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Modèles d'enseignement-apprentissage

The Instructional Use of Learning Objects -- Online Version This is the online version of The Instructional Use of Learning Objects, a new book that tries to go beyond the technological hype and connect learning objects to instruction and learning. You can read the full text of the book here for free. The chapters presented here are © their respective authors and are licensed under the Open Publication License, meaning that you are free to copy and redistribute them in any electronic or non-commercial print form. For-profit print rights are held by AIT/AECT. The book was edited by David Wiley, and printed versions of the book are published by the Association for Instructional Technology and the Association for Educational Communications and Technology. If you find the online book useful, please consider purchasing a printed copy.

The Instructional Use of Learning Objects -- Online Version

the social/situational orientation to learning @ the informal education homepage the social/situational orientation to learning @ the informal education homepage The social/situational orientation to learning. It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. Social learning theory ‘posits that people learn from observing other people. By definition, such observations take place in a social setting’ (Merriam and Caffarella 1991: 134). Abstract Within the broad field of research on learning, culture and social interaction, sociocultural theory is now commonly used as an explanatory conceptual framework. In this article we begin by setting out the essential elements of this theory as it applies to a specific area of enquiry in which we have been involved, which is aimed at understanding the educational functions of classroom talk. In doing so, we will discuss some key concepts generated by the theory.
Abstract The article examines strengths and limitations of three examples of well known post-behaviorist process theories of learning: Norman and Rumelhart, Kolb, and Nonaka and Takeuchi. Two central shortcomings are found in these theories, namely universalism and separation of learning from instruction. After that the article analyzes Davydov's theory of learning activity and Engeström's theory of expansive learning as process theories that may significantly enrich the current landscape of learning theory and research. The strength of the two cultural–historical theories is in their rejection of universalism.
Leaky Grammar | Second Language Acquisition, Language Learning What problems arise when human beings turn the lens of scrutiny on themselves? What we think social science is, and how we go about doing it has always been interesting […] Read Article → Happy New Year!! Leaky Grammar | Second Language Acquisition, Language Learning

Edward Deci Publications


The Change MOOC has been running since September of 2011. We’ve had the pleasure, in the past 30+ weeks, of many outstanding discussions. The archives of activity/readings/weeks are available on the main MOOc site. Each week, different facilitators share readings and resources that they deem to be most reflective of their work and their passion. My week is on sensmaking and analytics. At first glance, sensemaking and analytics seem antagonistic. Connectivism
Two Mindsets: Fixed (Intelligence is static) ;... |
Object Centered Sociality Wow. I just read this mind-blowing post by Jyri Engestrom in response to my post about leaving Linked In. It's very well thought out and opens a whole new perspective to social networking for me that I completely, 100% sign on to: Basically I'm defending an alternative approach to social networks here, which I call 'object centered sociality' following the sociologist Carin Knorr Cetina. I'll try to articulate the conceptual difference between the two theories and briefly demonstrate that object-centered sociality helps us to understand better why some social networking services succeed while others don't.Russell's disappointment in LinkedIn implies that the term 'social networking' makes little sense if we leave out the objects that mediate the ties between people. Object Centered Sociality
On the important differences between literacies, skills and competencies. | | Pédagogie et web 2.0 On the important differences between literacies, skills and competencies. | | Pédagogie et web 2.0 Université de Nantes - 12-13 juin 2014 Le projet PLURI-L (Plurilinguisme : Pratiques, Représentations, Acquisitions, Enseignement) fédère, depuis 2009, des travaux de recherche analysant tant les leviers que les freins au développement d’une éducation plurilingue dans différents contextes. Son 3ème colloque* aura lieu à Nantes, les 12 et 13 juin 2014. Cette manifestation scientifique sera placée sous le signe du dialogue entre chercheurs dont les centres d’intérêt relèvent de problématiques liées au plurilinguisme en contexte éducatif et se déploient autour des notions de répertoire et de compétences plurilingues. Dans cette perspective, vous êtes invités à soumettre des propositions de communications ou de symposiums au regard de l’un des quatre axes du colloque qui vous sont présentés ci-après. Via Shona Whyte
Learning Theories

Learning Theories

Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories and models that address how people learn. A resource useful for scholars of various fields, including educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped into categories. Note that this website is an iterative project and these entries are a work in progress; please leave comments with suggestions, corrections, and additional references. Paradigms:

Social Learning Theory (Bandura

Summary: Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Originator: Albert Bandura Social Learning Theory (Bandura