Pédagogie Université Numérique C’est un fait, l’université se met au numérique. Et elle avance à grands pas ! Après avoir investi l’administration, la communication, la mise aà disposition de ressources, on revient à la pédagogie. Y arriver n’est pas chose aisée, comme le rappelait Brigitte Albero en janvier. Cela ne se décrète pas, et on s’y casse les dents depuis longtemps. En tout cas, la réflexion est lancée. Sous l’impulsion de personnes investies et oserai-je dire charismatiques (Christophe Batier ou Sophie Mahéo) cela peut se décliner déjà au quotidien. Sur cet aspect de formation, je suis toujours étonné par ces différentes universités « Vivaldi », « numériques », etc. où se côtoient bonne parole venant d’en haut (via la mission numérique pour l’enseignement supérieur ou MINES), témoignages ou travaux de recherches et un auditoire passif. On pourrait donner comme challenge à une telle manifestation d’initier aux pratiques décrites. Cela pourrait être une forme de Ludovia ou d’un éducamp pour le supérieur.
Nicholas Hughes Are you mentorable? Jordan Awan Are you open about the areas where you want help? Respectful of your mentor’s time and advice? Here are the characteristics that can make you someone whom other people would like to guide, from mentoring researcher Victoria Black. This post is part of TED’s “How to Be a Better Human” series, each of which contains a piece of helpful advice from someone in the TED community; browse through all the posts here. Finding the right mentor (or mentors) can change the trajectory of your life. If you haven’t, that’s normal. She recalls, “I thought, ‘Gosh, we’re not doing a job of putting ownership back on the mentee or, at least, not talking to them about what it means to be mentorable. The key to mentorability is an open and reciprocal partnership between mentor and mentee. Are you a good mentee? 1. Your mentor is giving you that most precious and rare of commodities: their time. 2. People seek out mentors for different reasons. 3. If you disagree with them, examine your attitude. 4.
Discover the world's most endangered species Wildscreen's Arkive project was launched in 2003 and grew to become the world's biggest encyclopaedia of life on Earth. With the help of over 7,000 of the world’s best wildlife filmmakers and photographers, conservationists and scientists, Arkive.org featured multi-media fact-files for more than 16,000 endangered species. Freely accessible to everyone, over half a million people every month, from over 200 countries, used Arkive to learn and discover the wonders of the natural world. Since 2013 Wildscreen was unable to raise sufficient funds from trusts, foundations, corporates and individual donors to support the year-round costs of keeping Arkive online. Therefore, the charity had been using its reserves to keep the project online and was unable to fund any dedicated staff to maintain Arkive, let alone future-proof it, for over half a decade. Therefore, a very hard decision was made to take the www.arkive.org website offline in February 2019.
IT, service et open source: questions précises et réponses vagues Parklands Primary BLT Academics don’t care for your knowledge-rich curriculum There is an interesting power struggle going on over the curriculum in England. A teacher-led movement, growing in confidence and informed by the arguments of E. D. Hirsch, Daniel Willingham and others have sought to place knowledge at the forefront of curriculum planning. To someone outside the rarefied atmosphere of education, it may seem bizarre that a curriculum could ever centre around anything else, but the explanation for this oddity is the long tradition of educational progressivism with its disdain for mere facts, coupled with credulous and breathless rhetoric about how we can now look up any knowledge we need on our computers and phones. Knowledge is actually what we think with and so the need for students to learn the most valuable, powerful knowledge human culture has created is greater than ever. It is in this context that I read a new blog over at the British Educational Research Association. Clearly, this logic is flawed. Quite so. Like this: Like Loading...
For teachers - Templates <div class="cdOLblEmRed cdSearchResultsMargin">Warning: This site requires the use of scripts, which your browser does not currently allow. <a href=" how to enable scripts.</a><br/></div> All Products Word Excel PowerPoint Access Outlook OneNote InfoPath Project 2013 Standard Publisher Visio All Categories Certificate (2) Education (2) Orientation (2) Student (2) Teacher (2) Topical (2) Visit MyAwardMaker Award certificate (Butterfly design)PowerPoint 2003 Kindergarten diploma certificatePowerPoint 2003 Didn't find what you were looking for? Award certificate (Butterfly design) PowerPoint 2003 Kindergarten diploma certificate Description Provided by Version: Downloads: File Size: Rating:
Formation et culture numérique - Thot Cursus Mr. Mitchell's Blog 9 Strategies for Encouraging More Students to Talk in Class While it is possible to learn by listening, I’ve found that oral participation leads to greater gains in student literacy and engagement. English language learners in particular benefit from ample talk time, but they are not the only ones. Yet I’ve also found that without careful planning, a few students do most of the talking while the majority of the class remains silent. My students all have ideas, but only some of them share those ideas on a regular basis. Adding wait time after I ask a question helps more students get into the conversation, but still the more confident students are more likely to raise their hands. Because of this, I pay close attention to who is participating in my high school English classroom and to the structures I’m using to promote participation. 9 Ways to Encourage More Students to Talk 1. 2. 3. They talk in their pairs from bell to bell between direct instruction about the topics of the day. 4. 5. 6. 7. 8. 9.
En ligne ou pas, vers la continuité pédagogique En ligne ou hors ligne ? Problème de continuité. J’utilise régulièrement des terminaux (ordi portable, tablette, smartphone) en tous lieux et à tout moment. Les applications que j’utilise m’amènent à reposer la question de la continuité et de l’enjeu qu’il y a à la développer réellement ou pas. Cette question est liée à celle des possibilités de nomadisme permise par les technologies. L’une des évolutions essentielles, à espérer dans les temps prochains, c’est l’amélioration de la continuité, aussi bien des connexions que des applications. Si maintenant, nous voulons développer de l’apprentissage nomade (Mobile learning) dans l’univers éducatif, il faudra prendre en compte ces dimensions. Passer d’une machine à l’autre, d’un lieu à un autre, d’un contexte à un autre, si cela est réellement possible, que signifie la continuité pédagogique ? A suivre et à débattre
Consolarium September 26th, 2011 CPDConsolarium: GBL and Technologies loan service for Scottish schools Derek Robertson Over the past few years the Consolarium team has invested in a variety of technical/digital equipment that it wanted to explore in relation to how its effective and innovative use could impact favourably and positively on teaching and learning contexts in settings from 3-18 years. We have been thinking how best we can utilise this ‘cupboard of super stuff’ and how it can be out in schools helping teachers teach and children learn rather than not doing that! We have an inventory of over 220 assets that can be loaned by any teacher that joins CPDConsolarium. However, any bid that is accepted comes with a blank wiki page dedicated to that teacher and the resource that they have loaned and an expectation that the developing narrative of their experience will be documented and shared with everyone else. Some of the kit that is available includes: More September 6th, 2011 Thank you More More 2.
Why are teachers miserable? Because they’re being held at gunpoint for meaningless data | Jeremy Hannay | Education Everyone seems to be dancing around the elephant in the room. Jeremy Corbyn is talking about scrapping Sats. The DfE is on the workload warpath. Let me clear up this edu-mess for you. Accountability. Gunpoint is one option. We can design a system that has no shortfalls in recruitment or retention, and where teachers and leaders are able to grow professionally over time, and help others to do the same. In such systems – and they do exist in some countries, such as Finland and Canada, and even in some brave schools in this country – development isn’t centred on inspection, but rather professional collaboration. Such systems and schools consistently achieve top results. These systems don’t overburden schools with prescription and policy. And yet, in England, this type of thinking is distinctly unconventional. So it’s time to call out high-stakes accountability and all of its agents. • Jeremy Hannay is the headteacher of Three Bridges primary school, Southall, west London.