FORMATION CONTINUE
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6ème MOOC Les Savanturiers : Éducation par la recherche appliqué aux neurosciences

6ème MOOC Les Savanturiers : Éducation par la recherche appliqué aux neurosciences | FORMATION CONTINUE | Scoop.it
Savanturiers – École de la recherche lance jeudi 25 janvier leur 6ème MOOC à destination des professeurs des écoles et du collège, des animateurs, des formateurs d’enseignants qui souhaitent se former au modèle de l’Éducation par la recherche appliqué aux neurosciences. Un nouveau MOOC et un MOOC de rattrapage ! Les participants ayant suivi la […]
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FORMATION CONTINUE
Méthodes, outils pédagogiques , financements, débouchés de la formation des adultes
(plus quelques ressources pour la formation professionnelle des développeurs informatiques).
Curated by Mickael Ruau
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Gestion de projet agile - SCRUM MOOC EXPRESS

Gestion de projet agile - SCRUM MOOC EXPRESS | FORMATION CONTINUE | Scoop.it

Le 1er MOOC réalisé avec Trello.

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Un cours en ligne rapide et gratuit, pour apprendre la gestion de projet agilepar la pratique.

Dans ce MOOC vous allez :
- découvrir une méthode de gestion de projets
- vous initier à l'agilité
- apprendre à mieux gérer les risques dans les projets
- éviter les erreurs fréquentes en gestion de projet
- utiliser le framework Scrum pour trouver une méthode de gestion adaptée à votre contexte de travail

En 3 semaines, avec moins de 10mn de cours par jour.
Vous commencez quand vous voulez.
Vous progressez à votre rythme.
Retrouvez également ce cours sur votre mobile : textes et images y sont disponibles même hors connexion.

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Unleash local know-how with a ‘User Experience Fishbowl’

Liberating Structures are facilitation techniques that allow you to unleash and involve everyone in a group — from extroverted to introverted and from leaders to followers. In this series of posts…
Mickael Ruau's insight:

Fishbowls consist of an inside circle of people with direct experience with a challenge of interest to those in one or more outer circles. The inside circle shares experiences based around a common challenge while the outer circles listen. In alternating rounds, the outer circles generates questions they’d like to ask the inside circle. By focusing strongly on listening and asking questions about experiences, you can use UX Fishbowls to create an environment where people can learn together (rather than get solutions imposed on them).

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How to Know What Your Interviewer Really Means -The Muse

How to Know What Your Interviewer Really Means -The Muse | FORMATION CONTINUE | Scoop.it
You ask the hiring manager questions during your interview to get helpful answers. But, beware, common responses can be translated two very different ways.
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The Airport Test: The Interview Assessment You Didn't Know You Were Getting

The Airport Test: The Interview Assessment You Didn't Know You Were Getting | FORMATION CONTINUE | Scoop.it


What’s the airport test, you ask? Well, in addition to candidates having the qualifications and technical skills to do the job, the manager asked herself after each interview: “Would I want to be stuck in an airport with this person?”

Although this seems irrelevant to your credentials and the talent you could bring to the team, let’s face it: There is only so much that behavioral questions like, “Tell me your greatest weakness,” will reveal to your future employer. And admittedly, the predicted future success of a candidate isn’t always directly correlated to the answers given to standard interviewing questions.

In fact, most employers actually want to gain a better understanding of who you are outside of these cookie-cutter answers. They want to know how you’ll fit in with the team culture, the “soft” skills you bring to the table, and whether or not they could see themselves getting along with you, especially if you will be spending a lot of time together. (In this hiring manager’s case, it paid off—while traveling for work, she was once stuck for hours in a New York airport with a staff member.)

Believe it or not, the airport test is probably on your future supervisor’s mind, too. So, how do you pass it? Here are three rules to follow.
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31 Common Interview Questions and Answers - The Muse

31 Common Interview Questions and Answers - The Muse | FORMATION CONTINUE | Scoop.it
We compiled a list of the top questions you might be asked when going through a job interview. These questions and answers will have you be prepared for any job interview.
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Entraînez-vous à coder sur des challenges de programmation fun

Entraînez-vous à coder sur des challenges de programmation fun | FORMATION CONTINUE | Scoop.it
CodinGame est une plate-forme de jeux et concours pour les programmeurs, où vous pouvez améliorer vos compétences avec des exercices intéressants (+ de 25 langages supportés)
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Vas-y, lance-toi!

Vas-y, lance-toi! | FORMATION CONTINUE | Scoop.it


Alors que la version Beta n’était pas encore au point d’être vendable, j’ai invité des leaders et des agilistes de différents groupes provenant de partout autour de la roue Agile à venir y assister. Avec ces premières personnes, j’ai eu beaucoup de plaisir, obtenu leurs avis et gagné la confiance de finalement planifier ma première formation publique. Ils étaient tellement excités par les concepts, que nous avons mangé ensemble lors des deux journées et avons eu de la difficulté à terminer les conversations quand le temps est venu de rentrer à la maison. Je n’ai pas écouté la suggestion qui m’avait été faite de choisir des amis, essentiellement parce que quand vous allez sur le marché, tous les gens qui passent votre porte ne sont pas amicaux.

Un mois plus tard, j’ai donné la première formation publique. Cette fois, la plupart des participants avaient déjà plusieurs outils dans leur trousse Agile alors, là où nous avions eu de la difficulté à limiter la conversation lors de la première séance, nous avions maintenant l’impression que rien de neuf n’avait été appris. Comme pour toute itération de n’importe quel produit, j’ai été forcée de me demander pourquoi. Cela a mené à la troisième version, avec plus d’accent mis sur les valeurs et la culture Agiles que sur les outils.
Amélioration continue

J’étais prête à présenter cette troisième version à un auditoire privé. Cette fois, nous sommes revenus à une participation enthousiaste et tout le monde a apprécié le cours. Mais était-il parfait? Pas encore, mais beaucoup plus proche. Les participants ont aimé le cours, mais ils ont cette fois exprimé que la séance pratique d’Amélioration continue simple (ACS) leur offrait la plus grande valeur! La rétroaction a été incroyablement constructive! En réaction, pour la prochaine itération j’ai ajusté le déroulement en mettant l’ACS comme premier et dernier exercice et en l’amalgamant à l’enseignement des outils et de la culture.

En juin 2018, la quatrième version a été présentée au public et la rétroaction a été massivement positive! Mais cela signifie-t-il que l’apprentissage et les itérations ont cessé? Bien sûr que non! Nous ne pouvons pas vraiment nous qualifier d’agilistes si nous n’apprenons pas et n’effectuons aucun ajustement dans le but de nous améliorer.

Maintenant, quand je rencontre de nouvelles personnes, j’ai un merveilleux livret de cours sous le bras! Je ne dis plus : « Je développe un cours », je dis maintenant : « Voici le cours que j’ai développé ». Et savez-vous quoi? La réaction est complètement différente. Maintenant, quand les gens me questionnent à propos des dates, je peux leur fournir un calendrier de formations publiques. Nous parlons ici d’un produit qui fonctionne dans la vraie vie!
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Grille d’évaluation : le principe des ancres – WorkMeTender – Conseil, Audit, Accompagnement, Formation Recrutement & Marque Employeur

Grille d’évaluation : le principe des ancres – WorkMeTender – Conseil, Audit, Accompagnement, Formation Recrutement & Marque Employeur | FORMATION CONTINUE | Scoop.it
Voici une technique simple pour construire des grilles d’évaluation efficaces, utilisables par plusieurs membres d’une même organisation.

Vous avez plusieurs évaluateurs chez vous ? Recruteurs, Managers opérationnels, RH… tous sont censés évaluer les critères sur lesquels vous vous êtes mis d’accord, mais personne ne le fait de la même manière. Et quand bien même vous auriez réussi le tour de maître de mettre tout le monde d’accord sur un même profil recherché, tout le monde n’a pas la même définition pour les mêmes concepts.
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Frequently asked questions | Communities, networks and social learning

Frequently asked questions | Communities, networks and social learning | FORMATION CONTINUE | Scoop.it
Mickael Ruau's insight:
 

1.1 Social learning, communities, and networks: definitions

    What is social learning?     What is a community of practice?     What is the difference between communities and networks?     What is the difference between communities and teams or task forces?

 

1.2 Cultivating communities of practice

          What are the first three things one should consider doing to get a community of practice started?     How long should a community to take to get going?     How long can a community be expected to last?     How big can a community of practice become?     What level of participation can one expect?     What are the key success factors for communities of practice?     Should communities and networks attempt to assess or measure the value they create?

 

1.3 Social learning in organizations

    Why should organizations pay attention to communities of practice?     Why should practitioners be involved in developing strategic capabilities?     What should an organization put in place to cultivate communities of practice systematically?     Should organizations institutionalize communities of practice?     Should participation be voluntary?     What about tasks and expectations for communities of practice?     What about power in organizations?     If knowledge is power, why would anyone want to share it?     Do we need to change our organizational culture?

 

1.4 Social media

    Can a community of practice exist only online?     Are the new “web 2.0” technologies relevant?     Is social networking useful for communities?     What use are media-sharing sites for communities?     How do communities use wikis?     How do communities use blogs?     Should a community be tweeting?     How do communities use tagging?     What use are feeds for communities?     Why are analytics important for communities?     Do communities use tools like “Second Life” for their activities?      

 

1.5 Social learning capability

    What is social learning capability?     What is a social learning space?     What is learning citizenship?     What is a social artist?
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15 ways to advance your IT career

15 ways to advance your IT career | FORMATION CONTINUE | Scoop.it
Technology careers may have no set paths, but there are a few time-honored truisms that can help you get an edge. Here, seasoned IT pros lend their hard-earned advice on advancing.
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7 nouveaux métiers du marketing décryptés

7 nouveaux métiers du marketing décryptés | FORMATION CONTINUE | Scoop.it
Responsable innovation frugale, Data Steward ou, encore, superviseur de chatbot : découvrez sept métiers du marketing qui ont récemment fait leur apparition.
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Ces entreprises qui montent leur propre école

Ces entreprises qui montent leur propre école | FORMATION CONTINUE | Scoop.it
Faute de trouver les compétences sur le marché de l’emploi, de plus en plus d’entreprises créent leurs propres formations afin de s’assurer un vivier de candidats en adéquation avec leurs besoins en recrutement. Décryptage d’une vraie tendance. Est-ce-que l’on assiste à une montée en puissance des formations dispensées par les entreprises ?« Oui », répond sans hésiter RenaudLire plus
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Training of Trainers: A manual for training facilitators in participatory teaching techniques | Partners In Health

Training of Trainers: A manual for training facilitators in participatory teaching techniques | Partners In Health | FORMATION CONTINUE | Scoop.it
Resources
January 23 ,2013 More languages ▾
Facilitator Manual
Facilitator Manual: contains all of the information needed to carry out the training, including preparation and material lists, step-by-step instructions for leading training sessions, pre- and post-tests, and all content from the Participant Handbook.


January 23 ,2013 More languages ▾


Participant Handbook
Participant Handbook: contains all of the content that participants are trained on (text and illustrations) and also any case studies, scenarios, small group discussion questions, or role plays needed for training sessions. Participants use the handbook during training sessions and afterwards for review.

Mickael Ruau's insight:

Un manuel pour former les animateurs aux
techniques d’enseignement participatif

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Scrum for Education - Experiences from eduScrum and Blueprint Education

Scrum for Education - Experiences from eduScrum and Blueprint Education | FORMATION CONTINUE | Scoop.it
Schools use Scrum to help students to learn more effectively and develop themselves in an enjoyable way. The self-organized student teams work in sprints to learn subjects and evolve the learning process. Results from the agile way of working are improved quality of education, higher grades and motivated students. InfoQ interviewed people from several schools involved in teaching with Scrum.
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Mastering the Final Round Interview - The Muse

Mastering the Final Round Interview - The Muse | FORMATION CONTINUE | Scoop.it
Mastering the Final Round Interview - The Muse: There's just one more meeting standing betwee
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How to Prove You're Good at Interview Problem Solving -The Muse

How to Prove You're Good at Interview Problem Solving -The Muse | FORMATION CONTINUE | Scoop.it
Here's how to prepare for the three most common types of problem solving interview questions when you're looking for a new job.
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8 idées de rituels de classe pour la rentrée !

8 idées de rituels de classe pour la rentrée ! | FORMATION CONTINUE | Scoop.it
Vous avez peut-être déjà entendu votre collègue de langues mentionner son Deputy teacher ou son Teacher assistant ? Pourtant, qui dit rituels de classe ne dit pas forcément professeurs de langues vivantes � ! Et comme la rentrée est l’occasion idéale pour mettre en place de nouveaux rituels de classe, on vous donne quelques idées …
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Créer un Escape game pédagogique, mode d'emploi !

Créer un Escape game pédagogique, mode d'emploi ! | FORMATION CONTINUE | Scoop.it
  Le concept Vous ne savez pas ce que le terme Escape Game ou Escape the Room veut dire ? On vous explique tout sur ce concept qui a été créé au Japon, comme son nom ne l’indique… pas �. À l’origine, les Escape Games étaient virtuels : un jeu vidéo où il est question de …
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Q&A with Jeff Sutherland on Scrum: The Art of Doing Twice the Work in Half the Time

Q&A with Jeff Sutherland on Scrum: The Art of Doing Twice the Work in Half the Time | FORMATION CONTINUE | Scoop.it


InfoQ: You wrote about your visit to the Ashram college where you saw how students use eduScrum to learn chemistry. InfoQ also interviewed teachers from eduScrum and from Blueprint Education on using Scrum for education. Can you share some experiences from your visit?

Jeff: Eduscrum started in chemistry at Ashram college and has now expanded into many other classes within Ashram college and other schools in the Netherlands. When I visited the school earlier this year, I visited many classes.

When the bell rings, the teenagers come running into the room laughing and joking and run to the wall to post their Scrum board with sticky notes and have their daily meeting – usually less than 10 minutes. Then they literally run to their desks and start work. The teacher does nothing. He/she is the Product Owner and only talks to clarify the backlog and answer questions. They usually are not allowed to talk more than 10 minutes when the students ask for a short lecture on a difficult topic. The teachers job is the Product Owner’s job to verify stories are done. For the school, Done means every member of the team understands the story.

I asked the kids if this was more fun than “waterfall” classes. They all screamed “Yes” because they have a “Definition of Fun” in addition to a “Definition of Done” for every story. When I asked about grades they said the Scrum classes average over 7 on the Netherlands scale of 1-10 and the non-Scrum classes average 5. They also said they finish the semester weeks early and get special projects. So Scrum is faster, better, and a lot more fun.

The teachers say Scrum eliminates virtually all motivation and discipline problems as the teams are self-managing. The teams work through vacations on their own if they are behind or adopt special projects. I also noticed that handicapped children become full members of the teams and are first-class citizens with this approach. One autistic boy who could hardly talk to anyone two years ago became a Scrum master and great communicator for his team. This approach to education is beyond awesome. It is transformative to the children and you have to see it to believe it!
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Communities of practice and social learning systems | Wenger-Trayner

Communities of practice and social learning systems | Wenger-Trayner | FORMATION CONTINUE | Scoop.it

This article was written by Etienne in 2009 for a textbook co-published by the Open University and Springer. It does two things. It relates the conceptual framework of communities of practice to systems theory and it reviews the career of the concept of community of practice since its inception in Etienne’s work with Jean Lave in 1987.

Mickael Ruau's insight:

 

Contents

 

    • A social systems view on learning: communities of practice as social learning systems
  – Learning as the production of social structure   – Learning as the production of identity
    • A learning view on social systems: communities of practice in social learning systems
  – Learning as the structuring of systems: landscapes of practice   – Modes of identification   – Identity in a landscape of practices   – Knowledgeability as the modulation of accountability
    • Applications and critiques
  – A powerless concept: what about power?   – An anachronistic concept: is it history?   – A co-opted concept: on the instrumental slippery slope?
    • Toward a social discipline of learning
  – Practice: learning partnerships   – Learning governance: stewardship and emergence   – Power: vertical and horizontal accountability   – Identity: learning citizenship

 

 

Download

You can download a PDF version of the paper here:

 

Download as PDF
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De l’intimité de la relation candidat-recruteur – WorkMeTender – Conseil, Audit, Accompagnement, Formation Recrutement & Marque Employeur

De l’intimité de la relation candidat-recruteur – WorkMeTender – Conseil, Audit, Accompagnement, Formation Recrutement & Marque Employeur | FORMATION CONTINUE | Scoop.it
Depuis la salle d’attente où le candidat frémit jusqu’au trajet en train où le recruteur retrouve son candidat, les émotions sont partout.
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L' APP: une pédagogie active | EDUlib

L' APP: une pédagogie active | EDUlib | FORMATION CONTINUE | Scoop.it
Découvrez la méthode de pédagogie active de l'apprentissage par problèmes (APP). Apprenez comment animer un APP et comment évaluer les apprentissages qui en découlent.
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20 ways to kill your IT career (without knowing it)

20 ways to kill your IT career (without knowing it) | FORMATION CONTINUE | Scoop.it
In the fast-paced world of technology, complacency can be a career killer. So too can any number of hidden hazards that quietly put your career on shaky ground — from not knowing your true worth to thinking you’ve finally made it.
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QUE RÉSERVENT LES PREMIERS DÉCRETS DE LA LOI #AVENIRPRO ?

QUE RÉSERVENT LES PREMIERS DÉCRETS DE LA LOI #AVENIRPRO ? | FORMATION CONTINUE | Scoop.it
Un peu plus d’une trentaine de décrets d’application de la loi Avenir pro ont été publié depuis le 23 décembre 2018. Parmi ceux-ci, plusieurs mesures essentielles : les modalités d’alimentation du CPF, la création de France compétences, la mise en place du projet de transition professionnelle…



Le tableau de suivi des décrets ci-dessous liste l’ensemble des décrets publiés en date du 9 janvier 2019, dans le cadre de la loi n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel.

Il sera mis à jour régulièrement sur cette page.



Télécharger le tableau de suivi des décrets au format pdf ici
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Leadership groups for social learning | Wenger-Trayner

Leadership groups for social learning | Wenger-Trayner | FORMATION CONTINUE | Scoop.it

The practice goes like this: everyone at a meeting belongs to a leadership group – and each group stewards one part of the learning process of the whole group. In this way leadership of the community meeting is distributed over the entire event.

 

Leadership here is seen as an act of service, that is, not leadership in terms of telling others what to do, but helping the group develop itself as a learning partnership.

 

We’ve seen these groups lead to some transformational turn-arounds in group dynamics and the learning potential. (Notwithstanding the times they flopped – which led us to learn a great deal!)

Mickael Ruau's insight:

Contents

  • about leadership groups more broadly
  • practices we have developed around leadership groups
  • descriptions of each leadership group
  • facilitation tips
  • sample instructions

Download

You can download the full text in PDF format here:

 


Download leadership groups (V2) 
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