UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. Learn more about the UDL Guidelines: Three primary principles guide UDL—and provide structure for the Guidelines: To learn more, click on one of the Guidelines below.
The Open Classroom Like automotive models, women’s hemlines, and children’s toys, pedagogical fads come and go, causing an immediate stir but rarely influencing teaching practice in any significant way. The notion that every innovation dreamed up by reformers inside and outside public schools makes its way into the nation’s classrooms is popular among those hunting for reasons to malign the schools. But it is crucial to distinguish between mere intellectual chatter and ideas that provoke substantive change. Where on this spectrum does the idea of the “open classroom” lie? At first glance, it would seem to be just another fad. British Invasion The open-classroom movement originated in British public elementary schools after World War II. For more than a decade, U.S. schools had been subjected to withering attacks, blamed for everything from the launch of Sputnik to urban decay. What is most striking is that there are no desks for pupils or teachers. Schools without Walls Backlash The School Wars
Toolkit The Personalized Learning Toolkit includes resources that can help your school or organization personalize learning for all learners. You can use this toolkit to: help you understand the language around personalizing learning.provide background knowledge of the differences of Personalization vs. Differentiation vs. Personalization vs Differentiation vs Individualization (PDI) Chart (V3) This is version 3 of the PDI chart with revisions and a facelift based on feedback from educators around the world. Report detailing Personalization vs Differentiation vs Individualization We created this report (version 3) to explain in detail the components of the chart and the differences between the terms. Stages of Personalized Learning Environments Version 5 We use the stages to define what teacher-centered, learner-centered and learner-driven environments look like. CBAM: Stages of Concern about Personalized Learning Change is not easy.
«Les facteurs psychologiques de la réussite et de l'échec chez les étudiants : comment aider les étudiants à réussir» «Les facteurs psychologiques de la réussite et de l'échec chez les étudiants : comment aider les étudiants à réussir» Franck Amadieu (maître de conférences en psychologie cognitive, Université de Toulouse II-Le Mirail, rattaché à l'équipe de recherche « Apprentissages, Métacognitions et Motivations » (Axe B) du Laboratoire CLLE-LTC (UMR 5263) du CNRS). Pour éclairer les interrelations pédagogie université numérique, la Mission Numérique pour … (Plus d'info)l'Enseignement Supérieur (MINES) du MESR met en place un cycle annuel de conférences centrées sur la thématique « Pédagogie universitaire numérique ».Ces conférences s'adressent à un large public concerné et intéressé par les questions de pédagogie et d'usages du numérique dans l'enseignement supérieur : enseignants chercheurs, ingénieurs pédagogiques, responsables et intervenants de services universitaires de pédagogie ou de services TICE, responsables de formation ... (moins d'info)
Select teaching technology with SECTIONS As the demand for eLearning grows, we see more teachers turning to technologies to support or deliver their teaching. Good guidance in the selection of the appropriate technologies is often missing. All too often, we see teachers falling for the glossy technologies and spending time and money pursuing them at the expense of the learning of their students. On the other hand, whilst learning is the primary goal, other considerations are also important: most obviously, cost in time and money. In fact, the selection of appropriate teaching and learning technologies is not necessarily straightforward because those decisions have many impacts. Tony Bates and Gary Poole (2003) examined using technology in teaching prior to the iPhone (and other smartphones), iPad, Facebook and Twitter! Students Ease of use Costs Teaching and learning Interactivity Organization Novelty Speed Effective Teaching with Technology in Higher Education: Foundations for Success.
Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples | DO-IT Pre-college and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning styles, including visual and auditory. In addition, increasing numbers of students with disabilities are included in regular pre-college and post-secondary courses. Students are in school to learn and instructors share this goal. Universal Design Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, industry standards, safety concerns, and cost. When designers apply UD principles, their products and environments meet the needs of potential users with a variety of characteristics. Making a product or environment accessible to people with disabilities often benefits others. UDI Goal UD Principles Equitable use. UDI Definition, Guidelines and Examples Class climate. Additional Resources
REL et CLOM quels rapports ? Le web pédago-numérique vit à l'heure des MOOCs (Massive Open Online Courses) ou CLOMs (Cours en Ligne Ouverts Massivement à tous) qui concrétisent un droit universel fondamental : l'accés au savoir pour tous. Radios et TV scolaires avaient dans le temps poursuivi cet objectif mais c'est le web et des choix et pratiques tels les logiciels et objets d'apprentissages libres, l'interopérabilité, les normes et standards qui ont permis la circulation et la diffusion massive des connaissances. Le phénomène nait en 2008 : le premier MOOC officiel fut alors lancé par Stephen Downes et Georges Siemens en prenant appui sur la théorie du connectivisme. Il s'étalait sur 12 semaines et comprenait 1900 étudiants, il était hybride dans son financement, certains étudiants payant pour obtenir une certification, d'autres se contentant de suivre gratuitement le cours (sans certification à la sortie). Une offre diversifiée Des REL aux CLOMs Pour la pérennité des CLOMs, la réflexion doit être centrée sur :
Too Sexy for Your Training: Creating A “What’s In it for Me?” (WIIFM) When Your Learners Couldn’t Care Less Two integral parts of any large change within an organization are gaining buy-in for the change and developing internal change champions. As a strategic partner to our clients in helping foster behavior change within their organizations, we believe effective communications around the change are essential for buy-in and success. We can make the best training in the world, but if learners aren’t “buying in” at an organizational level, training can be deemed ineffective when, in reality, it has nothing to do with the quality of the training, but rather other organizational currents. To help our clients address and overcome these challenges, we often weave in communication campaigns with our training deliverables. There are a variety of ways in which we accomplish this with our clients. Strategic analysis to identify the target audiences, current feelings about the change, and how to best communicate about the change, etc. Determine the best methods for marketing.
L’innovation technologique au service de la pédagogie : oui, mais comment ? / André Tricot - Université Toulouse II-le Mirail Tricot, A. (2012). Sciences cognitives, innovation et ingénierie pédagogiques (diaporama). Séminaire Sciences cognitives et éducation, 20-21 novembre, Paris, Collège de France. [En ligne : Musial, M., Pradère, F., Tricot, A. (2012). Tricot, A. (2012). Musial M., et al. (2011). Février, F. (2011). Roussel, J.F. (2008). Roussel, S., Rieussec, A., Nespoulous, J. Basque, J. (2004). Tricot, A. et Plégat-Soutjis, F. (2003). Tricot, A., Plégat-Soutjis, F., Camps, J. Venkatesh, V., Morris, M., Davis, G., Davis, F. (2003). Bruillard É. (1997). Dillon, A. & Morris, M. (1996). Guin, D., Nicaud, J.
10 Drivers Of Blended Learning In Education Blended learning is the use of both face-to-face and eLearning approaches to deliver learning experiences (as opposed to direct instruction). Whether you’re mixing a formal learning management system with in-person lectures, or a flipped approach that combines YouTube videos with in-class group work and individual instruction, these are all examples of blended learning. The infographic below from the good folks at Digital Learning Now offers a basic framework for implementing blended learning (Create conditions for success, Plan, Implement, Improve), and then interestingly offers to “drivers” of blended learning, including online state testing, cost, and the critical ability to personalize learning. 10 Drivers Of Blended Learning In Education 1. Improve ability to personalize learning 2. 3. 4. 5. 6. 7. 8. 9. 10.
Scénarisation pédagogique, 1ère partie : définir l'objectif La question s’est longtemps posée de savoir comment intégrer le numérique dans un cours ou une formation existante. Aujourd’hui les pédagogues ont dépassé cette démarche où l’apport du numérique se limitait à des tests de connaissances en aval d’un cours ou d’un module de formation ou d’observations réalisées en amont. Le numérique se situe désormais au cœur des apprentissages. Si les enseignants se trouvent confrontés à un choix difficile parmi la variété des outils et des supports numériques à disposition, ils peinent aussi à élaborer le scénario pédagogique permettant la combinaison des savoirs, des capacités mobilisées et d’outils cohérents. La scénarisation numérique au cœur du dispositif pédagogique Les outils de scénarisation existent : les logiciels sont nombreux et les entreprises présentes sur ce marché cherchent à se positionner. La question de l’objectif pédagogique, base de la construction pédagogique Quel est le public visé ? 1. 2. 3. 4. Références
What Everybody Ought to Know About Instructional Design In an earlier post, we looked at how to build better courses by trimming out some of the content. Many of the follow-up comments and questions speak to your role as an instructional designer. In fact, it’s a question I was asked in a recent email: What is the role of the instructional designer? As I was contemplating a response, I stumbled upon this video that does a great job illustrating the value of instructional design. Click here to watch video. As humans, we’re wired to learn and we’re always learning. Learning happens through our experiences and through the things we see and hear. A formal course intrudes on the learner’s natural learning path. The video above is an excellent illustration of some key points concerning instructional design. Some might try to understand the big picture and spend time figuring out where they’re at and why they’re in two teams. Fortunately, as you watch the video, the narrator does offer some guidance. Now let’s flip it around a little.
TICE - Université Paris 1 - Usages du numérique dans l'enseignement