At a time when more than 1.5 billion learners and more than 63 million teachers have been confined throughout the world and have not been able to reach the physical spaces of learning, the debate around the distance teaching/learning process (a process that is not opposed to in-person, but corresponds to a different space-time) has been revived. For example, the initial results of the monitoring of the social and economic impacts of COVID-19 conducted by Brown and Harvard Universities (from February to August 2020) showed that for learners from middle and low income families, the distance teaching/learning process did not meet their learning needs and put a large proportion of learners at a disadvantage. This perceived and globally shared situation can be explained, in part, by the fact that our education systems and, first and foremost, our teachers had not been trained and were not prepared to deal with such a situation. More generally, outside the specific context of the current health crisis, different variables are responsible for the difficulties encountered by teachers and learners in the distance teaching/learning process. The first observation made concerns the teaching/learning processes, where both face-to-face and distance teaching/learning processes are two different modalities. Thus, reproducing the face-to-face modalities at a distance does not necessarily lead to positive learning results. Indeed, it is necessary to rethink the practices (pedagogical and digital), to question those practices that best enable distance or hybrid teaching, and to train and prepare teacher trainers and teachers enabling them to adapt their teaching/learning process to different situations and contexts. Thus, the main objective of this project is to train teacher trainers (the target audience of this project) from the three partner countries to be able to adapt to the different modalities of distance or hybrid teaching/learning processes by taking into account different situations and contexts. This project aims to facilitate the implementation of training sessions for teacher trainers from the three partner countries in order to create a domino effect of trainings that start with the trainers, continue to the teachers' community of practice and end with the impacts in the learning experience of the learners. To do this, it is proposed to train and support them in the co-design of an Open Source toolbox in order to facilitate the implementation of distance or hybrid teaching/learning processes. This deliberately open and participative process aims to meet the real needs expressed by the actors in the field, working in accordance with their trainers in order to meet the challenges of a complementary and successful hybridization of the teaching and learning process, and consequently the training of these methods. The methodology that will be used has three phases: 1) the identification of the practices of trainers (thanks to the training centers of the three partner countries) and teachers (thanks to the eTwinning Network), 2) the co-design (with the teacher trainers) of a toolkit to facilitate the implementation of distance or hybrid teaching/learning processes, and 3) the training sessions of teacher trainers. At the end of this project, two productions will be disseminated through the different communication channels of the partner countries: 1) a toolkit to facilitate the implementation of a distance or hybrid learning process, and 2) a guide of methods and pedagogies to facilitate the training of teacher trainers in the implementation of distance or hybrid teaching/learning processes. As far as the results are concerned, the objective is to make available 1) the toolbox to facilitate the implementation of distance or hybrid teaching/learning processes designed during this project, and 2) the pedagogical methods and resources to the educational community in the three partner countries through the training centers of the partner organizations (more than 850,000 teachers), and more broadly, to the ministries of education of the partner countries to make these resources for trainers and teachers easily transposable to the European territory and to make them evolve (and adapt) continuously.
Les objectifs de ce projet étaient de co-concevoir un outil (qui serait accompagné d'un guide pédagogique) pour scénariser une expérience d’apprentissage hybride et de former un groupe de personnes des institutions partenaires à l’hybridation des apprentissages par le biais de l’outil qui a été conçu. Un autre objectif de ce projet était de continuer à faire évoluer l'outil conçu une fois le projet terminé, c'est pourquoi, nous avons également dû concevoir une stratégie pour encourager la cible publique à continuer à utiliser et surtout à s'approprier l'outil.
Après la ré-émergence du terme hybridation des apprentissages lors de la pandémie COVID-19, nous avons voulu questionner ce terme en dépassant la dualité entre enseignement présentiel et enseignement à distance. Notre proposition, sans a priori sur la forme même que devaient prendre les livrables, a été en de co-concevant concevoir avec les 3 institutions partenaires un outil qui faciliterait la mise en place d'un scénario d'apprentissage hybride tenant compte de la présence, de la distance et de toutes les autres variables qui jouent un rôle important dans une expérience d'apprentissage hybride. Avant de déposer ce projet, les partenaires se sont rencontrés et ont partagé le constat La première fois que les partenaires se sont rencontrés à Strasbourg (avant de postuler pour ce projet), nous avons remarqué que, pendant la crise de COVID-19, les enseignants et formateurs, quelques soient leurs pays et institutions d’origine, ont reproduit à distance ce qu'ils avaient l'habitude de faire en présence, délivrant ainsi une expérience d'apprentissage qui n'était pas adaptée au contexte. Notre volonté principal intérêt était donc de co-concevoir un outil qui permettrait aux enseignants et formateurs de s'adapter à différents types de contextes (et pas seulement des contextes de présence/distance ; encore moins celui unique d’une crise sanitaire). Cela devait répondre à des enjeux structurels pour chacune de nos institutions, mais avait aussi pour but d’être mis à disposition de tous, dans une démarche de participer à des communs européens pour se questionner sur nos pratiques d’enseignement/apprentissage.