researResearch - Télécom Bretagne

esearc
researResearch
Evaluation / Improving processes
A research lecturer from the LICIP project is a
reviewer for the Spice Enterprise project which is
drawing up general reference data for company
processes integrating all existing reference data.
The first draft was completed in November 2008.
Teaching and innovative pedagogy
Computer science and internet certificate
(C2i)
The C2i (http://www2.c2i.education.fr)- Certificat
Informatique et Internet – is a national operation
with the aim of objectivizing skills in the use of
ICT (information and communication
technologies) among our students. This should
ensure, first, that students in higher education
have sufficient IT skills to successfully complete
their course. Furthermore, several C2i-level 2s
are now proposed (or in the process of being
completed) to guarantee that future graduates
possess those skills deemed indispensable for
whatever professional branch they may be
working in.
In 2007/2008, our work consisted mainly in
establishing links with the SDTICE 1 authorities
of the French Ministry of higher education and
research so that Telecom Bretagne should
become a member of the operation. Our status
as public establishment of higher education
operating within the French LMD system
(bachelor’s degree, master’s degree and
doctorate) made this possible. Thus we were
authorised to use the national C2i-1 platform and
to implement positioning tests.
One of the LICIP project members, as official C2i
correspondent for the school, participated in
several meetings of the national C2i-1 network.
In 2008, he became part of the C2i-2 panel of
experts, Engineering professions. More
particularly, he took part in drawing up one of the
5 skills referentials - "Problems and
consequences linked with legal aspects in the
professional context" – where his significant
experience of “intellectual property” rights was
especially useful.
From an internal point of view we have carried
out several C2i-1 positioning tests on our student
populations. The groups of students we were
most concerned with were those starting their
course (skills assessment on arrival at school)
and those at the end of the course (skills
assessment before leaving school). We used this
study to make several recommendations
concerning the pedagogic reform in process at
the school.
Active pedagogy: practice and equipment
The members of LICIP are globally very involved
in active pedagogy methods which this school
implements. As far as defining specific
equipment which may be required (information
technology applied to education), LICIP has
contributed on the one hand to activities
focussing on a skills referential and a skills
portfolio, connected with the continuous
improvement approach of our establishment.
Furthermore, the continuity of LICIP’s actions
aiming to strengthen collaborative use among
our students, we have carried out several
pedagogic experiments concerning the use of
Web2.0 tools (wikis, blogs, collaborative spaces)
within the framework of project work.
On-line training
In 2008 we created closer links with the
Scriptures project (Semantic Composition and
Retrieval of Information, Pictures and Services)
on the theme of “mobile, or pervasive, learning”.
What is the impact / input of mobility within a
pedagogic framework, notably in project-based
pedagogy What learning modes should be
adopted, and, in particular, what should be the
role of collaborative activities Which tools
should be used These are the main questions to
be taken up afresh in the Future and Rupture
project “Mobility and situated Learning” which
we have set up collectively with other partners
for 2009.
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1) SDTICE : Sous-direction des technologies de l'information
et de la communication pour l'éducation