Education & Numérique

Ci -dessous, une version "enrichie" de mon intervention lors de la Journée académique des professeurs documentalistes de l'académie de Rouen : Droits d’auteur et exception pédagogique à l’heure du partage des savoirs.

We need a curriculum of big questions, examinations where children can talk, share and use the Internet, and new, peer assessment systems. In the networked age, we need schools, not structured like factories, but like clouds.

In a special edition of TEDWeekends, TED and The Huffington Post are partnering to co-premiere a talk by this year's TED Prize winner - Sugata Mitra. The TEDTalk by the winner is accompanied by an original blog post, along with new op-eds, thoughts and responses from the HuffPost and TED communities. Watch the talk, read the blog post and tell us your thoughts. Become part of the conversation!

Read more at: http://www.huffingtonpost.com/sugata-mitra/2013-ted-prize_b_2767598.html

Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web.

The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.

Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.

Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.

After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.