Workshop: Teaching and assessing through Digitalization

The workshop aims at offering lecturers and teachers a metacognition-based discussion and debate on the challenge we all meet during the pandemic: teaching and assessing through (unintentional and unanticipated) digitalization. How to use this context of crisis to get faster and better toward digitalization or blended pedagogy? What tricks and/or innovations are we designing to adapt our pedagogy to the remote teaching? The half-day will be divided in two parts:

• The first one, in English, will be open to every teacher within CIVIS alliance, and will last approx. 1h30. A keynote speaker (Professor Linda Barman,KTHRoyalInstituteofTechnology)willhelprisingthepros and cons of digitalization versus \"analogical\" teaching, thecommon pitfalls to be avoided, the best path to follow, the problems remaining to be solved. Pr. Barman’s contribution will be followed by a debate.

• A break will be available to get a coffee, have some stretching legs, and as a buffer time for the second part

• The latter, in English and French, will be open to every Francophone or Anglophone teacher (young lecturers) within CIVIS alliance and PhD students experiencing teaching duties. This part will last approx. 2 hours. The participants will come and discuss about their prior experiences and work together in small expert groups on precise topics to find new ideas and solutions to experiment.

  The topics will be defined two weeks prior to the workshop through the inputs of the attendees in the process of registration, filling a form with multiple choice questions and open questions. Expert groups of exclusively francophone, or Anglophone or bilingual attendees will be constituted by the organizing committee before the beginning of the workshop, thanks to the analysis of the registration-associated-collected data.

Focus on innovative pedagogies

The debate on digitalization will necessary meet the question about pedagogies and innovation, as crossing the technological bridge has forced some teachers to think and act differently, because innovative practices have to be changed when full on line. Both traditional and active/innovative pedagogies will be taken as specific examples to study in groups. Support from AMU internal services, such as CIPE ( Centre d’innovation pédagogique et évaluation) will be of good help and counselling as experts in their domain. A synthesis of the results achieved by each group, on the basis of a summary sheet guide-line, will be carried out by its spokesperson, as a conclusion of the workshop.