SCRIPTING A LESSON: A METHOD TO ASSIST THE DESIGNING OF PERSONALIZED LEARNING ENVIRONMENTS

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Labour, M., Verclytte, L., Vieville, N. & Leleu-Merviel, S. (2001). SCRIPTING A LESSON: A METHOD TO ASSIST THE DESIGNING OF PERSONALIZED LEARNING ENVIRONMENTS. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 1111-1116). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/9140.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
  Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Michel Labour, Université De Valenciennes, France; Laurent Verclytte, Valenciennes, France; Nicolas Vieville, Sylvie Leleu-Merviel, Université De Valenciennes, France

Abstract

One of the challenges of teaching is to ensure the learning content is not only meaningful to learners, but also has the desired educational impact on the quality of their learning. All too often, however, carefully crafted teaching/learning materials tend to be presented in such a way that they have limited impact on learners. One explanation for this, is that many teachers feel unable to convert their expert knowledge to the needs of different learners because they do not have the appropriate preparation in integrating teaching tools into their lessons. This paper describes a method to guide the designing of learning environments, based on the work of an interdisciplinary team of researchers and teachers at the Université de Valenciennes (France). The first part of the paper discusses research conducted at the University using Kolb's Learning Style Inventory (1984) to establish the perceived learning styles of 179 adult learners (Study 1). This is followed by giving the results of a study into learners' self-observation of their dominant learning style (Style 2). The second part of the paper outlines the historical legacy of different pedagogic models via six educational paradigms, cross-referenced to nine operational aspects of teaching. To put this analysis in perspective, a study was conducted into the expressed learning modes of 575 adults learning English as a Foreign Language (EFL) (Study 3). This is followed by a comparison of two dominant educational schools of thought, drawn from the work of Piaget and Vygotsky. The third part of the paper explains step by step how to draw up a scripted lesson via a series of interconnected pedagogic fragments. To do this we define key concepts such as: lesson, document, hyperdocument, lesson script, diagese, script, scenation, scenic, and setting up the situation. This process is called the scenistic approach to lesson planning. Finally, the paper proposes different personalized learning tracks based on two broad types of lesson scripts with their respective advantages and disadvantages in the classroom.

Keywords

• Adults
• Teaching Methods

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