Eduwelcome.prezi.com/?utm_campaign=021612_nonedu_newsletter&utm_medium=email&utm_source=newsletter&utm_content=preziu_link. Open Planner: Working Smarter, Together | Open Planner. What if... ...the design of curriculum and instruction belonged to self-organizing communities of experienced, practicing teachers and education researchers? ...teachers had free access to unit plans that had already been used, tested, and revised by hundreds of other teachers in the same discipline, working with a similar population of students?
...teachers could modify any worksheet or resource to suit the needs of their students? What if they could share these modifications back to the teaching community, all without the fear of copyright infringement? ...questions or feedback about a curriculum could be quickly sought after and discussed in public forums, mining the wisdom of like-minded professionals? ...teachers could post their questions or feedback about a particular resource, and the authors of the curriculum could both respond and benefit from the feedback? ... " See our informational video. Reinventing Education with Khan Academy and AI Class. Les données peuvent-elles améliorer l’éducation. Par Hubert Guillaud le 06/09/11 | 7 commentaires | 2,703 lectures | Impression Audrey Watters pour O’Reilly Radar interviewait récemment le théoricien de l’éducation George Siemens (auteur de plusieurs blogs comme elearnspace et Connectivism) de l’Institut de recherche des technologies augmentées pour la connaissance de l’université d’Athabasca sur les applications et les défis des données pour l’éducation.
Les écoles ont depuis longtemps amassé des données sur leurs élèves : notes, fréquentation, résultats aux examens… Mais peu de choses ont réellement été faites de ces informations pour améliorer l’apprentissage des élèves. Or, du fait d’une plus large adoption de la technologie et de la poussée de l’ouverture des données publiques (permettant de développer des comparaisons), s’ouvre manifestement la possibilité de mieux collecter ces données et de mieux les analyser. Reste à savoir comment. Comment peut-on mesurer l’éducation elle-même ? , interroge Audrey Watters. Free Online Course Materials | Why Donate? Neopragmatism. Neopragmatism, sometimes called linguistic pragmatism is a recent (since the 1960s) philosophical term for philosophy that reintroduces many concepts from pragmatism.
The Blackwell dictionary of Western philosophy (2004) defines "Neo-pragmatism" as follows: "A postmodern version of pragmatism developed by the American philosopher Richard Rorty and drawing inspiration from authors such as John Dewey, Martin Heidegger, Wilfrid Sellars, Quine, and Jacques Derrida. It repudiates the notion of universal truth, epistemological foundationalism, representationalism, and the notion of epistemic objectivity. It is a nominalist approach that denies that natural kinds and linguistic entities have substantive ontological implications. While traditional pragmatism focuses on experience, Rorty centers on language. Background[edit] "Anglo-Analytic" Influences[edit] Quine's argument for ontological relativity is roughly as follows: (see Chapter 2, in Word and Object).
"Continental" Influences[edit] Online Video Lectures and Course Materials — Open Yale Courses. Academic Earth | Online Courses | Academic Video Lectures. Khan Academy. Connexions - Sharing Knowledge and Building Communities.