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         <description><![CDATA[<div>1- Je m’assure de la cohérence entre mes objectifs pédagogiques, mes méthodes d'enseignement et mes méthodes d'évaluation. <br>2- Je permets aux étudiants de choisir certains aspects du cours ou de l’évaluation (par exemple, via un travail) qui sont en rapport avec leurs intérêts et leurs expériences. <br>3- J’amène les étudiants à prendre conscience de ce qu’ils peuvent potentiellement apprendre les uns des autres et des avantages du travail en groupe. <br>4-  Dans la mesure du possible, j’essaie de baser mes activités sur des situations issues de la vie courante. <br>5- J’incite les étudiants à la recherche et à d'autres formes d'implication active dans les études. <br>6- Lorsque cela est possible, je formule mes objectifs pédagogiques de haut niveau (abstraction, analyse, synthèse). <br>7- J’aide les étudiants à réfléchir sur leurs intentions, leurs comportements et leurs pratiques d'apprentissage propres et à acquérir des compétences efficaces pour l'apprentissage tout au long de la vie. <br>8- Je rends explicites les formes de pensée et d'écriture propres à ma discipline et j’aide les étudiants à renforcer leurs compétences à cet égard. <br><br></div>]]></description>
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         <title>Notre sélection de ressources</title>
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         <title>Quelques questionnements  pour réfléchir à sa pratique (répondez par jamais, rarement, chaque fois que possible, toujours et le cas échéant, comment ?)</title>
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         <title>La motivation</title>
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         <title>Les 10 conditions de la motivation selon R. Viau</title>
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         <title>Le support du café Mooc</title>
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         <title>Motiver les étudiants</title>
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         <title>Notre sélection de ressources</title>
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         <title>Le journal de bord pour se questionner</title>
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