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Jean-Marie Cognet

Pourquoi est-ce si important de prendre des notes ? - The Conversation - La D... - 1 views

digital-learning-academy.com/dre-des-notes-the-conversation

note taking online learning

shared by Jean-Marie Cognet on 24 Jun 19 - No Cached
  • Pour la prise de notes, le support utilisé a un impact sur la mémoire. En général, si le contenu est complexe et que de nouvelles données sont continuellement diffusées, la prise de notes sur ordinateur ou sur tablette est plus performante. Puisqu’écrire sur un ordinateur est plus rapide que sur papier, l’apprenant peut plus rapidement se concentrer sur ce qui est dit. Mais si le contenu est moins complexe, voire répétitif, l’écran perd son avantage.
  • Le mode de présentation a aussi un impact. Un contenu écrit permettra tout naturellement des pauses. Ce n’est pas le cas, en présentiel ou lors d’une vidéo, où le cerveau doit à la fois traiter le son et l’image. Toutefois avec la popularité croissante des cours en ligne, l’apprenant peut faire une pause à tout moment pour prendre des notes.
Jean-Marie Cognet

Laptops Are Great. But Not During a Lecture or a Meeting. - The New York Times - 1 views

www.nytimes.com/...during-lecture-or-meeting.html

trends education study

shared by Jean-Marie Cognet on 24 Nov 17 - No Cached
  • After all, with laptops, students can, in some ways, absorb more from lectures than they can with just paper and pen. They can download course readings, look up unfamiliar concepts on the fly and create an accurate, well-organized record of the lecture material. All of that is good.
  • But a growing body of evidence shows that over all, college students learn less when they use computers or tablets during lectures. They also tend to earn worse grades. The research is unequivocal: Laptops distract from learning,
  • Measuring the effect of laptops on learning is tough. One problem is that students don’t all use laptops the same way.
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  • In a series of experiments at Princeton University and the University of California, Los Angeles, students were randomly assigned either laptops or pen and paper for note-taking at a lecture. Those who had used laptops had substantially worse understanding of the lecture, as measured by a standardized test, than those who did not.
  • Indeed, the notes of the laptop users more closely resembled transcripts than lecture summaries. The handwritten versions were more succinct but included the salient issues discussed in the lecture.
  • But what is really interesting is that the learning of students seated near the laptop users was also negatively affected.
  • A laptop can sometimes be a form of visual pollution: T
  • Students with learning disabilities may use electronics in order to participate in class. This does reveal that any student using electronics has a learning disability. That is a loss of privacy for those students, which also occurs when they are given more time to complete a test. Those negatives must be weighed against the learning losses of other students when laptops are used in class.
  • Even better, outside class, students can read their own handwritten notes and type them, if they like, a process that enhances learning.
Jean-Marie Cognet

Californie: les cours en ligne augmenteraient le taux de réussite aux examens... - 0 views

www.letudiant.fr/...x-de-reussite-aux-examens.html

tendances education MOOC

shared by Jean-Marie Cognet on 26 Apr 13 - No Cached
  • Jean-Marie Cognet on 26 Apr 13
     
    Le blended learning, développé à l'université de San Jose en Californie, a permis d'observer de meilleures notes chez les élèves, encourageant le développement de cette pratique en Californie
Jean-Marie Cognet

Filmer les cours en amphi : quel intérêt pour les étudiants ? - 1 views

theconversation.com/eret-pour-les-etudiants-106553

éducation france tendances stats video

shared by Jean-Marie Cognet on 04 Dec 18 - No Cached
  • Au cours du second semestre de l’année scolaire 2017-2018, des étudiants de l’Université Paris Est Créteil inscrits en première année de licence de sciences ont pu suivre un enseignement de biochimie structurale dans lequel les cours magistraux étaient également filmés et mis à leur disposition le soir même sur une plate-forme numérique.
  • Ce projet est né d’une part de considérations pratiques : il s’agissait de répondre à l’augmentation du nombre d’étudiants, qui a entraîné ces dernières années une pression sur les personnels, en nombre quasi-constant, et les locaux, notamment pour la réalisation de travaux pratiques (TP) où l’on doit respecter des règles de sécurités strictes. D’autre part, nous souhaitions explorer des solutions innovantes pour améliorer l’enseignement.
  • Notre idée première était d’organiser la captation vidéo du cours dans un amphithéâtre, afin de mettre rapidement cette ressource à la disposition de tous les étudiants de première année, et de se passer de la réalisation d’un second créneau de cours. Contrairement à ce qui peut se faire dans certains départements, en médecine par exemple, il ne s’agissait pas de retransmettre le cours en direct dans une autre salle, mais de le mettre en ligne, sans montage, sur une plate-forme dédiée.
  • ...10 more annotations...
  • Les cours magistraux sont dédoublés, à la fois pour des questions de pédagogie et de place – le grand amphithéâtre étant très peu disponible. Chaque cours au programme est donc assuré deux fois, face à deux parties distinctes de la promotion, tout en s’efforçant de délivrer exactement le même contenu (ce qui est bien entendu une utopie).
  • L’avantage escompté était de diviser par deux le temps d’occupation des amphithéâtres, de libérer du temps aux enseignants pour d’autres missions, comme le suivi des étudiants, et de délivrer le même contenu à tous les étudiants.
  • une grande majorité des étudiants (61 %) favorables à ce suivi à distance n’étaient pas prêts à renoncer aux cours en présentiel, mais souhaitaient au contraire associer les deux modalités. 24 % de leurs camarades comptaient maintenir un travail présentiel classique, sans utilisation des vidéos, et seuls 14 % des étudiants semblaient réellement intéressés par un enseignement exclusivement à distance.
  • En effet, en comparaison avec les taux de présence des dernières années, il s’avère que le dispositif n’a finalement pas découragé les étudiants d’assister aux cours.
  • Interrogés à la fin du semestre, près de 85 % des étudiants déclarent avoir trouvé ces captations de cours utiles à leurs apprentissages. Étant donné que 10 % d’entre eux se sont déclarés sans opinion à ce propos, il n’y a qu’environ 5 % de la promotion seulement qui n’y a pas vu de bénéfices. Par ailleurs, 81 % des étudiants souhaiteraient que ce type de dispositif pédagogique soit généralisé en licence.
  • 39 % des étudiants déclarent s’être appuyés sur les vidéos pour travailler ce module de biochimie. Parmi ceux-ci, 90 % déclarent avoir à la fois suivi les cours en présentiel et en vidéo. Seulement 10 % ont donc utilisé la vidéo pour compenser leur absence au cours magistral. À signaler, une courte majorité des étudiants (53 %) indique avoir révisé sans les vidéos.
  • À travers une enquête menée par une étudiante dans le cadre d’un stage, nous avons pu affiner les informations sur l’utilisation des vidéos. La grande majorité des étudiants en a profité pour compléter ses notes de cours et revenir sur des notions mal comprises. D’après eux, l’avantage est de pouvoir cibler les passages à reprendre, et de faire des pauses dans le déroulé du cours si nécessaire.
  • beaucoup d’utilisateurs ont exprimé leur satisfaction d’avoir pu bénéficier des captations du cours pendant leur phase de révision, les dernières semaines avant l’examen terminal. Enfin, d’autres étudiants, plus rares, assument utiliser les cours en format vidéo pour parer à une absence subie ou voulue aux cours magistraux
  • Les résultats et pratiques observés les ont confortés dans la stratégie de mise en place d’un serveur d’hébergement de vidéos, assorti de nouveaux services : mise à disposition de médias aux étudiants, enrichissement des vidéos, streaming en direct… Ces services seront donc proposés pour de prochaines interventions et sur d’autres sites de l’université.
  • L’outil de « gestion » est devenu un réel outil pédagogique, rassurant et bienveillant, puisqu’il permet de réentendre les explications de l’enseignant sans limite d’heure, de temps, de lieu… D’autre part, ces vidéos, de manière assez surprenante, rendent ainsi les étudiants plus actifs dans leurs apprentissages ! Elles permettent de compléter les notes de cours, les fiches, principalement par le re-visionnage des séquences choisies. Voilà qui ouvre aussi de nouvelles perspectives pour l’accueil d’étudiants ayant besoin d’un accompagnement particulier. Cet article a été écrit en collaboration avec Denis Moueza et Pascal Gosset de la Direction des systèmes d’information de l’UPEC.
Jean-Marie Cognet

(PDF) Lecture capture in higher education: time to learn from the learners - 0 views

www.researchgate.net/...ime_to_learn_from_the_learners

study lecture capture student success education

shared by Jean-Marie Cognet on 15 Dec 19 - No Cached
  • Of particular and recurring concern to academic staff is the assumption that access to lecture recordings will result in a decrease in attendance at lectures (e.g. Gosper et al., 2010). In most courses, attendance is not in itself a learning outcome (Newton, Tucker, Dawson & Currie, 2014), therefore the concern over attendance must be the manifestation of a deeper concern over the impact on achieving the actual learning outcomes of the course and on other aspects of student engagement. It is also worth noting that falling lecture attendance is not a new phenomenon. As Massingham and Herrington (2006) have highlighted, attendance has been seen as an issue by lecturers for decades
  • Understanding the reasons why students opt not to attend lectures can lead to useful information that can inform pedagogic practice. The reasons students give often have little to do with the availability of recorded lectures
  • Their results revealed that the most important considerations were the predicted outcome of attending the lecture (e.g., Will it facilitate my own subsequent study and learning?), the topic or subject of the lecture (e.g., Will I learn this material better by attending a lecture or by individual study?), whether the lecture will meet the students current learning needs, and personal considerations (e.g., Do I have competing commitments that I view as having a higher priority?), and whether the student had had a previous positive or negative experiences with a particular teacher. Other studies have also highlighted the central importance of the lecturer in attendance decisions.
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  • Given this evidence of the value and distinct role of face-to-face lectures, concern over the wide spread replacement of lecturers with recordings would seem misplaced.
  • Similarly, Aldamen, Al-Esmail, and Hollindale, (2015) found no correlation between student attendance (as measured by attendance lists) and viewing lecture video recordings (as measured by LMS access data), for students on an introductory Accountancy course
  • Yeung, Raju and Sharma (2016) demonstrated that non-frequent attenders were also far less likely to make use of recordings to catch-up on missed classes. This is in line with the findings reported by von Konsky, Ivins and Gribble. (2009)
  • The balance of research suggests that having access to lecture recordings has either no or only a very small impact on attendance
  • studies have shown consistently that students value having access to and make use of recordings of lectures. For example, in a large survey in four Australian Universities, Gosper et al. (2010) found that 76% of students reported a positive experience with recordings, 79.9% felt that it made it easier to learn, and 66.7% felt it had improved their performance (see also McNeil et al., 2007).
  • Students use lecture recordings for a range of general purposes, for example to balance family, work, and other study commitments (e.g., Chester, Buntine, Hammond, & Atkinson, 2011; Dona, Gregory, & Pechenkina, 2017: Pons, Walker, Hollis & Thomas, 2011; Taplin, Kerr, & Brown, 2014), and as a backup for lectures that were unintentionally missed, for example, as the result of illness or transportation issues (e.g., Yeung et al., 2016; Gysbers, Johnston, Hancock, & Denyer, 2011).
  • However, the literature clearly indicates that for the majority of students the greatest value of recordings is as a learning resource. They use recordings to revisit and clarify complex confusing topics (e.g., Elliot & Neal, 2016, Yeung et al., 2016), to prepare for exams (e.g. Chen & Lin, 2012; Copley, 2007; Mallinson & Baumann, 2015; von Konsky et al., 2009), and to learn at their own pace (e.g., Cooke et al., 2011; Euzent, Martin, Moskal, & Moskal, 2011; Tarr et al., 2015). While Scutter, Stupans, Sawyer and King. (2010) do report that some students cited not having to attend the lecture in person as the most useful aspect of podcast access, this was ranked bottom behind advantages associated with personalising the learner experience including; flexibility, revision, clarification, reduced need to take notes in lectures, and simply being able to hear the lecture in full again.
  • Students learning in a second language and students who require additional learning support appear to make greater use of recordings (e.g. Leadbeater, Shuttleworth, Couperthwaite, 2013; Nordmann et al., 2017; Shaw & Molnar, 2011, Taplin et al., 2014)
  • following the Equality Act (2010). Jisc, the UK’s non-profit organisation for digital services and solutions recommends implementing institution-led lecture recording (Jisc, 2018) citing the ability to revisit content as required as the main benefit to inclusive learning.
  • For many first-year students, the university lecture format will be a new learning environment and although guidance is often provided about what they should do during lectures, it is unsurprising that these students value the opportunity to get a second chance at the lecture content when in this transitional stage.
  • in a study of medical students’ use of recordings by Topale (2016), students identified one of the major advantages of recordings as facilitating the ability to use multiple modes of learning, allowing them to view lectures, consult texts and other resources at the same time. Multimedia learning is suggested to have several pedagogic advantages linked with reductions in cognitive load (Mayer, 2005). Luttenberger et al. (2018) state that the driving force behind student satisfaction with lecture capture and podcasts are the opportunities for self-regulated learning
  • The ability to personalise the learner journey and self-regulate learning may also explain why research has suggested that the availability of lecture recordings can reduce feelings of anxiety. For example, Owston, Lupshenyuk, and Wideman (2011) report reduced anxiety when lecture capture is provided due to the ability to review the material later if any important points are missed. Similarly, in a survey conducted with Geology students, 69% agreed that the availability of lecture recordings reduced levels of student anxiety with the course (Traphagan, Kucsera, & Kishi, 2010)
  • Students frequently report that access to lecture recordings improves their learning and performance (e.g., Gosper et al., 2010) and while Ford, Burns, Mitch and Gomez (2012) found no association between access to recordings and grades, they reported that students with access were significantly more likely to report spending more hours studying, more likely to report that learning outcomes were effectively addressed, and more likely to report that they found that the course challenged them to do their best work
  • Cepeda et al. looked at lag effects (i.e., the time between learning sessions) and found that performance was best when the lag was 10-20% of the desired retention interval, for example, to remember something for one week, they recommended spacing learning episodes 12-24 hours apart whereas to remember something for 4 years, learning episodes should be 4.5-9 months apart (although they also recognise that these intervals do not necessarily align with the semesterisation of higher education and therefore recommend one month spacing for university students).
  • There has been relatively little research that has investigated the use of lecture capture as it relates to distributed practice. This may be in part due to the information that is available to researchers. Those studies that used self-reports did not report collecting information on the exact timescale of lecture capture usage across the term
  • First, students should be explicitly instructed that supplemental use is likely to produce the best outcomes.
  • Second, the concept of deep processing should be used to explain and promote that not only is supplemental use best, but selective supplemental use of recordings (rather than re-watching an entire lecture) will likely lead to better outcome
  • Finally, the concept of distributed practice should be linked to the use of lecture capture
Jean-Marie Cognet

La mort programmée des cours en "amphi" - 0 views

veille-e-formation-medad.blogspot.fr/...couvre-la-mort-programmee.html

tendances education

shared by Jean-Marie Cognet on 06 Nov 12 - No Cached
  • Pour certains enseignants, la question n'est même plus de savoir si les amphis vont disparaître, mais combien de temps cela prendra.
  • La très prestigieuse université de Stanford, en Californie, dont le président, John L. Hennessy, a même prédit " la mort des salles de classe ", a décidé de dématérialiser ses enseignements. En 2011, deux professeurs, Sebastian Thrun et Peter Norvig, ont ouvert leur cours d'introduction à l'intelligence artificielle à des étudiants du monde entier. Le succès a été immédiat : 160 000 élèves se sont inscrits. Et des quelque 250 étudiants qui ont été reçus à l'examen avec la note maximale de 100 %, pas un n'était de Stanford !
Jean-Marie Cognet

Learning Management Systems : de quoi parle-t-on ? - 0 views

www.e-learning-letter.com/...de%20quoi%20parle-t-on%20.html

elearning tendances

shared by Jean-Marie Cognet on 25 May 12 - No Cached
  • Voici à peine quelques années, les plateformes LMS (Learning Management System) étaient essentiellement dédiées au support de la formation distancielle : assemblage des parcours e-learning, diffusion massive et adaptation locale auprès de vastes populations d'apprenants, contrôle et reporting sur le suivi des parcours e-learning par les apprenants (notamment : temps passés et notes aux évaluations).
Jean-Marie Cognet

Les 4 grandes tendances de la fonction RH pour 2012 - Actualités Informatique... - 0 views

www.distributique.com/...nction-rh-pour-2012-17668.html

tendances marché RH

shared by Jean-Marie Cognet on 18 Jan 12 - No Cached
  • Bersin & Associates estime que  les équipes de recrutement seront connectées à celles qui conçoivent les plans de carrières et les outils d'évaluation de la performance. Le cabinet de conseil note également que des processus comme les simulations avant recrutement, les interviews vidéo ou les réseaux sociaux, seront également utiles à d'autres domaines de la gestion des ressources.
Jean-Marie Cognet

The Webinar Blog: Subtitling Your Video Recording - 0 views

wsuccess.typepad.com/...ling-your-video-recording.html

video web

shared by Jean-Marie Cognet on 07 Jun 12 - No Cached
  • If you weren’t working from a prepared script during your webinar, you’ll probably use a transcription service to prepare the text transcript file from your audio recording.
  • There are many service providers who offer transcription. Note that if your subject is highly technical, with buzzwords and abbreviations, you will need to review the transcript to clean up things the transcriber doesn’t understand. I don’t have a recommendation for a transcription provider. Just search on “audio transcription” or “transcription services.” You will be surprised how inexpensive audio transcription is nowadays.
Jean-Marie Cognet

12 Emerging Educational Uses of Technology That are the Most Exciting Right Now - Emerg... - 1 views

www.emergingedtech.com/...f-technology-most-exciting-now

trends education elearning

shared by Jean-Marie Cognet on 17 Sep 15 - No Cached
  • The Flipped Classroom continues to emerge as one of the most exciting grassroots movements in the academic world. Teachers all across the world are trying it and loving it. Make no mistake, the flipped classroom is no “trend” – it is a clear reflection of how technology truly can be a powerful tool for educators who are inspired to do the very best by their students
  • Social Learning in Online Courses I truly believe that better incorporation of social learning is vital to making online learning more engaging. Many online programs struggle to attain retention rates similar to most in-seat programs. One of the elements generally lacking in online learning (but natural to the face-to-face classroom) is a healthy level of social interaction. When online teachers make the effort to build social interaction into the digital classroom, they create multiple opportunities to enhance engagement and improve learning outcomes.
  • Tools to Embed Questions in Videos Admittedly, this is not the kind of game changing ed tech idea that others on this list are, but I still think it is worth noting. Over the last year, EdPuzzle, EduCanon, and Zaption are a few of the tools that I have seen mentioned over and over in the ed tech social media over the last year. This capability has just ‘blown up’ over the last year or so, getting a lot of attention, and for good reason
Jean-Marie Cognet

H.264 Video Is Dominant for HTML5, Says MeFeedia - 0 views

www.streamingmedia.com/...ReadArticle.aspx

web Video html5 stats

shared by Jean-Marie Cognet on 12 Jul 11 - No Cached
  • H.264 video actually became dominant in HTML5 video in October, 2010, when it was used in 54 percent of HTML5 videos. That rose to 63 percent in February, 2011, and 69 percent in June, 2011. MeFeedia notes that its growth as a percentage has slowed, but adoption is increasing.
Jean-Marie Cognet

Le Limousin et la Creuse dotent les lycées et collèges d'un portail web éducatif - 0 views

www.lemondeinformatique.fr/...ortail-web-educatif-42239.html

tendances

shared by Jean-Marie Cognet on 13 Oct 11 - No Cached
  • Cet environnement numérique de travail est un portail web comportant des informations personnelles (cahier de texte, agenda, notes obtenues...) et des flux d'informations générales (poussés par RSS). Ces flux peuvent concerner des informations pratiques (travaux sur les établissements, perturbations sur les transports...) ou plus générales (programmes culturels...).
Jean-Marie Cognet

Les nuggets de formation, un format pour la génération millenium, Formation &... - 0 views

business.lesechos.fr/...eneration-millenium-207906.php

trends corporate elearning

shared by Jean-Marie Cognet on 08 Mar 16 - No Cached
  • En proposant des contenus très brefs (de quelques secondes à quelques minutes), appelés « nuggets » de formation, le microlearning révolutionne la façon dont les collaborateurs consomment les contenus. « Dans un monde qui va de plus en plus vite, la réduction de la durée des actes pédagogiques est une véritable tendance de fond, Le microlearning colle aux attentes de collaborateurs qui ont besoin de plus en plus de souplesse et de liberté : ils choisissent quand, quoi et comment ».
  • C’est le pilier de l’efficacité de toute formation : la concentration. « Or, aujourd’hui, alors que les sollicitations et les perturbations sont continuelles, les formats très brefs s’insèrent plus facilement dans un quotidien surchargé », explique Jason Hathaway
  • Tout cet arsenal d’activités et de ressources pédagogiques ne doit pas faire oublier le rôle essentiel des campagnes de communication autours des programmes de formation menées par les départements RH/Formation. « Après chaque piqûre de rappel, les organisations constatent un pic d’utilisation », note Jason Hathaway.
Jean-Marie Cognet

Fostering a culture of learning | Deloitte University Press - 0 views

dupress.com/...ture-of-learning-for-employees

trends stats corporate elearning

shared by Jean-Marie Cognet on 03 Mar 16 - No Cached
  • More than eight in ten executives (84 percent) in this year’s survey view learning as an important (40 percent) or very important (44 percent) issue. Employees at all levels expect dynamic, self-directed, continuous learning opportunities from their employers. Despite the strong shift toward employee-centric learning, many learning and development organizations are still struggling with internally focused and outdated platforms and static learning approaches.
  • To facilitate the effort to help employees “learn how to learn,” L&D teams are building internal knowledge-sharing programs, developing easy-to-use portals and video sharing systems, and promoting collaborative experiences at work that help people constantly learn and share knowledge.
  • Almost $1 billion of this went into tools, content, and companies that focus on the corporate market.6
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  • Much of this investment is directed at tools to harness video, new mobile learning apps, and an explosion of content marketplaces. Today, any employee can browse through content from Coursera, Udemy, Udacity, or a dozen other providers and instantly access a lecture, course, or workshop on a needed skill. Such platforms offer learning opportunities at little or no cost and even allow employees to interact online with experts in the field—learning exactly what they need, when they need it, at a time that fits their schedules.
lauraschmitz1992

Filmer les cours en amphi : quel intérêt pour les étudiants ? - The Conversation - 1 views

digital-learning-academy.com/les-etudiants-the-conversation

shared by lauraschmitz1992 on 03 Dec 18 - No Cached
  • Des enjeux d’espace Composée de modules théoriques et pratiques, l’unité de biochimie structurale concerne environ 450 étudiants par an. Les cours magistraux sont dédoublés, à la fois pour des questions de pédagogie et de place – le grand amphithéâtre étant très peu disponible. Chaque cours au programme est donc assuré deux fois, face à deux parties distinctes de la promotion, tout en s’efforçant de délivrer exactement le même contenu (ce qui est bien entendu une utopie).
  • Un outil de révision Grâce à la plate-forme numérique utilisée (service Stream de la plate-forme Office 365 de l’université), nous avons pu mesurer l’audience des vidéos mises à disposition des étudiants. Ainsi, les 14 captations ont reçu en moyenne 180 connexions chacune, sur une échelle de 115 à 300 consultations par vidéo. Toutefois, nous ne pouvons pas isoler le nombre de connexions moyen de chaque utilisateur à une vidéo (connexions uniques ou multiples) ni le temps moyen passé lors d’une connexion (visionnage exhaustif des vidéos ou « picorage » de morceaux choisis), ou encore le partage de la vidéo après son téléchargement. Des étudiants plus actifs À travers une enquête menée par une étudiante dans le cadre d’un stage, nous avons pu affiner les informations sur l’utilisation des vidéos. La grande majorité des étudiants en a profité pour compléter ses notes de cours et revenir sur des notions mal comprises. D’après eux, l’avantage est de pouvoir cibler les passages à reprendre, et de faire des pauses dans le déroulé du cours si nécessaire.
Jean-Marie Cognet

Transformation numérique : des synergies DRH-DSI encore perfectibles, Transfo... - 1 views

business.lesechos.fr/...encore-perfectibles-300578.php

trends corporate marché

shared by Jean-Marie Cognet on 06 Oct 16 - No Cached
  • SynapsCore, cabinet de conseil qui a réalisé une étude sur « les enjeux de l’interface entre la DRH et la DSI dans le cadre de la transformation digitale », conjointement avec Télécom Ecole de Management. Près de 40 représentants, DRH et DSI, de 33 entreprises (essentiellement grands comptes) ont été questionnés en face à face.
  • Au vu des résultats de l’enquête, les DRH et les DSI sont en demande d’une collaboration accrue : 49 % des DRH et 44 % des DSI estiment qu’il est indispensable de travailler conjointement sur des priorités RH de gestion du changement. Parmi les sujets où cette « co-élaboration » est attendue figurent notamment la mise en place de nouvelles organisations du travail, de nouvelles manières de manager les équipes, la gestion des compétences (cartographie, recrutement, formation), ou encore le Big Data. Trois points sont particulièrement saillants : le Big Data, le recrutement et la cartographie des compétences.
  • « Ce que les DRH attendent des DSI sur la question du Big Data, c’est notamment qu’ils assurent une veille technologique, qu’ils identifient les nouveaux usages et qu’ils développent les solutions permettant de gérer ces nouveaux flux »
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  • « ce que les DSI attendent des DRH c’est, d’une part une meilleure compréhension des enjeux du Big Data et ce que cela peut apporter à l’entreprise.
  • Emmanuel Baudoin, responsable de la majeure Management des Ressources Humaines de Telecom Ecole de Management et directeur du HRM Digital Lab
  • Autre sujet où les aspects humains et technologiques se rencontrent : la gestion des talents. Trouver la bonne place, pour le bon profil, au sein de l’entreprise, nécessite des outils informatiques autant qu’une expertise RH. « Les DRH sont sollicités autant pour identifier la ressource en compétences numériques qui existe déjà en interne que sur le plan du développement des ambitions professionnelles des profils digitaux », constate François Jarry. « De leur côté, les DSI plébiscitent une meilleure anticipation des besoins », note Ludovic Dervaux.
  • 46 % des personnes interrogées estiment que les synergies pourraient être plus efficaces qu’elles ne le sont aujourd’hui.
Jean-Marie Cognet

Ressources humaines : 10 tendances fortes, Gérer et Motiver son équipe - Les ... - 0 views

business.lesechos.fr/...10-tendances-fortes-318180.php

trends marché corporate RH

shared by Jean-Marie Cognet on 30 Jan 18 - No Cached
  • Quatre sociétés spécialistes des solutions RH - Hogan, Lumesse, Talentsoft, et Top Employers Institute - ont recensé les tendances fortes et livrent leurs conseils. Synthèse en dix mots-clefs.
  • 1. Collaboration
  • « La communication à sens unique leur est complètement inconnue, et les médias sociaux font partie intégrante de leur quotidien », note le cabinet Lumesse
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  • La mise en place d'un  réseau social interne peut stimuler les échanges entre collègues, à condition que ce soit au sein d'une petite unité volontaire
  • Ces pratiques de collaboration « favorisent l'apprentissage informel, auto organisé et mis en réseau, et stimulent un bon workflow, » 
  • 3. Diversité
  • Les entreprises innovantes « ont bâti des équipes inclusives et diversifiées », afin de « gagner la course à l'innovation et à la transformation digitale »,
  • 4. Engagement
  • Autre notion essentielle : l'empowerment, qui place les collaborateurs au coeur des décisions et renforcerait leur fidélisation. Le principe ? « La direction cède une partie de ses pouvoirs aux collaborateurs. Ceux-ci ont alors un oeil sur le talent management et peuvent façonner activement leur parcours et leur activité. Ils découvrent des processus, obtiennent plus d'autonomie et de responsabilités, par exemple en matière de formation continue ». Avec la mise en place de mesures d'empowerment, on relève « une augmentation considérable de la satisfaction des collaborateurs »,
  • 5. Expérience collaborateur
  • Les responsables RH « doivent devenir des designers d'expériences pour les collaborateurs, leur proposer du sur-mesure, leur permettre de personnaliser l'organisation de leur cadre de travail, élaborer des expériences intégrées, personnalisées et à forte valeur ajoutée, 
  • 6. Formation à la carte
  • L'autre tendance forte est le « blended learning », mêlant coaching, réalité augmentée, réalité virtuelle et présentiel. Le salarié accède librement, y compris depuis son mobile, à la plate-forme de son entreprise proposant contenus, vidéos, exercices et autres catalogues de formations.
  • « Aujourd'hui plus de 75 % des Top Employers en France disposent de portails dédiés permettant aux salariés de piloter leur propre développement professionnel, avec un libre accès à une très large palette de ressources, internes comme externes. Oser mettre l'accent sur les choix individuels permet d'augmenter l'engagement et le taux de réussite des évolutions individuelles, tout en préservant la cohérence avec les besoins de l'organisation.
  • 8. Nomadisme
  • Le nombre de salariés pouvant télétravailler a augmenté de 14 % entre 2015 et 2018
  • 9. Performance opérationnelle
  • De quoi « permettre aux RH d'apporter la preuve de leur contribution à la performance métier de l'entreprise »
Jean-Marie Cognet

Lecture capture: watch and learn - Installation - 1 views

www.installation-international.com/lecture-capture-watch-learn

lecture capture trends education

shared by Jean-Marie Cognet on 22 Feb 18 - No Cached
  • Today’s students are intimately connected to the latest technology and gadgets and use them constantly. Their familiarity, combined with an innate and intuitive ability to control it, means that not only do they use video and audio communication for their own social communication but expect it to be present in all aspects of their lives. This expectation extends to the provision of learning services, particularly at higher levels; with the current high cost of educational services, prospective students demand sophisticated and effective use of technology at universities to elevate their education experience. They choose their university on a number of factors, with technology and modern teaching methodologies rating highly in that decision. Universities that fail to meet their expectations are ignored as students vote with their feet and select another establishment.
  • The process of recording classes and other live sessions, generally referred to as lecture capture, features highly on the lists of students’ criteria during that assessment. While still a relatively young technology compared with others in the AV world, it has rapidly gained acceptance in the academic sector, proving its ability to aid the educational process and rapidly penetrating the industry
  • Early reticence to deploy and use lecture capture systems has largely abated. Fears that students would skip lectures if there were to be a recording available online later, and lecturers’ concerns over job security once their classes had been recorded, were generally unfounded. Instead the system has stimulated new methods of teaching, including that of ‘flipping’,
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  • This allows them to concentrate on the delivered speech rather than on note-taking, and has greatly improved understanding. Lecture capture systems are often used in preparing the recordings to be used in lecture flipping
  • “The market is becoming mature, not necessarily in terms of current installations but certainly with the numbers of universities that have a plan in place to roll out capture to all rooms. Many universities have a policy of recording all lessons and lectures and it is being implemented widely. Some universities automatically schedule recordings along with the lecture timetable
  • The use of video capture solutions to record classes as well as enable lecturers to create their own supplemental videos requires robust technology.
  • The lecture capture system should be automated, allowing faculty or campus IT staff the ability to easily schedule recordings. A lecturer may also want to record a video prior to class in an empty classroom or right from the comfort of his or her home or office.
  • “The success of lecture capture is influenced by the user experience of the student and also by the user experience of the teacher,” points out Robert de Jong, director of product marketing EMEA at Vaddio.
  • Handling many simultaneous camera feeds on a network can also present problems. “Some universities are starting to install IP cameras as they are fast coming down in price,” says Mark Rogers, product manager, Datapath
  • Lecture capture is almost becoming a victim of its own success,” continues Lipps. “Students nowadays are demanding it in all their classes and will often stop a lecturer to point out if the system is not recording. The result is that it is becoming an essential piece of equipment in all active lecture rooms. A large university may have 500 rooms but it is not economically viable to put top-of-the-range equipment in all of them. However with the right video platform, there will be hardware and software capture options that make sure lecture capture can be included in as many classrooms as possible.”
Jean-Marie Cognet

Seizing the Moment: Social Dynamics and the Remote Student Experience | EDUCAUSE - 1 views

er.educause.edu/...-the-remote-student-experience

trends education video lecture capture

shared by Jean-Marie Cognet on 27 Jun 19 - No Cached
  • At a recent Excellence in Teaching award luncheon at the University of California, Santa Cruz, a conversation turned to lecture capture and revealed unexpected impacts.
  • the students requested he add lecture capture recordings. He agreed. Audio recordings and a data feed were made available on demand so that students could access the lecture materials for review. Brummell's intent was to offer the lecture capture materials as supplements to the classroom experience.
  • Brummell pointed out that using the cameras has drawbacks. "This means you sit down at the camera," he said. "I don't like that. I prefer to be up and active. With lots of students in the class, you can't really pick out specific students very easily, and no one wants to ask questions." After a few lectures, Brummell noticed that a sizeable number of students had stopped coming to class, presumably because they preferred to listen to the recordings. With the class scheduled in a large auditorium, the students who came to class tended to sit closer to the front of the room and nearer to the professor. While the use of the document cameras forced him to remain anchored to a specific location in the classroom, Brummell noted that because the students were closer, he could look up and talk directly to them. "I started getting to know a few names and faces, especially the students who got there early like me," he said. "I chatted with some of them on a regular basis."
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  • Consequently, his class of two hundred was reduced to about fifty stalwart students who continued to come for the live-lecture experience. Due to the smaller face-to-face class size, Brummell began to shift his focus to the more specific needs of the students who were present
  • It is also interesting that the remote students were not able to observe the professor interacting with the students in the classroom; they perceived his small-class teaching style only through his voice. As the luncheon drew to a close, the reaction of the remote students was compared to the effect a live studio audience can have on television viewers at home. Professor Brummell agreed and jokingly asked for the addition of a laugh track to his recorded lectures.
  • Due to the smaller class size, Professor Brummell was better able to connect with the classroom audience. Students listening to the lectures remotely later indicated that his new presentation style was very effective.
  • There were quite a few comments…expressing appreciation for the webcasts, and some of the comments mentioned the atmosphere of the class
  • While the positive student response described above would not have been possible without the digitization of the lecture content, it should not be attributed solely to technology. These student responses may have been strengthened by a deeper behavioral phenomenon: surrogacy through "vicarious interactions." Vicarious interaction occurs when remote viewers establish a sympathetic relationship to a live studio audience and, through surrogacy, develop a connection with mediated subjects
  • Conclusions In this case, the process of digitally recording the lecture and sharing it via the distributed network added new value, transforming a large lecture into a small-class conversation with unforeseen, vicarious benefits for remote students. The digital transformation discussed here included three distinct elements: The availability of recorded lectures resulted in a certain portion of the student population listening remotely, which, in turn, resulted in a smaller in-person class size. The small-class format allowed the professor to address the issues, problems, concerns, and questions of those students present. The remote student evaluations reported positive responses in part because of the small-class format.
Jean-Marie Cognet

Kaltura's Survey Reveals A 135% Increase in Remote Teaching and Learning | WebWire - 0 views

www.webwire.com/ViewPressRel.asp

trends video education stats

shared by Jean-Marie Cognet on 26 Sep 17 - No Cached
  • The international survey of 1,000 respondents shows a boost in the use of video in distant learning, with almost half wanting to experience video in at least 50% of their classrooms
  • The results reveal a boom in the use of video for remote teaching and learning with 66% of respondents stating that their institutions now use these capabilities, up from 28% in 2016
  • Interestingly, 39% of those surveyed state that students studying remotely at their institution are already using video-based solutions to join live classes and lectures, while a further 49% are keen to add these capabilities to their offerings. Remote video capabilities are also being used to let presenters who are not based at the institution to teach and lecture to students, with 54% of all respondents saying that they are already benefiting from this.
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  • The survey also highlights lecture capture[1] as a major growth area, which may well be due to the growing availability of affordable, ‘one-click’ lecture capture software that runs on any Windows compute
  • Other findings of note include: Teaching skills by recording students practicing in class is up from 33% last year to 54% in 2017, perhaps a reflection of the growing demand for video-based training and playback for courses such as nursing and veterinary science.Flipped classrooms are growing in popularity after the initial hype, with 53% now using this approach, up from 45% a year ago.Almost half (45%) are using mobile apps to let students watch video on the go, with a further 48% keen to follow their lead.
  • Respondents included educators, instructional designers, IT professionals, digital media professionals, senior administrators and students from around the globe, with 81% drawn from higher education and 11% from K-12 (primary/secondary
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