Formation Continue du Supérieur

15 avril 2013

Les étudiants veulent encore des cours à l’ancienne

Blog Educpros "Les lundis TICE" de Gilbert Azoulay. Voici une étude particulièrement intéressante réalisée par l’EM Strasbourg auprès de ses étudiants et des enseignants au sujet des nouveaux comportements. Une étude déclenchée après que les vacataires ont fait part de leur grande déception face à une attitude « déviante » de leurs étudiants qui ne viennent plus ou qui surfent durant le cours. Isabelle Barth, directrice générale, revient sur les faits et évoque les mesures prises par l’école. Une chose est sûre: le prof est bel et bien au cœur du dispositif.
L’assiduité aux cours a servi de base à votre réflexion sur les nouveaux comportements. Pourquoi?
Il y a deux types d’assiduité. D’abord celle qui consister à « pointer », et là nous avons un taux de participation aux cours proche de 80% en moyenne. Ensuite, ce qui nous préoccupe, c’est la « présence absente », c’est-à-dire les étudiants physiquement assis mais qui font autre chose, particulièrement sur internet. Il s’agissait donc de comprendre comment leur donner envie de venir en cours de façon « active ». Les retours convergent vers une demande de « prime au présentiel »: récompenser la présence et sanctionner les absences en travaillant sur la cohérence entre évaluation et présence. Il s’agit aussi de rendre le cours attractif en mettant en place un projet portant sur la qualité et l’innovation pédagogique. Cela implique d’imaginer de nouvelles approches pédagogiques avec une coproduction entre étudiants et professeurs dans laquelle le jeune devient acteur de son apprentissage. Suite de l'article...

Blag Educpros Is é "an Luan Cirt" Gilbert Azoulay. Anseo thíos tá staidéar spéisiúil a rinne an Strasbourg EM le daltaí agus múinteoirí faoi iompraíochtaí nua. Léirigh staidéar arna dtionscnamh i ndiaidh na conraitheoirí díomá mór le dearcadh "deviant" a gcuid mac léinn atá níos sine nó a surf ar an gcúrsa. Níos mó...

Posté par pcassuto à 15:24 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

13 avril 2013

Foursquare Planning

By John McDermott. Foursquare Planning to Offer Check-in Data to Target Ads on Other Platforms. Location Data to Be Made Available to Ad Networks and Exchanges.
Foursquare has started pitching digital agencies on a new ad product that would use Foursquare's location and behavioral data to contextualize ads on other platforms, executives familiar with the situation said.
The ad product is still in development and will eventually allow advertisers to use Foursquare data to target ads purchased through ad exchanges or networks.
When launched, it will mark Foursquare's first attempt to generate revenue outside its app. Read more...

Posté par pcassuto à 11:38 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

11 avril 2013

An Interview with Computing Pioneer Alan Kay

By David Greelish. Born in 1940, computer scientist Alan Curtis Kay is one of a handful of visionaries most responsible for the concepts which have propelled personal computing forward over the past thirty years — and surely the most quotable one.
He’s the man who said that “The best way to predict the future is to invent it” and that “Technology is anything that wasn’t around when you were born” and that “If you don’t fail at least 90 percent of the time, you’re not aiming high enough.” And when I first saw Microsoft‘s Surface tablet last June, a Kay maxim helped me understand it: “People who are really serious about software should make their own hardware.” Read more...

Posté par pcassuto à 23:41 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

11 avril 2013

Requiring Computing Education: An Impractical Path to Computing Literacy

My thinking on computing education has been significantly influenced by a podcast about hand-washing and financial illiteracy. I suspect that education is an ineffective strategy for achieving the goal of Computing Literacy for Everyone. I have a greater appreciation for work like Alan Kay’s on STEPS, Andy Ko’s work on tools for end-user programming, and the work on Racket.
On Hand-Washing and Financial Illiteracy
I have been listening to Freakonomics podcasts on long drives. Last month, I listened to “What do hand-washing and financial illiteracy have in common?” I listened to it again over the next few days, and started digging into the literature they cited. Read more...

Posté par pcassuto à 00:01 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

9 avril 2013

Internet, ¿la Universidad del futuro?

MANUEL PÉREZ MATEOS. Es evidente que tanto Internet como las tecnologías de la información y la comunicación han revolucionado la sociedad impulsando grandes cambios en todos los órdenes. Y es evidente, también, que la incorporación de estas tecnologías afecta profundamente y de forma global a la Universidad en sus procesos docentes, educativos, administrativos y de gestión. Los profesores universitarios no podemos permanecer ajenos a esta realidad y, desde una perspectiva docente, debemos tener en cuenta que estamos formando a residentes digitales (los estudiantes), para los que Internet y las herramientas sociales de comunicación y ocio son una parte importante de sus vidas. Por eso la Universidad debe transformar estas tecnologías, utilizadas en principio como herramientas de organización y gestión, en instrumentos para mejorar los procesos docentes y facilitar que el estudiante pueda realizar su propio aprendizaje. Mes...

Posté par pcassuto à 20:26 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

2 mars 2013

Hedda podcast: Digital didactics and learning with technology with Prof. Isa Jahnke

Episode 39 of our podcast series features Professor Isa Jahnke from Umeå University in Sweden. In the podcast she sheds light on her recent work on interactive media and learning, as well as the concept of digital didactics in higher education.
Isa Jahnke is a Professor in Interactive Media and Learning (IML) at Department of Applied Educational Science in Umeå University, Sweden. Her background is in sociology (advanced role theory of socio-technical systems), digital didactics (Hochschuldidaktik) and academic development. She has her doctoral education from Dortmund University where she focused on Informatics & Society. She has later held positions at University of Ruhr-University of Bochum (Germany), University of Colorado at Boulder (USA), University of Dortmund (Germany), and she became a professor at Umeå University in 2011. See more...

Posté par pcassuto à 23:25 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

17 février 2013

New study underlines benefits of eTwinning

The European Commission has just published an independent study on the impact of the EU's eTwinning scheme. The study found that teachers who had participated in eTwinning improved their skills, their relations with pupils and developed their professional networks. Pupils felt more empowered and motivated and were better at team working. The study found eTwinning to be an easy and cost-effective way for schools to engage in international cooperation.

eTwinning uses information and communication technology (ICT) to enhance cooperation between schools. 190,000 teachers at 100,000 schools have so far signed up through the European eTwinning portal which offers both tools and secure internet spaces for joint school projects, exchanges and training activities.
Impact on teachers

The majority of teachers in the survey said they their expectations of eTwinning were largely fulfilled. Improvements in knowledge and skills, particularly, teaching skills, were noted. However, few teachers had received official recognition or a change in status following their eTwinning experience.
Teachers identified five main benefits of eTwinning: (1) making new friends and networking across Europe (64%); (2) new or improved ICT skills (60%); (3) a positive impact on pupils’ skills or motivation to learn (55%); (4) a sense of involvement in an international teaching community (55%); (5) improved foreign language skills (54%).
The impact was greater among teachers who were actively involved in projects. Involvement in a collaborative project appears to stimulate both personal and professional development and encourages teachers to widen their involvement in professional exchange and networking.

Impact on pupils

Teachers' expectations of change and improvement in their pupils’ abilities, knowledge and attitudes were generally fulfilled. Many teachers noticed better and less formal communication and interaction with pupils.
Pupils were enthusiastic about collaboration and team working as well as learning about other cultures.
eTwinning also made pupils feel empowered or more independent, especially those over the age of twelve.

Impact on schools

In many cases eTwinning had led to other projects and a more international outlook within the school.
If eTwinning is to have an impact on the whole school, the head teacher needs to be closely involved, and several classes - or the entire school have to be involved in the activities.
Curricular integration of the project is common. Typically eTwinning projects might combine elements of language learning and literacy, ICT, sciences and mathematics and social sciences.

Background
The impact study gathered evidence over 21 months through a literature review, data and document review, 24 school case studies in 13 countries, and a survey in 25 languages of around 6 000 teachers registered for eTwinning.
eTwinning is financed through the Lifelong Learning Programme and is part of the Comenius programme for school education. The European Commission plans to reinforce and expand eTwinning from 2014 as part of the proposed Erasmus for All programme.
More information: Final report; Final report annex; eTwinning portal.

Posté par pcassuto à 16:19 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

16 février 2013

Fools' gold?

By Paul Jump. Open-access publishing, once a niche preoccupation, is now a hot-button issue. But concern is growing that unintended consequences of new publication mandates will cost individual scholars and the UK sector dear.
When UK academics in the humanities and social sciences complain of "cataclysms", "delusional fantasies" and "sleepwalking into disaster", you might assume they are talking about the recent removal of public funding for teaching their subjects. But there is another aspect of the government's higher education policy that is causing increasing numbers of non-science scholars to fear the worst.
Twelve months ago, open access was a somewhat arcane cause, particularly outside the sciences. It was championed by a relatively small cadre of committed activists (often those associated with university libraries) outraged by years of above-inflation rises in journal subscription rates and fired by the conviction that research funded by the public should be freely accessible.
The landmark Budapest Open Access Initiative - the manifesto of the open-access movement - was published in 2002, but progress on implementing it had been slow. Some open-access journals, particularly in the life sciences, had built solid reputations, and funders including Research Councils UK had encouraged the depositing of research papers in "green" open-access repositories wherever possible. They had also committed to paying the article fees associated with publishing in some open-access journals (the "gold" method). Read more...

Posté par pcassuto à 21:38 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

13 février 2013

Augmented reality in education: teaching tool or passing trend?

AR shouldn't be another monster under the bed (or desk), says Judy Bloxham – used intelligently, it provides new ways for learners to access content and knowledge.
What some may call an 'unsurprising' 71% of 16 to 24-years-olds own smartphones, so why aren't teachers utilising these in the classroom or campus? Is the use of these devices going to detract from the learning process or contribute to future workplace skills? Should teachers be using techniques such as augmented reality (AR) to engage students and develop their skills for the modern world? Well, I say 'yes'. I believe we should be embracing these opportunities. For instance I see AR as a real opportunity for colleges and universities, not only as a way to market and promote themselves, but as a way to communicate with learners and improve the student experience. Read more...

Posté par pcassuto à 22:08 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

9 février 2013

Calling all HE staff who are new to open practice

If you are new to Open Educational Resources (OERs), you could qualify for an HEA-sponsored place at OER13, a conference showcasing Open Practice.
Open Practice is a growing, global movement in higher education involving major international institutions such as MIT, Harvard and Stanford. In the UK, numerous OER projects have been supported successfully by the UKOER programme run jointly by the HEA and Jisc. The HEA is encouraging further growth of the Open Practice community by sponsoring new-to-OER HE staff to learn more about this exciting development in open academic practice at OER13.
OER13 takes place at the University of Nottingham on 26 and 27 March and the HEA is funding a set number of places. For more information and to apply for a free place visit the event page of the HEA website.
OERs are part of a growing, global Open Practice movement in higher education involving major international institutions such as MIT, Harvard and Stanford. In the UK, numerous OER projects have been supported by the UKOER programme run jointly by the Higher Education Academy and Jisc. The Higher Education Academy would like to support the growth of the OER and Open Practice community by encouraging UK academic and professional higher education staff who have had no engagement with OERs to find out more about this movement.
OER13 is a conference taking place at the University of Nottingham on 26th & 27th March 2013 which will showcase Open Practice projects (http://www.oer13.org). The Conference programme will consist of an engaging mix of keynote presentations, refereed papers and posters exploring the impact of OER on HE within the conference themes. The Higher Education Academy is funding a scheme which will provide the conference fees for OER13 to HE staff who are new to OERs i.e. those staff involved in delivering HE who have neither been engaged in OERs nor previously funded as part of the UKOER programme and who do not have a paper accepted for OER13.

Posté par pcassuto à 21:50 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote