 | Study programme 2025-2026 | Français | |
 | Use of ICT in Psychology and Education | ||
Programme component of Bachelor's in Psychology and Education: General (CHARLEROI) (shift schedule) à la Faculty of Psychology and Education |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-B3-BAGENE-012-C | Optional UE | DE LIEVRE Bruno | P303 - Ingénierie pédagogique et numérique éducatif |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 15 | 0 | 0 | 0 | 4 | 4.00 | 1st term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SIPN-082 | Use of ICT in Psychology and Education | 15 | 15 | 0 | 0 | 0 | Q1 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Understand the theoretical and methodological fundamentals in psychology and educational sciences to analyse a situation involving these disciplines
- Identify and explain the concepts, principles and models of fundamental theoretical trends in psychology and educational sciences and their applications
- Understand the fundamentals of intervention
- Describe the steps of the implementation process of interventions and identify the stakeholders involved
- Identify the type of intervention, with reference to a theoretical framework, including the choice of appropriate tools to be implemented based on the analysis of a well-defined situation
- Collaborate, work in a team
- Interact effectively with other students to carry out collaborative projects.
Learning Outcomes of UE
Describe the main uses of information and communication technologies (ICT) in psychology and education; Describe the technological developments that have enabled the development of ICT uses in psychology and education; Show and illustrate the contributions of ICT as a tool with cognitive potential. To discover different ethical, social and psychological aspects of digital technology in our society.
UE Content: description and pedagogical relevance
Content divided into chapters
Chapter 1
=> Genealogy of the Internet
Chapter 2
=> The Web, a Common Good
Collaborative Skills
YouTube for Learning
Writing with Digital Technology
Collective Intelligence
Chapter 3
=> Participatory Culture and Social Media
Social Connections
What Place for Privacy?
Use of Emojis
Virtual or Real?
My Digital Identity
What Human-Virtual Relationships?
I Have a Username - an Avatar
Social Media, a Teaching Tool?
Cyberbullying
Chapter 4
=> The Digital Public Space
Citizenship and Digital Technology
Digital Technology and Democracy
Digital Technology and Politics
Digital Technology and the Media
Critical Thinking on the Web
Reading with Digital Technology
Chapter 5
=> The Platform Economy
If It's Free, You're the Product => Digital Labor
A Digital War
Advertising on the Web
Tracking on the Web
Chapter 6
=> Big Data and Algorithms
Our Connection with Robots
Artificial Intelligence
Robots Are Invading Us
Who Decides? Me or the Algorithm?
Chatting with a Chatbot
Robots Are Taking Our Jobs
The Self-Driving Car
Programming at School
Chapter 7
Video Game Addiction
Specific Digital Skills? The Body in the Digital World
Intelligence Levels Are Declining
A War Without Soldiers
Fighting GAFA - BATX
Digital Technology as a Tool to Help People with Special Needs
+ a Chapter on Artificial Intelligence
Prior Experience
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SIPN-082 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SIPN-082 |
|
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SIPN-082 | Cardon, D. (2019). Culture numérique. Paris: Presses de Sciences Po. de Diesbach, L. (2024). Bonjour ChatGPT : Comment l'intelligence artificielle change notre rapport aux autres. Mardaga |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SIPN-082 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SIPN-082 | Not applicable |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SIPN-082 | Authorized |
Term 1 Assessment - type
| AA | Type(s) and mode(s) of Q1 assessment |
|---|---|
| P-SIPN-082 |
|
Term 1 Assessment - comments
| AA | Term 1 Assessment - comments |
|---|---|
| P-SIPN-082 | Written examination: 50%. Personal Production and Oral Presentation: 50 % |
Resit Assessment - Term 1 (BAB1) - type
| AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
|---|---|
| P-SIPN-082 |
|
Resit Assessment - Term 1 (BAB1) - Comments
| AA | Resit Assessment - Term 1 (BAB1) - Comments |
|---|---|
| P-SIPN-082 | Not applicable |
Term 3 Assessment - type
| AA | Type(s) and mode(s) of Q3 assessment |
|---|---|
| P-SIPN-082 |
|
Term 3 Assessment - comments
| AA | Term 3 Assessment - comments |
|---|---|
| P-SIPN-082 | Written examination: 50%. Personal Production and Oral Presentation: 50 % |