Constructions langagières, relation et cognition dans les capsules vidéo des MOOC

Abstract

This contribution takes an analytical and critical look at 19 video capsules developed for MOOCs at the University of Geneva. Linguistic and pragmatic characteristics are identified in order to understand their effects on learning (relationships between teachers and learners but also the cognitive process that these forms of discourse encourage). We discuss the interests of a linguistic analysis perspective and present design recommendations for this particular type of educational resource.

Keywords

• MOOC
• video
• pedagogical relationship
• semiopragmatics