Lact - Palo Alto School Representative


Palo Alto School Representative

Center for training, intervention and research

Strategic systemic approach and hypnosis

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      The 2020 health crisis marked a new era for distance education. Historically relegated to making up for the shortcomings of continuing education, e-learning has since found its place at the heart of educational strategies, notably thanks to the initiatives of French universities and government programs aimed at increased integration of digital learning. The importance of interactivity, efficiency, and skills development constitute all the challenges of digitalized teaching .


      ONLINE OPEN HOUSE

      ONLINE OPEN HOUSE

      July 1, 2024
      from 6:30 p.m. to 8:30 p.m.

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      Come and discover our training courses in strategic systemic approach, hypnosis and systemic coaching. You will meet the trainers and be able to talk with them!

      Contributions and limits of distance learning

      A little history

      From the 19th century, distance education began to develop with institutions such as the University of London and the initiatives of Louis Eyrolles, offering correspondence courses to students and workers. This form of education gained popularity, particularly in developing countries since the 1960s, in response to budgetary constraints and insufficient teacher qualifications. The Open University, established in 1969, and other institutions such as the University of Phoenix, have moved towards distance education, taking advantage of the advent of information and communication technologies (ICT) in the 1990s to serve a wider audience at lower cost.

      Distance education, or open and distance learning (FOAD), today includes correspondence courses, online courses, and MOOCs, aimed at both the initial training of traditional students and the continuing training of professionals. Thanks to ICT, this form of education has become more accessible and user-friendly, allowing a wide audience, including those with geographical or social constraints, to access learning.

      E-learning, or online training, has transformed distance education by allowing more dynamic interaction between teacher and learner. Course materials and assignments are now accessible and submitted via online platforms, facilitating learner autonomy. The success of e-learning, particularly notable in the United States since 2003, has been more gradual in France, where it was initially adopted by large companies and a few pioneering universities. The European Union defines e-learning as the use of new technologies to improve learning, by facilitating access to resources and encouraging remote collaboration, reflecting the diversity of tools and practices in this area.

      Contributions and limits of distance learning

      The development of e-learning has integrated synchronous (real-time) learning with asynchronous (delayed) learning, improving the interactivity and effectiveness of online learning. Synchronous learning promotes live exchanges, strengthening cohesion and collaboration between students. Information and communication technologies for education (ICT) enable various forms of e-learning, combining synchronous, asynchronous, and multimedia elements, but cannot alone guarantee educational effectiveness.

      The effectiveness of e-learning is based on a social constructivist approach, promoting learner autonomy. The implementation of a digital system aims to reduce costs, increase success and ensure fairness and user satisfaction. Although e-learning offers many advantages in terms of an innovative approach and cost reduction, it also presents specific challenges linked to the choice of learning mode and its conditions of use.

      The contributions of e-learning arise from digitalization, offering richness, autonomy, and attractiveness, while its limits are linked to the choice and application of the learning method. The quality and effectiveness of learning strongly depend on the role and involvement of the trainer. The current health crisis has accelerated the combination of face-to-face and distance learning, taking advantage of the flexibility and geographic and temporal accessibility offered by e-learning.

      The digital platform, essential for e-learning, is part of the overall digitalization of society, accentuated by the needs for teleworking during the health crisis. This transition to e-learning is changing teaching and learning methods, as well as the supply and demand of training, highlighting the importance of the trainer-learner relationship. Inspired by educational constructivism, e-learning aims to encourage learners to construct their own knowledge, moving from a teacher-centered pedagogy to a learner-centered pedagogy, reflecting the diversity of educational tools and approaches. in the field.

      The level of interactivity

      The level of interactivity

      Interactivity in online learning is influenced by the teaching methods used, increasing in particular in the context of social learning and flipped classrooms. These approaches promote interactions between peers and with trainers, going beyond simple knowledge transmission to include active participation and collaboration. MOOCs , although promising, have been criticized for their low rate of interaction and learner persistence, highlighting the limits of the massive online approach. On the other hand, pedagogies such as game-based learning and serious games encourage visible student activity in the manipulation of knowledge and collaboration.

      Project-based learning, as experimented at the University of Lorraine , illustrates the effectiveness of a constructivist approach which promotes interaction in a reconstituted environment, particularly in hybrid mode which combines synchronous and asynchronous sessions. Blended learning, mixing face-to-face and distance learning, meets the need for flexible training while maintaining interaction and direct communication with trainers. The efficiency of online learning depends on the quality of trainers, transactional presence, and the adaptation of teaching methods to the needs of learners. The trainer-learner relationship, essential in the ICT , requires active commitment from the tutor to support and mobilize the learners' skills. Critics of MOOCs highlight the need for a more personalized and supervised approach, despite the potential benefits for continuing education.

      The scope of skills developed through e-learning must be diverse, ranging from conceptual understanding to practical application, including creativity and critical capacity. The chosen learning strategy must therefore be adapted to the target audience, favoring an approach that promotes both direct and collateral learning. The design of digital training requires from the trainer a range of skills ranging from conceptual to technical, including organizational and relational, to effectively respond to the diverse needs of learners.

      Knowledge reuse 

      The use of knowledge in the context of e-learning refers to the ability of learners to apply the knowledge acquired through digital tools in practical situations, such as their professional environment. This notion underlines the importance of the relevance and transposability of learning tools according to the needs, expectations and skills of users. Despite the widespread assumption that digital natives are naturally comfortable with information and communication technologies (ICT) in an educational setting, studies show that it is rather individuals aged 35 to 45 who most use digital technologies in learning.

      The effectiveness of the use of knowledge depends largely on the integration of collaborative work and role-playing, which enrich essential communication skills in the professional environment. The role-play promotes learners' autonomy, organization, experimentation and creativity, while developing spontaneous collaboration and increasing their motivation and satisfaction through reflective and feedback situations.

      Game based learning , in particular, illustrates well how the fun aspect of digital simulations can encourage experimentation and the reproduction of skills in a real setting. Studies on this subject highlight the benefits of game-based learning on memorization and skill acquisition, emphasizing the importance of learning at one's own pace, of adapting the course to different levels. of users, empowerment and positive effects on motivation and self-esteem.

      In conclusion, the use of knowledge in e-learning is essential to ensure that digital learning is not limited to the acquisition of theoretical knowledge, but extends to the practical application of skills in various professional contexts and personal, with particular emphasis on feedback and collaborative work.

      Train at LACT

      LACT offers several live certified web training courses with 50 international trainers.

      References

      • Baldwin, SA, Wampold, BE and Imel, ZE (2007). Untangling the alliance-outcome correlation: Exploring the relative importance of therapist and patient variability in the alliance. Journal of Consulting and Clinical Psychology, 75(6), 842-852.
      • Benish, S.G., Quintana, S. and Wampold, B.E. (2011). Culturally adapted psychotherapy and the legitimacy of myth: A direct-comparison meta-analysis. Journal of Counseling Psychology, 58(3), 279-289.
      • Bordin, E.S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research & Practice, 16(3), 252-260.
      • Elliott, R., Bohart, AC, Watson, JC, & Greenberg, LS (2011). Empathy. Psychotherapy, 48(1), 43-49.
      • Frank, J.D. (1973). Persuasion and healing: A comparative study of psychotherapy (2nd ed.). Baltimore: Johns Hopkins University Press.
      • Gibson, P. (2023). Persuasion Principle. Strategic persuasion. Strategic science
      • Grégoire Vitry, Claude de Scorraille, Claudette Portelli, Michael F. Hoyt, Redundant Attempted Solutions: Operative Diagnoses and Strategic Interventions to Disrupt More of the Same, Journal of Systemic Therapies, 10.1521/jsyt.2021.40.4.12, 40, 4, (12 -29), (2021).
      • Nardone, G. and Balbi, E. (2008). The logic of therapeutic change. Karnac Books.
      • Nardone, G. and Portelli, C. (2005b). Knowing Through Changing. The evolution of brief strategic therapy. Crown House.
      • Nardone, G., & Salvini, A. (2007). Strategic dialogue. KarnacPublishing.
      • Robson, D. (2023). The Expectation Effect. Cannongate. UNITED KINGDOM.
      • Wampold, B.E. (2001). The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Lawrence Erlbaum Associates.
      • Wampold, B.E. (2015). How important are common factors in psychotherapy? An update. World Psychiatry, 14(3), 270-277.
      • Wampold, BE and Imel, ZE (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work (2nd ed.). New York, NY: Routledge.

      To find out the prices, select the training that interests you

      MAPPING OF ALL LACT TRAINING COURSES


      AND STRATEGIC APPROACH

      Prerequisites
      _

      general

      Bachelor's degree
      with or without

      clinical experience

      clinical

      Bac +3
      with

      clinical experience

      Bac +5
      with

      clinical practice

      education

      Bachelor's degree
      with or without

      teaching experience

      Bac +3
      with

      teaching experience

      BUSINESS

      Bachelor's degree
      with or without

      coaching experience


      AND STRATEGIC APPROACH

      general

      Bachelor's degree
      with or without

      clinical experience

      clinical

      Bac +3
      with

      clinical experience

      Bac +5
      with

      clinical practice

      BUSINESS

      Bachelor's degree
      with or without

      coaching experience

      education

      Bachelor's degree
      with or without

      teaching experience

      Bac +3
      with

      teaching experience

      A team of more than
      50 trainers in France
      and abroad

      of our students satisfied with
      their training year at LACT *

      International partnerships

      The quality certification was issued under
      the following category of actions: Training action

      A team of more than
      50 trainers in France
      and abroad

      of our students satisfied with
      their training year at LACT *

      International partnerships

      The quality certification was issued under
      the following category of actions: Training action

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