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Suggested by
LIGHTING
April 18, 2018 11:37 AM
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La difficulté ne repose plus sur la capacité de trouver une réponse mais sur le développement de compétences de recherche permettant de trouver la réponse la plus pertinente.
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Scooped by
Gilbert C FAURE
April 18, 2018 6:07 AM
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Suggested by
LIGHTING
April 17, 2018 8:00 AM
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VIDÉO. L'Afrique met de plus en plus l'accent sur les sciences. Elle a de plus en plus de chances de voir s'épanouir la ou le prochain Albert Einstein. Exemples et vidéos.
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Suggested by
LIGHTING
April 17, 2018 6:52 AM
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Une nouvelle étude publiée sur le Journal of Computer-Mediated Communication rapporte que l'attention des lecteurs serait plus diffuse sur mobile que sur d
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Scooped by
Gilbert C FAURE
April 17, 2018 2:10 AM
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An approach that may be tried in the Netherlands would do away with peer review and just let researchers give each other money
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Scooped by
Gilbert C FAURE
April 16, 2018 6:28 AM
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Rescooped by
Gilbert C FAURE
from Veille territoriale AURH
April 16, 2018 2:24 AM
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[#Dossier thématique] Les nouvelles technologies du numérique et leur impact sur le comportement humain
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Scooped by
Gilbert C FAURE
April 12, 2018 4:35 AM
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keynotes and papers online
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Scooped by
Gilbert C FAURE
April 12, 2018 2:25 AM
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Scilit is a centralized platform for all published research literature, articles with a DOI or in PubMed are indexed within hours
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Scooped by
Gilbert C FAURE
April 11, 2018 11:05 AM
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Bruxelles, Belgique, Europe, 1895: Deux hommes poursuivent le rêve de
“classer le monde”. Paul Otlet & Henri La Fontaine ne se doutent pas qu'ils
son
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Scooped by
Gilbert C FAURE
April 10, 2018 9:04 AM
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Exploring the use of artificial light and light-based technologies at industrial heritage sites in the Ruhr region ‘Lighting the Ruhr’ explores the use of artificial light and light-based technologies at industrial heritage sites in the Ruhr region of Germany. Led by Hilary Orange, the project is based at the Institute for Social Movements, Ruhr Universität…
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Rescooped by
Gilbert C FAURE
from Pédagogie
April 10, 2018 8:49 AM
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Apocalypse 10 destins
A découvrir! Cliquez ici:http://www.apocalypse-10destins.com/
En mêlant BD, animation et archives documentaires, cette fiction d’un genre nouveau nous plonge en pleine première guerre mondiale.
Via Mme Folyot
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Scooped by
Gilbert C FAURE
April 10, 2018 3:29 AM
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Scholars love to hate the journal impact factor, but how flawed is it?
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Scooped by
Gilbert C FAURE
April 18, 2018 6:13 AM
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Analysis comes as consortia of institutes revolt over price increases and open access across the continent
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Scooped by
Gilbert C FAURE
April 17, 2018 8:02 AM
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On 8 September 2017, we’ll launch a ‘Grow Your Personal Learning Network’ online course for social services staff. This is a course that will be open to anyone who is interested in learning more about the web and social media to support them build personal and professional networks and promote lifelong learning. Given this imminent launch, we thought it timely to share the work we did last year around growing personal learning networks. AN INTRODUCTION Over 2016/17, in partnership with both the University of Strathclyde and University of Dundee, we piloted a ‘Grow your personal learning network’ online course. The six-week course aimed to support two cohorts of students of social work – first year and Masters’ students – to use the web and social media to improve use of, and sharing of information and knowledge and to build their own connections, both personal and professional. It also aspired to promote lifelong learning and to support learning in the transition from education to practice. The idea for running such a course was originally pitched to the Heads of Social Work group, which prompted interest from the University of Strathclyde and the University of Dundee. There was recognition from both of the potential value of social media for improving students’ access to information for education and practice, and for creating their own local, as well as wider networks. This summary report is based on a follow-up review session with course leads at both universities, as well as feedback from students posted to the online forum of each respective course. RATIONALE Personal Learning Networks is different to traditional learning and offers to following benefits to support improved use of evidence: Autonomous and self-directed, with learner controlling how, when and ‘who’ they connect with. Learning is social and adaptable to individuals needs rather than static / prescriptive course content. Continuous part of individuals work flow and not an onerous add on. Bite-sized. Inclusive, supporting connections across sector, professional and non-professional boundaries and hierarchies as well as inclusive of traditional research reports, practitioner wisdom, lived experience and co-creation of new knowledge through interaction. The learning from the two pilots would be shared to support effective use of evidence and knowledge and will also link into strategic conversations, including the review of Social Work Education and Improving Use of Evidence strand in the Social Services Strategy 2015-20. THE COURSE OUTLINE The online courses were set-up on Iriss’ WordPress platform using CoursePress Pro. This provided a closed online learning forum for each cohort. Every week a set of activities were released, together with tips and tools and links to videos and external readings and resources. Each week focused on a different tool or topic. These included: Understanding Personal Learning Networks Twitter Diigo social bookmarking Evernote Scoop It! Personal reflection The programme for the two cohorts was slightly different, tailored and agreed with course leads. For example, University of Dundee requested that a module on Evernote be included, whereas, the University of Strathclyde covered Twitter over two weeks. Activities for each week included engaging with a range of multimedia: written texts, videos, and audio content. It was expected that students would engage with each other using social media they were learning about, such as Twitter and Diigo, as part of the course, and share reflections in the closed online forums as part of the tasks set. The online format supported a self-directed learning approach, which included time management and prioritising in workflow. It offered each cohort of students an online forum where they could post their thoughts and reflections on each week’s tasks, and support each other. The facilitators also offered comment and encouragement. Arguably, this provides a cost-effective way to provide learning; costs were only incurred for the WordPress installation and update. Facilitation, is ‘extra’ in terms of resourcing this. Facilitation The courses were facilitated (online) by an Iriss team member and the university course lead. Facilitators encouraged participation and provided comment where appropriate. The students largely led the discussions, responding to, and commenting on, questions posed as part of the tasks. By way of introduction to the course, the Iriss team provided a one-hour, face-to-face introductory session to both cohorts. ACCREDITATION The courses did not form part of the curriculum at either university and were not formally assessed. On providing evidence of learning and participation in the course, open badges were issued by Iriss in partnership with Scottish Social Services Council (SSSC). Application for open badges was promoted by the course facilitators and was designed to encourage them to think about CPD and post-registration accreditation of learning, as required by qualified and practising social workers. UNIVERSITY OF STRATHCLYDE PILOT: FIRST YEAR UNDERGRADUATE PROGRAMME The course was introduced as part of the ‘Preparing for lifelong learning’ module, which was also six weeks long. This took place during the first weeks of class time in Year 1 of the social work programme, with students on campus. 34 out of 35-student class registered for the course. The PLN course was pitched by the course lead as a way for students, new to university, to take up new tools that would help them in their current studies. It was also promoted as something that would help them as they moved into practice in several years time. Participation was generally good with approximately 15 students participating throughout the six weeks. Only through comment and / or completion of tasks could we measure the level of participation. It’s possible that a number of those who didn’t post comments or complete tasks (but took a more observatory or ‘lurker’ approach), did actually read material, watch videos etc and got some learning from it. Approximately 11 students participated in the Twitter discussion in the second week. A Storify report of the discussion is available: https://storify.com/iriss/grow-your-personal-learning-network 13 students applied for a SSSC open badge at the end of the programme to receive acknowledgement of completion. Overall the course was well received and feedback was largely positive from students. Regular contact/encouragement from Graham (course lead) was considered to have been helpful in promoting engagement – through weekly face-to-face as well as online contact. It was deemed useful ‘to be directive’, encourage the students and ‘check in.’ Feedback from students: “People do not need to wait to get taught, and control over learning transfers to individuals” “I can guarantee that without this gentle push into the social media world I would not have considered it…. This will be invaluable for my further development and education in the years to come as a social work student.” Student plans to continue using social media to support learning: Build in social media/tools to workflow as a habit Use in fallow periods eg travel time Reflection – consolidate/learn from mistakes/put new ideas into action Identify who/what to read/follow Organise/bookmark useful web links Be proactive online in seeking/asking for help Speak to classmates for recommendations about what’s good online Set up own groups to share ideas and ask questions on topics we are unsure about. UNIVERSITY OF DUNDEE PILOT: MASTERS’ PROGRAMME The course was introduced as part of the ‘Leading for change’ module. This was during the second term and final year of the two-year social work Masters programme. It was launched with an introductory face-to-face session, just before students went out on placement. As such, students had no other class contact time during the six weeks of the course. 27 students registered for the PLN course. The PLN course was also open to Educational Psychology students should they wish to engage. This was with a view to promoting cross-sectoral learning, however, only one Ed. Psych. student engaged. The course leader (Shona) was keen to use the PLN course to encourage students to take more of a lead in their own learning. This was about encouraging them to make their own connections across professional and sectoral boundaries, and beyond prescribed university course outlines as core values in lifelong learning to be taken into practice. Unfortunately, participation was generally low, with three or four students actively contributing week to week. In contrast to University of Strathclyde only one student got involved in the Twitter discussion; only one applied for a SSSC open badge. Feedback from students: “This course provided a simple, yet clear overview of some of the apps and tools available to people to help support their learning and manage information.” “I was encouraged to set up a Twitter account and it has proved invaluable this week as I was unable to attend a national Visible Learning conference with John Hattie on Monday, but could keep up to date with all the latest information and research through people tweeting.” “Didn’t make me consider my own role as a leader in practice.” SHARED LEARNING FROM THE TWO PILOTS For participating students: Encourages not just good or best practice, but also ‘next’ practice Encourages continuous learning Alternative viewpoints to your own/can challenge you to think more critically Provides helpful tips (eg through blogs or articles or groups sharing experiences/advice) Improves digital literacy Links with need for CPD throughout career and SSSC requirements Encourages and supports peer support Builds network of people/organisations to share with and learn from Helped them to overcome ‘bad name’ /stigma that social media sometimes gets by showing it usefulness when used ‘correctly’ For facilitators (Iriss and university leads): It worked best to run the course over class time, where university lead could check-in face-to-face with students, address any issues, and encourage participation. The optional nature of course meant that other pieces of work which were accredited got priority, especially when faced with the demands of placements. Facilitation is a not a huge pull on time and generally involves prompting with questions, and providing own insights and comments each week. Allocating time to this was supportive to students and the facilitators themselves. Format and content of workshops was well received – participating students commented that the video tutorials were helpful in understanding how the tools could be used. Cost-effective way to provide learning – the course was built on an already existing WordPress installation.
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Suggested by
LIGHTING
April 17, 2018 6:53 AM
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The case against the internet, when it comes to the quality of society’s news, is well-worn: beginning in the 1990’s advertisers shifted their dollars from traditional media to the internet, and the…
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Scooped by
Gilbert C FAURE
April 17, 2018 6:28 AM
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Suggested by
LIGHTING
April 16, 2018 6:44 AM
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As social media faces increased scrutiny over privacy and how data is shared, it may have a new reason to keep going—albeit one that most users probably wouldn’t find share-worthy. Researchers at the University of Alberta have bee
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Suggested by
Société Francaise d'Immunologie
April 16, 2018 4:14 AM
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The Book of Riga is well worth a read whether you are familiar or not with Latvia or the Baltic region: the vivid descriptions of the city and portrayals of its residents showcase perfectly what a range of people reside there.
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Scooped by
Gilbert C FAURE
April 12, 2018 9:48 AM
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Self Improvement articles are everywhere. Due to its volume, it’s hard to find, read and comprehend the articles. Here’s the step-by-step method I use to read articles without wasting my time.
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Scooped by
Gilbert C FAURE
April 12, 2018 2:26 AM
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Entrepreneurial thinking no longer just means straight business skills. Neuroscience shows how incorporating life skills can result in a ‘growth mindset’
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Scooped by
Gilbert C FAURE
April 11, 2018 11:25 AM
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Download full text PDF research articles. No more paywalls or chasing Google links. Take your university library home with you with the Kopernio plugin.
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Scooped by
Gilbert C FAURE
April 11, 2018 11:02 AM
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If we were to create a way to share scientific research progress today, what would it look like? In this age of immediate digital publishing, it probably wouldn’t take months. In these times of user-generated content, it would probably be author-controlled. In an era where we post comments about everything from our lunch to the … Read more
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Scooped by
Gilbert C FAURE
April 10, 2018 8:58 AM
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An interactive guide to the 21st century gold rush.
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Scooped by
Gilbert C FAURE
April 10, 2018 8:30 AM
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Luxemburger Wort - Le nouvel Institut d'histoire du temps présent de l'Université du Luxembourg mènera des recherches sur l'histoire contemporaine du Luxembourg, l'histoire de l'intégration européenne et l'histoire numérique. Son futur directeur sera Andreas Fickers.
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