utilité_TIC
Get flash to fully experience Pearltrees
European Commission - Education & Training - lifelong learning policy - Validation of non-formal and informal learning...Looking beyond formal education and training The validation of non-formal or informal learning is a key element in the EU’s actions to support education and training, although individual countries are at different stages in supporting this validation. Some have established systems, while others are only beginning developments in this field.
Laptops, Creativity, and Trusting Students - ELEV8ED | 21st century learning | Scoop.it
In the past, I have drawn a distinction between collective intelligence (based on the work of Pierre Levy) and "the Wisdom of the Crowds" model (proposed by James Surowiecki). The first is based on a model of deliberation in which diverse groups of people consciously compare notes and work through problems together. The second is based on a model of aggregation as individual decisions made autonomously get collected and mapped through some technology. The Horizon report makes a similar distinction:
Aaron Koblin: Artfully visualizing our humanity | Video on TED.com | Collective intelligence 2.0 | Scoop.it
Personal Learning Networks | Collective intelligence 2.0 | Scoop.it
In the past, I have drawn a distinction between collective intelligence (based on the work of Pierre Levy) and "the Wisdom of the Crowds" model (proposed by James Surowiecki). The first is based on a model of deliberation in which diverse groups of people consciously compare notes and work through problems together. The second is based on a model of aggregation as individual decisions made autonomously get collected and mapped through some technology. The Horizon report makes a similar distinction:
In the past, I have drawn a distinction between collective intelligence (based on the work of Pierre Levy) and "the Wisdom of the Crowds" model (proposed by James Surowiecki). The first is based on a model of deliberation in which diverse groups of people consciously compare notes and work through problems together. The second is based on a model of aggregation as individual decisions made autonomously get collected and mapped through some technology. The Horizon report makes a similar distinction:
From Personal Learning Environment Building To Professional Learning Network Forming | Collective intelligence 2.0 | Scoop.it
Version francaise :Challenge for Interdependence | dotSUB | Collective intelligence 2.0 | Scoop.it
In the past, I have drawn a distinction between collective intelligence (based on the work of Pierre Levy) and "the Wisdom of the Crowds" model (proposed by James Surowiecki). The first is based on a model of deliberation in which diverse groups of people consciously compare notes and work through problems together. The second is based on a model of aggregation as individual decisions made autonomously get collected and mapped through some technology. The Horizon report makes a similar distinction:
European Commission - Education & Training - lifelong learning policy - Validation of non-formal and informal learning...Looking beyond formal education and training The validation of non-formal or informal learning is a key element in the EU’s actions to support education and training, although individual countries are at different stages in supporting this validation. Some have established systems, while others are only beginning developments in this field. There are a number of steps at European level. In 2009, the ’European guidelines on the validation of non-formal and informal learning’ were published by Cedefop, the EU's reference centre for vocational education and training.
Welcome to the Digital Generation | 21st century learning | Scoop.it
Éduquons nos jeunes à une utilisation responsable des TIC | Infobourg.com – TIC, actualité, grands dossiers et ressources en éducation
Doit-on bloquer l’accès des jeunes à Internet? Ou plutôt les éduquer à bien utiliser Internet… C’était le sujet de l’atelier donné par Éric Caron, conseiller régional RÉCIT, lors du 29 e colloque de l’AQUOPS. Les participants ont pu échanger sur cette question et avoir un aperçu des programmes existants. Aujourd’hui, les jeunes utilisent Internet tous les jours.
Les mauvaises notes que notre pays engrange depuis de nombreuses années dans les différents classements internationaux ne résultent-elles pas plus de la manière d' enseigner , que de la capacité de nos élèves à apprendre ou encore de la bonne volonté de nos enseignants à vouloir gommer les inégalités ? Au lieu de stigmatiser une profession compétente et de culpabiliser inutilement les élèves et les parents, ne faudrait-il pas, plutôt, revoir les modèles qui sous-tendent l'apprentissage ? Il est anormal que notre pays, qui consacre chaque année 60 milliards d'euros au budget de l'éducation nationale (premier budget de la nation), ne soit que le 22 e pays de l'OCDE, en termes de résultats scolaires. Il est anormal que nous occupions cette place avec un tel engagement qui représente 6 % de notre PIB quand nos voisins allemands qui n'en consacrent que 4,7 % (soit un point de moins que la moyenne européenne : 5,7 %) occupent la 14 e place.
Oser la pédagogie numérique ! - LeMonde.fr
Apprendre 2.0 | Accueil
Apprendre 2.0 est un réseau rassemblant plus de 2000 membres dont l’objectif est de débattre des impacts des Nouvelles Technologies sur notre façon d’apprendre . Afin de partager leurs expériences, de confronter leurs idées ou tout simplement d’échanger, les membres du collectif publient ici leurs réflexions. Ensemble, nous allons ainsi « co-apprendre à apprendre durablement »