TETRAHEDRON CYBER DIPL TO IMPROVE TEACHING, LEARNING AND DIGITAL EQUITY IN THE INSTITUTE OF ARCHITECTURE

Abstract

This study is a research based on asking students questions and the conceptual frameworkdeveloped by Houssaye (2000). The integration of a fourth pole into the Houssaye’spedagogical triangle (2000), as well as the survey carried out with 322 students, allowed us todevelop a tetrahedron designed to improve teaching, learning, and digital equity in theinstitute of architecture, Ferhat Abbas University Setif 1 (Algeria). The tetrahedron is calledtetrahedron Cyber DiPL with Di for Didactic, P for Pedagogy, L for Learning. The pole, as adevice cyber including digital inclusion, is an opportunity to use Information andCommunication Technologies (ICTs). According to knowledge types: know-how (Kh),knowledge practice (Kp), and theoretical knowledge, learned or scientific knowledge (Tk),tetrahedron Cyber DiPL includes Cyber DiPL to do, Cyber DiPL to practice, and Cyber DiPLto differentiate.