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Rescooped by michel verstrepen from ICT integration in Education onto gpmt |
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Formaform trainer's job evolution
michel verstrepen's insight:
FORMAFORM : www.formaform.be
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Co-authored by Mike Brown.The future of higher education may be online, but the present is still a mess.The New Yorker recently published a thorough exploration of MOOCs and higher education. Via Mark Oehlert Delete the scoop?
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My biggest accomplishments in Minecraft so far have been building my dream home (complete with fireplace, library, greenhouse, and swimming pool) and ... Via Jean-Philippe BOCQUENET Delete the scoop?
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L'IUFM de Lyon propose en ligne un site de référence sur les droits et obligations de l'enseignant concernant la législation sur l'utilisation et la création de ressources numériques. Via Italien à Grenoble Delete the scoop?
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Après avoir défini les contours d'un modèle de pédagogie ouverte et hybride, je propose aujourd'hui d'explorer les grandes ruptures que l'ère numérique provoque en terme d'apprentissages. Via Franck Rykaczewski, CDI Clg Capeyron, Marcel Lebrun
michel verstrepen's insight:
#apprentissages #numerique 
Alain MICHEL's curator insight,
May 21, 6:03 AM
Une analyse concise des changements induits par le numérique dans les apprentissages, en 4 points précis : le cadre spatio-temporel, le rapport au savoir, l'organisation de la pensée et les références théoriques. 
Celine Vanden Eynde's curator insight,
May 22, 4:52 AM
Changement d'outils, changement de paradigme. 
Marcel Lebrun's curator insight,
May 23, 3:32 PM
Un des apports principaux des TIC : nous libérer des cadres spatio-temporels rigides. Des nécessités : des compétences pour connecter des savoirs polycentrés, un réseautage pour penser complexe ... Delete the scoop?
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Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education. Via Ana Cristina Pratas 
Ana Cristina Pratas's curator insight,
May 23, 3:34 PM
"The open-source (or “free” or “libre”) software movement centers around a single ideal: community ownership of software. Open-source software may or may not be free-as-in-beer (no cost), but it is always free-as-in-speech. Not only do users have the right to use the software, but users, developers, and re-developers have the rights to access, manipulate, break, rebuild the original code to fix bugs, add features, or create new projects. Open-source software is licensed in a semi-restrictive way. Limitations are placed on the use of the software that preserve the rights of the community (such as the requirement that all derivative versions use the same license). The author gives up the sole right to sell, distribute, and create derivative works in order to preserve those rights for the community, of which the author is, of course, a member." Delete the scoop?
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In his most recent TED Talk, Sir Ken Robinson says, “There are 3 principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure...diversity...curiosity...creativity.” Click here to edit the content Via FormaVox Delete the scoop?
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by Michael A. Wilner
"...in what seems to be the first major effort by a university to tailor a massive open online course, or MOOC, specifically to high school students,Brown University is preparing to offer a free online engineering class with the aim of teaching high school students about the merits and challenges of the field.
"f the program is truly unprecedented, as Brown’s team has come to believe, it could start a trend of directly advising high school students and their teachers on specific curriculums, motivated in part by the hypercompetitive college admissions process.
“The real goal here is to get students interested in engineering to better understand engineering, so that they can make good decisions about what they do in the next step,” said Wendy Drexler, director of online development at Brown. “If they decide that they’re interested in engineering and they want to apply to different engineering schools, we want them to have all the information they need.”
"The course is based more on activities and research assignments than on video lectures, in an effort to challenge students to actually build something, Dr. Drexler said. Students will also receive guidance on what types of courses they should look for when applying to colleges. Via Jim Lerman Delete the scoop?
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«Il n’est de bonne pédagogie que dans l’éclectisme ; parce que le chemin unique sélectionne toujours ceux qu’il fait réussir.» «maintenant où chaque jour se publient plus de choses que ce qu’on peut lire en une vie, plus personne ne peut tout savoir... Via Catherine Ricoul Delete the scoop?
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Author: Darren Pullen, University of Tasmania, Australia
Abstract
Read full article at: http://ijedict.dec.uwi.edu//viewarticle.php?id=1561 Via Stewart-Marshall Delete the scoop?
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En surfant sur la toile avec ce même souci de trouver pour vous les dernières nouveautés en matière d'orientation, nous avons eu le plaisir de trouver, sur la page Internet dédiée à l'éducation de ... Via Bethoux Delete the scoop?
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I use Google Forms to share with my students a just-in-time weekly assessment, which tells me how much of the outside, online material they have covered Via Ana Cristina Pratas Delete the scoop?
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A Wonderful Graphic on Flipped Learning ~ Educational Technology and Mobile Learning http://t.co/U9XXEwMxYn via @medkh9 Via Carolyn Wiberg Delete the scoop?
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Update: Coursera should be subject of Mooc, says professor - BY CHRIS PARR, London Times Higher Ed A US academic h... http://t.co/zjYPRYpkvY Via suifaijohnmak Delete the scoop?
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L'IUFM de Lyon propose en ligne un site de référence sur les droits et obligations de l'enseignant concernant la législation sur l'utilisation et la création de ressources numériques. Via Italien à Grenoble Delete the scoop?
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Labour is learning from countries where local services are trusted to match job seekers with vacancies. Via britishroses Delete the scoop?
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Copyright : Mediametrie L'enseignement à distance n'en est qu'à ses débuts, mais déjà des premières études viennent parfois mettre en doute son efficacité. Via Denis Cristol Delete the scoop?
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Organizations will not change until the people within them are ready to change, and those people have differing attitudes towards change. Via FormaVox Delete the scoop?
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Many educators are explicitly teaching online research skills, such as how to evaluate a website's credibility, how to use precise keywords, and how to better mine search engines. Via FormaVox Delete the scoop?
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iEARN-USA's curator insight,
May 22, 3:12 PM
Think Tank on Global Education 介紹：http://www.gse.harvard.edu/ppe/programs/prek-12/portfolio/think-tank-on-global-education.html Delete the scoop?
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«Il n’est de bonne pédagogie que dans l’éclectisme ; parce que le chemin unique sélectionne toujours ceux qu’il fait réussir.» «maintenant où chaque jour se publient plus de choses que ce qu’on peut lire en une vie, plus personne ne peut tout savoir... Via Catherine Ricoul Delete the scoop?
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Via Barry Dahl 
Barry Dahl's curator insight,
May 22, 1:09 PM
Who should attend: * Distance education directors and program managers * Faculty and professors with a new distance education leadership role * Academic leaders responsible for distance education * Instructional designers and technologists with leadership ambitions
Planning for the future, and motivating a team to join you along the way, are the hallmarks of a successful leader. Incorporating hands-on and scenario-based experiences under the guidance of nationally-recognized eLearning champions, the ITC 2013 Distance Education Leadership Academy will enable you to identify and enhance your leadership skills. Participants will return to campus with an individual learning and leadership plan! Delete the scoop?
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Découvrez 7 raisons pour lesquelles vous pourriez utiliser World of Warcraft comme Serious Game dans votre organisation. Via FormaVox 
L'Atelier de l'Emploi - ManpowerGroup's curator insight,
May 23, 6:48 AM
Les serious games, Michel Diaz en parlait récemment sur l'Atelier de l'emploi : http://www.manpowergroup.fr/e-virtuoses-les-serious-games-ne-cachent-plus-leur-jeu-m-diaz/ Delete the scoop?
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Online degree programs have been great at saving students money indirectly, but rarely have schools used online to lower tuition. Connecting technology innovation to instructional cost reduction in higher education often feels like touching the third rail – certain death, so you don’t do it. But the climate may be changing. ----
Online degree programs have been great at saving students money indirectly (avoid commuting and childcare costs, easier to combine study with full-time work), but rarely have schools used online to lower tuition. This is partly because at many schools the way online is organized means cost actually go up, and partly reflects institutional hesitation about lower pricing sending unpredictable signals about quality and the relative value of the traditional campus. Connecting technology innovation to instructional cost reduction in higher education often feels like touching the third rail – certain death, so you don’t do it. But the climate may be changing. Take two recent announcements from Florida and South Carolina. Florida’s decision to create a new wholly online public university, managed by the University of Florida, includes a requirement that tuition is no more than 75% of standard campus pricing. The new university will focus on Bachelor’s degrees. University of South Carolina has launched Palmetto College, a new branch of the university focused on online Bachelor’s completion. For state residents, tuition per semester will be $900 lower than normal. Rarely have mandated cost savings been such an explicit part of new online initiatives. At the same time, other fashionable online-related developments such as MOOCs, competency and adaptive learning, all explicitly target cost reduction alongside pedagogic gains. These are logical next-step trajectories for online higher education. If online cannot squarely address the major frictions in U.S. higher education – cost, time, attainment, quality – it risks the marginalization that has accompanied the maturation of all prior forms of distance learning. Online has performed in terms of access and convenience, but only indirectly in terms of cost and price, and not clearly on attainment or quality. But why is cost reduction rising up the agenda now? The confluence of declining traditional student demographics, weak state appropriations, sluggish endowments and looking back on twenty plus years of tuition outpacing inflation comes to mind. The revolutionary air of MOOCs has got lawmakers attention, and given credibility to the idea that technology can lower costs not only in nearly every other industry but in higher education, too. According to IPEDS, wages and benefits make up 80%+ of instructional costs in U.S. higher education. Unless you believe that lots of new public funding is forthcoming, and instructional artisanship is the only way, some form of cost reduction, likely involving technology, seems the responsible way forward. The recent pushback from the Philosophy Department at San Jose State University, in the wake of expanded use of third party MOOC courses at the institution, is a perfect example of the assertion that academic quality is inherently bound up with faculty labor, and technology can be no more than a minor aid. At this point, the debate quickly escalates and complicates, and you find yourself hopelessly tangled amid differing values, ideals and perceptions of reality. Yet curiously, quality-enhancing cost reduction strategies are well-understood. Most notably, for the past 15 years, the National Center for Academic Transformation, led by Carol Twigg, has steadily demonstrated how to simultaneously improve access, enhance quality and lower costs using technology and other techniques. The N-CAT approach has produced results, albeit at small scale, all over the country in a multitude of disciplines and institutions. Moreover, N-CAT techniques are very faculty-centric, simple and locally-oriented, and not about more “radical” MOOCs and competency. It might be argued that N-CAT is about preserving the traditional academy by means of common sense cost reduction and quality enhancement methods, and not about disruption. A recent newsletter found Carol complaining that despite endless debate about rising costs, N-CAT still seems to be the “only ones in higher education who want to do it [i.e. cost reduction] and, unfortunately, the only ones who seem to know how to do it.” Course-level pilots too often fail to take root or spread, and funders want scale. It is striking that online programs, and nontraditional schools most prominent in the online program market, have not engaged with, or been engaged by, N-CAT. N-CAT’s work makes cost reduction practical and safe, yet lacks the glamour of unproven MOOCs. You can touch the third rail and not expire (although it is foolish to imagine that significant cost reduction is consistent with zero reduction in labor). Carol and colleagues have decided to cease demonstration projects and move to broader change strategies. It will be interesting to see the progress Carol makes with N-CAT’s new focus. With enough pain in the system, and pretenders circling, the timing may be quite good. At Eduventures, we’re seeking insights into online program cost structures, among other things, in our latest Benchmarking Online Operations survey, which invited Online Higher Education Knowledge Community members are currently completing. If your institution is interested in taking part, please get in touch. Via susangautsch Delete the scoop?
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JOGTHEWEB propose un moyen de construire des parcours pédagogiques à partir de pages du web. Le Jog se présente sous forme d'un lien qui guide automatiquement vos lecteurs internautes à travers une suite de pages web que vous avez choisies et commentées. Grace à son index vous pouvez l’imprimer et l’archiver. Via Alain MICHEL, Bras Eric, Christophe Bernard
Alain MICHEL's curator insight,
May 22, 5:05 AM
Un outil en ligne fort intéressant pour proposer un "parcours" pédagogique composé de plusieurs pages web sélectionnées et ordonnées selon les besoins du formateur qui a la possibiloité d'ajouter des commentaires, consignes, questions, etc. Utile pour bâtir une sitographie commentée, par exemple. Delete the scoop?
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