« Soft skills » = compétences « douces ». Mais qu’est-ce que c’est ? Pourquoi sont-elles recherchées ? A lire et à entendre régulièrement cette notion de « soft skills » j’ai voulu me pencher sur le sujet et en savoir plus. Quelles sont ces fameuses compétences « douces » que doivent posséder les équipes de demain, je dirais même, d’ores et déjà, […]
Via Xavier Van Dieren
In the preface to his 2002 book, Small Pieces Loosely Joined Dave Weinberger writes: What the Web has done to documents it is doing to just about every institution it touches. The Web isn’t primarily about replacing atoms with bits so that we can,... | Literacies | Dr. Doug Belshaw consults around digital literacies, Open Badges, and educational technology.
In contrast to traditional higher education, which closes learning off from the world, open learning is transparent and accessible to anyone with internet access. Such openness could do a lot to improve standards at universities whose business models are driven by bums on seats, rather than mastery of a given subject. It might also lift the morale of academia. Academics who are in control of what they teach, and who teach students who seek them out, may regain their professional freedom. Around 7,000 online students recently earned the first certificates awarded by MIT and Harvard through their Edx partnership. That’s more than twice the number of degrees that MIT awarded at this year’s commencement. Another 147,596 observers signed up to marvel at what an MIT course is really like. Substantially greater numbers are expected for the spring course offerings. Their first MIT course, Circuits and Electronics, was tough. University level maths and physics were prerequisites, and the exam would give many nosebleeds.
Why haven’t education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative.
Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions? The answer, he says, will point to the changes needed in all three pillars of education — schools, families, and communities.
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