Activit\'es collectives et instrumentation. \'Etude de pratiques dans l'enseignement sup\'erieur

TL;DR

This study explores how higher education actors design and implement Instrumented Collective Learning Situations (ICLS), revealing a pragmatic, opportunist approach to using available tools tailored to educational contexts.

Contribution

It provides an analysis of ICLS practices from multiple actor perspectives, highlighting the diverse forms and pragmatic approaches in higher education.

Findings

Actors favor 'home-made' and opportunist use of tools

Multiple forms of ICLS are identified based on scenario and tools

Educational approaches are pragmatic and context-dependent

Abstract

This article presents the results of a study which concerns Instrumented Collective Learning Situations (ICLS) used in higher education and according to different actors's point of view (instructional designer and tutor). Considered actors have been involved in ICLS conception or in their use with students. We determine several forms of ICLS (in terms of scenario, tools, kind of activity) and what educational approaches are adopted by educational actors in their practices. We detail the results of our study, mainly by highlighting the "home-made" approach of the actors, that is based on an opportunist and pragmatic use of available tools in order to fit into the educational contexts.