Web 2.0 et société
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Web 2.0 et société
La société en mouvement « 2.0 » : quels enjeux, quelles opportunités, quel avenir ?
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Learning in Third Space

A talk at NTNU March 26, 2014
BeerBergman's insight:

Michel Maffesoli écrit, dans les cahiers européens de l'imaginaire, "Ce qui conduit au refus du dualisme cartésien, celui qui sépare la res cogitans et le res extensa. Il n'y a pas de séparation, mais un va et vient. Au dualisme moderne succède le "triadisme" pré et postmoderne" (p. 27). En effet, tout s'accorde pour s'intéresser de très très près à la "hybridisation" et à ses conséquences pour tout ce que l'on fait dans notre société. Extrait.

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Third space The idea of third space comes from hybridity theory (Homi Bhabha), which refers to to mixture, posits that people draw on multiple resources or funds to make a sense of the world and constitute their identity. Originally hybridity is a cross between two separate cultures: not diversity but hybridity. Cultural hybridity is a in-between place, which brings together contradictory knowledges, practices, and discourses: signs can be appropriated, translated, rehistoricized, and read anew (c.f. remixing culture)
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Although, for example, the school space is controlled, it is not absolutely dominated. As Ian Buchanan (1993, para. 21) wrote, controlled space is “reactive rather than active. It is subject to appropriation: its disciplined/dominated spaces... can always be made smooth by their occupants by the act of occupancy itself.” This “occupancy” is tactic. De Certeau (1984) spoke about everyday resistance, in which people undermine imposed power relations.! Kupiainen, R. 2013, Media and Digital Literacies in Secondary School, p. 21"



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No Courses, No Classrooms, No Grades — Just Learning

No Courses, No Classrooms, No Grades — Just Learning | Web 2.0 et société | Scoop.it
A Boston area innovation studio for middle and high school students is bucking the traditional school model for what students love best: hands-on learning.
BeerBergman's insight:

I have been talking about and working with a lot of ideas about innovation and creativity lately, during courses and workshops. TIme to take a step back and consider these core competences of the 21st century as one of the most important things to teach to young people. 

The article shows an interesting example of project-based learning programs. Not mainstream yet, but maybe one day... Partly, completely, who can tell?

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One think I am sure about: I have one at home who would love the "no courses, no classroom" thing!

Must read. excerpts.

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NuVu is the brainchild of Saeed Arida, a former PhD student from MIT who believes that young people should be taught to solve real-world problems, like using new materials to design higher-quality prosthetics.

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NuVu is a full-time magnet innovation center for middle and high school students. NuVu’s pedagogy is based on the architectural Studio model and geared around multi-disciplinary, collaborative projects. We basically teach students how to navigate the messiness of the creative process, from inception to completion.

No Courses: Instead, we have studios. Around 12 kids work closely with their 2 coaches on solving big (and small) open-ended problems.

No Subjects: Instead, everything is fused together. Students find themselves moving between a studio that requires them to design a telepresence robot to another that requires them to re-imagine Boston with a cable car system.

No Classrooms: Instead, we have an open space that changes all the time to adapt to the needs of every studio.

No One-Hour Schedule: Instead, students spend two weeks from 9-3 solving one problem.

No Grades: Instead, we have portfolios that document students’ design decisions and show their final products.

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To make PBL more mainstream, the change may need to come from within. There’s a movement afoot to make project-based learning an integral part of every child’s education. 

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“We’re presenting a different way to think about education, he said. “Students are empowered to be creative, and actually execute on their ideas. Isn’t that the lesson we should be teaching our kids?”

 

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La France byzantine: De Moocibus non disputandum ?

La France byzantine: De Moocibus non disputandum ? | Web 2.0 et société | Scoop.it
BeerBergman's insight:

Critique approfondi sur les MOOC's. Je ne suis pas convaincue sur tous les points, mais il est certaine que les MOOCs font débat. Et c'est une bonne chose.

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How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business | Wired.com

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business | Wired.com | Web 2.0 et société | Scoop.it
Students in Matamoros, Mexico weren't getting much out of school -- until a radical new teaching method unlocked their potential.
BeerBergman's insight:

Même si on connaît déjà les histoires, elles sont belles et nous rappellent que seul une multitude et variété d'approches sont probablement la réponse à nos questions. Toujours faut-il bien les préciser, ces questions...

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Les 2 jeunesses : réseaux sociaux expliqués aux parents

Je reConférence parents d'élèves | projet stratégie web + formation "Du virtuel au réel", 2011-2012 / Niort, France.

BeerBergman's insight:

Je redécouvre une présentation que j'ai réalisée en 2011-2012 dans le cadre du projet "Du virtuel au réel", pour l'Ensemble Scolaire Niortais, lors d'une présentation aux parents. A vrai vous dire, ce qui est inquiétant, c'est qu'à l'époque, les parents étaient plutôt dans une posture dystopique et d'angoisse par rapport à Internet. Mais croire qu'il y avait la foule pour la présa....? :-)

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Mooc : une étape vers la privatisation des cours

Mooc : une étape vers la privatisation des cours | Web 2.0 et société | Scoop.it
Cette année, l’Ecole normale supérieure (ENS) se lance dans l’aventure des Mooc («cours en ligne ouverts et massifs» en anglais). Trois nouveaux cours en...
BeerBergman's insight:

Pour parler avec @thierryherrant : "Rester sans voix après lecture de cette tribune sur les MOOC, instrument des "politiques néolibérales"". En tous les cas, une critique bien à la française. Avec toutes les critiques que je pourrai avoir sur les MOOC, je ne partage pas cette vision immuable de l'enseignement très occidentale...

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If Even the Genius Godfather of MOOCs Can’t Make Them Work, Can Anyone?

If Even the Genius Godfather of MOOCs Can’t Make Them Work, Can Anyone? | Web 2.0 et société | Scoop.it
Sebastian Thrun, godfather of the massive open online course, has quietly spread a plastic tarp on the floor, nudged his most famous educational invention into the center, and is about to pull the trigger.
BeerBergman's insight:

Rough, tough and probably right... are MOOC's serving the higher educated classes and not breaking down barriers to higher education for the less priviliged?

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Serious game et apprentissage collaboratif : savoir-faire et savoir devenir - Valérie Boudier

Valérie Boudier dirige les programmes d'innovation au sein de Ktm advance. La captation a eu lieu dans le cadre des 9èmes rencontres du FFFOD organisées sur ...

Via Yasmine Kasbi
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