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"GitHub gives teachers a way of readily sharing code and coding assignments with students  as they learn the craft of building software. Teachers can also use it to teach collaborative coding, an important skill in the modern world of pair programming. Nowadays, that's how software is built."

Go to school, listen to your teacher lecture, go home, do your homework. For centuries, this has been the way that school's been done. But now, a new model of teaching is turning the traditional classroom on its head. Under the flipped classroom model, students watch lectures at home, online. Class time is reserved for collaborative activities that help reinforce concepts and increase engagement. The present infographic on the Flipped Classroom has been published by knewton.com. it is mainly focused on the US market, but it translates a a deep coming change in the education sector and in the communication sector as well within the society. At MAC-Team, we have already been developing successful pilot approaches of the Flipped Classroom in 2013 in the WikiSkills project. Active and collaborative learning can go one step further where the students/learners have an active learning/teaching role, and where the teachers and the other stakeholders (educational governance, companies ...) also get involved and contribute in a new relationship model.

"Net Generation (Tapscott, 2009, 1998; Oblinger and Oblinger, 2005), Generation Y (Zhao and Liu, 2008; Halse and Mallinson, 2009), Millennials (Howe and Strauss, 2000), Homo Zappiens (Veen, 2003) and i-Generation (Rosen, 2010). The labels used to describe the generation of young people and their relation with technology are numerous. Over the past few years, one of the notions, which might have had more echoes among parents, teachers, and policy-makers is those of "digital natives" introduced in 2001 by Mark Prensky. The metaphor has had enduring influence on how the educational system perceives students and technology. Most scholars do not like it, for various reasons. Among other problems, the term implies that technological abilities are innate rather than taught and learned. The aim of this contribution is not to join the existing debate about the existence of digital native but to examine if there is any empirical evidence to support the use of that metaphor in the first place, questioning its usefulness to depict particular generations of young people"