Formation Continue du Supérieur

28 juillet 2013

The Arts & Humanities in the Workplace: Why Great Leaders are Joining the Dialogue

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By Christine Henseler. "The Arts & Humanities in the Workplace: Why Great Leaders are Joining the Dialogue" is an online project that gives voice to not only humanists, but also employers and leaders from fields as varied as engineering, biology, nanotechnology, social work, business administration, economics, environmental studies, entrepreneurship, physics, government or medicine. The goal of this project is to demonstrate that an education in the arts and humanities -- from kindergarten to higher education and beyond -- has concrete benefits on individual lives and careers and on global economic competitiveness, advancements in innovation, and civic engagement and responsibility. Read more...

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28 juillet 2013

The Transcendent Potential of Digital Badges and Paradigm Shifts in Education

By Dan Hickey. In previous posts at HASTAC and Remediating Assessment I argued that we need to look beyond the intended purposes of digital badges and consider the actual functions of badges. This builds on what Jim Greeno has convinced me what happens when situative views of knowing and learning are applied to assessment. A later post elaborated on the summative, formative, and transformative functions of digital badges. That later post also promised a subsequent post on what we might call transcendent functions. I had written some about it in the original version but it was too long and I really could not wrap my head around it at the time. Read more...

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28 juillet 2013

The Future of (Mostly Higher) Education

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By Cathy Davidson. After finishing filming our last segment on "The History of Higher Education" (Week 3: Teaching Like It's 1992), we are now scouting locations for the "Future of Higher Education."
As you can see from the two photos in this post, the "history of higher education" included a visit from Michael Jackson (well, not really) in my office cum film studio in Smith Warehouse at Duke. Read more...

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28 juillet 2013

La búsqueda del conocimiento: como los estudiantes usan las plataformas digitales para elegir sus universidades

By Jorge E. Borrero A. El viaje en búsqueda de educación para los estudiantes se ha trasladado a la web. Uno de cada diez futuros estudiantes ya busca exclusivamente en línea por las clases y programas deseados, según estudios de Google y Compete. Para aprovechar las oportunidades de venta de cursos digitales, los vendedores tienen que llegar a los estudiantes a través de los canales adecuados
- Y mirar más allá de los períodos de inscripción tradicionales – con una constante
presencia en línea. Y con la cantidad de personas dirigiéndose hacia material en video en la búsqueda de educación, se registró un aumento cuadriplicado de 2011 a 2012 en esta área, estableciendo así la importancia del video para acercarse a las universidades deseadas. Con tan solo un vistazo a las aulas universitarias de hoy, se verá lo ecléctico del cuerpo estudiantil con relación a hace 10 años. Se encontrará a la madre cabeza de familia, el profesor retirado, el que decidió cambiar de carrera a sus treinta y tantos entre otros personajes. Los avances tecnológicos han hecho la educación más accesible, más flexible y más eficaz para los estudiantes como estos y muchos más. Incluso para los estudiantes “tradicionales” se puede ver como la tecnología les ha cambiado todo, como leen, estudian y aprenden. Ahora, si te alejas del cuadro, notarás como algo falta en estas clases modernas: El salón de clase. Més...

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28 juillet 2013

Un curso de Excel para disparar competencias!

By Jorge E. Borrero A.Wedubox publicó el primer curso de Excel® enfocado a profesionales y estudiantes buscando dotarlos con una herramienta dirigida a sobresalir!. “Es sorprendente, pero encontramos que gran cantidad de estudiantes universitarios carecen de el manejo básico de Excel” asegura Andrea Parra, directora de comunicaciones en wedubox.co; “también encontramos quejas persistentes de empleadores sobre sus practicantes (becarios) universitarios” continua. Més...

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28 juillet 2013

Publishing Your Dissertation Online: What’s a New Ph.D. to Do?

By Adeline Koh. Early this week, the American Historical Association (AHA) released a controversial statement that strongly advised graduate programs and libraries to adopt a policy allowing the embargoing of the publication of completed dissertations online for up to six years. The statement has generated much praise and much criticism. Supporters of the statement argue that it protects junior authors, given that in the current academic climate a completed, published, single-authored monograph continues to be the standard for tenure and promotion in fields like history. Read more...

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28 juillet 2013

How Google Rediscovered the 19th Century

By Paula Findlen. Around 2008, I began to notice an interesting fact: Google Books was reshaping the way I did research. I was on sabbatical and had more time than usual to pursue various projects. Like most historians, I went to libraries and archives in search of paper evidence, but I also delighted in digital discoveries, happily downloading my best finds. At the end of that year, I left my sabbatical office carrying a computer filled with the virtual books that are rapidly becoming the bread and butter of teaching and scholarship. Read more...

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28 juillet 2013

‘Area of Specialization’ Makes No Sense in Philosophy

By István Aranyosi. Job advertisements in philosophy invariably use the phrases “Area of Specialization” and/or “Area of Competence,” or sometimes “Open Area,” meaning, respectively, that the recruiter is looking for candidates who specialize in particular areas and/or are competent in those, or who specialize in some area or other. It is so standard that in our CVs we just write “AOS: …” and “AOC …” at the very top, after our contact details. Read more...

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28 juillet 2013

What to Do About ‘Impactful’?

By Anne Curzan. I notice the word impactful. Sitting in various kinds of meetings throughout the week, I hear a whole range of things described as impactful: NCAA legislation, court decisions, online college courses, powerful people, climate change, and much more. Read more...

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28 juillet 2013

Grading Congressmen, Grading Students

By Lucy Ferriss. Every now and then, in academic departments where I’ve worked, faculty members have exchanged graded papers and met to compare and contrast approaches to marking and grading student prose. There’s always an element of anxiety to this otherwise useful exercise: am I missing important points? injecting my own prejudices? failing to grade according to my own rubric? missing or overemphasizing mechanical errors? grading too harshly or not harshly enough? All credit, then, to Representative Mark Takano (Democrat of California, henceforth known as “the Teacher”) for making public his markup and grading of Representative Bill Cassidy’s (Republican of Louisiana, henceforth known as “the Student”) circulated letter opposing the U.S. Senate’s immigration bill. Read more...

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