The course Research Project: Digital Transition is an integrated teaching unit (unité d’enseignement intégrée). It follows the progression of competences targeted by the learning by doing projects: to observe (bloc 1), to explain (bloc 2), to act (bloc 3). The project aims at providing students with the fundamental methodological, analytical, and theoretical tools to analyze digital transition and digital divides. Through the project, students acquire the ability to build a research problematic about the digital transition of our society, defining a research question, conducting a literature review, collecting relevant data, analyzing these data and discussing their hypothesis.
The teaching method combines the added-value of lectures (introducing students to fundamental concepts and theories of digital transition and digital divides) with empirical and theoretical analyses of real case-studies conducted by the students. Students apply concepts and theoretical models to an empirical analysis of their choice (in coordination with the teacher, teaching assistants, and professional experts). Regular meetings are organized with the teacher and teaching assistants to receive comprehensive feedback throughout both semesters, before the final jury and the submission of their research paper.
Consequently, the organization of the course largely relies on students’ regular participation and commitment to field work (including the development of data collection tools, such as interviews, questionnaires or participatory observation).
The main objectives of the course are the following:
The course takes place over the entire academic year and is divided into 4 complementary modules. Each module provides students with the specific knowledge and necessary skills for the final jury and the production of a research paper.
Dans le module 1, les étudiants sont amenés à se familiariser avec les principes de base de la démarche scientifique à travers une réflexion épistémologique et méthodologique. Il s’agit de poser les jalons de ce qui fait science à travers les notions de théorie, de concept, de paradigme, de variables et d’indicateurs. Deux paradigmes seront mis en lumière : le paradigme explicatif et le paradigme compréhensif. Il s’agira d’en cerner les contours, les principes de base et les dispositifs méthodologiques sous-jacents.
Digital transition refers to the transition from analog to digital processes in various domains of life, such as economy and labor, education, health, participation in society, and politics. This transition – which is sometimes called a “digital revolution” – implies complex phenomenon.
In the module 2, students learn about the digital transition, discover the horizon of expectations that surrounded the development of digital technologies in different areas of life, but also the inherent limitations of these changes (i.e. digital divides). This introduction enables students to lay the foundations for a critical understanding of the digital transition, drawing their attention not only to its opportunities, but also to its limitations. They discover the various types of digital divides (i.e. access, skills, uses, outcomes) and the factors influencing these divides (e.g. sociodemographic characteristics, material resources, social resources, etc.).
In parallel with these lessons, English coaching sessions will be organized to help students deal with research articles in English. The students will take part in debates and discussions about digital transition, digital divides, as well as work on the necessary vocabulary and phrases to do so.
Dans le module 3, les outils techniques de collecte et d’analyse de données seront au centre du dispositif pédagogique. Plus spécifiquement, il s’agit de montrer quelles sont les techniques de récolte données ainsi que les principes d’échantillonnage en quantitatif et en qualitatif et d’introduire les étudiants à l’analyse thématique en sciences sociales.
Module 4 builds on the previous methodological and disciplinary modules. In this module, students’ groups apply concepts and theories of digital transition discussed during the first semester to real case-studies.
The evaluation of the course is a continuous and additive process taking place throughout the academic year for the different modules. It is therefore crucial that each student starts working as early as day 1. Overall, the evaluation method of the different modules is both individual and collective and mobilizes different evaluation methods (i.e., a traditional written exam, oral exam, oral group presentations, research paper, etc.). To pass the course, students must (1) pass all 4 modules (2) and get an average of 10/20 for the academic year.
|
QUADRI 1 |
Prof. in charge of the evaluation |
Type of exam |
Form of the exam |
/20 |
|
Module 1 |
N. Burnay |
Examen individuel |
Examen écrit (en français) à la fin du quadrimestre |
/10 |
|
Module 2 |
L. Burton |
Individual assessment |
Multiple-choice questionnaire (in English) at the end of the semester |
/5
|
|
Module 2 |
L. Burton |
Évaluation collective |
Présentation orale (en français) pendant le quadrimestre |
/5 |
|
QUADRI 2 |
Prof. in charge of the evaluation |
Type of exam |
Form of the exam |
/20 |
|
Module 4 |
S. Dethise Martinez |
Collective assessment |
Continuous evaluation (respect of deadlines, content and peer-review work) |
/2 |
|
Module 3-4 |
N. Burnay |
Collective assessment |
Final jury – oral presentations and Q&A (in French) |
/8 |
|
Module 4 |
L. Burton |
Collective assessment |
Research paper |
/10 |
|
N.Schutz |
Abstract writing |
Pass/Fail |
The students who fail the evaluation of module 1 and/or module 2 (i.e., individual evaluations) must retake their exam during the June session. There is no retake exam for the group oral presentation of module 2.
The students who fail the final paper and/or the abstract writing must retake their evaluation during the August session. There are no retake exams for the final jury (modules 3-4) and for the continuous evaluation
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Bachelor in Information and Communication | Standard | 0 | 10 | |
| Bachelor in Information and Communication | Standard | 2 | 10 |