{"id":1080,"date":"2021-06-23T16:55:53","date_gmt":"2021-06-23T14:55:53","guid":{"rendered":"https:\/\/wordpress-test.app.u-pariscite.fr\/societes-humanites\/?p=1080"},"modified":"2021-08-27T10:04:46","modified_gmt":"2021-08-27T08:04:46","slug":"virt-ex-apprendre-la-geographie-par-lexperience","status":"publish","type":"post","link":"https:\/\/wordpress-test.app.u-pariscite.fr\/societes-humanites\/virt-ex-apprendre-la-geographie-par-lexperience\/","title":{"rendered":"Virt-Ex, apprendre la g\u00e9ographie par l’exp\u00e9rience"},"content":{"rendered":"

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Apprendre par et sur le terrain est au c\u0153ur de la formation en g\u00e9ographie mais aussi en sciences de la vie et de la terre. Mais dans le contexte sanitaire actuel, emmener les \u00e9tudiants sur le terrain n\u2019est pas toujours possible. \u00a0Deux enseignantes chercheuses d\u2019Universit\u00e9 Paris Cit\u00e9 et de l\u2019universit\u00e9 de Hambourg ont d\u00e9cid\u00e9 de pallier cette contrainte en d\u00e9veloppant des excursions virtuelles \u00e0 vis\u00e9e p\u00e9dagogique dans le cadre du projet Virt-Ex.<\/p>\n

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Le projet Virt-Ex est port\u00e9 par Sandra Sprenger, responsable du d\u00e9partement de didactique de la g\u00e9ographie de l\u2019universit\u00e9 de Hambourg en collaboration avec Caroline Leininger-Fr\u00e9zal, responsable du parcours histoire g\u00e9ographie du master de didactique des sciences d\u2019Universit\u00e9 Paris Cit\u00e9. Il vise un double objectif : d\u00e9velopper un cadre th\u00e9orique pour l’excursion virtuelle et exp\u00e9rimenter l\u2019usage de ces excursion virtuelle pour d\u00e9velopper des comp\u00e9tences disciplinaires et num\u00e9riques.<\/p>\n

Caroline Leininger-Fr\u00e9zal r\u00e9sume la naissance du projet\u00a0: \u00ab\u00a0nous avions d\u00e9j\u00e0 beaucoup \u00e9chang\u00e9 en amont\u00a0: Sandra Sprenger est venue un an \u00e0 Paris dans le cadre d\u2019un cong\u00e9 recherche et je suis partie en mobilit\u00e9 Erasmus \u00e0 Hambourg. Quand le COVID est arriv\u00e9, emmener sur les \u00e9tudiants sur le terrain est devenu difficile. D\u00e9velopper un projet de recherche-action autour du terrain virtuel nous a sembl\u00e9 \u00e9vident. \u00bb<\/em><\/p>\n

Virt-Ex a d\u00e9marr\u00e9 en octobre 2020 avec une r\u00e9union de lancement pendant lequel les \u00e9tudiants des deux universit\u00e9s ont pu faire connaissance et d\u00e9couvrir le projet. Chaque \u00e9quipe a ensuite commenc\u00e9 \u00e0 travailler de son c\u00f4t\u00e9, notamment en se formant aux outils techniques puis en choisissant des terrains et en recueillant des donn\u00e9es. Puis lors du s\u00e9minaire du 22 au 26 f\u00e9vrier 2021, les \u00e9tudiants se sont rencontr\u00e9s tous les jours pour \u00e9laborer les excursions virtuelles mais aussi \u00e9changer autour de la th\u00e9matique principale du projet qui est la ville durable.<\/p>\n

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Exp\u00e9rimenter des excursions virtuelles pour d\u00e9velopper ses comp\u00e9tences professionnelles<\/strong><\/p>\n

Tout au long de l\u2019ann\u00e9e, les \u00e9tudiants ont d\u00e9velopp\u00e9 des comp\u00e9tences num\u00e9riques pour concevoir les excursions virtuelles\u00a0: ils se sont initi\u00e9s aux syst\u00e8mes d\u2019informations g\u00e9ographie et \u00e0 la cartographie num\u00e9riques, ils ont appris \u00e0 utiliser les outils sp\u00e9cifiques (Arcgis on line et les Storymaps), ils ont approfondi leurs connaissances en didactique notamment la d\u00e9marche de la g\u00e9ographie exp\u00e9rientielle apprise en cour. Enfin, le contexte interculturel du projet a permis aux \u00e9tudiants des deux pays de d\u00e9couvrir leur syst\u00e8me \u00e9ducatif respectif, d\u2019\u00e9changer sur le curriculum, les pratiques d\u2019enseignement mais aussi sur la mani\u00e8re de penser la ville durable de part et d\u2019autre du Rhin.<\/p>\n

Les excursions virtuelles cr\u00e9\u00e9es sont actuellement en cours d\u2019exp\u00e9rimentation aupr\u00e8s d\u2019autres \u00e9tudiants (non impliqu\u00e9s dans le projet initial) au sein d\u2019Universit\u00e9 Paris Cit\u00e9 (licence d\u2019histoire et de g\u00e9ographie, licence Professorat des \u00e9coles) et au sein de l\u2019universit\u00e9 de Hambourg en Bachelor. Par ailleurs, les \u00e9tudiants qui ont cr\u00e9\u00e9 les excursions vont les tester dans leur propre classe – le master en didactique des sciences forme des enseignants – le projet participe ainsi pleinement \u00e0 leur d\u00e9veloppement professionnel.<\/p>\n

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Une d\u00e9marche unique d’apprentissage de la g\u00e9ographie par l’exp\u00e9rience <\/strong><\/p>\n

Le groupe Pens\u00e9e Spatiale de l’IREM<\/a> (Institut de Recherche sur l’Enseignement des Math\u00e9matiques) d’Universit\u00e9 Paris Cit\u00e9 a mod\u00e9lis\u00e9 une d\u00e9marche d\u2019apprentissage de la g\u00e9ographie qui part de l\u2019exp\u00e9rience des \u00e9tudiants : c\u2019est la d\u00e9marche des 4i (Immersion, Interaction, Institutionnalisation, Impl\u00e9mentation), qui a \u00e9t\u00e9 mise en pratique au sein du projet Virt-Ex.<\/p>\n

\u00ab\u00a0Nous construisons tous des savoirs sur l\u2019espace que nous utilisons pour nous d\u00e9placer, nous orienter et nous avons des repr\u00e9sentations, via les m\u00e9dias sur des espaces qui nous sont inconnus, mais ces savoirs d\u2019exp\u00e9rience sont rarement mis en lien avec les savoirs que nous souhaitons transmettre aux \u00e9tudiants ou aux \u00e9l\u00e8ves\u00a0\u00bb, <\/em>explique Caroline Leininger-Fr\u00e9zal. \u00ab\u00a0Pour r\u00e9aliser les excursions virtuelles, nous avons d\u2019abord demand\u00e9 aux \u00e9tudiants de choisir un espace urbain dans lequel il y a des enjeux de durabilit\u00e9. Cela pouvait \u00eatre un \u00e9co-quartier, un quartier en r\u00e9novation urbaine par exemple. Nous leur avons demand\u00e9 de r\u00e9aliser une visite sensible. C\u2019est une visite pendant laquelle ils notent ce qu\u2019ils observent, sentent, entendent et ressentent. Au cours de la visite, les \u00e9tudiants collectent \u00e9galement des donn\u00e9es\u00a0: photos, sons, observations. C\u2019est la phase d\u2019Immersion<\/strong> dans laquelle on est confront\u00e9 \u00e0 une pratique spatiale. Ensuite, les \u00e9tudiants ont confront\u00e9 leur exp\u00e9rience du lieu \u00e0 celles des autres \u00e9tudiants qui avaient arpent\u00e9 le m\u00eame espace virtuellement ou bien physiquement. La confrontation d\u2019exp\u00e9riences diff\u00e9rentes correspond \u00e0 la seconde phrase de la d\u00e9marche \u00e0 savoir l\u2019Interaction<\/strong>. Ces discussions ne sont pas gratuites. Elles permettent aux \u00e9tudiants de construire une vision partag\u00e9e d\u2019un espace et d\u2019identifier son organisation, ses enjeux. C\u2019est une phase pendant laquelle les \u00e9tudiants commencent \u00e0 conceptualiser. Vient ensuite la phase d\u2019Institutionnalisation<\/strong> qui correspond \u00e0 la formalisation des apprentissages. Dans le projet, l\u2019institutionnalisation est pass\u00e9e par des conf\u00e9rences th\u00e9oriques et la cr\u00e9ation des excursions virtuelles par les \u00e9tudiants. Nous sommes maintenant dans la phase d\u2019Impl\u00e9mentation<\/strong> o\u00f9 les \u00e9tudiants r\u00e9utilisent ce qu\u2019ils ont appris dans leur vie professionnelle \u00e0 savoir avec leurs \u00e9l\u00e8ves en classe.\u00a0\u00bb<\/em><\/p>\n

Le projet n\u2019est pas termin\u00e9, les \u00e9tudiants ont pr\u00e9vu de continuer \u00e0 \u00e9changer sur leurs travaux, et les deux enseignantes-chercheuses envisagent de reproduire l\u2019exp\u00e9rience l\u2019ann\u00e9e prochaine en l\u2019\u00e9largissant l\u2019exp\u00e9rience \u00e0 des \u00e9tudiants en science.<\/p>\n

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Ce projet b\u00e9n\u00e9ficie d\u2019un financement du DAAD, organisme de financement de la recherche en Allemagne.<\/p>\n

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Les excursions virtuelles d\u00e9j\u00e0 r\u00e9alis\u00e9es :<\/strong><\/h6>\n