La formation en ligne est là pour rester et croître, spécialement en éducation post-secondaire. Sir John Daniels prédit une transformation importante des universités. Dans ce vidéo de 7 minutes, Sir John Daniels démontre que l’industrialisation de l’éducation, avec les avantages indéniables coté qualité et économie d’échelle, fait en sorte que le secteur privé est en train de s’accaparer l’éducation en ligne à moins que le secteur public cesse de privilégier le modèle artisanal et commence à travailler en équipe et avec des spécialisations de fonctions et le souci du «client». Si on ajoute de plus l’utilisation des ressources ouvertes, où il est possible de produire et de profiter de ressources de qualité gratuitement, on s’aperçoit que des changements profonds se préparent en éducation post-secondaire. Sir John Daniels speaking on three developments in online learning Niveau : Universitaire
2013 Horizon.K12: The Interim Results Login or Create New Account Member Spotlights RIT Launches Nation’s First Minor in Free and Open Source Software and Free Culture Submit Your Projects: NMC Horizon Report > 2014 K-12 Edition iTUNES U Ideas that Matter and More High Quality, Free EdTech Content Sparking innovation, learning and creativity. > NMC News > NMC Blogs > NMC Member Spotlights > NMC Member News > NMC Most Engaging 2013 Horizon.K12: The Interim Results Posted April 3, 2013 by Samantha Becker The NMC is pleased to announce the interim results of the 2013 Horizon.K12 Project, as presented at the 2013 CoSN Conference in San Diego. This Short List will inform the decisions of the advisory board as they embark on the final round of rankings, in which the list of technologies, trends, and challenges will be cut in half for the final report. Near-Term Horizon: One Year or Less * BYOD (Bring Your Own Device) * Cloud Computing * Mobile Learning * Online Learning Top 10 Trends (alphabetical order) Top 10 Challenges (alphabetical order)
We don’t need no educator : The role of the teacher in today’s online education [All Presentations] We don’t need no educator : The role of the teacher in today’s online education February 15, 2013 Keynote presentation delivered to Utdanningskonferansen 2013, Bergen, Norway. This presentation, delivered in Bergen, Norway, describes the changing nature of online learning with the introduction of massive open online courses, and in that context describes and explains the changing roles of the educator. [Slides] [Audio] [Conference Link] The dirty little secret of online learning: Students are bored and dropping out Online education has been around for a long time. But massive open online courses are finally making it respectable. Maybe even cool. Let’s not forget, though, that they are still experiments. And despite being “massively overhyped” (even in the eyes of their most dyed-in-the-wool supporters), they are not actually having a massive impact on students yet. So let’s review what we’ve learned so far. Hundreds of courses are now available from dozens of the world’s best universities and professors. So far, though, online courses are not building a massively better-skilled workforce. Sure, a few free, open, online courses have generated eye-popping registration numbers, upwards of 200,000 in some cases. Not So Massive After All So why are all these students falling asleep, virtually, in their digital classes? Another big issue, especially for non-traditional students, is that learning has to fit in between life and work. Let’s start with mobile first.
VISIOCONFERENCES MASTER AIGEME 12 13 | Les lundis du M@ster Collaboration: The Legacy Dipping my toes... For the first three months of 2013, I took part in my first MOOC, 'Designing a New Learning Environment' offered by Stanford University via an initiative called Venture Lab. I signed up because it ties in with my Octopus's Garden Project and also because I wanted to experience this Flat Classroom-global-type of learning for myself. The course required us to watch weekly lectures and complete readings; for assessment we had to submit five individual assignments, one final team assignment and five peer assessments of other final projects. Leading & Contributing I became team leader late on in the project as the original one, the one who set up the actual topic, went quiet and dropped off the radar. I learned a lot about the nature of learning via this first MOOC; I do believe collaboration is key and yet I feel, I could have done better if I was by myself perhaps... The inability to use the tools I suggested and the absolute reluctance to even try baffled me. Dive in!
Cours à distance : qu’en pensent vraiment les étudiants ? Cette recherche s’effectue en collaboration avec Christine Félix, maîtresse de conférences à l’Université d’Aix-Marseille et Pierre-Alain Filippi, enseignant et chercheur associé à l’INSPé d’Aix-Marseille. Depuis le 30 octobre 2020, dans le contexte de cette deuxième période de confinement, les étudiants français sont contraints de suivre un enseignement à distance. Cette situation donne lieu à des réactions contrastées, associant éloge de la capacité d’adaptation des universités et critique du maintien de ce mode d’enseignement. Suite à l’annonce de l’exécutif d’une reprise des cours en présentiel en février, la Conférence des Présidents d’Université a fait part de son incompréhension face à cette décision et a lancé un appel pour mettre un terme à ce distanciel contraint le plus tôt possible, insistant également sur les difficultés rencontrées par les étudiants, et particulièrement ceux inscrits en première année de licence. Le défi de la concentration Sensation d’isolement
Empower Digital Citzenship In my post "What is human? What is humanity?" I explored the future possibilities of technology with particular reference to education. My thinking summised that the "the future will never be without teachers" but rather our roles will change; technology will allow teaching and learning to be "more effective"and will allow educators to become "enablers and supporters" rather than "lecturers and controllers". As outlined by the Flat Classroom book, there are five areas of awareness to use as a lens for viewing digital citizenship choices: Technical AwarenessIndividual AwarenessSocial AwarenessCultural AwarenessGlobal Awareness My Quadblog assignment post, "Digital Citizenship: Individual Awareness" focuses, obviously, on Individual Awareness, about how individuals understand online behaviour and how they chooses to behave online. Starting with a paper blog community in the school, learners practise commenting and posting to an audience.
Free Learning! For learning-junkies - like me - Coursera allows you to search for, enrol and take part in interesting and varied courses, offered by legitimate universities - for free! I have written before about taking control of our own learning; whilst I am lucky enough to be in a school that values Professional Learning highly, that funds PL and devotes one afternoon session a week to helping staff learn, not everyone is so lucky. However, as explored in Kristen Swanson's book, 'Professional Learning in a Digital Age', the advent of technology and the Internet, means our learning can be 'user-generated' - we take control. Organisations such as Venture Lab and Coursera make this even easier. This year online, for free, I have taken part in the following online courses:- Designing a New Learning Environment (via Stanford University, through Venture Lab)E-Learning and Digital Cultures (via The University of Edinburgh)