Pedagogical Approaches used in the Co-Creation of Academic Tools at the Musée acadien de l’Université de Moncton (MAUM)

ABSTRACT

This paper presents the results of a collaborative study highlighting the pedagogical approaches used by faculty during visits to the Musée acadien de l'Université de Moncton (MAUM). This qualitative-based study was conducted with a sample of nine participants representing various disciplines from three major faculties. Thematic analysis revealed the main themes related to the pedagogical practices used by the participants: teaching and learning models, pedagogical approaches, and methods. The results indicate that the faculty preferred collaborative, project-based, experiential, and inter- and trans-disciplinary approaches. This study initiated discussions among professors about teaching practices used by faculty members during distance learning. Innovative thoughts have emerged from e-learning practices used by faculty during the Covid-19 pandemic. Feedback from students contributed greatly to enriching and evolving the approaches. The cross-referencing of the results has made it possible to identify tools for inspiring pedagogical approaches, whatever the subject being taught.

KEYWORDS:

• Pedagogical approach
• collaborative research
• experiential learning
• inter- and transdisciplinarity
• project-based learning

Acknowledgments

This study would not be possible without the support of the Faculty of Graduate Studies at the Université de Moncton through the Strategic Grant in Acadian Studies. A special thanks to all the faculty members who gave their time to take part in this study, and shared part of their teaching material connected with the visit to the museum. And all our thanks to Julie-Lynne Drisdelle’s collaboration as a research assistant on this project.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

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Additional information

Funding

This work was supported by Subvention stratégique en études acadiennes.

Notes on contributors

Selma Zaiane-Ghalia

Selma Zaiane-Ghalia worked at the Musée national du Bardo and oversaw communication in the Tunisian Museum. She has been a member of ICOM since 2000. In 2011, she joined the Université de Moncton and since then has been collaborating closely with the Musée acadien de l’Université de Moncton (MAUM) as part of her courses and research.