NéoPassSup, the new training platform to assist teaching in Higher Education

NéoPassSup, the new training platform to assist teaching in Higher Education

Tue, 14/02/2017


The NéoPassSup platform, co-funded by ENS de Lyon and the DGESIP, was presented on February 8th to educational advisors and university support services for trainers, to collect information on their reactions and analysis. Participants were also asked to put forward practical scenarios that could be tested on site and lead to a 2nd day of discussion and feedback.

NéoPassSup, an innovative on-line training platform for teaching in higher education, follows in the footsteps of NéoPass@ction, the Manager Public 2013 interministry prize, for teacher training in schools through video-training. This platform shows teaching situations filmed in Higher Education: academic lectures, interactive lectures, flipped classrooms, tutorials, etc.

NéoPassSup is run by Luc Ria, a professor at ENS de Lyon, scientific director of NeoPass@ction, holder of the UNESCO chair «Training teachers in the 21st century». Its goal: to play an active role in Higher Education and work towards a progressive transformation of methods used for students. The platform is unique in its ability to show and analyze teaching methods – of both new and experienced teachers – as well as looking at how their students react in different learning contexts (lectures, interactive classes, flipped classrooms, tutorials, etc.) to understand the logic behind them, their relevance and effectiveness.

A tool for Higher Education
In practical terms:

  • For each learning situation that we observe, the 'professional experience' of the teachers being filmed, helps us understand their everyday concerns as well as their expectations. We are also aware of the compromises they make in a job that has changed quite dramatically and become more complex, particularly since the massive intrusion of digital objects in the amphitheaters producing a "new teaching geometry" (Paivandi and Espinosa, 2013).
  • When several students explain their experience, it helps us understand their way of thinking and their different forms of commitment depending on the situation (concentration, disturbance, dropout, ways of learning and different thought processes, etc.).
  • Analysis by researchers provides another interpretation of the students’ response to these different situations, illustrating the common denominators and how the observed activities could be improved.

4 theoretical assumptions of NéoPassSup:

  • to base the study on real situations at work to understand what teachers can put into place in different situations and notably in front of large groups;
  • to start with the observation of new teachers to understand their concerns, experiences and practical reasoning when in action (while looking at what more experienced teachers do in similar situations);
  • to investigate the assumption that video training can become a real tool for professional development;
  • analyze these videos by questioning their efficiency and considering educational alternatives in the Higher Education (and by doing so, help contribute to new educational practices for teacher-researchers).