From a Face-to-Face Educational Scenario to a Remote Educational Scenario

General Context

In most societies, the university is considered the guarantor of the academic and educational quality of higher education. However, this institution finds itself confronted with the consequences of the development of Information and Communication Technologies (ICT), vectors of broader information, modern tools at the service of training but also sources of profits through the arrival of online course. The university must respond to a sharply increasing demand for initial training and continued training throughout life. The integration of ICT in higher education makes it possible to develop several solutions from the use of online teaching as a supplement to traditional teaching to virtual campuses or digital universities which offer a fully online learning environment. Online teaching allows remote management of both learning, access to resources and interaction between all stakeholders in the educational community. Indeed, in online teaching, learners must change their way of learning, this change is essentially linked to the necessary adaptation to ICT, knowing how to use them, knowing how to search, knowing how to make connections, etc. Thus, online teaching requires skills on technologies, their uses and on research around these technologies in use in the context of university training in addition to the conceptual, theoretical and methodological skills required by conventional teaching.

In general, online teaching is a useful way to supplement traditional teaching provided in face-to-face mode in order to improve the effectiveness of learning and encourage learners to become more autonomous and proactive in their learning process. learning. However, their effectiveness largely depends on the quality of their design. Indeed, well-designed online teaching can be better than traditional teaching in certain training contexts. The implementation of online teaching goes through stages based on educational engineering methods such as the ADDIE method and/or the SAM method.

Based on research work concerning online learning, in particular work dealing with e-learning project management systems, adaptive hypermedia systems and decision-making systems on the one hand. Work dealing with the impact of project-based learning on self-regulation in teaching and the design of educational scenarios for traditional teaching and in particular for online teaching on the other hand. Our objective in this chapter is twofold, on the one hand, the conceptualization of an architecture of an educational scenario. And on the other hand, the design and scripting of online teaching by proposing different possible scenarios depending on the nature of the learning or evaluation activities linked to a learning situation without taking into consideration the nature of the discipline and the nature of the concept to be treated (Khaldi and Erradi, 2020; Qodad et al, 2020; Zarouk et al, 2020; Hrich et al, 2019; Khaldi et al, 2019; 2020; Depover et al, 2014; Burgos, 2008; Schonenberg et al, 2007; 2008).

In this chapter, through our theoretical framework, we will first address the question of teachers' activity in class by seeking to describe it in close connection with the specific context in which it takes place, based on constructivist and socioconstructivist then we will show the difference between traditional teaching and online teaching and specify the questions to ask to design online teaching by identifying its advantages for the learner, the teacher and the institution. Secondly, in our theoretical framework, to deal with the notion of educational scenario, it is necessary to define the notion of educational scripting, define its stages and its tools. To define the educational scenario, we believe it is necessary to define the notions of a learning activity and a learning situation. Then define the types of educational scenarios and finally, we will deal with the adaptation of an educational scenario and the flexibility of the process.