The course scenario is written and well-rehearsed. The trainer is satisfied with it because it contains a part of animation, discussions and can absorb the unexpected while remaining oriented towards well-defined educational objectives. The reaction of the students can influence it but the trainer knows that he will not move away from his objectives because the certification depends on it. But he doubts this scenario will hold much longer; too many changes are happening.
More diversity, more complexity, more speed… the sum of what we have to learn increases faster than our individual capacities to assimilate them; teamwork and its coordination become absolutely necessary and scriptwriting must take this into account. Fixed, drawn scenarios for an undifferentiated mass are less and less relevant. Each student is different and while certain basic topics remain relatively unchanged, the use made of them varies from one context to another and is constantly evolving, too quickly not to involve the students.
The understanding as well as the validity of a teaching is measured by application and this concerns those who will apply. This leads to the co-development of educational scenarios because the needs that 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 heart? With online support, why be stubbornly stubborn about a problem? With video retakes, flipped classroom becomes possible. Learning with the support of a tablet eliminates the slowness of feedback. Virtual reality and artificial intelligence are coming too… Even analog methods have evolved with attractive and extraordinarily efficient hardware.
But it’s not just upsides; other realities impose themselves; fake news and deception disrupts trust in knowledge; critical thinking becomes a priority. Fortunately It develops with expertise and to acquire it study and practice are the best means.
At another level, sedentary students, always between four walls and almost permanently connected, develop their share of health and even vision problems. The teacher observes this regularly. Pedagogical scripting often does not consider the fact of being able to learn outside or on the move, in changing conditions. We often work on the move, why not try it out in teaching as well?
In short, the trainer knows that he can make educational practices evolve towards greater involvement; pedagogical scripting offers him the opportunity to transform grassroots practices, for the greater benefit of his students.
Denys Lamontagne – [email protected]
Illustration: Editing – DepositPhotos – FS-Stock
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