Conference
French
ID: <
10670/1.5tdstd>
Abstract
National audience The guiding approach allows, among other things, to open up reflection on the development of pedagogical situations that improve learners’ personal sense of effectiveness. Faced with the current failure of French undergraduate students, the university training scheme in IUT (the first two years after the baccalaureate) proposes to develop educational content known as a ‘Personalised Professional Project’. This choice presupposes that not only the construction of projects but also the development of personalised methods of building these projects will encourage students’ motivation, autonomy and thus personal success. We consider here that the student’s project is a compromise that results from a better knowledge of the environment and of oneself. The project is therefore not only the product of reflection, it is also a dynamic process that is evolving throughout life. With this in mind, our study focuses on the implementation of a specific pedagogical scenario among DUT students over the 4 semesters. Its aim is to propose the use of different tools such as e-Portfolio to improve self-knowledge, valorise and build suitable projects. It consists of 4 steps: Knowledge of the environment, self-knowledge, pooling of personal elements and environmental information, reuse of media. Our assumptions relate to the relevance of this scenario for (1) the introduction of a guiding approach on the part of the student and (2) for increasing the student’s feeling of personal efficiency. This scenario has been tested with around 100 students. It was used to collect replies to questionnaires and texts describing the outputs. The results of this study are mixed but nevertheless promising: e-Portfolio seems to be a tool to help improve self-knowledge and value. The digital dimension makes it possible to individualise and customise the outcome of education