Head Start presents you with the main areas in the field, and lets you zoom into the most important publications within each area. It is intended to give researchers that are new to a field a head start on their literature review (hence the name).
The main areas in the field are represented by the blue bubbles.Once you click on a bubble, you are presented with the main papers in that area.The dropdown on the right displays the same data in list form. By clicking on one of the papers, you can access all metadata for that paper.If a preview is available, you can retrieve it by clicking on the thumbnail in the metadata panel.By clicking on the white background, you can then zoom out and inspect another area.
Peut-on identifier les rôles et les compétences de la direction d'école dans l'amélioration effective des acquis des élèves ? Les auteurs proposent quatre entrées déjà là d'une certaine manière pour que les écoles deviennent "grandes"
Marc Tirel's insight:
Me parait une excellente synthèse et source d'idées...
The Handbook is the world’s first book to present Peeragogy, a synthesis of techniques for collaborative learning and collaborative work. Itself the result of the techniques it presents, this version features a new Foreword from the Internet pioneer and collaboration thinker, Stanford University educator, and founding editor of the Handbook, Howard Rheingold.
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.
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. We assume kids should learn long division before gravitational physics, but this presents a problem for [...]
Nearly every week, if not every day, there are more and more open source and open educational resources available and accessible to us. It's impossible to ignore. It also seems impossible to keep pace with the sheer volume.
Despite this, I will attempt here to give a comprehensive listing of many helpful, accessible, amazing open education resources. (There will inevitably be some left out, but here goes!)
"Globally, we compose 3.6 trillion words every day on email and social media, the equivalent of 36 million books. The fact that so many of us are writing — sharing our ideas, good and bad — has changed the way we think. Just as we now live in public, so do we think in public."
"studies have found that the effort of communicating to someone else forces you to pay more attention and learn more."
FAILED NETWORKS KILL IDEAS. BUT SUCCESSFUL ONES TRIGGER THEM.
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