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Les militaires concentraient leurs efforts pour atteindre l'école primaire de Guisaugon, où 246 élèves et enseignants ont été submergés. Samedi soir, une coulée de boue moins importante a emporté d...

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Ainsi se trouve largement complété le dispositif répressif sur les violences conjugales : extension aux ex-conjoints, concubins et pacsés des sanctions aggravées, renforcement des mesures d'éloigne...

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Pays le plus pauvre du continent, très fragilisé par le crime organisé, l'Albanie est ainsi sur le point de conclure un accord de stabilisation et d'association avec l'Union européenne, premier sta...

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Ainsi se trouve largement complété le dispositif répressif sur les violences conjugales : extension aux ex-conjoints, concubins et pacsés des sanctions aggravées, renforcement des mesures d'éloigne...

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Et il n'en fait pas mystère, le géant de l'acier est fier de sa nationalité. «Je suis fier d'être indien. Mon passeport est indien et tous les membres de ma famille possèdent des passeports indiens...

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Reste que ni la magie ni l'extrême violence des rebelles ne suffisent, pour les observateurs, à expliquer l'extraordinaire longévité de la LRA. «Le gouvernement utilise cette guerre pour justifier ...

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J'aime mieux que ce soit elle que moi qui soit dehors en ce moment.- Mme Amédée, c'est toujours tout l'extrême des autres, disait Françoise avec douceur, réservant pour le moment où elle serait seu...

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Sur le bateau, c'était un remue-ménage effroyable. Les passagers cherchaient leurs malles ; les matelots juraient en roulant des tonneaux dans l'ombre. Il pleuvait... Je me hâtai de rejoindre ma mè...

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- Bombes à fragmentation ? - L'Arabie saoudite fait l'objet de critiques croissantes pour la campagne militaire qu'elle mène depuis plus de cinq semaines au Yémen avec huit autres pays arabes, majo...

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Très peu d'études ont d'ailleurs été contredites. Leurs résultats étaient simplement plus faibles, moins fiables, par exemple parce que les échantillons étaient trop petits. ?Il est important de no...

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Nigel Coutts

Spaces for Learning - 29 views

thelearnersway.net/...spaces-for-learning

education learning teaching

shared by Nigel Coutts on 30 Aug 15 - No Cached
  • Nigel Coutts on 30 Aug 15
     
    Learning is impacted by many forces such as the learner's disposition to the process, the quality of their teacher's pedagogy, their emotional state and nature of the curriculum. Amongst this long list of factors is naturally the environment in which that learning occurs and the relationship between the environment and the learner.
Cris Harshman

Unit Structures - Twitter as Courseware - 0 views

fstutzman.com/...twitter-as-courseware

shared by Cris Harshman on 25 Feb 09 - Cached
  • When I log into BlackBoard, I see about 30 different things I can do, and for each I have to click a link and go to a page to do the action.  Twitter strips away the features, instead using an inherently flexible textual space to facilitate communication, accomplishing the same goal of other feature-ridden “course technology.
  • I see Twitter’s artificial limit on post size as an important factor in classroom success.  First, it keeps the information space managable, meaning information is economized and easily retrievable
  • Twitter’s short form as a communication equalizer
  • ...3 more annotations...
  • Twitter is the opposite of segmentation, forcing all communication through a single, flexible channel.  This creates the impression of activity, again stimulating discussion.
  • “overfunctioning” leads to a segmentation of communication,
  • or example, a class must have an email list, a forum, website/CMS, each with its own space and identity.
    • Cris Harshman
      Cris Harshman on 26 Feb 09
       
      With newer web-based applications, this is no longer the case. For example, Wordpress will deliver RSS (replaces listserv), a static front page with organized sub-pages and articles (replaces CMS) and a built-in forum. There's no need to adopt Twitter, which replaces only the listserv.
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
Tero Toivanen

Education Futures - The role of schools in Education 3.0 - 1 views

www.educationfutures.com/...ole-of-schools-in-education-30

change creativity education Education 3.0 futures Innovation knowledge Leapfrog learning new basics New Paradigm Education Futures

shared by Tero Toivanen on 24 Apr 09 - Cached
  • Education 3.0 schools produce knowledge-producing students, not automatons
  • Education 3.0 schools share, remix and capitalize on new ideas.
  • schools will express new forms of leadership within the communities that they serve.
  • ...4 more annotations...
  • Education 3.0 schools embrace change rather than fighting change.
  • schools may become the driving forces of creating new paradigms that will drive this and future centuries.
  • Education 1.0 schools cannot teach 3.0 students.
    • Tero Toivanen
      Tero Toivanen on 24 Apr 09
       
      It's time to change!
  • If schools continue to embrace the 1.0 paradigm and are outmoded by students that thrive in a 3.0 society, we can only expect continuous failure.
  • Tero Toivanen on 24 Apr 09
     
    An an era driven by globalized relationships, innovative social technologies, and fueled by accelerating change, how should we reinvent schools?
Tero Toivanen

Education Futures - The role of teachers in Education 3.0 - 0 views

www.educationfutures.com/...le-of-teachers-in-education-30

constructivism Education 3.0 futures knowledge Leapfrog learning students teaching

shared by Tero Toivanen on 10 May 09 - Cached
  • Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination.
  • Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future.
  • Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past
  • ...1 more annotation...
  • The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0? ShareThis
  • Tero Toivanen on 10 May 09
     
    The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?
Dennis OConnor

Views: Lessons of a Summer Teaching Online - Inside Higher Ed - 0 views

www.insidehighered.com/...overman

e-learning

shared by Dennis OConnor on 28 Jul 09 - Cached
  • As I faithfully attended the monthly training meetings for Just in Time Technology (ex: how to use Skype) and for Course Design (ex: what is the conversion of 14 weeks pacing into a 30 day class), it began to dawn on me that I had underestimated the time and preparation required for my online course.
  • Reducing the amount of content does not mean reducing rigor for students or work for me. Like many others who have never taught online, I had entered this experience thinking that online courses were a little bit “fluffy.” I have a newfound respect for my fellow online professors.
  • Although I am a relative novice in the teaching arena, I appreciated the chance to revive my teaching mojo. I was forced to be creative about how to present course material and ensure that my students had a solid understanding of the information. I also realized I needed to revise my opinion of online teaching and those who participate in it. I now know that online courses are not a pale and lifeless version of traditional courses or worse, a “pay for an A” scam in which everyone teaches him/herself and everyone gets a good grade. Online courses can be distinctive and worthwhile ways of teaching in their own right. Amy Overman is assistant professor of psychology at Elon University.
  • Dennis OConnor on 28 Jul 09
     
    Reviewed by Nancy Chapko: n her article, Lessons of a Summer Teaching Online, Dr. Amy Overman describes how she revived her "teaching mojo" as a novice online instructor. An assistant professor of psychology at Elon University in North Carolina, Dr. Overman describes her personal experience as a first-time online instructor. Written for instructors who may have doubts about online teaching and learning as she did, her account is both thoughtful and humorous. Dr. Overman describes her decision to teach an online class and her preparation for the experience. She relates her somewhat unexpected positive experience facilitating the class. She offers comparisons between her face-to-face and online teaching experiences and draws some insightful conclusions. Among them is the realization that reducing the amount of content does not reduce the rigor of the course and online classes take a lot of time, but they're worth it. Whether you're a committed veteran of online teaching, or you are at the initial stage of considering its merits, you will find Dr. Overman's article perceptive and thought-provoking. As she states, "… online courses are not a pale and lifeless version of traditional courses."
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