Formation Continue du Supérieur

13 avril 2014

The problem is not the students

By Robert Talbert. Last week I posted what I considered to be an innocuous and mildly interesting post about a proposed formal definition of flipped learning. I figured it would generate a few retweets and start some conversations. Instead, it spawned one of the longest comment threads we’ve had around here in a while – probably the longest if you mod out all the Khan Academy posts. It was a comment thread that made me so angry in places that it has taken me a week to calm down to the point where I feel I can respond. More...

Posté par pcassuto à 15:10 - Commentaires […] - Permalien [#]

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13 avril 2014

Bringing the Locker Room Into the Classroom

By Craig N. Owens. I am no sports enthusiast. As a child and young man, I balked at my father’s well-meaning attempts to involve me in team sports. For most of my adult life, I haven’t worried much about this gap in my skill set. As a scholar and educator, I have found the boundary between collegiate learning and athletics to be pretty clear. But recently I’ve begun to question this separation and to wonder whether there are ways of bringing the lessons of the locker room into my classroom at Drake University. More...

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9 avril 2014

Transmettre à nos jeunes demain, mode d’emploi ?

Il devient de plus en plus difficile d’enseigner et de transmettre, c’est le constat de Dominique Ottavi, professeure en sciences de l’éducation à l’Université Paris Ouest. Invitée par le Conseil de développement de Loire-Atlantique (Codela), elle explique les préoccupations actuelles liées à l’éducation.
Pour Dominique Ottavi, la fonction émancipatrice de l’éducation est oubliée. Le rapport au savoir est troublé, il n’y a plus de rapport authentique au savoir. La transmission des connaissances perd son sens. Voir l'article...

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7 avril 2014

First global contest over innovative pedagogy

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpg

The first global competition for the "most innovative pedagogical approaches in higher education" was announced last week by the Wharton School of the University of Pennsylvania in the United States and London-based QS Quacquarelli Symonds, which publishes the QS World University Rankings. Called "The Wharton-QS Stars Awards 2014 - Reimagine Education", the contest will provide all universities and enterprises around the world with opportunities to showcase innovation in e-learning, blended and classroom-based learning. Read more...

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6 avril 2014

Executive Education : disposer de formations individualisées avec une approche de masse

Blog Educpros de Gilbert Azoulay. La formation continue connaît aussi sa révolution numérique. Les DRH et les stagiaires exigent désormais plus d’efficacité, de simplicité et de fluidité. Sans compter que les entreprises ont bien compris l’intérêt économique du digital. En réduisant notamment les frais de logistiques, les dépenses de formation sont considérablement optimisées. Ce qui impose aux organismes de formation de repenser leur modèle. Décryptage avec Florence Durand, Directrice Executive Education Centrale Paris. Suite...

Posté par pcassuto à 17:36 - Commentaires […] - Permalien [#]

Tags: Formation Continue

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6 avril 2014

Efficacy, Adaptive Learning, and the Flipped Classroom

By Michael Feldstein. Speaking of efficacy and the complexity of measuring it, I had an interesting conversation the other day with Danae Hudson, a professor of Psychology at Missouri State University, about a course redesign effort that she participated in. The initial contact came from a P.R. firm hired by Pearson. Phil and I get a lot of these and turn down most of them. This one interested me for several reasons. First, it was an opportunity to talk directly to a faculty member who was involved in the project. (A tip to all you P.R. folks out there: You will have a better chance of getting our attention when the focus of the call is to put us in direct contact with your customers about what they are achieving.) Second, the project was facilitated by The National Center for Academic Transformation (NCAT). More...

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6 avril 2014

Toward a common definition of “flipped learning”

By Robert Talbert. We’ve seen a significant ramping up of interest in – and exposure to – the flipped/inverted classroom over the last few years, and it’s been nice to see an uptick in the amount of research being done into its effectiveness. But one thing that’s been lacking has been a consensus on what the flipped classroom actually is. If a professor assigns readings to do before class and then holds discussions in class, is that “the flipped classroom”? I’ve said in the past that it is not (necessarily), but that’s just me. Now, however, a group of educators and others interested in flipped learning are proposing a common definition of flipped learning, and it’s pretty interesting. More...

Posté par pcassuto à 02:35 - Commentaires […] - Permalien [#]

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6 avril 2014

Open Thread Wednesday: Taking Stock and Thinking Ahead

By George Williams. On my campus the semester has just about a month of regular classes left, which means that it’s time to start taking stock of what’s been done, what’s almost finished, and what still needs to be wrapped up. Committee deadlines approach, student projects near completion, and research tasks need to be completed over the next month or so. More...

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5 avril 2014

Assigning one’s own books to one’s students

By Harry. The Ethicist has a problem that will interest Henry:
I am a graduate student at a state university. One of four required texts for a course was written by the professor, and the subject matter of the text is also the content of his lectures. A significant portion of my grade is based on a ‘‘review’’ I write of his text. Is it ethical to require students to buy a book that you wrote? Aren’t I already paying tuition for this professor’s expertise and knowledge?
The ethicist makes some sensible comments (scroll down a bit). I have a further comment and a question. The comment: it is relatively easy to avoid making money on a textbook that you assign to students. More...

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5 avril 2014

Exploring Longitudinal Integrated Clerkships: Precious? Pragmatic? or Problematic?

Date: 23 Apr 2014
Start Time: 09:30 am
Location/venue: Keele University School of Medicine, Keele, ST5 5BG

Internationally, the current trend is for longer medical student placements and perhaps the Longitudinal Integrated Clerkship (LIC) is the ultimate example of this. LICs are generally uncommon in UK medical schools, yet they offer significant educational opportunities and benefits to students, tutors, educational institutions and host communities. More...

Posté par pcassuto à 15:58 - Commentaires […] - Permalien [#]

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