Génération Y : des tensions, mais pas de rejet… Publié le 31/01/2012 Attention, cet article a été publié le 31/01/2012.
Ce dispositif d'archives vous donne accès à l'ensemble des publications du site FocusRH. Assurez-vous de lire les dernières dépèches et dossiers publiés en utilisant notre moteur de recherche Dans la 4e édition de son étude sur la génération Y, le CESI met en exergue de réelles tensions entre les générations, même si une majorité de sondés considère qu’il n’y a pas de phénomène génération Y. Explications… « Egocentrique, désengagée, infidèle, impatiente, aussi bien coupée du monde qu’hyper-connectée, difficile à intégrer en entreprise… » Les a priori sur la génération Y ne manquent pas. Première surprise, les 408 chefs d’entreprises interrogés ont une image radicalement différente des 1 014 salariés mis à contribution.
Un fossé se creuse L’enquête révèle également que la crise n’a rien fait pour atténuer le fossé qui se creuse entre les jeunes salariés et leurs aînés. Des priorités identiques Yves Rivoal. Michel Serres: l'espace digital révolutionne les institutions. Dr. Federico Casalegno, Ph.D. — Publications. Selected Papers Casalegno, Federico and McWilliam, Irene McAra (2010).
Communication Dynamics in Technological Mediate Learning, Environments. Published August 30 2010 in The Journal of Social Science, Seoul, University of Kookmin Haeffner, Melissa and Casalegno, Federico (2009). How does a visual monitoring system foster sustainable behavior? Guidelines for OER in Higher Education - Taking OER beyond the OER Community. A Basic Guide to Open Educational Resources (OER) « UNESCO Chair on Open Educational Resources. By Jos Rikers, on August 3rd, 2011 COL and UNESCO have published “A Basic Guide to Open Educational Resources”.
The guide is prepared by Neil Butcher (SAIDE) This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper.
The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. Basic Guide to OER (3.9 MiB) Invest in Clicks, not Bricks! Hamdan Bin-Mohamed eUniversity5th eLEX Conference 1 February 2012 Invest in Clicks, not Bricks!
Sir John DanielCommonwealth of Learning Abstract Projections indicate that the world’s higher education system must accommodate nearly 80 million more students by 2025. Introduction I am honoured to have been asked to give a keynote at this conference two years running and it is good to be back in Dubai. The danger that faces me in speaking two years in a row is that I either repeat myself or contradict myself. Last year my title was eLearning – Open or Closed? In that address I first noted that Open and Distance Learning – or ODL – is still a relatively new phenomenon in this part of the world and so I began with some simple statements about how, by applying technology through open and distance learning, we can achieve a revolution in education.
I said that technology is the answer but then asked: what was the question? Educational institutions will, of course, always need some physical facilities. DANIEL, John. Sir John Daniel, O.C.FORMER President & Chief Executive OfficerCommonwealth of Learning Sir John Daniel served as President and C.E.O. of COL from 2004 to 2012.
He now works on a variety of projects, notably as Education Master in the Beijing DeTao Masters Academy, China, Senior Advisor to Academic Partnerships International and Chair, pro bono, of the UWC (United World Colleges) International Board. Sir John brought wide international experience in universities and the United Nations system to his eight-year tenure as President of COL. He obtained his full-time university education in Metallurgy at the universities of Oxford and Paris and later demonstrated his commitment to lifelong learning by taking 25 years to complete a part-time Master's degree in Educational Technology at Concordia University. The internship for that programme, which took him to the UK Open University in 1972, was a life-changing experience.