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Shapiro: Games Allow Teachers to Reshape What and How They Teach Temple University’s Jordan Shapiro recently took to Forbes to write, as he often does, about the intersection of high tech and higher learning. His point seemed fairly clear from the headline: “We Need More EdTech, But Less Technology In The Classroom.” Shapiro’s focus on how technology fits into one’s overall education actually raises important questions for teachers using (or not using) technology. As he wrote, “we need to learn to embrace edtech for what it strengthens and rise up with empathetic excellence where it falls short. Just as Google’s predictive dialogue box has forced me to reconsider the essence of human intuition (after all, according to ordinary definitions, Google has better intuition than any human), so technological ways of knowing have forced me to reconsider the essence of teaching.”

The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. EducTice : Education, technologies de l'information et de la communication by admin — last modified 2017-11-22 10:08 The very fast evolution of working and learning environments deeply questions school and society. The development of shared digital fluency is presented as a political, social and educational objective.

AuteursGamesLearning Retour GamingGps «This video is pretty interesting. It includes interviews with Jim Gee, Clark Aldrich, and Henry Jenkins the Keynote for the SGS DC 2006. It is 20 minutes so sit back and enjoy» Vidéo de Prensky «Pay attention» Comment attirer l'attention de vos élèves ? par Henry Jenkins. Design Your Class Like A Video Game How Video Games Have Mastered Learning Engagement Terry Heick Agreeing on how to best establish what a learner understands isn’t simple — if for no other reason than understanding isn’t simple. Gamification and game-based learning (which are different, by the way: the former uses encouragement mechanics to promote engagement, while the latter uses video-games as core sources of learning material or cognitive action) is one response. By embedding diverse achievements into activities and assessments, learning progress can be refracted infinitely. These systems would be able to more flexibly respond to unique learner pathways and abilities, and would further serve as encouragement mechanics — instead of one carrot stick, there are hundreds.

Flip your classroom through reverse instruction Have you ever experienced the unique and rare moment when, after doing something the same way for year and years, you have an epiphany and wonder, "why am I doing it this way?" Most of the time the answer is tradition, that's the way we've always done it. At one time, there probably was a sound, logical, reasonable explanation for the decision to do it that way. Take, for example, the Bodleian Library in Oxford. It is one of the world's literary repositories and one of the largest libraries in the world. Educators Evaluate 'Flipped Classrooms' UserID: iCustID: IsLogged: false IsSiteLicense: false Technology and Cognition Lab - IIIT collaboration Many researchers have highlighted the connection between attention and creativity. The Web environment significantly affects the manner in which we allocate attention to information, tasks, and people. This workshop addresses the question of what impact this has on creative pursuits. We look at creativity at many levels, from personal creativity (e.g. the different ways in which a student may solve a problem) to big-C creativity that generates new high impact findings.

Gamification: What it is and Why it Matters Gamification is being implemented into elearning as more learning management systems, instructional designers, teachers, and organizations realize the benefit of including some form of game learning into their courses. To some, the idea of gamification is rather new, but it actually has been around in some form or another for quite some time. Thanks to some content developed by Mia MacMeekin, I was able to discover the origins of gamification, as well as the practical uses today. Gamification started as game theory, where a strategic decision-making module was first introduced to business and slowly evolved over time. From there, game-based learning came about, as teachers from all over the world began to use games like Monopoly, Scrabble, Life, Oregon Trail, and the like to teach various concepts. Gamification is the further evolution of game theory and game-based learning.

3 keys to a flipped classroom If you are planning to use the ‘flipped classroom’, then you might want to think about a few key ideas. Background: On Connected Principals Jonathan Martin has written a couple posts on the Flipped Classroom. Authentic Assessment and Rubrics Here you will find a hand selected index of authentic assessment resources. Includes information about performance assessment, rubrics, negotiable contracting, electronic portfolios, and web-based tools for creating your own assessments. Examples of RubricsIncludes rubrics for cooperative learning, research reports, eportfolios, PowerPoint/oral presentations, multimedia, video, and web projects The Case for Authentic AssessmentGrant Wiggins describes the need for authentic assessment. This article from the peer-reviewed journal, Practical, Research, & Evaluation, provides a foundation of understanding for authentic assessment.

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