Colloque international «Pédagogie universitaire numérique: quelles perspectives à l’ère des usages multiformes des réseaux sociaux pour apprendre?»
Jeudi-Vendredi 26 et 27 novembre 2020
Responsable scientifique :Bernard COULIBALY (Université de Haute-Alsace, Mulhouse) Mail : bernard.coulibaly@uha.fr (mailto:bernard.coulibaly@uha.fr)
Comité d’organisation :
Bernard Coulibaly (Université de Haute-Alsace) ; Sandoss Zarrouk (Université de Haute-Alsace) ; Emmanuel Nal (Université de Haute-Alsace) ; Najoua Mohib (Université de Strasbourg) ; Emmanuelle Chevry Pebayle (Université de Strasbourg) ; Isabelle Rossini (Université de Strasbourg) ; Claude-Alexandre Magot (Docteur en SEF, LISEC) ; Jean-François Plateau (Docteur en SEF- Membre associé du LISEC) ; Maria Denami (Docteure en SEF - Membre associée du LISEC) ; Laetitia Jacob (Docteur en SEF, LISEC) ; Arnaud Zeller (doctorant LISEC) ; François Sanchez (doctorant LISEC) ; Mustapha Nacim Kadi (doctorant LISEC) ; Chayma Yacoubi (Doctorante LISEC) ; Marie Meyer (Master2 UHA).
Comité scientifique :
Christian Depover (Université de Mons, Belgique) ; Daniel Peraya (Tecfa, Suisse) ; Thierry Karsenti (Université de Montréal, Canada) ; Pascal Marquet (Université de Strasbourg) ; Alain Jaillet (Université de Cergy Pontoise) ; Geneviève Lameul (Université Rennes2) ; Emmanuelle Annoot (Université de Rouen) ; Jacques Audran (Université de Strasbourg) ; Saeed Paivandi (Université de Lorraine) ; Jacques Béziat (Université de Caen) ; Philippe Viallon (Université de Strasbourg), Muriel Frisch (Université de Reims Champagne-Ardenne-URCA) ; Laurent Jeannin ((Université de Cergy Pontoise) ; Dominique Kern (Université de Haute-Alsace) ; Sondess Zarrouk (Université de Haute-Alsace) ; Marc Trestini (Université de Strasbourg) ; Nathalie Gavens (Université de Haute-Alsace) ; Hervé Daguet (Université de Rouen) ; Hélène Schlichter-Hermann (Université de Haute-Alsace) ; Cathia Papi (Université TELUQ, Canada) ; Rima Malek (Lebanese University, Liban) ; Samiha Khelifa Bedhioufi (Université de la Manouba, Tunisie) ; Hélène Papadoudi Ros (Université de Lorraine) ; Christophe Jeunesse (Université Paris Nanterre).
Conférencier invité du colloque: Bruno De Lièvre (Université de Mons -Belgique) Grand témoin du colloque : Eric Bruillard (Université Paris Descartes)
Organisation du Colloque : Cet évènement aura lieu intégralement à distance.
"Microlearning has become a popular digital learning strategy for corporations, and even small- and medium-sized companies are trying to implement microlearning in their employee learning and development programs. However, a lot of companies hesitate to implement microlearning as they are under the impression that it is difficult to create and that it requires special software and a large investment. None of that is true. Microlearning is easier to create than conventional online learning, requires virtually no extra investment other than what you’ve already invested in your digital learning setup, and is developed with the simplest of software."
The article mentions a great way to use PowerPoint to create an engaging Microlearning lesson where all stakeholders are included and you get the most out of every digital feature.
Google Meet is launching some new exciting new features to use with students. The additional features allow learners to ask for additional support which will be very effective.
If we are assigning project based learning to our students we need to make sure the project is challenging, clarity of expectations and understanding, and develop a student culture of ownership for their work.
This article provides great detail to how you can incorporate project based learning into the classroom. This clearly describes how teachers can put PBL into their classroom and why it is effective. I see this as a really helpful tool and will hopefully use it in my classroom
Just like e-mails, e-cycles, e-books, and e-currency, eLearning also implies something ‘electronic’. Put simply, eLearning is learning that is facilitated by technology. But that does not mean that all forms of learning that happen via an electronic medium can be considered eLearning. To make it more clear, your old classroom PPTs, with added audio narration and uploaded to a learning management system (LMS), IS NOT E-LEARNING!
As a teacher, it’s easy to work towards compliance. And most of us have been taught that compliance is a good thing. We’ve seen this in our own lives as students. We’ve seen this in our own personal lives. We’ve seen this as employees. Compliance is almost always rewarded.
And so compliance is easy to do, it is easy to teach, and it is easy to reward. But when all we work towards is compliance, we don’t get anywhere near full engagement.
Une banque d'images pour tout type de projet sans attribution requise (La licence indique que toutes les ressources publiées sur UnDraw peuvent être utilisées gratuitement à des fins non commerciales et commerciales sans pour autant demander l’autorisation ni apposer la mention de l'auteure).
Most schools and universities have been shut; only the necessary activities are running. Literally, it took months to accept this “new normal” as no one has imagined a change in such a novel way. Every institute had to sit back and review their strategies to make them adaptable in the current situation. Fortunately, most of them, have dealt with it satisfactorily but it was a significant challenge to adapt to this work from the home strategy. None has imagined teaching in such a way where there was no interaction but screens. Becoming a virtual teacher is even more challenging for new teachers. They’re often excited, apprehensive, uncertain, prepared and unprepared too, at times. In traditional-setting they can seek help from seniors if they’ve any question about their role, teaching process to follow to help students learn better, accessing information etc; but in online teaching they don’t get the required help on their own. In such circumstances, school administration have to assign a teacher, who is, knowledgeable about the content required to teach, have participated in a course or workshop about teaching online, have strong technology skills and an interest in using new technology to teach and learn. All these qualities in a senior teacher would clearly; bring much strength to a newly appointed teacher.
"An effective microlearning program should always have a clear impact on employee performance. The training has little value if employees are unable to remember or practice the skills they learned while on the job. Therefore, measuring the effectiveness of your microlearning program is essential. Tracking these 5 employee performance metrics will help you identify the true impact of your training initiatives."
"En dépit des progrès accomplis, les services de sécurité intérieure souffrent encore de retards dans leur transformation numérique et d’un niveau d’investissement insuffisant dans les technologies de rupture." Tel est le constat dressé par le "livre blanc de la sécurité intérieure", publié lundi 16 novembre 2020. "Il est dès lors impératif d’accentuer les efforts afin de pleinement adapter le ministère à la société numérique." Équipements connectés, transformation numérique, "big data", expérimentation de la reconnaissance faciale… AEF info présente les principales propositions du document.
Online education is a $100+ billion dollar industry and growing. Easier access to education makes the world better, and, according to MIT researchers, people who finish online courses end up with the…
Une plateforme a été lancé par le gouvernement, www.conseiller-numerique.gouv.fr, pour le dépôt des offres des employeurs et le recueil des CV des candidats.
A few weeks ago, I blogged about my gaming club in Video Games for Relationship- and Team Building. It is still going very strong. Students from the three schools where I teach gifted students look forward to it all week long. We started with Fornite Creative but now they have moved onto Rocket League and Among Us. Recent research supports the positive benefits of playing video games:
This post caught my attention because many of my students are obsessed with Among Us. When you try to include the students' interests in your lessons or even by just having conversations with them about the things they enjoy, learning becomes more enjoyable and strengthens teacher-student relationships.
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