Formation Continue du Supérieur

Pour la septième année consécutive,le ministère de l'Education nationale rend publique,à l'occasion du 8 mars,journée internationale des droits des femmes,une série de statistiques qui renseignent sur la réussite comparée des filles et des garçons depuis l'école jusqu'à l'entrée dans la vie active.Cette parution reflète l'engagement du système éducatif dans les objectifs de mixité et d'égalité,objectifs déclinés dans la convention interministérielle pour 2013-2018. Télécharger la brochure Filles et garçons sur le chemin de l'égalité de l'école à l'enseignement supérieur 2013. Feuilleter la brochure : Filles et garçons sur le chemin de l'égalité de l'école à l'enseignement supérieur 2013
Quelques chiffres clés
Les filles réussissent mieux que les garçons à l'école. Elles connaissent moins de difficultés scolaires, elles poursuivent des études plus longues et  plus de 45% d'entre elles obtiennent un diplôme d'enseignement supérieur contre 37 % seulement des garçons.Le moment est sans doute venu de s'interroger sur les difficultés persistantes des garçons :12 % des garçons de 17 ans connaissent des difficultés de lecture, 22 % des garçons sortent de formation initiale sans diplôme.
Cette réussite scolaire des filles ne se traduit toutefois pas encore dans l'orientation et le choix des spécialités. En 2011,les filles ne représentent que 40 % des élèves des terminales scientifiques, un mince progrès : elles étaient 38% en 2005. Quand ils se jugent très bons en mathématiques, 8 garçons sur 10 s'inscrivent en série S. Dans la même situation, seules 6 filles sur 10 effectuent la même démarche.

.

Le Défenseur des droits rend public son rapport d’activité annuel 2012: 100 000 réclamations, reflets d’une société minée par les incertitudes 
Le Défenseur des droits, Dominique Baudis, publie jeudi 20 juin  son deuxième rapport annuel qui rend compte de son activité comme l’exige la loi organique du 29 mars 2011.
Annexe III Lutte contre les discriminations et promotion de l’égalité
« En matière de lutte contre les discriminations, l’année 2012 a été celle de l’émergence de nouvelles méthodes de travail et du croisement du droit des discriminations avec les compétences plus larges du Défenseur des droits. Le traitement intégré des saisines reçues par le Défenseur a permis de mettre en œuvre une approche sous l’angle du droit des discriminations concernant des publics et des questions d’accès aux droits qui dépassent les secteurs d’intervention traditionnels en matière de lutte contre les discriminations et de s’interroger sur les points de rencontre de cette branche du droit avec les problématiques soulevées par les publics les plus précaires qui, historiquement, s’adressaient plutôt au Médiateur de la République qu’à la Halde. La mission discrimination, traditionnellement concernée majoritairement par les questions d’emploi, renvoie à une population active et plus jeune, ayant la capacité d’identifier une stratégie d’action pour réclamer ses droits. Or, l’étude des publics du Défenseur a fait émerger des questions relatives à l’accès aux droits sociaux ou aux conditions de travail, caractéristiques de personnes qui ne se sont jamais plaintes de discrimination mais qui font face à des difficultés particulières en tant que femmes ou aînées d’origine étrangère confrontées à des problèmes spécifiques… »
Après cette première année complète de fonctionnement, en matière de protection des droits et libertés, l’institution a reçu plus de 100 000 demandes d’interventions ou de conseils adressés par des particuliers. Plus de 100 000 demandes d’intervention ou de conseils dont :

• 82 416 dossiers de réclamations représentant plus de 90 000 réclamants
• 31 116 appels (numéro azur 09 69 39 00 00)

83% des réclamations sont traitées par les 450 délégués du Défenseur des droits, présents dans tous les départements (métropole et Outre-mer). Le Défenseur des droits constate que ces réclamations « témoignent d’une société qui croit se protéger de la crise par des mécanismes d’exclusion. Masquer les difficultés ne veut pas dire qu’on les règle. Au contraire, en les cachant on les laisse s’aggraver. Une société du déni s’installe, nourrie de renoncements et de découragement ».
En renforçant la promotion des droits et de l’égalité par la publication d’outils et la mise en œuvre d’actions ciblées, le Défenseur des droits vise à prévenir les atteintes aux droits et liberté notamment des plus vulnérables qui sont aussi souvent ceux qui ont le plus de mal à connaitre leurs droits et à les faire reconnaitre. Dans une société minée par les incertitudes, le Défenseur des droits et ses adjoints constituent un interlocuteur privilégié de la société civile, des services publics, des entreprises, des syndicats ou des associations représentant ceux qui s’estiment lésés dans leurs droits et leurs libertés.

• Rapport annuel 2012 - Version interactive
• Rapport annuel 2012
• Rapport annuel 2012 - Synthèse
• Rapport annuel 2012 - Annexe 1 - Droit des usagers des Services publics
• Rapport annuel 2012 - Annexe 2 - Défense et Promotion de l’intérêt supérieur et des droits de l’enfant
• Rapport annuel 2012 - Annexe 3 - Lutte contre les discriminations et promotion de l’égalité
• Rapport annuel 2012 - Annexe 4 - Déontologie de la sécurité
• Le Défenseur des droits en bref
• Le Défenseur des droits en chiffres.

By Tony Bates. Carey, T., & Trick, D. (2013). How Online Learning Affects Productivity, Cost and Quality in Higher Education: An Environmental Scan and Review of the Literature. Toronto: Higher Education Quality Council of Ontario
Why this paper is important
In July, the Higher Education Quality Council of Ontario published the above report. This is a very important development for online learning in post-secondary education as it takes a very hard look at quality, cost and productivity and comes forward with recommendations to government. This is a paper that is likely to be read (and should be read) by legislators, state and government policy makers, university and college boards and senior university and college administrators.
I am also exploring through a series of blogs the issue of productivity and online learning, partly because of dissatisfaction with the current state of thinking about this issue, which became apparent working with this project.
For this reason, I am setting aside my hat as an Advisory Board member who commented on the penultimate draft, and and am here providing a full analytic review of the paper. To do this, I have had to reproduce key parts of the document, but I strongly recommend that the HEQCO document is read in full. Quotes from the actual paper are in italics, although I have edited and abbreviated in part. More...

By David Wiley. What’s the difference between OCWs and MOOCs? At the end of the day, it may be nothing more than managing expectations.
Let’s take Physics for example.
Here’s the MIT OCW Physics course from 1999. It includes videos, lecture notes and other readings, assignments and exams with solutions, and a recommendation that you buy a commercial textbook. There is a study group that learners can join. There does not appear to be any way to interact with the instructor. The course uses a very traditional pedagogy and is openly licensed.
Here’s the Coursera / Georgia Tech Physics course from 2013. It includes videos, assignments and exams, and includes a recommendation that you buy a commercial textbook. There appears to be a study group that learners can join. There does not appear to be any way to interact with the instructor. The course uses an inquiry-based pedagogy and does not appear to be openly licensed.
This OCW collection and this MOOC have a LOT in common. While they differ in pedagogy and licensing, from the public perspective maybe the most important difference between these two big collections of freely accessible online resources – and the two genres of OCW and MOOC more generally – is market positioning and expectation management:
MIT OCW has always positioned itself as primarily teacher-facing. The collections of materials are intended to support faculty at other institutions in teaching similar classes or engaging in professional development. More...

By Nora Almeida. The Massive Open Online Course (MOOC) has emerged in the past few years as the poster child of the online higher education revolution.  Lauded and derided, MOOCs (depending on who you ask) represent the democratization of education on a global scale, an overblown trend, or the beginning of the end of the traditional academic institution. MOOCs have gained so much critical traction because they have succeeded in unmooring educational exchanges and setting them adrift in the sea of the internet.  Although the MOOC is a new and evolving platform, it has already upended facets of education in which librarians are heavily invested including intellectual property, digital preservation, and information delivery and curricular support models. Consequently, to examine the MOOC as a microcosm is also to explore how the scope of academic librarianship is changing and will continue to change. Librarians and information professionals—who serve as bibliographers, purchasing managers, access advocates, copyright and preservation experts, and digital pioneers on many campuses—are uniquely situated to mediate this disruption and to use this opportunity to develop strategies for navigating an environment in flux. More...

By Graham Attwell. Mind the Gap, says Geoff Stead referring to the gap between theory and practice in mobile learning. And it is this gap which is perplexing me as we attempt to develop an App (code named Rapid Turbine) for use by German construction apprentices.
Writing in a blog for last year’s MobiMOOC Geoff says:
There are a few academic frameworks that can be useful in evaluating, and reflecting on m-learning:

1. Laurillard’s Conversational framework (2002) – showing the different roles that technology can play in the process
2. Park’s Pedagogical Framework for Mobile Learning (2011) – offering a simple matrix to map the transactional and/or social closeness of a learning intervention
3. Koole’s Model for Framing Mobile Learning (FRAME) – 2009 – showing how the mobile learning is an interaction between the technology, the learner and the context.

The one that most connects with my own thinking is FRAME, because it is quite clear that you any theory about m-learning needs to engage with the technology itself (the device), AND the learner (who they are, what they want), AND their social context.

The reason the definition works for me is exactly the reason why I suspect m-learning has proved so problematic to define precisely. It just isn’t one thing. There may well be one core idea in the middle, but this is heavily influenced by factors that are different in different contexts.
Here are some examples, and contrasting ideas:

• while m-learning at work might be about performance support tools, and access to small nuggets of information; m-learning in the classroom might be more about exploring ideas together, and collaborating on a project
• while m-learning on a field trip might be exploring your environment (GPS / augmented reality / mapping / camera), m-learning in a lecture theatre might be about taking notes, and looking up references.
• while BYOD m-learning might be about sharing critical information via any device; a specific iPad activity will be rely on a specific app on a specific, named device

Folks, these are ALL m-learning, but because the circles in the Venn Diagram are filled with different questions, the resulting answer is different. More...

By Cathy Davidson. On Facebook, my pal John recently joked that we're not living in the Digital Age.  We're living in the Age of the Acronym:
MOOC (Massive Online Open Courseware), we all know about MOOCs.  @George Siemens coined the term in 2008.
SPOC (Self-Paced Open Course).  The students remixed course content in "Surprise Endings:  Social Science and Literature" and added a lot of content into seven open self-paced content units, including seven 20-minute video lectures on everything from self-control to racism, by myself and the famous behavioral economist Dan Ariely plus lots of course content on these topics .   Anyone can now take this SPOC:  http://www.hastac.org/blogs/kaysi-holman/2013/08/07/learn-about-self-control-racism-gender-much-more-introducing-self-pace
DOCC:  This Fall, FemTechNet is offering a very exciting feminist alternative to the MOOC.  DOCC is a Distributed Online Collaborative Course:  http://www.hastac.org/documents/recent-coverage-femtechnets-distributed-open-collaborative-course-docc-feminism-and-techno    This DOCC is intended to encourage us to rethink other models of online learning than the corporate, for-profit, elite "Doc on the Laptop" (I coined that phrase in, roughly, August 2013).
MO . . .:  And then there is our upcoming (January 2014)  "History and Future of Higher Education" course that is both a Coursera-sponsored MOOC (but with lots of P2P elements that we've added in) and it comes with a coordinated, distributed, Face-to-Face Component, with (so far) about seventeen different universities offering some version of this course, with Google Hang Outs, and Webinars, and other possibilities for open, public, cross-university and beyond interaction:  http://www.hastac.org/collections/history-and-future-higher-education     I guess that makes it a MOF . . .      Ah, yes.  The problem with acronyms. More...

By David F. Carr. After weathering a round of negative publicity, Udacity CEO Sebastian Thrun believes vindication is at hand.
"The thing I'm insanely proud of right now is I think we've found the magic formula," he said in an interview last week. "Had you asked me three months ago, I wouldn't have said that. I'm not at the point where everything is great. There are a lot of things to be improved, a lot of mistakes we're making, but I see it coming together."
Formerly a Stanford University professor as well as the founder of the Google X Labs, which created the famed self-driving car and the Google Glass wearable computer, Thrun co-founded Udacity in 2011 to explore the possibilities of massive open online courses (MOOCs). The success Thrun claims to be on the verge of is actually outside the realm of MOOCs, if you define MOOC as a free online course with a huge enrollment. Instead, he is claiming an early victory in Udacity's partnership with San Jose State University (SJSU) to offer $150 courses for which students would get credit for a passing grade, just as if they had attended on campus. The credit-bearing classes are much smaller, and in the latest round of classes the enrolled students got more tutoring and help. More...

By Michael A Peters. The New York Times dubbed 2012 the year of the MOOCs - massive open online courses. Suddenly the discourse of MOOCs and the future of the university hit the headlines with influential reports using the language of "the revolution to come." Most of these reports hailed the changes and predicted a transformation of the delivery of teaching and higher education competition from private venture for-profit and not-for-profit partnerships. Rarely did the media focus on questions of pedagogy or academic labor. This article suggests that MOOCs should be seen within the framework of postindustrial education and cognitive capitalism where social media has become the dominant culture. More...

www.MOOCs.co is a directory of free Massively Open Online Courses providers (MOOCs).
MOOCs are free non-degree online courses with open unlimited global enrollment to anyone who desires to learn, and regardless of their current educational level.
About MOOCs:
Today, MOOCs provide access to many of the same courses being taught at some of the world's leading universities, and by leading scholars and industry experts in all areas:  From Computer Science to Economics to Medicine to Literature to Engineering to Social Sciences and others.
To date in the K-12 segment, MOOCs  largely concentrated in tutor-style courses to assist students in specific subjects: Math, English, Science, etc.  However, it is anticipated that MOOCs similar in structure to those being offered in the higher education space will be soon be coming from some of the world's leading schools, their faculty and other professionals.
While most are non-credit bearing, some are starting to offer certificates, enhanced learning services and credit options at additional costs. However,none of  these additional options are required to sign up and take advantage of these free courses.
In addition, some MOOCs students are starting to submit their MOOCs course work for credit recognition by their current colleges and universities.
The majority of MOOCs are in English, but increasingly - we are seeing some of these being translated by the MOOCs' online student community themselves. It is also anticipated that multi-lingual MOOCs will be growing with the increased participation of leading international universities.
Enrollment is done online at the MOOCs provider sites. More...