Des scientifiques étrillent la loi sur le renseignement Une note interne du prestigieux Institut national de recherche en informatique et en automatique (Inria) critique la dangerosité et l’inefficacité de certains aspects de la loi. Le Monde.fr | • Mis à jour le | Par Martin Untersinger Les scientifiques du prestigieux Institut national de recherche en informatique et en automatique (Inria) sont plus que sceptiques concernant la loi sur le renseignement, adoptée en première lecture le 5 mai à l’Assemblée. Lire aussi Le projet de loi sur le renseignement massivement approuvé à l'Assemblée Dans une note datée du 30 avril qui devait initialement être envoyée dans les cabinets ministériels et aux députés et que Le Monde s’est procurée, l’Inria étrille certains points techniques et controversés du projet de loi. Pas de donnée anonyme La Commission nationale informatique et liberté avait déjà pointé le caractère peu anonyme de données qui peuvent, en cas de besoin, identifier un suspect. Les dangers de l’algorithme Une deuxième note en préparation
Why schools used to be better It’s one of the ironies of education reform that despite wave after wave, schools are seen by many as in worse shape as before all the changes. Here’s a look at why from Marion Brady, who was a classroom teacher for years, has written history and world culture textbooks (Prentice-Hall), professional books, numerous nationally distributed columns (many are available here), and courses of study. His 2011 book “What’s Worth Learning” asks and answer this question: What knowledge is absolutely essential for every learner? His course of study for secondary-level students, called Connections: Investigating Reality, is free for downloading here. Brady’s website is www.marionbrady.com. By Marion Brady You enter a checkout lane at Walmart, Target, or other big-box store and put your purchases on the counter. Those in Washington now shaping education policy are certain that what data tracking does for business it can do for education. But there’s a problem. United States: 61,361 Germany: 31,122
Deux projets bretons retenus dans l'appel à projets e-FRAN du programme des investissements d'avenir 2016 Les projets ACTIF (Apprentissage et Collaboration sur Tablettes, Interactions et Feedback) et IDÉE (Interactions Digitales pour l’Éducation et l’Enseignement) proposés par l’académie de Rennes, les universités de Rennes 1 et Rennes 2, l’UBO, l’INSA, l’ESPE de Bretagne, l’Espace des sciences et le réseau Canopé, avec le soutien de la Région Bretagne, sont les deux projets lauréats en Bretagne. Objectif : évaluer les effets du numérique sur l’acquisition des savoirs fondamentaux des élèves Les projets retenus, au terme d’une sélection rigoureuse devant un jury international, contribuent à évaluer les effets du numérique sur l’acquisition des savoirs fondamentaux des élèves et des jeunes. ACTIF vise à expérimenter des outils et méthodes pédagogiques qui facilitent l’apprentissage « actif » et « collaboratif » au collège. Pour soutenir ces deux projets, le programme des investissements d’avenir apportera 2 M€ et la Région Bretagne 0,9 M €. Début des travaux de recherche : janvier 2017
the 7-lesson schoolteacher John Taylor Gatto The 7-Lesson Schoolteacher by John Taylor Gatto New Society Publishers, 1992 Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do at the time, I tried my hand at schoolteaching. The license I hold certifies that I am an instructor of English language and English literature, but that isn't what I do at all. I don't teach English, I teach school -- and I win awards doing it. Doing More Time in School: A Cruel Non-Solution to Our Educational Problems School doesn’t work very well, so let’s make kids do more of it! That seems to be the policy enthusiastically supported by President Obama, by his education secretary Arne Duncan, by many teachers’ unions (as long as the teachers are well paid for the extra time), and by many education policy makers in and out of academia. Kids aren’t learning much in school, so let’s make them start school when they are younger; let’s make them stay more hours in school each day and more days each year; and let’s not allow them to leave until they are at least 18 years old. As I read and listen to the arguments for more forced schooling, what disturbs me most is the complete disregard for the opinions of students. A few days ago I forced myself, for the sake of science, to listen to a local program [ here ] on the argument for a longer school day. Most students in this system are bussed, so, depending on the schedule, a student might have to get on a bus at 6 a.m. and then not get home until 6 p.m.
Announcing Edutopia's Project-Based Learning Camp | Edutopia Group Discussions by and for Educators Join us for a month-long, online project-based learning workshop, facilitated Suzie Boss, Edutopia blogger and co-author of Reinventing Project-Based Learning. Participants will work together to brainstorm on the design of a project that challenges students to respond to the Gulf of Mexico oil spill. By the end of the four weeks, you will have developed a project plan, including time lines and assessments. More importantly, you will have explored a variety of resources and met a community of others who are interested in using PBL to develop students' problem-solving skills. Likely outcomes? We plan to organize camp conversations around the oil spill topic, but expect discussions will branch off in a variety of directions as participants focus on particular content areas or grade levels. Project-Based Learning Camp Schedule Week 2: Digging into Projects (July 19-25) Project research: As we explore resources together, what ideas do you see that you want to borrow or adapt?
De l’éducation à la paix à l’éducation mondiale – Revue des sciences de l’éducation Résumé Résumé La présente étude offre un survol de l'évolution conceptuelle de l'éducation à la paix au cours de notre siècle, notamment en ce qui concerne l'adaptation de son contenu et de ses orientations au contexte international changeant et aux nouvelles priorités de l'oeuvre éducative. L'auteur retrace les débuts de l'éducation à la paix en tant qu'approche éducative transdisciplinaire et transnationale dans l'entre-deux-guerres; il analyse l'évolution de ce concept dont la définition s'est fixée plutôt tardivement selon deux doubles voies: spécialisation/globalisation et objectivité/diffusion des valeurs. Abstract Abstract This article describes the evolution of peace education as a concept in the current century, specifically as to the adaptation of both its content and objectives to the changing international context and to new educational priorities. Resumen Resumen Zusammenfassung Zusammenfassung
Project-Based Learning Made Easy "Project-based learning is great but it is too hard for teachers to do well." I have heard this belief stated more times than I can count. Is PBL really so difficult that only a select number of masterful teachers, innovative schools, and dynamic school leaders can pull off high quality projects? I don't think so. In the service of inspiring educators to embrace a performance-based approach to teaching, learning and assessment by highlighting great projects, I am worried that we actually dissuade teachers and leaders from using this approach. As learners we need to be presented with challenging yet attainable tasks in order to gain our full engagement. To dramatically increase the number of students and teachers engaging in project-based learning and performance assessment we need to highlight examples that are attainable. Academic Rigor -- Ask a Question In addition to mapping from state content standards, we use inquiry as driver for almost all projects, units and lessons.