16 mars 2014

Quels sont les meilleurs masters ?

Blog "Il y a une vie après le bac" d'Olivier Rollot. Après Le Monde, c'est au tour de l’Etudiant de publier une enquête sur les meilleurs masters université par université. Ce n’est donc pas un palmarès à proprement parler mais une étude de l’offre par région. Pour autant des étoiles (de 1 à 4) sont accordées selon leur sélectivité, la qualité de leur insertion et le suivi de leurs diplômés. Voici les masters qui ont 10 étoiles ou plus. Suite de l'article...

A Rallying Cry for the Humanities

By Kelly J. Baker - Chronicle Vitae. Everywhere I look, I’m hearing Chicken Little stories about the decline and fall of the humanities: There’s a decline in majors! (On second thought, maybe not.) A decline in funding! A decline in women’s enrollment! Our fate as humanists is a constant topic of debate and consternation. Mark Sample, a visiting associate professor of digital studies at Davidson College, has even created a Twitter bot, @SaveHumanities, which offers machine-generated insights—“we need to quit being so damn pretty,” “we need to make our own cryptocurrency,” “we need a more awesome story”—on how to save our supposedly dying discipline. See more...

Practicing Affection in the Academy

By Robert Elder - Chronicle Vitae. Opponents of MOOCs and the "adjunctification" of higher education ended 2013 riding high on a wave of righteous indignation and schadenfreude. First, there was the acknowledgment by Sebastian Thrun, founder of Udacity, that his company will retool itself to focus on corporate education in light of its well-known failures in the higher education sector. Next, there was the heartbreaking story of Margaret Mary Vojtko, an elderly (and, it now appears, mentally troubled) adjunct at Duquesne University who died a lonely death after the job she loved was slowly reduced to nothing. See more...

The #MOOC of One, massive is not important ONE is

By Inge Ignatia de Waard. To be one is to be YOU concludes Stephen Downes in his latest slideshare of a presentation given at the 8th conference of International Technology, Education and Development or INTED2014 in Valencia, Spain. When stating that concluding idea, Stephen once again proves that all things beautiful are simple and that enlightenment is often a case of reversing an idea that lived for some time. In this 28 slide presentation Stephen examine the transition from the idea of the Massive in MOOC to the idea of the personal learning environment. Read more...

Attempting to Flourish in the Digital Era

By Jamie Stark. It’s no secret that good learner-centered teaching is meaningful and interesting, requires active participation from learners, uses different methods to incorporate all students’ preferred learning styles and is differentiated at an appropriate level. Vygotsky (1978) stated that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts; making meaning. His constructivist theory is that students learn through social interactions and their culture; that we socially interact and communicate with others to learn the cultural values of our society. This theory is often associated with connectivism. Stephen Downes points out that connectivism (and other theories like constructivism) shares a core proposition, that knowledge is not acquired, as though it were a thing. It’s knowledge that is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.
But let’s rewind here. Connectivism, whether you believe it’s a new theory on learning or merely a pedagogical view, was only introduced in the early 2000’s. Ryan Tracey, author of the E-Learning Provocateur website, does a great job of detailing the changes in pedagogical theories and how we have moved into the digital age. More...

We’re Not Teaching the Next Generation of Digital Humanists

By Timothy A. Lepczyk. I’m looking forward to a moment in the future. That moment is when the word “digital” is dropped from “digital humanities.” This semester I’m teaching an introductory digital humanities course to undergraduates at Hendrix College and one thing we’re doing is teleconferencing with DH scholars across the country.
The learning objective is to expose my students to the many different ways digital humanities scholarship is done, to let them see the paths people have taken, and for students to imagine their own way in digital humanities scholarship, if they decide to pursue it. When speaking with our guests, one trend I’ve noticed is that they don’t care about labels. “Digital humanist” and “digital humanities” seem to be terms more useful for those on the outside to describe this technological encroachment. Is a writer a different kind of writer if she uses paper and pencil versus word processing, or publishes her own work online with multimedia? The questions being asked by digital humanists are inline with questions humanists have asked before. The only difference is using digital tools to help them in their task. More...

What If the Goal of Higher Education Was to Make World Changers?

By Cathy Davidson. I'm going to give a talk tonight (March 11) at the famous Rhode Island School of Design on "Learning to Learn:  Why Education Needs a Paradigm Shift."  It is at 7 pm in Metcalf Auditorium if you are around.
I want to frame my talk around one question:  "What if we thought ofhigher education as preparation to be a world changer, in any sphere you choose, in whatever profession you aspire to?   What if we thought of higher education as the way to help prepare you for the best, most productive, most satisfying, most constructive contribution you could make to helping the world be a better place?  What if we set the bar that high? More...

Can MOOCs Learn From MMOGs?

By Donald Beagle. Back in 2004-05, while I was writing The Information Commons Handbook (ALA / Neal-Schuman, 2006), I became keenly interested in the potential for Massive Multiplayer Online Games (MMOGs) to be morphed into web-based learning environments by enterprising and creative faculty in collaboration with librarians. I was especially struck by a) the extraordinary size and scope of the typical MMOG player base, and b) the remarkable degree of user engagement and persistence. I called attention to these factors in my book, because I saw the new academic library framework of the Information Commons and Learning Commons as possible platforms for MMOG learning-model development by faculty and MMOG learning-model engagement by students. These possibilities seemed to me exciting, and potentially transformative. More...

Call for Papers on themes related to gender in research

The 4th Gender Summit will be held June 30th and July 1st 2014 in Brussels. This year, the theme will be: “From Ideas to Markets: Excellence in mainstreaming gender into research, innovation, and policy” and it will have will also focus on strategies, tools, and processes that promote the concrete integration of the gender dimension into the European Commission’s current Horizon 2020, and European Research Area programmes. The aim of the programme is to provide an scholarly outlet as well as linkages to policy and an arena for networking. More...

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