Présentation du CAP Sweden

Pedagogical exchange program

Institut Agro Rennes-Angers

Our school

An engineering school in life sciences 2 campuses4 courses food sciences, agronomy, horticulture, landscaping

6 teaching and research departments :

• Animal and Food Sciences
• Applied Mathematics, statistics and Computer Science

• Ecology
• Economics, Management and Society
• Plant Sciences applied to Agriculture and Horticulture

• Physical Environment, Landscape Architecture and Territorial

The Center for Pedagogical Support is part of the office of Training, Student Life, and Orientation.

cap@agrocampus-ouest.fr

Center for pedagogy support

CAP

Team

directions

missions

03

02

01

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• The Pedagogy Support Center carries out 5 missions aimed at training stakeholders: teachers, students, personnel.

Promote

Evaluate

Experiment

Train

Support

missions

Pedagogical and technopedagogical transformations in response to expressed needs of education stakeholders (teachers, students, trainers...)

To support

missions

The educational community in the pedagogical and technopedagogical field

To train

missions

Drive and support pedagogical experiments, animate pedagogical and technopedagogical innovation dynamics

To experiment

missions

Performance assessment of pedagogical and technopedagogical actions implemented with the aim of continuous improvement of education

To evaluate

missions

Pedagogical initiatives and capitalize on them

To promote

missions

Our missions and actions are aligned with the axes and projects of the Agro Rennes-Angers Institute.

Digital education

Cooperation in higher technical education

Competency-based approach

Agroecological and societal transitions

directions

The CAP is part of the Direction of Training, Student Life, and Career Guidance and consists of three entities. Our team is composed of professionals with diverse backgrounds and complementary skills, which is our strength and uniqueness!

The pedagogical and experimental domain

Pedagogical and digital transformation

Support for agricultural technical education

The team

Hercule project

Hercule project

Multimedia EngineerI assist you with your audiovisual and multimedia needs. I provide valuable advice regarding new technologies.

Pedagogical Engineer I assist you in valorizing your pedagogical initiatives, as well as the student experience.

ICT Engineer Deputy Head of the CAP I assist you in getting started with Moodle and on the uses of this platform for online learning

Pedagogical Engineer Head of the CAP I accompany you in the transformation of your pedagogical practices in connection with the competency-based approach

Pedagogical and digital transformation

ThéoChevance

Technopedagogical Engineer I accompany you in the transformation of your teachings related to digitalization: hybridization, quizzes, escape games...

Estelle Jacquemin

CélineMartel

Gabriel Jalam

Christine Vandenkoornhuyse

Support for agricultural technical education

Agricultural Technical Education Support Engineer I support teachers and trainers in enhancing their skills in "teaching to produce differently."

Agricultural Technical Education Support Engineer I support teachers and trainers in their pedagogical innovation projects (evaluation, serious games, engagement), and I intervene in the Territorial Analysis Unit.

Agricultural Technical Education Support Engineer I support stakeholders in agricultural technical education in sup-technical cooperation and teaching agro and socio-ecological transitions.

Teacher-Researcher Head of the Agricultural Technical Education Support Unit, among others...

Armelle Lainé-Penel

François Guerrier

Marion Diaz

Valéry Malecot

Technical Support I assist you in the pedagogical exploitation of the pedagogical and experimental domain, as well as in your artistic projects.

Michel Robert

The pedagogical and experimental domain

Maintenance Manager I assist you in the pedagogical exploitation of technologies implemented within the experimental installations.

Patrick Ponce

Training and Research Technician I assist you in the design and implementation of landscaping as well as its maintenance and monitoring.

Sylvain Couraud

Training and Research Technician I assist you in the pedagogical valorization of the plant heritage of the Angers campus.

Sébastien Guillet

Head of Cultivation I assist you in the use of cultivation spaces.

Anaïs Harduoin

Head of the Experimental and Pedagogical Domain I assist you in the pedagogical valorization of experimental devices dedicated to plants.

Rémi Gardet

• Game based learning
• outdoor classes
• teaching evaluations
• technology hybrid courses
• student engagement

Our points of interest

• Game-based learning is a pedagogy you developp with the students ?
• Do you provide support to teachers in the development of these games? and How ?

Our questions

What we do

Various serious games created in our school

• to communicate research studies

• to use with students in class
• to use with the general public

Game based learning

Our questions

What we do

• How do you support teachers who conduct classes outside the classroom, such as field trips? Do you have agrolabs in your university ?
• What type of pedagogy do you recommend? How do you organize classes outside the classroom?

We develop various agrolabs in our campuses such as vegetable garden orchard, Application gardens, Connected educational greenhouses.They are :

• Learning space supporting various teachings
• Space for implementing agroecological principles
• Space rich in biodiversity
• Space for authentic situations (without moving...)
• Space for innovation
• Space for evaluation

Outdoor classes

Our questions

What we do

Working group

• Do you have your teaching evaluated by students?
• What actions do you take based on the results of these evaluations?
• Does it have an impact on the teachers and their teaching?
• Do you conduct peer assessment of soft skills in project teams? If yes, how/why...?

Observations:

• A lack of responses from students
• Creation of questionnaires by teachers and students
• A "informational" synthesis presented in COME, CEVE
• Underutilized data

• Semester/year macro evaluations
• A semester evaluation = learning assessment
• A unit/course review = appreciation
• Intervention in a lecture hall with the L3 agronomist cohort"

Anonymous surveys on Moodle

student's teaching evaluations

• Do you have hybrid classes at your university? How do you support both teachers and students? What tools do you use?

• How do you utilize technological tools (LMS, interactive white boards, virtual reality) for pedagogy? How do teachers and students embrace these tools? How do you inspire them to use it ? How do you support their use, and how do you evaluate their effectiveness?

Our questions

What we do

• Hercule project
• VR experimentation projects
• hybridation of practical courses

to respond to :

• More students in class
• competency-based approach
• More practical approach

technology andhybrid courses

• Are you aware of student engagement within your university? • How is it recognized or rewarded? • Do you use open badges, and if so, how?

Our reflexions/questions

What we do

BADGE OBTAINING PROCESS

• Automated System
• The general principle for each badge is to provide a list of skills while setting a minimum required number of skills implemented.
• Self-validation by the requester: check the skill implemented + add a concrete example of achievement.
• Upon the learner's request, it will be possible to offer support for reflective analysis provided by the Pedagogy Support Center.

• ELECTIVE OFFICES: AUTHORITIES, ASSOCIATIONS
• ECOSCIENCE
• INCLUSIONS

3 open badges project

Student engagement

• Continuum soil-plant-atmosphere
• Biodiversity
• Proximity
• Interdisciplinarity
• Testing zone initiated by students or for experimentation
• Space for creating connections; between students and staff; towards the outside; linked to production on an agronomic campus

Forces

This online farm simulator to experiment the effects of agro-ecological practices in a farm that combines cattle and crop production.

PayZZage is a board game inviting learners to engage in collective reflection on the relationships between livestock, landscape, and biodiversity.

"The Gaia Challenge: a serious game to reflect on the resilience of future livestock systems"

• Observatory of technopedagogical practices
• Collection and organization of data from stakeholders

(qualitative and quantitative approaches)

• Analysis of teaching evaluations to improve pedagogical situations
• Conservatory function

Les inspirantes

• Productions/experiments/works
• Various formats (document, interactive support, podcast, video...),
• Various levels of analysis/complexity

(testimony, feedback, scientific article)

• Different channels (internal and external)
• Directory of initiatives

The Hercule 4.0 project of the Agreenium Alliance, led by the Institut Agro and managed by the Institut Agro Dijon, aims to identify and define the role that digital technology and its usage can play in higher agricultural education. With its twelve tasks, it covers organizational, practical, and pedagogical support issues related to digital technology, as well as equipment matters, to better meet the needs of educational communities and provide agricultural higher education that is adapted to new pedagogical, social, and environmental challenges.

https://demoes-hercule.fr/

• Technopedagogical professional development
• Skill enhancement of teams on pedagogical issues
• Support for responses to calls for expressions of interest and advice on project development (pedagogical, multimedia, hybridization, MOOCs, SPOCs...)
• Selection of tools, pedagogical methods, supported by analysis and critical expertise
• Implementation of frameworks and competency-based approach

An instructional technology engineer in higher education is a professional who combines expertise in both engineering and pedagogy to enhance the teaching and learning process. They utilize technological tools and methodologies to design, develop, and implement innovative educational solutions. These professionals work closely with educators to integrate technology effectively into the curriculum, creating engaging learning experiences for students. Additionally, they often provide training and support to faculty members in utilizing educational technologies optimally. Overall, instructional technology engineers play a crucial role in leveraging technology to improve the quality and effectiveness of teaching and learning in higher education.

Through this badge, I make visible my role and commitment to agroecological and societal transitions (specify the action(s): .............., for which I have implemented the following skills:

Attitudes

• Being aware of environmental and societal challenges
• Collaborating in a team for the common good
• Fulfilling responsibilities
• Being organized
• Being innovative
• Mobilizing various stakeholders
• Being proactive
• Providing arguments
• Listening attentively
• Acting compassionately

Exemple - ecoscience badge

Skills

• Organizing an event
• Facilitating an event
• Conducting an environmental assessment or diagnosis
• Developing a scientific project
• Engaging relevant stakeholders
• Proposing actions and/or solutions while considering ecological impacts
• Applying appropriate methods and tools
• Communicating convincingly with different audiences
• Using various communication channels (written, oral, digital...) and formats (computer tools)
• Contributing to changes in line with current/future societal needs
• Projecting the establishment into future contexts

French engineering schools are institutions that provide specialized education in engineering fields. They offer a mix of theoretical knowledge and practical experience, emphasizing multidisciplinary learning. Students engage in hands-on projects and often collaborate with industry partners for real-world application. These schools are known for producing highly skilled engineers ready to tackle complex challenges in various industries.

RV pédagogiques : ateliers thématiqueformation "TBI (Tableau blanc interactif) "formation "Support de présentation efficace"formation"Evaluer les apprentissages"

• Training actions and action-oriented training
• Creation of (self-)training resources
• Co-development workshops

• Technopedagogical monitoring
• Support for the pedagogical evolution of training programs
• Co-design and co-construction of innovative pedagogical initiatives
• Support for pedagogical experiments and analysis
• Creation of conditions for meetings, dialogue, sharing, reflections
• Animation of communities of practice, seminars