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YouTube pour expliquer les sciences. «Les chaînes de vulgarisation scientifique ont commencé à se développer il y a deux ans aux États-Unis et commencent à arriver en France», explique-t-on chez YouTube.

YouTube pour expliquer les sciences

Des jeunes scientifiques ou amateurs passionnés, pas forcement geek dans l'âme, ont choisi la plateforme vidéo pour vulgariser leur savoir le plus largement possible. «Je me sens un peu chargée d'une mission», confie à l'AFP Florence Porcel, 32 ans, créatrice de la chaîne YouTube spécialisée en astronomie, «La folle histoire de l'Univers». «Il est extrêmement important que chaque citoyen comprenne le fonctionnement du monde», ajoute-t-elle. Même motivation chez Mickaël Launay, à l'origine de «Micmaths», pour qui les sciences «sont un enjeu de société». «Des chiffres sont balancés à longueur de journée. Mais pour faire passer leur message, ils ont un gros problème à surmonter : les sciences, c'est compliqué et rébarbatif pour le commun des mortels. La clé de la réussite ? (Re)penser les espaces physiques d'apprentissage - Carnets de voyage … Why Flunking Exams Is Actually a Good Thing -

Photo Imagine that on Day 1 of a difficult course, before you studied a single thing, you got hold of the final exam.

Why Flunking Exams Is Actually a Good Thing -

The motherlode itself, full text, right there in your email inbox — attached mistakenly by the teacher, perhaps, or poached by a campus hacker. No answer key, no notes or guidelines. Just the questions. Would that help you study more effectively? But what if, instead, you took a test on Day 1 that was just as comprehensive as the final but not a replica? This is the idea behind pretesting, one of the most exciting developments in learning-­science. That is: The (bombed) pretest drives home the information in a way that studying as usual does not. The excitement around prefinals is rooted in the fact that the tests appear to improve subsequent performance in topics that are not already familiar, whether geography, sociology or psychology. The basic insight is as powerful as it is surprising: Testing might be the key to studying, rather than the other way around.

A. B. C. Mersive Solstice Version 2 Training Video. Ellis Hall Active Learning Classrooms Project. Ellis Hall Active Learning Classrooms. The Inverted Classroom. I’m tired of talking.

The Inverted Classroom

Let me explain. One of the basic rules of thumb for adult learning says that a class should be a little more than half practical application and workshop material to appeal to the audience. That aside, classroom (or instructor-lead) training has become expensive, and managers and consumers have become vocal in letting us know that they want to make sure it’s worth their time and money. To be plain, are we doing all we can to make the trip worthwhile? I have always been an advocate for lots of hands-on activity in class, probably because it matches my own learning style but also because the majority of the attendees enjoy it. The “Inverted Classroom” as coined by professors Lage, Platt and Treglia in a paper presented to the Journal of Economic Education, Winter 2000, moves away from the traditional lecture.

Lage, Platt and Treglia define the inverted classroom in simple terms: Researchers Gerald C. References. How to Write Multiple-Choice Questions Based on The Revised Bloom's Taxonomy. Would you be interested to know how to write multiple-choice questions based on the Revised Bloom's Taxonomy?

How to Write Multiple-Choice Questions Based on The Revised Bloom's Taxonomy

At the following article you will find 5 Tips to Write a Multiple-Choice Test Based on The Revised Bloom's Taxonomy. Since formal education was introduced to the world hundreds of years ago, the testing process has been in a state of constant evolution. As eLearning developers on the forefront of a new digital education age, we are charged with finding the ideal way to insure that our learners have retained the information we have provided for them. One of the most effective methods of doing so is by offering multiple choice assessments and exams, which allow us to determine if our teaching methods or eLearning course design is doing its job (which is to provide the best possible eLearning experience). However, the question remains...what is the best technique to utilize when writing a multiple choice question?

What is the revised Bloom's Taxonomy? References: Bloom, B.