25th international self-directed learning symposium february 9-12, 2011 cocoa beach, fla
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Philippe Carré, Annie Jézégou, Jonathan Kaplan, Pascal Cyrot (Université Paris Ouest) Noel Denoyel (Université de Tours) L’autoformation The state of S(D)L in France. 25th International Self-directed learning symposium February 9-12, 2011 Cocoa Beach, Fla. L’autoformation. - PowerPoint PPT PresentationTRANSCRIPT
Philippe Carré, Annie Jézégou, Philippe Carré, Annie Jézégou, Jonathan Kaplan, Pascal Cyrot Jonathan Kaplan, Pascal Cyrot
(Université Paris Ouest)(Université Paris Ouest)Noel Denoyel (Université de Tours)Noel Denoyel (Université de Tours)
L’autoformationL’autoformationThe state of S(D)L in The state of S(D)L in
FranceFrance
25th International Self-directed 25th International Self-directed learning symposiumlearning symposium
February 9-12, 2011February 9-12, 2011
Cocoa Beach, Fla.Cocoa Beach, Fla.
L’autoformationL’autoformation
1.1. Terminological / conceptual issuesTerminological / conceptual issues
2.2. A « galaxy » of notions : Five A « galaxy » of notions : Five research perspectivesresearch perspectives
3.3. Socio-cognitive perspective : Socio-cognitive perspective : Zooming in on self-directionZooming in on self-direction
1. Terminological / conceptual 1. Terminological / conceptual issuesissues
• Autoformation Autoformation = self-training… = self-training… • … … but also self-development (but also self-development (BildungBildung), ),
self-learning, solitary learning self-learning, solitary learning ((soloformationsoloformation), independant learning ), independant learning ((autodidaxieautodidaxie), individualized instruction, ), individualized instruction, personal learning tasks, etc.personal learning tasks, etc.
• « A heuristic, federating pre-concept »« A heuristic, federating pre-concept »• The heart of the matter : agency in The heart of the matter : agency in
adult learning and developmentadult learning and development
2. A « galaxy » of notions2. A « galaxy » of notions
• Radical perspective : Radical perspective : autodidactismautodidactism• Educational perspective : Educational perspective : instructional instructional
design / individualizationdesign / individualization• Socio-organizational perspective : Socio-organizational perspective : self-self-
learning groupslearning groups• Biographical perspective : Biographical perspective : existential existential
self-developmentself-development• Socio-cognitive perspective : Socio-cognitive perspective : self-self-
direction in learningdirection in learning
3. Socio-cognitive 3. Socio-cognitive perspective : Zooming in on perspective : Zooming in on
self-directionself-direction
• The double dimension of SD in LThe double dimension of SD in L– Dimension 1 : self-determinationDimension 1 : self-determination– Dimension 2 : self-regulationDimension 2 : self-regulation
• Self-direction, self-determination and Self-direction, self-determination and self-regulation in learning : unrelated self-regulation in learning : unrelated kin ?kin ?
• SD in L : will, skill… and trustSD in L : will, skill… and trust
A final comment on A final comment on agency…agency…
« What one learns most solidly and « What one learns most solidly and remembers best is what one learns, remembers best is what one learns, somehow, by oneself »somehow, by oneself »
E. Kant, E. Kant, Traité de pédagogieTraité de pédagogie, , 18031803
Self (something) learning ? (1)Self (something) learning ? (1) (Source : Eric database, in Carré 1997 / 2010))(Source : Eric database, in Carré 1997 / 2010))
Année Self-regulation Self-determination Self-direction 2000 643 1478 455 2010 1483 2561 654 2010 / 2000 + 130% + 73% + 43% Année Self-regulation + learning Self-determination + learning Self-direction + learning 2000 271 243 270 2010 715 524 405 2010 / 2000 + 163% + 115% + 50% Année Self-regulated learning Self-determined learning Self-directed learning 2000 136 4 668 2010 546 23 1049 2010 / 2000 + 301% (ns) + 57%
Self (something) learning ? (2)Self (something) learning ? (2) (Source : Eric database, in Carré 1997 / 2010)(Source : Eric database, in Carré 1997 / 2010)
Année Self-regulation + Self-direction
Self-determination + Self-direction
Self-regulation + Self-determination
2000 2 10 9 2010 3 17 29 Année Self-regulated learning
+ Self-directed learning Self-determined learning + Self-directed learning
Self-regulated learning + Self-determined learning
2000 2 1 0 2010 8 1 2
La double dimension de La double dimension de l’autodirectionl’autodirection (Source : Carré, 2003) (Source : Carré, 2003)
Auto-efficacité
Auto-efficacité < Phase motivationnelle pré-comportementale > < Phase volitionnelle >
Autodétermination (engagement)
Autorégulation (action)
Motif primaire Motifsecondaire
prédiction
Décision Stratégie Comportement Résultat
Satisfaction
Orientation
autorégulation
évaluation
Attente
Modèle général de Fabien Fenouillet (2009)
motivation volition
conation
Autonomie et agentivitéAutonomie et agentivité(Sources : (Sources : Carré, Moisan, Poisson, 1997 ; Bandura, 2003 ; Piguet, 2008)Carré, Moisan, Poisson, 1997 ; Bandura, 2003 ; Piguet, 2008)
Buts
Finalités Moyens Actions
Fixés par le sujet
Fixés par d’autres
Gérés par le sujet
Autonomie
Agentivité de moyens
(Means agency)
Gérés par d’autres
Agentivité par délégation
(Agency by proxy)
Hétéronomie