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Apprendre à retenir, à mieux mémoriser

Apprendre à retenir, à mieux mémoriser

http://www.pratiquemath.org/spip/spip.php?article89

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4 Different Visual Guides To Bloom's Taxonomy I recently received a question from a reader who wasn’t clear about what exactly Bloom’s taxonomy is. It got me thinking that perhaps not everyone is a Bloom’s taxonomy expert, and a little bit of a refresher might be helpful. In later posts, we’ll look at a variety of iterations and interpretations of the traditional Bloom’s graphic, along with apps and tools that address Bloom’s objectives in our modern classrooms. In a nutshell, Bloom’s taxonomy is a grouping of educational objectives that first came about in 1956 in an attempt to classify educational objectives. The original looked like this: Bloom identified four principles that guided the development of the taxonomy.

Capitalisme féroce: le jeu You are a pirate commander staked with $50,000 from local tribal leaders and other investors. Your job is to guide your pirate crew through raids in and around the Gulf of Aden, attack and capture a ship, and successfully negotiate a ransom. Game design: Smallbore Webworks Visual design: Dennis Crothers How to Play Cutthroat Capitalism: The Game The attack: Your goal is to leave the port of Eyl with your pirate crew, attack and capture a ship as it exits the Gulf of Aden. Metagognition.com If you’re trying to use your Google Account and see a message saying your browser's cookie functionality is turned off, it’s likely your browser's cookies are disabled. You’ll need to turn cookies on to use your Google Account. Google Chrome On your browser toolbar, select More Settings. Near the bottom of the page, select Advanced. Under "Privacy and security," select Content settings. Select Cookies.

77 Ways to Learn Faster, Deeper, and Better If someone granted you one wish, what do you imagine you would want out of life that you haven’t gotten yet? For many people, it would be self-improvement and knowledge. Newcounter knowledge is the backbone of society’s progress. Great thinkers such as Leonardo da Vinci, Thomas Edison, Benjamin Franklin, Albert Einstein, and others’ quests for knowledge have led society to many of the marvels we enjoy today. Your quest for knowledge doesn’t have to be as Earth-changing as Einstein’s, but it can be an important part of your life, leading to a new job, better pay, a new hobby, or simply knowledge for knowledge’s sake — whatever is important to you as an end goal.

The Big Picture Of Education Technology: The Padagogy Wheel The Big Picture Of Education Technology: The Padagogy Wheel by TeachThought Staff Teaching is a matter of design. That’s not new, but in an era of change and possibility, it’s more apparent now than ever. The SAMR model (which acts as a kind of continuum to reflect the possibilities of technology in learning) is a helpful tool to make sense of this idea, a visual reminder that ideally technology moves beyond Substitution phase (the “S”) towards a Redefinition (the “R”) of what was previously impossible without it. 1979 Revolution: Black Friday - Games For Change 1979 Revolution: Black Friday is choice driven, narrative game that brings players into the brooding world of a nation on the verge of collapse. Play as Reza, an aspiring photojournalist, and make life and death decisions as you survive the gritty streets of Iran in the late 1970’s. The year is 1978, the place is Tehran, Iran. You are Reza Shirazi, a striving photojournalist, who after studying abroad returns home to find his people in a bloodied uprising against the ruling King, the Shah. Led by your best friend, Babak, you are swept up by a web of underground activities and meet a vivid cast of characters. As the revolution tears through your country, friends and family, the fates of those around you hinge on the consequences of your choices.

Data, Information, Knowledge Many bloggers have discussed the difference of “data”, “information”, and “knowledge”. Here is my attempt. (1) To become knowledge, information must be linked into a context. See the red arrow (1) that moves the assertion shown in blue as a dashed line between two little squares into a red one. This is where “managing” mere information can become knowledge management. (2) If a simple assertion is extracted from its context it morphs to information again. 5 Ways Schools Can Make Learning Relevant for Students By Tanya Roscorla on November 10, 2014 Eric Sheninger talks about how to make learning work for students at TedxBurnsvilleED. Screenshot of the talk by Tanya Roscorla All too often, school is about what works for adults -- not about what works for students. 80 Days - Games For Change The year is 1872 (with a steampunk twist) and Monsieur Phileas Fogg has wagered he can circumnavigate the globe in less than 80 days. Traveling by African airship, mechanical camel, submarine in the company of pirates, opium traders, smugglers and more, attempt to complete the epic journey around the world. 80 DAYS allows players to create their own route around the world, starting from London and visiting any of a hundred and fifty cities en route.

The Difference Between Technology Use And Technology Integration Bring TeachThought Professional Development To Your School! The Difference Between Technology Use And Technology Integration by TeachThought Staff Akrasia - Games For Change The game is set in a maze that represents the mind. The maze has two states – a normal and a psychedelic state. To enter the game, the player has to collect a pill-shaped object and thus enters the game as “addict”. From “chasing the dragon” and the experience of dependency to working your way through “cold turkey stage” where willpower is mapped onto navigation skills, this game models the essential dimensions of the addiction gestalt as identified by its creators. Depending on player behavior and choice, the game can have various outcomes that reflect this behavior.

The Move is On! From the Passive Multimedia Learner to the Engaged Co-creator Despite the promise of great things, the actual integration of information and communication technologies (ICT) in education has led to dashed hopes and myth-making with regard to their potential for improving learner motivation and achievement [1, 2]. The integration of ICT in education has also led to a polarization among educators, creating "techno-enthusiasts" who boldly support the integration of educational technologies by default [3], and "technophobes" who oppose their integration on a variety of grounds, be they pedagogical, technological or resource-based [4]. Such a polarization usually stems from an overly techno-centric vision [5] that expects technology will automatically produce pedagogical benefits without taking into consideration all of the components in a given learning situation [6, 7] or learning activity [8].

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