Résumés > PETERSON Catrin

Five Es: Ethics, Energy, Equipment, Ergonomics/human factors, and Emptiness: A five-step framework for the transition to socially and environmentally responsible instructional design in foreign language teaching and learning.

Catrin Peterson

Université Rennes 2 – Université Rennes 2 LIDILE – France

How can we adapt instructional design for foreign language teaching and learning so that it contributes to addressing issues of environmental and social responsibility? I will attempt to answer this pressing question by proposing a framework for thought for instructional design which I present in five parts: Ethics, Energy, Equipment, Ergonomics and Emptiness. Ethics concerns the decisions we make regarding the content we teach and the methods we use to help students learn. Energy consumption is one of the key areas of human activity that contribute to climate change. Course designers need to consider energy use related to learning activities and try to reduce it as much as possible. Equipment, particularly electronic and digital equipment, such as smartphones and laptop computers, have become so common in everyday life tha many teachers and course designers have investigated useful applications of these tools for learning. But how can we reconcile this increasing reliance on devices with the knowledge that the production of terminals depends on finite materials, causes pollution, and requires energy for constant charging? Ergonomics/human factors (E/HF) is a holistic complex adaptive systems approach, which considers the interaction of humans, the environment, materials, tools, equipment and technology and which can be applied to guide the design of learning resources and spaces, interactions within them (human-human/human-machine), and the learning experiences they provide. Emptiness is a call for making time and space in our over-filled lives (and learning design) for quiet reflection and daydreaming, not only because it is a pleasant experience, but also because neurological studies reveal that the default mode network of the brain is activated when our attention is not focused on cognitive activity. It is this default mode network which enables us to be imaginative and empathetic, arguably two requirements for collectively creating a sustainable and socially just future.

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Mots-Clés: social and environmental responsibility, instructional design, framework for transition, language teaching and learning