{"id":1652,"date":"2023-10-17T15:20:00","date_gmt":"2023-10-17T15:20:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1652"},"modified":"2024-02-13T14:38:57","modified_gmt":"2024-02-13T14:38:57","slug":"digital-fluency-students-perceptions-and-participation-in-designing-the-curriculum-in-bulgaria-finland-and-italy","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/digital-fluency-students-perceptions-and-participation-in-designing-the-curriculum-in-bulgaria-finland-and-italy\/","title":{"rendered":"La ma\u00eetrise du num\u00e9rique : Perceptions des \u00e9l\u00e8ves et participation \u00e0 la conception du programme d'\u00e9tudes en Bulgarie, en Finlande et en Italie"},"content":{"rendered":"<p>Depuis 2021, le projet TLIT4U a \u00e9t\u00e9 mis en \u0153uvre par ULSIT (Bulgarie), UNIPR (Italie), ULAPLAND (Finlande) et FPM (Italie). Le projet souligne la n\u00e9cessit\u00e9 d'am\u00e9liorer les comp\u00e9tences des \u00e9tudiants en mati\u00e8re de litt\u00e9ratie multiple et de d\u00e9velopper un programme d'\u00e9tudes int\u00e9grant une approche STE(A)M et utilisant des jeux s\u00e9rieux. Les nombreuses d\u00e9finitions de la ma\u00eetrise du num\u00e9rique (Demir, 2015 ; Ross, 2015) se recoupent souvent avec les d\u00e9finitions de l'IL, des comp\u00e9tences num\u00e9riques et m\u00eame de la multimodalit\u00e9. Sparrow (2018) d\u00e9finit 5 comp\u00e9tences essentielles pour les \u00e9tudiants en mati\u00e8re de fluidit\u00e9. L'article pr\u00e9sente les r\u00e9sultats de l'enqu\u00eate sur la fluidit\u00e9 num\u00e9rique men\u00e9e lors de la premi\u00e8re phase du projet TLT4U et du groupe de discussion avec les \u00e9tudiants utilisant la m\u00e9thode Design thinking (DT) r\u00e9alis\u00e9e lors de la deuxi\u00e8me phase du projet.<\/p>\n\n\n\n<p><strong>M\u00e9thodologie<\/strong><\/p>\n\n\n\n<p>Les questions de recherche de l'enqu\u00eate au cours de la premi\u00e8re phase \u00e9taient les suivantes : Comment les \u00e9tudiants \u00e9valuent-ils leur ma\u00eetrise du num\u00e9rique et que pensent les enseignants de la difficult\u00e9 d'int\u00e9grer les comp\u00e9tences en mati\u00e8re de ma\u00eetrise du num\u00e9rique dans leurs programmes d'\u00e9tudes ? Afin d'\u00e9tudier les perceptions et les comp\u00e9tences des \u00e9tudiants, l'\u00e9quipe du projet a organis\u00e9 un atelier et a pr\u00e9sent\u00e9 les concepts de translitt\u00e9ratie, STEM et DF aux stagiaires des universit\u00e9s partenaires en IT, BG et FI. Apr\u00e8s une analyse des besoins des \u00e9tudiants, les partenaires ont, dans un deuxi\u00e8me temps, impliqu\u00e9 les \u00e9tudiants dans la conception d'un programme d'\u00e9tudes visant \u00e0 acqu\u00e9rir des comp\u00e9tences en DF en appliquant la m\u00e9thode DT.<\/p>\n\n\n\n<p><strong>Constatations<\/strong><\/p>\n\n\n\n<p>Les perceptions des \u00e9tudiants et des enseignants sur les comp\u00e9tences en mati\u00e8re de DF et de culture num\u00e9rique ont \u00e9t\u00e9 analys\u00e9es et d'autres activit\u00e9s avec les \u00e9tudiants ont \u00e9t\u00e9 planifi\u00e9es en vue de la conception d'un programme d'\u00e9tudes sur la DF. Les objectifs d'apprentissage fix\u00e9s par les \u00e9tudiants, les activit\u00e9s d'apprentissage propos\u00e9es et les m\u00e9thodes d'\u00e9valuation ont \u00e9t\u00e9 mis en correspondance avec les crit\u00e8res d'interdisciplinarit\u00e9 et d'employabilit\u00e9. Les r\u00e9sultats d'un programme d'\u00e9tudes pertinent ont \u00e9t\u00e9 sp\u00e9cifi\u00e9s et un syllabus a \u00e9t\u00e9 d\u00e9velopp\u00e9 par les \u00e9tudiants en utilisant la m\u00e9thode DT et l'approche d'\u00e9valuation par les pairs. Le projet utilisera ces r\u00e9sultats pour pr\u00e9parer un mod\u00e8le de programme d'\u00e9tudes et promouvoir un apprentissage actif bas\u00e9 sur l'enqu\u00eate et l'\u00e9ducation STEAM.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Demir, K., Aydin, B., Ersoy, N. S., Kelek, A., Tatar, I., Kuzu, A., &amp; Odebasi, H. F. (2015). Visiting digital fluency for preservice teachers in Turkey. World Journal on Educational Technology, 7(1).<\/li>\n\n\n\n<li>Ross, P. (2015). Digital fluency, social enterprise and why they are important for HR. Huffpost Business.<\/li>\n\n\n\n<li>Sparrow, J. (2018). Digital fluency: Preparing students to create big, bold problems. Educause review.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Marina Encheva<sup>1<\/sup>, Anna Maria Tammaro<sup>2<\/sup>, Marcela Borisova<sup>1<\/sup>, Giulia Conti<sup>2<\/sup>, Mari Maasita<sup>3<\/sup><\/strong><br><em><sup>1<\/sup>Universit\u00e9 de biblioth\u00e9conomie et de technologie de l'information, Sofia, Bulgarie ;\u00a0<sup>2<\/sup>Universit\u00e9 de Parme, Italie ;\u00a0<sup>3<\/sup>Universit\u00e9 de Laponie, Rovaniemi, Finlande<\/em><\/p>\n\n\n\n<p><\/p>","protected":false},"excerpt":{"rendered":"<p>Since 2021, the TLIT4U project has been implemented by ULSIT (Bulgaria), UNIPR (Italy), ULAPLAND (Finland) and FPM (Italy). The project highlights the need to improve students\u2019 multiple literacy skills and develop a curriculum integrating a STE(A)M approach and using serious games. The numerous definitions of Digital Fluency &#8211; DF (Demir, 2015; Ross, 2015) often overlap [&hellip;]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[35],"tags":[54,53],"class_list":["post-1652","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"trp-custom-language-flag":false},"uagb_author_info":{"display_name":"InLitAs","author_link":"https:\/\/inlitas.org\/fr\/author\/admin\/"},"uagb_comment_info":0,"uagb_excerpt":"Since 2021, the TLIT4U project has been implemented by ULSIT (Bulgaria), UNIPR (Italy), ULAPLAND (Finland) and FPM (Italy). The project highlights the need to improve students\u2019 multiple literacy skills and develop a curriculum integrating a STE(A)M approach and using serious games. The numerous definitions of Digital Fluency &#8211; DF (Demir, 2015; Ross, 2015) often overlap\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1652","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/comments?post=1652"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1652\/revisions"}],"predecessor-version":[{"id":1653,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1652\/revisions\/1653"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1652"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1652"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}