Group items tagged

What is Flipped Learning? Flipped Learning occurs when direct instruction is moved from the group teaching space to the individual learning environment. Class time is then used for active problem solving by students and one-to-one or small group interactions with the teacher. Students can watch the short lessons as many times as they wish to grasp the content and come to class ready to jump into the lesson, answer questions, work on collaborative projects, and explore the content further. Educators are embracing Flipped Learning in elementary, secondary and higher education in all subjects. More information about the FLN, including board members, staff and contact info can be found in the left nav bar.

In Switzerland the majority of adolescents commence vocational education and training (VET) after lower-secondary education. There are VET programmes for some 230 different professions. In Switzerland, many professional qualifications are obtained in upper-secondary education, while in other countries the same qualifications are obtained in tertiary level education. The Swiss system with its dual-track VET programmes (apprenticeship) differs from most foreign systems of vocational and professional education and training. VET is predominantly based on a dual system: practical training (apprenticeship) on three to four days at a training company is supplemented by theoretical classes (vocational and general educational subjects) on one to two days at the VET school. In addition, the VET students attend inter-company courses, in which they enhance vocational practical skills. The vocational education and training (VET) can also be completed at a full-time vocational school. In the French-speaking and Italian-speaking parts of Switzerland, the proportion of full-time vocational schools is higher than in German-speaking Switzerland."

Digital Badges: An Annotated Research Bibliography selected and annotated by Sheryl Grant and Kristan E. Shawgo and published on HASTAC on February 27, 2013. (Looking for the Badges for Learning Research collection? Click here.) This bibliography has been curated by Sheryl Grant, Director of Social Networking for the HASTAC/MacArthur Foundation Digital Media and Learning Competition, and PhD student at the School of Information and Library Science (SILS) at the University of North Carolina at Chapel Hill (UNC-CH) and annotated by Kristan Shawgo, HASTAC Special Projects Manager and Ci-BER Library Liaison, and recent MSLS graduate from SILS at UNC-CH.  Why a Badges Bibliography? Following the  flood of response to the HASTAC/MacArthur Foundation's Badges for Lifelong Learning initiative in 2011, and the release of Mozilla's Open Badges Infrastructure, HASTAC decided to assemble this Badges Bibliography v.1 as a humble attempt to organize the universe of knowledge about digital badges. More importantly, we hope this bibliography will come to represent a cross-disciplinary approach that inspires questions, perspectives, and approaches to badges that reflect the inherently collaborative nature of badge systems.

Methode pédagogique collaborative

Methode pédagogique collaborative