The notion of scriptwriting is above all a work of content conception, organization of resources, planning of the activity, and mediations to accompany learning. While the notion of media coverage is the formatting of tools to transmit content, it must be understood in the sense of the process of scripting teaching content through a technical artifact, a media device. Through this chapter, the authors show two notions of scriptwriting and mediatization. the first concerns the pedagogical scripting. They define the pedagogical scripting, its different stages, and the tools of scripting an online teaching. The second is the online pedagogical scenario. They propose an example of an overall model of the design of a pedagogical scenario for online teaching. Then they define the basic concepts of mediatization, its effects, and its different fields of application. Then, they define the mediatization tools by proposing the best known and most used. They define the criteria for choosing a mediation tool and in particular the levels of interactivity for the choice of a tool.
Top1. Introduction
In most societies, the university is considered to guarantee the academic and pedagogical quality of higher education. However, this institution is confronted with the consequences of the development of Information and Communication Technologies (ICT), vectors of wider information, modern tools at the service of training but also sources of profits by the arrival of online course. The university must respond to a sharp increase in demand for initial training and continuing education throughout life. The integration of ICT in higher education makes it possible to develop several solutions from the use of online education as a supplement to traditional education to virtual campuses or digital universities that offer a fully online learning environment. Online teaching allows remote management of 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 education.
For Deschênes and Maltais, distance learning is an “educational practice favoring a learning process that brings knowledge closer to the learner”. In a distance learning course, we thus seek to reduce the spatial and/or temporal distance separating the two but, according to these authors, this distance can also be of a technological, psychosocial and socio-economic nature (Deschênes and Maltais, 2006). Generally, for course designers, the distance between space and time is no longer an issue. Technology has all the possibilities for almost any training anywhere and anytime, and there is no need to equip computers or even phones. Collaborative work, motivation and emotional support, interaction learning can be anywhere, anytime, as long as you know how to plan, you can design and proceed.
However, based on research work on online learning, in particular work dealing with e-learning project management systems, adaptive hypermedia systems and decision-making systems on the one hand. Works dealing with the impact of project-based learning on self-regulation in teaching and the design of pedagogical scenarios for traditional teaching and in particular for online teaching on the other hand (Erradi et al, 2022; Khaldi and Erradi, 2020; Qodad et al, 2020; Zarouk et al, 2020; Hrich et al, 2019; Khaldi et al, 2019; Depover et al, 2014; Burgos, 2008; Schonenberg et al, 2008; 2007).