La planification de séquences d'enseignement, objet de description ou de prescription?

Abstract : Educational Technology researchers often oppose descriptive vs. prescriptive view of Instructional Design methods. The descriptive view is the objective study of the activity effectively carried out, the prescriptive one is the activity which should be. The purpose of this paper is to use the descriptive-prescriptive framework to present research in the Instructional Design field. We consider alternately behavioristic, media-centered, systemic, cognitive, as well as constructivist research. This framework allows us to cross descriptive-prescriptive approaches with origin and use of Instructional Design methods. We claim that these approaches are both necessary.
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Philippe Dessus. La planification de séquences d'enseignement, objet de description ou de prescription?. Revue Française de Pédagogie, INRP/ENS éditions, 2000, pp.101-116. ⟨10.3406/rfp.2000.1024⟩. ⟨hal-01233418⟩

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