémiosis; Duval, 1995) • The didactical artefact is the disciplinary or professional knowledge • The pedagogical artefact can take two forms:

21. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • It is necessary to distinguish what is to be learned and how it is represented (noésis/sémiosis; Duval, 1995) • The didactical artefact is the disciplinary or professional knowledge • The pedagogical artefact can take two forms: • the semiotical representation of the didactical object.

22. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • It is necessary to distinguish what is to be learned and how it is represented (noésis/sémiosis; Duval, 1995) • The didactical artefact is the disciplinary or professional knowledge • The pedagogical artefact can take two forms: • the semiotical representation of the didactical object. • the pedagogical scenario in which the didactical object has been included

23. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • In other words, learning is nothing else than the instrumental genesis of both the didactical and the pedagogical artefacts

24. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • In other words, learning is nothing else than the instrumental genesis of both the didactical and the pedagogical artefacts • While using ICT, a third technical artefact is added

25. 2. Elements of knowledge interlocked in computing systems: didactical artefact, pedagogical artefact, technical artefact • In other words, learning is nothing else than the instrumental genesis of both the didactical and the pedagogical artefacts • While using ICT, a third technical artefact is added • e-learning means 3 simultaneous instrumental genesis

26. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms

27. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms • either they are set in the domain of engineering/ study on usage/ reengineering

28. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms • either they are set in the domain of engineering/ study on usage/ reengineering • or they constitute the pilot step of a large-scaled display of provided key solutions

29. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms • either they are set in the domain of engineering/ study on usage/ reengineering • or they constitute the pilot step of a large-scaled display of provided key solutions • The studies on usage must explore the triple instrumental genesis

30. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms • either they are set in the domain of engineering/ study on usage/ reengineering • or they constitute the pilot step of a large-scaled display of provided key solutions • The studies on usage must explore the triple instrumental genesis • the one of the technical system of course

31. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms • either they are set in the domain of engineering/ study on usage/ reengineering • or they constitute the pilot step of a large-scaled display of provided key solutions • The studies on usage must explore the triple instrumental genesis • the one of the technical system of course • the ones of formalism for representation and of the pedagogical scenario required by the computing system

32. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The studies on the usage of ICTs in a scholar system or in training courses present two main forms • either they are set in the domain of engineering/ study on usage/ reengineering • or they constitute the pilot step of a large-scaled display of provided key solutions • The studies on usage must explore the triple instrumental genesis • the one of the technical system of course • the ones of formalism for representation and of the pedagogical scenario required by the computing system • the ones of the knowledge which forms the subject of learning

33. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The aim to explore the usage of e-learning consists in analyzing the construction of the didactical, pedagogical and technical instruments

34. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • The aim to explore the usage of e-learning consists in analyzing the construction of the didactical, pedagogical and technical instruments • The instrumental conflict concept reports some inadequacy -unfortunately frequent- of one of the three artifacts with the other ones and thus of the impossibility for the learner to simultaneously instrumentalise and instrument the whole, and as a result to fully adapt to the requirements.

35. • First type of instrumental conflict • When one reproduces normal situations while introducing a computing system, like using cinematic techniques to show a theatre play

36. • First type of instrumental conflict • When one reproduces normal situations while introducing a computing system, like using cinematic techniques to show a theatre play

37. • Second type of instrumental conflict • When a disciplinary content does not suit with the pedagogical scenario, like a movie that tells a story which cannot be filmed

38. • Second type of instrumental conflict • When a disciplinary content does not suit with the pedagogical scenario, like a movie that tells a story which cannot be filmed

39. • Third type of instrumental conflict • When a disciplinary content needs to be taught with an approach that have to be invented, like making a film based on a novel

40. • Third type of instrumental conflict • When a disciplinary content needs to be taught with an approach that have to be invented, like making a film based on a novel

41. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefacts

42. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefacts • Difficulties encountered by users are not necessarily technical

43. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefacts • Difficulties encountered by users are not necessarily technical • Their origin can be pedagogical or didactical

44. 3. Understanding usages in order to improve e-learning: toward the concept of instrumental conflict • An instrumental conflict appears each time that one of the three artefacts constitute an obstacle to the appropriation of one or of the two other artefacts • Difficulties encountered by users are not necessarily technical • Their origin can be pedagogical or didactical • The concept of instrumental conflict enables to better analyse the (potential) lack of efficiency of e-learning situations

45. 4. A bond between didactical and computing approaches • From a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians’ way and the computer scientists’ one

46. 4. A bond between didactical and computing approaches • From a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians’ way and the computer scientists’ one • In didactics of mathematics, difficulties in appropriation of computer-based didactical objects are explained by two concepts

47. 4. A bond between didactical and computing approaches • From a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians’ way and the computer scientists’ one • In didactics of mathematics, difficulties in appropriation of computer-based didactical objects are explained by two concepts • the double reference: students continue to make objects function in accordance with their paper-pencil reference

48. 4. A bond between didactical and computing approaches • From a pure theoretical perspective, the concept of instrumental conflict offers to unify two other ways to consider ICTs in education and training: the didacticians’ way and the computer scientists’ one • In didactics of mathematics, difficulties in appropriation of computer-based didactical objects are explained by two concepts • the double reference: students continue to make objects function in accordance with their paper-pencil reference • the pseudo-transparency: refers to the different possibilities to write those objects (mouse and keyboard vs. pencil)

49. 4. A bond between didactical and computing approaches • In computer science, difficulties of automatic reuse or recombination of learning objects are explained by two other concepts

50. 4. A bond between didactical and computing approaches • In computer science, difficulties of automatic reuse or recombination of learning objects are explained by two other concepts • the granularity of digital resources: refers to their level of reusability (elementary resources, relevant set of resource, module)