Le potentiel des sciences cognitives est énorme si l’on sait tirer parti de leurs enseignements sur le cerveau des très jeunes enfants et transposer tout ce corpus de connaissances. Que sait-on, précisément ? S’il fallait ne retenir qu’une seule découverte majeure pour ces dix dernières années, explique le professeur Dehaene, c’est que le cerveau, dès l’enfance, est intrinsèquement très organisé. Il contient d’emblée ce qu’on pourrait nommer des algorithmes, et l’apprentissage proprement dit ne fera que les activer et les recycler pour des usages culturels et scolaires. La remarquable plasticité du cerveau humain le rend habile, à tout âge, à apprendre. Encore faut-il savoir en tirer parti. C’est ici que les neurosciences ont leur mot à dire.
We have a romantic attachment to skills from the past which are no longer relevant on a curriculum for today's children.
Would a person with good handwriting, spelling and grammar and instant recall of multiplication tables be considered a better candidate for a job than, say, one who knows how to configure a peer-to-peer network of devices, set up an organisation-wide Google calendar and find out where the most reliable sources of venture capital are, I wonder? The former set of skills are taught in schools, the latter are not
No technology has an impact on learning on its own; it all depends on how it is used. Based on an analysis of learners' actions and the ways that they are resourced and structured, we have identified eight approaches to learning, or learning themes that are proven to be effective:
Today, most educational systems are designed to work from the microscopic to the macroscopic. Students learn facts and figures and tiny fractions of knowledge long before anyone really puts things into a larger context.
Marc Tirel's insight:
As a "macroscopic" learner, i fully agree in particular for the need of context !
Je vais vous raconter une expérience qui pousse la logique du MOOC, ces cours en ligne ouverts et massifs, jusqu’au bout. Une expérience narrée récemment dans le New York Times par Tina Rosenberg, et qui est le point de départ d’un mouvement qui porte le joli nom d’”école inversée” ouflipped school.
The School of Open offers courses on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and beyond. We offer two types of courses:
Stand-alone courses that can be worked through at your own pace at any time, with or without othersFacilitated courses that run for a set period of weeks with an organizer that provides feedback and facilitates discussion
School literally paints the perception that we need to do well in order to have a job so we can make money and pay our bills. It has nothing to do with the type of growth the human being needs. The concept of grades and marks do not signify any level of intelligence. In school we are shown the idea of an authority figure, how the world works and what intelligence is.
Our mission is to enable creative making for social impact.
With the increasing number of students and the structural incapacity of training and profesional insertion the next generations of young people will have to invent their jobs and be able to gather independently the necessary knowledge and practice. At Hackidemia we're trying to channel the makers communities toward the creation of networked local hubs that will provide access to the latest technologies and tools and will allow people from an early age to kickstart their project and solve local grand challenges (access to energy, clean water, healthy food, information and learning, etc).