Think tanks
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développer une culture d'apprenance
développer une culture d'apprenance
Bibliothéque de l'apprenance
Bibliothéque de l'apprenance
In the past 50 years, college graduation rates in developed countries have increased nearly 200%, according to Education at a Glance 2011, a recently published report by the Organisation for Economic Co-operation and Development (OECD). The report shows that while education has improved across the board, it has not improved evenly, with some countries enjoying much greater rates of educational attainment than others. Based on the report, 24/7 Wall St. identified the 10 developed countries with the most educated populations. The countries with the most highly educated citizens are also some of the wealthiest in the world.
The 10 Most Educated Countries in the World
Une brochette de six conférenciers inspirants. Dix-huit minutes chacun. Près de cent pédagogues attentifs. Des dizaines d’idées innovatrices.
TEDx Wilfrid-Bastien: 18 minutes pour changer l’éducation
La pyramide des besoins de Maslow d’un point de vue pédagogique | madamemarieeve
Le psychologue Abraham Maslow a établi une hiérarchie des besoins en faisant des recherches sur la motivation. Il a ainsi réalisé, dans les années 1940, la pyramide des besoins. Le fonctionnement doit être perçu tel un escalier.
intelligence collective
Intelligence collective
Un article de Wiki Paris Descartes. Des clés pour comprendre l'Université numérique
Intelligence collective
Notes à partir du livre "Dialectique du Moi et de l’inconscient", Folio essai, 1964 - de C. G.
Carl Gustav Jung
Nous avons eu la chance d’avoir déjà pour partenaires intervenants sur cet évènement plusieurs responsables RH & DRH en provenance de sociétés aussi variées que Alcatel Lucent, Orange, Société Générale, Pernod SA… et bien d'autres. La démarche sur le fond a consisté à poursuivre et approfondir les réflexions d'un petit think tank informel de penseurs de la fonction RH que nous recevons régulièrement depuis 2 ans. 23 sujets ont ainsi été coproduits entre membres actifs : qu'ils en soient remerciés ! (voir l'onglet ci-contre). L’ADN de cette série fut aussi très en prise avec les problématiques de RSE, de confiance, de gouvernance intranet 2.0, et de marketing RH. À vous de jouer pour nous proposer une suite !
Les RH sont-elles en passe de changer le monde des entreprises en s'appuyant sur les réseaux
Evolution de la conscience humaine
Evolution de la conscience humaine
If you wonder why your university hasn’t linked up with Coursera, the massively popular provider of free online classes, it may help to know the company is contractually obliged to turn away the vast majority of American universities. The Silicon Valley-based company said to be revolutionizing higher education says in a contract obtained by Inside Higher Ed that it will “only” offer classes from elite institutions – the members of the Association of American Universities or “top five” universities in countries outside of North America – unless Coursera’s advisory board agrees to waive the requirement. The little-known contractual language appears in agreements Coursera signs with the 62 universities it partners with, including in a recently signed contract with the University of California at Santa Cruz, one of a handful of non-AAU universities on Coursera.
Coursera commits to admitting only elite universities
If Massive Open Online Courses (MOOCs) are going to truly disrupt the higher education marketplace then non-consumers will need to play a critical role. Justin Reich outlines three categories of people currently underserved in the market and finds that given the diversity of interests involved, designing for all these populations might prove to be quite difficult. A critical component to Clay Christensen’s theory of disruptive innovation is the idea of the “non-consumer.” In most of the historical examples of disruption described by Christensen, disruptive innovators build products that served non-consumers, people underserved by the marketplace, and used these populations as a base for reshaping new markets for new products and services.
MOOCs and Higher Education’s Non-Consumers
How EdX Plans to Earn, and Share, Revenue From Free Online Courses - Technology
By Steve Kolowich How can a nonprofit organization that gives away courses bring in enough revenue to at least cover its costs? That's the dilemma facing edX, a project led by Harvard University and the Massachusetts Institute of Technology that is bringing in a growing number of high-profile university partners to offer massive open online courses, or MOOCs. Two other major providers of MOOCs, Coursera and Udacity, are for-profit companies.
Overall, schools seem to be doing a poor job of preparing today's children for the world they will live in. And I'm not just talking about American schools. The problem seems to be almost global. The evidence for this hits me square in the eyes each day when I log on to read some of the forum posts from students from all across the globe who are taking my Stanford MOOC on "mathematical thinking," now into its fourth week. Using some elementary parts of mathematics as a basis, the course sets out to develop the kind of creative, "out of the box" thinking that practically every forward-looking government report around the world tells us is going to be critical as we move through the 21st Century.
Dr. Keith Devlin: Can Massive Open Online Courses Make Up for an Outdated K-12 Education System?
Stanford, Harvard Scholars Dissect Big Data
GOOD DATA, BAD DATA: After blended learning, Big Data, and MOOCs, another edtech term is gaining steam in 2013: learning analytics . The phrase (which refers to finding meaningful data patterns that inform effective learning) is presumably where the Big Data movement in education is placing all bets. The only problem is mining data for meaningful patterns is a bit difficult when there's no strong definition of effective learning. Just ask Stanford GSE Professor Roy Pea. In this recent keynote address delivered at the Educause Learning Initiative, Pea cautions that learning sciences are "largely missing" from MOOCs and expose "a great chasm" in their design. In short, while the technology has turned the corner, online pedagogy is still held captive to policy and tradition.Synthesising MOOC completion rates | MoocMoocher
Via a combination of thinking about ‘what makes a successful MOOC?’, and looking for a topic for my final project on the Infographics MOOC, I decided to try to pull together the various statistics floating around online about MOOC completion rates. I’m trying to see if any differences emerge on the basis of platform or the assessment methods used. My draft graph synthesising everything I’ve found so far can be found here: http://www.katyjordan.com/MOOCproject.html , or by clicking the chart below.Faculty union officials in California worry professors who agree to teach free online classes could undermine faculty intellectual property rights and collective bargaining agreements. The union for faculty at the University of California at Santa Cruz said earlier this month it could seek a new round of collective bargaining after several professors agreed to teach classes on Coursera , the Silicon Valley-based provider of popular massive open online classes, or MOOCs. The Santa Cruz Faculty Association 's concern highlights an emerging tension as professors begin to teach MOOCs and, in turn, become academic stars to tens of thousands of students who sign up for the free classes. Santa Cruz is the only UC campus to have a unionized tenure-track faculty, so the exchange there is perhaps unique, but the issues there are not.
U. of California faculty union says MOOCs undermine professors' intellectual property
La Mémoire
TICE Technologie de l'Information & de la Communication
What Part of MOOC Don't You Understand?
Educators who have not taken a MOOC (Massively Open Online Course) and do not understand their history, are currently writing about these courses which is causing them to be inaccurately represented in the press. The main problem is there is all the publicity around Coursera and Edx that ignores other kinds of MOOCs. I also think part of the problem comes from the age-old issue of looking at new technologies through the lens of the old - the "horseless carriage" problem (a car is not "horseless" because it never needed one). I think an example of this is found in the essay " A New Era of Unfounded Hyperbole " by Siva Vaidhayanathan, which gives us an example of a typical misunderstanding MOOCs:Help
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