Le silence des apprenants (dans une formation en ligne) Alors que le silence dans une salle de classe est vénéré par certains (preuve de l’expertise et de la maîtrise du groupe par l’enseignant), inlassablement recherché par d’autres dans une classe remuante de collège, exigé dans un amphithéâtre bondé. On peut également s’en méfier comme étant le signe d’un ennui et d’un désintérêt profond d’une audience qui rêvasse, ou pire, pianote au rythme des envolés d’un enseignant qui ne parle plus que pour lui-même. Le silence peut aussi être ouvertement évité, privilégiant ainsi l’échange, le débat et le dialogue au sein d’activités d’apprentissages qui nécessitent un désordre mesuré et contrôlé. Comme d’habitude, dans le cadre d’une formation en ligne, tout s’intensifie et se complexifie. Autant de cas de figure que j’ai pu rencontrer en tant qu’apprenant ou tuteur en ligne. Like this: J'aime chargement…
5 SIMPLE Tips To Make A More Engaging Lesson | The Kindergarten Smorgasboard Today I want to share my five favorite SIMPLE tips for making a lesson more engaging. I say simple because I don’t believe that every lesson or activity needs to be a huge production or broadway show. In fact, I’ve been reading an amazing book called Research Based Strategies To Ignite Student Learning (by Judy Willis M.D.) that discusses how some simple things can increase engagement and retention of learning. The book also talks about how doing big huge over the top things too much can hurt student learning because it removes the surprise and wow factor which is vital to engagement and memory retention! I say this because I want us (teachers) to know that we’re enough. We’re good enough. And guess what? So here are my 5 simple ideas for making a lesson engagement! Costumes. These costumes don’t have to be expensive, elaborate costumes. In fact, on Friday when we do Mad Science Friday, the kids make sure I have my Mad Scientist outfit on! Use music in your lessons. Use food for writing!
Turn your syllabus into an infographic Erin McLaughlin teaches “Multimedia Writing and Rhetoric” at Notre Dame — some readers may remember an earlier article about Doctor E’s audio narrative. Erin is usually at the head of the pack when it comes to effectively integrating technology and this fall she has done it again, producing a beautiful infographic of her course syllabus (excerpt at right). While I don’t suggest everyone should drop the idea of a traditional syllabus, nearly any course can benefit from a simplified visual overview that quickly gives students a sense of what will happen during the semester. The challenge of visually summarizing a course syllabus can be a very meaningful endeavor. I figured the infographic approach would be a good opportunity to examine the syllabus as a piece of multimedia rhetoric in and of itself, and the exercise of graphically presenting the content was a valuable reminder of challenges and opportunities students may run into when engaging in similar intellectual tasks. Visual design
Reaching Students’ Hearts and Minds I am fortunate to serve in a district in which I started out as a student in the Bakersfield City School District. Having been a student of a Title I school for the majority of my educational career, I can relate to many of our students in our district. I have sat in the same seats as them and grew up in the same community as them. The school in which I serve as the principal, is 97% free and reduced lunch and 98% socio-economically disadvantaged. My mother taught me the way out of poverty was through my education. Although she was limited in her educational experiences with only a second grade education, she saw the value of learning and what opportunities college would bring. This is the hope, without being a cliché, that I seek to instill in my students: That learning is truly the key to success. How do we ensure learning of our students who are already disadvantaged and far below grade level? Another way of building relationships is through mentorships.
27 Ways To Increase Student Engagement In Learning Student engagement in learning is kind of important. No matter the best practices of your curriculum mapping, instructional strategies, use of data for learning, formative assessment, or expert use of project-based learning, mobile learning, and a flipped classroom, if students aren’t engaged, most is for naught. Historically, student engagement has been thought of in terms of students “paying attention”: raising hands, asking questions, and making eye contact. Of course, we know now that learning can benefit from learner self-direction and self-initiated transfer of thinking as much as it does simple “engagement” and participation. That being said, increasing engagement and sheer participation is not a wrong-headed pursuit in and of itself, and in pursuit of that is the following infographic from Mia MacMeekin: 27 ways to increase student engagement. 27 Ways To Increase Student Engagement In Learning
Rendre les étudiants actifs en amphi: quelques activités d’apprentissage actif à faire en amphi et sans matériel ! Je suis partie quelques mois en mission dans 4 pays d’Afrique pour former 880 enseignants universitaires à la pédagogie. Dans le cadre de cette mission, j’ai abordé notamment les activités d’apprentissage actif que l’on peut mettre en place aisément dans des amphis de 1000 étudiants et qui ne nécessitent aucun matériel. Je voulais partager avec vous quelques-unes de ces activités. Rendre un amphi interactif ? 1- Pour maintenir l’attention des étudiants. 2- Pour vérifier la compréhension des étudiants. 3- Pour qu’ils développent des apprentissages plus nombreux. 4- Pour qu’ils développent des apprentissages de meilleure qualité. 5- Pour qu’ils développent des compétences transversales utiles pour leur insertion professionnelle. STOOOOP !!! « J’ai essayé de poser des questions en amphi mais personne ne répondait, alors j’ai arrêté ». 3- Enfin, dans toutes activités, on laissera le temps à l’étudiant de réfléchir. Quelques activités de pédagogie active à tester L’étude de cas (15mn)
Concept & principes pédagogiques – 4 : le conflit socio cognitif | Le blog de C-Campus Le conflit socio cognitif est un concept développé dans le champ de la pyschologie sociale génétique au début des années 80. Il met en évidence l’influence positive des interactions sociales sur l’apprentissage. L’apprentissage entre pairs peut être supérieur, sous certaines conditions, à l’apprentissage seul ou face à un formateur car il suscite des confrontations de point de vue générant la remise en cause de représentations, et par conséquent l’émergence de connaissances nouvelles. Il invite les formateurs à favoriser les apprentissages coopératifs. Comment fonctionne le conflit socio cognitif ? Face à un problème ou une question, chaque membre d’un groupe de personnes a au démarrage une représentation qui lui est propre du problème ou de la question. Quels sont les effets du conflit socio cognitif ? Le C.S.C accélère la plupart du temps l’apprentissage ou le changement de point de vue pour trois raisons essentielles : Du conflit socio cognitif à l’apprentissage coopératif En résumé
Blog de t@d: Thèse de Clément Dussarps sur la dimension socio-affective et l'abandon en FOAD Clément Dussarps a soutenu sa thèse le 27 novembre dernier (à paraître). Il a cherché à répondre, et y parvient dans de larges mesures, à la question suivante : Quels sont les facteurs socio-affectifs expliquant l'abandon, ou inversement la persévérance ? Il propose une typologie d'apprenants tirée de l'étude des données recueillies : Les "intégrés" qui attendent des relations de qualité et avec une fréquence régulière avec les enseignants et leurs pairs (25% de l'échantillon étudié)Les "exclusifs avec les enseignants" qui souhaitent de telles relations avec les enseignants et peu, voire jamais, avec leurs pairs. (52% de l'échantillon étudié)Les "exclusifs avec leurs pairs" qui se tournent vers leurs pairs et très peu vers les enseignants. (2% de l'échantillon étudié)Les "isolés" qui échangent peu avec les enseignants et leurs pairs. (21% de l'échantillon étudié). Clément propose également une classification des différentes variables qu'il a étudiées sur le niveau de persévérance
How to Make Sticky eLearning Content After all the many hours of eLearning content development and design we have done as eLearning professionals, the most important objective is to ensure our learners retain and apply what they’ve learned to memory. In this post, I want to go over the Forgetting Curve, how it applies to your eLearning courses, and give some ideas to create sticky eLearning content. What is the Forgetting Curve? The Forgetting Curve was created by a German scientist named Hermann Ebbinghaus in 1880. He began to study the way the forgetting process works. The Science of the Forgetting Curve In an article in Learning Solutions Magazine, Art Kohn addresses this research from the angle of brain science. This research reminds me of a book I recommend reading called Made to Stick: Why Some Ideas Survive and Others Die, by Chip and Dan Heath. What Does This Mean for Corporate eLearning Content? Mr. Note: You may want to limit booster events to 2-4 instances after content delivery. 1. 2. 3. 4. 5. References:
Bringing Sexy Back to Your Compliance eLearning Courses I was at LinkedIn when I came across this post by Paul W., Managing Director at Wright Solutions: “People hate compliance training, they don’t remember it and they don’t take it seriously!” What do you think? I have to agree with Paul! Is this the students' fault? No! eLearning professionals know this, but why is that we keep immersing learners in hours of regulatory torpor? I think the book The Age of Slide Stuffing has the answer: “We’ve forgotten to tell stories; we’ve learnt to stuff slides”. In this age of lightning-fast communication and varied media, we are bombarded with messages from all quarters. As an instructional designer, you should care. The solution? START HERE! Tip #1: Details. Details make a story alive. "The woman walked down the street." Now consider this sentence with some details added to it. Why is she happy? When you add details in a story, you also prompt the audience to go into a reflective mode. Tip #2: Cut to the Chase Tip #4: Surprise We love surprises.
Instructional Designer or e-Learning Developer | Syniad Learning Sometimes it’s challenging to determine whether you need an instructional designer or an e-learning developer. Answer the questions in this activity to help clarify your needs. I built this activity in Captivate using custom motion effects, Advanced Actions, and variables. Once you’ve answered the questions and determined your needs, contact me to get started on your project. How to Catapult Your eLearning Course from Boring to Awesome Guest post by Sean Stoker. Learning should be a pleasurable experience and eLearning is no exception. Even the most interesting subjects can seem unimpressive if handled in the wrong way. The human brain is not just some cup that you can pour facts into and hope everything stays in. An appropriate delivery method can make all the difference in the effectiveness of your eLearning course. Here are some quick ways to spruce up your most boring content: 1. There are few things less appealing to the eye than five large paragraphs crammed into a small browser window. 2. The more parts of the brain that you stimulate with your courses, the easier it is for learners to form a memory of the material. 3. Don’t just bombard people with a barrage of facts. 4. Just because people are learning on the computer doesn’t mean they should be taught by a robot. 5. When appropriate, try spicing things up with a joke here and there. 6.