Presented By:Didier Paquelin

Summary:

Learning is an active process that requires a conscious commitment on the part of learners and teachers - a cognitive, socio-affective and behavioral commitment. We postulate that presence, as availability to be, to do and to become, is a prerequisite for engagement. How does being present contribute to engagement in teaching and learning activities?

A multi-faceted presence that we propose to present from a holistic perspective of learning, which recognizes that this singular process is not only cognitive, but also physical and physiological. The aim of this masterclass is to go beyond the presence-distance duality, to shed new light on presence as the cornerstone of learning in a context of accelerating temporalities and the superimposition of tasks facilitated by digital practices.

We will approach presence from the angle of both individual and collective agentivity, recognizing that learning results from multiple interactions between oneself and others, and with oneself, in a regulating reflexive dynamic. A first part devoted to sharing reference points on the notion of presence will be completed by an operationalization of these elements in the design of teaching and learning activities to provide elements of an answer to the question: How, through the choices of pedagogical design, can we go beyond the principles of pedagogical alignment to create the conditions for psychic, physical and physiological presence?

Biography:

Didier Paquelin, holder professor of the Chaire de Leadership en pédagogie de l'enseignement supérieur (Leadership Chair in Higher Education Pedagogy) at Université Laval (Quebec), has been conducting studies and research on the transformation of teaching and learning practices in a digital context for over thirty years. This trajectory is particularly interested in students and teachers, and their multiple diversities.

His work focuses on analyzing the complexity of the processes involved in appropriating digital devices for training and learning, in formal and non-formal contexts, in presence and at a distance. His scientific interest also focuses on the spatial dimension of the teaching and learning experience, resulting in several studies and publications on the subject. He has worked as an expert for the Ministry of Higher Education, Research and Innovation in France on pedagogical and digital issues. He contributed to the establishment of the Université de l’Ontario français, participating in the conception of the pedagogical signature, the spatial design and the conception and implementation of the first training program offered by this new establishment. In a collaborative dynamic, he is President of the Americas section of the Association internationale de Pédagogie universitaire (International Association of University Pedagogy).