Certains adultes semblent tomber des nues, c'est pourtant le constat dressé par de nombreux employeurs ces dernières années : beaucoup d'adolescents et d'étudiants ne savent plus utiliser les outils informatiques.
Une étude menée en Suisse révèle en effet que 30% des 9-16 ans n'utilisent jamais ou quasiment jamais l'ordinateur pour se connecter à internet. Vous l'avez compris, malgré la surconnexion de cette tranche d'âge, le smartphone prédomine les usages, délaissant ainsi les bons vieux claviers.
In this blog, Ethan Edwards shares the first pillar to transformative e-learning: Context. Learn more about CCAF and instructional design methodologies.
Déjà auteur de l'outil Trace, un service en ligne pour supprimer l'arrière plan d'une photo, l'équipe de StickerMule propose maintenant Upscale, un nouvel outil s'appuyant sur l'intelligence artificielle (IA) pour augmenter la résolution de tout graphique ou photo, instantanément sans perte de qualité.
The Learning Tools Interoperability (LTI) lets you easily plug-and-play a wide variety of external tools, content and activities available online into your LMS. When planning and creating your online courses, you may sometimes come across an online resource or tool that you know would be a perfect
Laissez-vous entraîner dans les méandres du cerveau et découvrez comment apprendre avec les autres, en coopération, dans un monde en pleine mutation avec François Taddei.
Le développement des intelligences artificielles et les découvertes en génétique posent des défis inégalés à l’espèce humaine. Dans ce monde en pleine mutation, comment faire pour que l’éducation et la recherche s’adaptent suffisamment vite ? Quelle est la place de l’humain dans un monde de machines ? Comment s’appuyer sur la technologie pour développer nos capacités individuelles et notre intelligence collective ?
François Taddei plaide pour une révolution de nos savoirs. Il nous entraîne dans les méandres du cerveau, meilleur ami et parfois pire ennemi des apprentissages. Il se penche également sur comment apprendre avec les autres, en coopération, et explore les meilleures manières de se poser de bonnes questions.
"It is getting harder and harder to tell the difference between alternative facts and real facts online. In a world where anyone can get online and write opinions as facts or even distort real facts to make them say what they want, it is hard for adults and children to have the digital intelligence to tell the difference."
La enseñanza de la alfabetización mediática en la infancia es hoy un pilar de la salud democrática. En una era donde el contenido se rige por la propagabilidad, los niños deben aprender que compartir no es un acto neutral, sino una responsabilidad social. Según Jenkins et al. (2013), la capacidad de participar en la cultura digital requiere comprender cómo el contenido se transforma y circula. Sin una guía ética, los menores son vulnerables a la carga emocional de las noticias falsas, las cuales, como demuestran Vosoughi et al. (2018), se propagan un 70% más rápido que la verdad. Formar a los niños para identificar contenidos reales rompe los "filtros burbuja" (Pariser, 2011) que limitan su visión del mundo. Enseñarles a verificar fuentes antes de difundir es esencial para convertirlos en nodos de información veraz, protegiendo así la integridad del ecosistema digital futuro.
Des primes ou des bonnes notes... Nous récompensons les actions que nous souhaitons favoriser et encourager. Et si ces récompenses étaient le poison qui tue progressivement la motivation ? C'est ce que des chercheurs démontrent régulièrement depuis la fin des années 40, sans parvenir à changer totalement nos pratiques d'encadrement. Daniel Fink, plume politique et journaliste américain nous explique de manière vivante et érudite "ce qui nous motive vraiment".
Avec Michaël ROCLE, médiateur numérique, réseau des médiathèques communautaires Ardenne Métropole. A l'heure où l'État s'apprête à déployer 4 000 conseillers dans les territoires pour aider les Français à mieux maîtriser les outils numériques, focus sur un métier d'avenir dans les établissements culturels, méédiateur numérique.
Animateur, conseiller tout-terrain des publics, formateur et bien souvent, communicant sur le web et ses outils, le médiateur numérique vise, selon les termes du réseau National de la médiation numérique, à "comprendre et maitriser les technologies numériques, leurs enjeux et leurs usages, C'est-à-dire développer la culture numérique de tous, pour pouvoir agir dans la société numérique".
Un métier à la croisée des chemins de l'animation culturelle, de la citoyenneté et de l'action sociale....
As educators and curators of educational technology we know that technology is a tool that complements instruction. As such, the strength of the tool is predicated on its use by a skillful educator. There are certainly some exciting and revolutionary innovations and technology as a tool can be quite powerful if it encourages creative discovery or reinforces foundational knowledge.
Five changes made to higher education during COVID-19 will be beneficial afterwards, according to an expert, including more creative assessment methods.
The iPhone's ease of use makes it a great choice for senior citizens who want a smartphone. If you aren't happy with how it functions out of the box, there are many ways to make the iPhone easier to use for the elderly.
Let's look at some iPhone features and tips that make the device more accessible for seniors.
"The pandemic has taken a toll on all our institutions, and schools aren’t exempt. School leaders know that schools are closed, but teaching must go on, and; learning must go on. Schools have moved to online learning. Educators are working from home, delivering classes to learners over the video, preparing lesson plans, collaborating with other educators, amongst many other tasks. Educators are working harder and longer, and many are exploring the edtech at their disposal. It is a big change that requires school leaders to manage their educators’ motivation to prevent loss in productivity and burn-out."
If educators can see the value in adopting a new technology or instructional strategy--in terms of enhancing learning, streamlining tasks, saving time, etc.--they will be more inclined to learn something new. The challenge is convincing educators that investing the time to learn the new tool or skill is worth the effort.
Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels.
We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy).
We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
"The Covid-19 pandemic has forced change on everyone, perhaps none more so than teachers and students. Education, that central pillar of civilization, was forced to go digital essentially overnight. The most visible aspect of this remote learning, with its evident tradeoff: Everyone in the world can now access the foremost expert on a subject – but the cost is the loss of easy interaction. The pandemic will wane, and most educational activity will return to the schools. But some of the new ways will be adopted, where they are useful."
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