TETRAHEDRON CYBER DIPL TO IMPROVE TEACHING, LEARNING AND DIGITAL EQUITY IN THE INSTITUTE OF ARCHITECTURE
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Abstract
This study is a research based on asking students questions and the conceptual framework developed by Houssaye (2000). The integration of a fourth pole into the Houssaye's pedagogical triangle (2000), as well as the survey carried out with 322 students, allowed us to develop a tetrahedron designed to improve teaching, learning, and digital equity in the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The tetrahedron is called tetrahedron Cyber DiPL with Di for Didactic, P for Pedagogy, L for Learning. The pole, as a device cyber including digital inclusion, is an opportunity to use Information and Communication Technologies (ICTs). According to knowledge types: know-how (Kh), knowledge practice (Kp), and theoretical knowledge, learned or scientific knowledge (Tk), tetrahedron Cyber DiPL includes Cyber DiPL to do, Cyber DiPL to practice, and Cyber DiPL to differentiate.
Keywords: Survey, Houssaye’s pedagogical triangle, Cyber DiPL tetrahedron, digital equity
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