This learning unit is not open to incoming exchange students!
Teacher(s)
Language
French
Content
This course offers an in-depth exploration of project and project management concepts in the field of education and training. It aims to equip students with the tools to analyze the development, management, and evaluation of educational initiatives or training programs.
To grasp the complexity of these realities, the course draws on a variety of models and analytical frameworks. A central, structuring methodological approach (derived from training engineering) serves as a guiding thread for the epistemological and practical analysis of projects, but is systematically contrasted with alternative evaluative approaches.
By drawing on the epistemological and sociological foundations of project management, the course aims to objectively examine the rationales of stakeholders, institutional assumptions, and the political and cultural issues underlying management tools in education and training.
More than just technical training in project design, this course aims to develop the capacity for critical reflection essential to the analysis and evaluation of any educational or training initiative.
To grasp the complexity of these realities, the course draws on a variety of models and analytical frameworks. A central, structuring methodological approach (derived from training engineering) serves as a guiding thread for the epistemological and practical analysis of projects, but is systematically contrasted with alternative evaluative approaches.
By drawing on the epistemological and sociological foundations of project management, the course aims to objectively examine the rationales of stakeholders, institutional assumptions, and the political and cultural issues underlying management tools in education and training.
More than just technical training in project design, this course aims to develop the capacity for critical reflection essential to the analysis and evaluation of any educational or training initiative.
Teaching methods
A mix of lectures and group work.
Central role of formative assessment in the program. The subgroup has the opportunity to submit a draft version of their written report and, in doing so, to improve their work before finalizing it. It is up to the subgroup whether or not to take advantage of this opportunity. Only the final version is considered for the summative assessment.
Central role of formative assessment in the program. The subgroup has the opportunity to submit a draft version of their written report and, in doing so, to improve their work before finalizing it. It is up to the subgroup whether or not to take advantage of this opportunity. Only the final version is considered for the summative assessment.
Evaluation methods
A written report consisting of a description and analysis—based on a conceptual model presented in class—of the development, management, and evaluation practices involved in an education or training project (to be determined with the instructor based on the student’s choice). The report may be followed by an oral defense.
Detailed conditions for the course assessment are specified on Moodle (file “LFOPA2125 présentation cours”) and will be explained by the instructor during the first class.
The assessment procedures are identical for the first and second sessions; in the latter case, however, the presentation is completed individually, based on an education or training project other than the one addressed in the first-session presentation.
The use of so-called “artificial intelligence” systems, in any form and to any degree, will be considered a violation; the only exception permitted to this general rule is the use of such systems to check the spelling, grammar, and syntax of a written paper. Students are also reminded that information sources must be systematically cited in accordance with bibliographic referencing standards, including the use of artificial intelligence. To enable verification of compliance with these guidelines, students must retain records of any interactions they may have had with any content-generation tools used until their results are announced. These records must be archived so that the teaching staff can conduct the necessary verifications. Any use of artificial intelligence tools that violates these guidelines may result in the initiation of the procedure for irregularities set forth in Articles 107 and following of the Règlement général des études et des évaluations, and may lead to academic sanctions.
Detailed conditions for the course assessment are specified on Moodle (file “LFOPA2125 présentation cours”) and will be explained by the instructor during the first class.
The assessment procedures are identical for the first and second sessions; in the latter case, however, the presentation is completed individually, based on an education or training project other than the one addressed in the first-session presentation.
The use of so-called “artificial intelligence” systems, in any form and to any degree, will be considered a violation; the only exception permitted to this general rule is the use of such systems to check the spelling, grammar, and syntax of a written paper. Students are also reminded that information sources must be systematically cited in accordance with bibliographic referencing standards, including the use of artificial intelligence. To enable verification of compliance with these guidelines, students must retain records of any interactions they may have had with any content-generation tools used until their results are announced. These records must be archived so that the teaching staff can conduct the necessary verifications. Any use of artificial intelligence tools that violates these guidelines may result in the initiation of the procedure for irregularities set forth in Articles 107 and following of the Règlement général des études et des évaluations, and may lead to academic sanctions.
Other information
This course is given in an “English-friendly” format. For details, please see below.
The course is given in French, but a set of English slides is available for international students:
The course is given in French, but a set of English slides is available for international students:
- no
- yes for some parts of the reading material
- Can provide the coursework in English:
yes - Can be exempt from providing the coursework:
no
Online resources
On Moodle are available some bibliographical references and other documents used to support the course, as well as up-to-date practical information about the course.
Regular monitoring of the Moodle site is essential. It will contain all the necessary instructions on how to participate in the sessions, the pedagogical modalities and the evaluation modalities.
Regular monitoring of the Moodle site is essential. It will contain all the necessary instructions on how to participate in the sessions, the pedagogical modalities and the evaluation modalities.
Bibliography
Gilibert, D., & Gillet, I. (2010). Revue des modèles en évaluation de formation: Approches conceptuelles individuelles et sociales. Pratiques psychologiques, 16, 217-238.
Martuccelli, D. (2010). Critique de la philosophie de l'évaluation. Cahiers Internationaux de Sociologie, 128-129, 27-52.
Quenson, E. (2012). La formation en entreprise: Évolution des problématiques de recherche et des connaissances. Savoirs, 28, 11-63.
Roegiers, X. (2007). Analyser une action d'éducation ou de formation. Analyser les programmes, les plans et les projets d'éducation ou de formation pour mieux les élaborer, les réaliser et les évaluer. Bruxelles: De Boeck.
Roussel, J.-F. (2015). Placer l'individu au premier plan de la démarche d'apprentissage afin d'accroître l'impact de la formation en milieu organisationnel. Savoirs, 37, 35-52.
Simioni, O. (2002). Un nouvel esprit pour le capitalisme: La société de l'information? Revue Européenne des Sciences Sociales, 123, 75-90.
Tilman, F. (2006). Pour une pédagogie du projet émancipatrice. Unpublished working paper.
Yennek, N. (2015). La satisfaction en formation d'adultes. Savoirs, 38, 11-54.
Martuccelli, D. (2010). Critique de la philosophie de l'évaluation. Cahiers Internationaux de Sociologie, 128-129, 27-52.
Quenson, E. (2012). La formation en entreprise: Évolution des problématiques de recherche et des connaissances. Savoirs, 28, 11-63.
Roegiers, X. (2007). Analyser une action d'éducation ou de formation. Analyser les programmes, les plans et les projets d'éducation ou de formation pour mieux les élaborer, les réaliser et les évaluer. Bruxelles: De Boeck.
Roussel, J.-F. (2015). Placer l'individu au premier plan de la démarche d'apprentissage afin d'accroître l'impact de la formation en milieu organisationnel. Savoirs, 37, 35-52.
Simioni, O. (2002). Un nouvel esprit pour le capitalisme: La société de l'information? Revue Européenne des Sciences Sociales, 123, 75-90.
Tilman, F. (2006). Pour une pédagogie du projet émancipatrice. Unpublished working paper.
Yennek, N. (2015). La satisfaction en formation d'adultes. Savoirs, 38, 11-54.
Teaching materials
- Références bibliographiques
- Notes projetées au cours
- Études de cas
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Master [120] in Education (shift schedule)
