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Educational scripting

The course script is written and well run. The trainer is satisfied with it because it contains an element of animation, discussion, and can absorb the unexpected while remaining oriented toward well-determined pedagogical objectives. The reaction of the students can influence it, but the trainer knows that he will not stray from his objectives because certification depends on it. But he doubts that this scenario will hold for much longer; too many changes are taking place.

More diversity, more complexity, more speed... the sum of what we have to learn is increasing faster than our individual capacities to assimilate them; teamwork and its coordination become absolutely necessary and the scripting must take this into account. Fixed scenarios designed for an undifferentiated mass are less and less relevant. Each student is different and if some basic topics remain relatively unchanging, the use made of them varies from one context to another and evolves constantly, too quickly not to involve the students.

The understanding as well as the validity of a teaching is measured by the application and this concerns those who will apply. This leads to the co-development of teaching scenarios because the needs that the teaching must meet are those of the students. Better scenarios will necessarily be built with their collaboration.

Some pedagogical practices flourish while others disappear. For example, with search engines, why learn by rote? With online support, why stall sterilely on a problem? With video replays, the flipped classroom becomes possible. Learning with the support of a tablet evacuates the slowness of feedback. Virtual reality and artificial intelligence are coming too... Even analog methods have evolved with attractive and extraordinarily effective hardware.

But it's not all good; other realities are coming to the fore; fake news and deception are disrupting our trust in knowledge; critical thinking is becoming a priority. Fortunately It develops with expertise and to acquire it study and practice are the best ways.

On another level, sedentary students, always within four walls and connected almost constantly develop their share of health and even vision problems. The teacher sees this regularly. Pedagogical scripting does not often consider the fact that one can learn outside or in motion, in changing conditions. We often work in motion, why not experience it in teaching as well?

Bref, the instructor knows that he or she can move educational practices toward more engagement; instructional scripting offers the opportunity to transform practices at the grassroots level, to the benefit of his or her students.

Denys Lamontagne - [email protected]

Illustration: Montage - DepositPhotos - FS-Stock

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