Poldoc La politique documentaire étant la pierre angulaire de la Médiathèque Intercommunale Ouest Provence, Bambou a choisi de créer un onglet spécifique (et résolument évolutif), qui détaille tout le dispositif Poldoc du réseau, son organisation, ses acteurs, ses outils, son activité, etc. Mais avant de décrire ce contexte, quelques pré-requis qui déterminent le champ d’application et de développement de notre politique documentaire, ainsi que son caractère raisonné et systémique : Fort de ces composantes (pour plus de développement, se reporter notamment à l’article du BBF « Pratiques et politiques d’acquisition« ), le dispositif poldoc s’appuie sur une organisation fonctionnelle pérenne et transversale, telle que représentée, dans cet organigramme, par une Direction de la Politique Documentaire (fonctionnant aux côtés de la Direction Administrative et de la Direction de l’Action Culturelle) 1. NB. Cliquer sur l’image pour gagner en lisibilité
2012 Social Learning Summit Sessions & Schedule The recordings will be posted within a few hours of the close of the Summit HERE. Final time zone schedules for the 2012 Social Learning Summit are below. Click on your time zone to see the detailed schedule with links to enter each session. Toward Peeragogy Editor’s Note: This evening Howard will deliver the 2011 Regents’ Lecture at the University of California, Berkeley. His topic: the transformative power of social media and peer learning. Here, in a continuing series, Howard reflects on his ongoing experiment in high-end, peer-to-peer, global learning via the internet and social networks. The more I give my teacher-power to students and encourage them to take more responsibility for their own learning, the more they show me how to redesign my ways of teaching. At the end of the first course I taught solo, I asked students for their frank opinions of what was working and what could work better. I didn’t want to wait for anonymous evaluations, which don’t afford dialogue or collaboration.
Comment intégrer les ressources numériques dans une politique documentaire ? Mots-clés : médiation, accés à la culture et à l’information Un billet très interessant de Bertrand Calenge sur l'intégration des ressources numériques dans une politique documentaire. Il nous propose dix points clés pour articuler collections et ressources électroniques : 1 – Ne pas se tromper de poldoc 2 – Appliquer les processus fondamentaux de la poldoc à la construction de la problématique 3 – Évaluer en s’adaptant aux spécificités de cet univers 4 – Poser la question de la médiation et de l’ "intermédiation" au cœur de la problématique 5 – Réfléchir en termes de "masses critiques" de contenu plutôt qu’en identification individuelle d’unités documentaires 6- Poser la question des acquisitions et des collections en termes de construction d’accès facilités 7 – Différencier les questions de plomberie et les questions de contenus 8 – Rendre présentes ces ressources dans la bibliothèque 9 – Penser diversité des usages, et non dichotomie de ceux-ci 10 – Ne plus travailler seul
FrontPage You have arrived at the permanent landing page for EVO sessions. Note: If you cannot see all of the text on the right, click on the tiny arrow above the words Page History in the upper right corner to expand to Fullscreen View. Call for Participation Electronic Village Online (EVO) 2020 For five weeks in January and February, TESOL experts and participants from around the world engage in collaborative online discussions or hands-on virtual workshops of professional and scholarly benefit.
RSCON 2014 We hope you were inspired by the Reform Symposium Free Online Conference (RSCON) events that took place July 10-13th. The online global event featured 50+ presentations, 11 keynote speakers, 3 panel discussions, and a tech/app swapalooza. Our plenary, Dean Shareski, began the conference by challenging us to spread joy in our practice. Our keynotes came from 9 countries and our presenters from over 15 countries. Topics included mobile learning, gamification, differentiation, writing web tools, passion based learning, maker education, teaching english language learners, demand high teaching, Chess, puppets, Minecraft, digital portfolios, and much more! Marlène's corner MOOC retention: A survey study JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. Highlights We present a model explaining 79% of variance in MOOC learner retention. Course content affects MOOC learner retention via Perceived Effectiveness. Interaction with instructor affects MOOC learner retention directly.
Peeragogy Mindmap In my previous post I wrote about some ideas about Peeragogy and then I went on designing my mindmap by using Google Drawing. It is a simple app which can help me design presentations, images and mindmaps with links online. I have learnt how to use it thanks to an American educator , Eric Curts- who showed us how to create images and presentations by using it. He compared it to Thinglink. When searching online about this approach I learnt that Moocs and SOLE( Open Online Learning Environments ) are some examples of what we mean by applying the principles explained in the Handbook. This is my mindmap link MOOC Completion and Retention in the Context of Student Intent Key Takeaways MOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions. This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation. The study found that, on average among survey respondents, 22 percent of students who intended to complete a course earned a certificate, compared with 6 percent of students who intended to browse a course.
Patterns of Peeragogy This chapter outlines an approach to the organization of learning that draws on the principles of free/libre/open source software (FLOSS), free culture, and peer production. Mako Hill suggests that one recipe for success in peer production is to take a familiar idea – for example, an encyclopedia – and make it easy for people to participate in building it [11]. We will take hold of “learning in institutions” as a map, although it does not fully conform to our chosen tacitly-familiar territory of peeragogy. To be clear, peeragogy is for any group of people who want to learn anything. Who is taking MOOCs? Teachers, says MIT-Harvard study A new MIT-Harvard study released on Wednesday finds that nearly 40 percent of learners who take open online courses are teachers. That finding has researchers wondering whether they can better design online courses once predicted to upend students’ experience to meet teachers’ needs. The study describes two years of open online courses launched on MIT and Harvard’s non-profit online initiative, edX. It explores 68 certificate courses and 1.7 million participants. “We know who these people are,” said Harvard Associate Professor Andrew Ho, co-author of the study. “We imagine a college classroom with a bunch of young, uncertified, invested — at least financially — undergraduate students.