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Who was active in the forums? | Heli on Connectivism If you are interested in the individual differences of our activity level in PLENK2010, please read this. I’ll give you a rough estimate on this. I began to look at the participants list: who had logged in during last days and then I took a glimpse of the forum posts behind the name, how many pages they had written. Chris Jobling had written on 43 pages ( our main reflector?) Susan O’Grady 35 pages and Susan Grigor 23 pages (emotional leaders?). Ken Anderson had a lot of critical questions, 20 pages. Vilimaka Foliaki and Vahid Masrour, both 12 pages. Linn Gustavsson 11 pages Eduardo Peirano, Rita Kop, George Siemens and me 10 pages each. Stephen Downes, Jim Stauffer, Eva Birger, Ken Masters 9 pages each. Chris Saeger and Patricio Bustamante 8 pages – and so on. These are only numbers (quantity). No sense in this, just looking – and tell this to you if anyone is interested and wants to analyze further?

L'inattention sur les bancs d'école | Isabelle Burgun | Famille L'élève continuellement «dans la lune», celui qui souffrirait d'un trouble sans hyperactivité, courrait en effet plus de risque de passer à côté de son année scolaire que son compagnon plus turbulent. «D'un point de vue cognitif, les enfants remuants, qui gênent le bon déroulement de la classe, retirent souvent de l'information de leur environnement, mais pas les élèves en déficit d'attention», explique Jean-Baptiste Pingault du Groupe de recherche sur l'inadaptation psychosociale chez l'enfant (GRIP). Les chercheurs du GRIP ont retracé les trajectoires scolaires d'une cohorte de 2 000 élèves de 6 à 22 ans dont le niveau d'attention avait été évalué par les enseignants tout au long de leurs études primaires. L'inattention, lorsque le trouble diagnostiqué s'installe de manière permanente, constituerait un plus grand risque d'échec. «70 % des élèves en grand déficit d'attention échouent. Trouvez Charlie Pour en savoir plus : - L'Association québécoise des troubles d'apprentissage - The Role of the Educator in the Digital World Educational Transformation through Technology at MIT - Active Learning The process of learning should engage the imagination—both of students and of faculty. So MIT set about transforming university education from a string of passive lectures in introductory courses into an intense, active, personalized and highly collaborative adventure. The key: more flexible modes of learning that better stimulate discovery and improve understanding of conceptual material. Conceive-Design-Implement-Operate—CDIO: Developed in partnership with engineering schools across Europe and beyond, a new model of engineering education recasts the fundamentals in the context of concept, design, implementation and operation. The verdict on active learning is in. Windows Media streaming: Broadband (220K) Dialup (56K) Windows Media download: Broadband (220K) Dialup (56K) Quicktime download: Broadband (220K) Dialup (56K)

Eliademy, The MOOC Founded By Ex-Nokians, Gets Android App To Benefit The Wider Moodle Community CBTec, the e-learning startup founded by ex-Nokians and members of the now-defunct MeeGo team, has released an Android app for its Eliademy MOOC platform that’s also compatible with the widely used open source VLE Moodle. That’s because both Eliademy and Moodle are based on the same codebase, while in addition it provides CBTec with a nice new revenue stream: The Android app is free for Eliademy users, but will cost 99 cents for use with compatible Moodle installations. In its current form, Eliademy is a free, cloud-based VLE initially competing with legacy players like Blackboard, but CBTec’s broader plan is for it to become a leading MOOC (Massively Open Online Course), pitting it against Kleiner-backed Coursera and many others in the fast-growing MOOC space. Launched in February this year, the platform is already available in 13 languages and is targeting 40 languages by the end of 2013. Along with multiple language support — the latest to be added is Latin (yes, Latin!)

Sensemaking In information science the term is most often written as "sense-making." In both cases, the concept has been used to bring together insights drawn from philosophy, sociology, and cognitive science (especially social psychology). Sensemaking research is therefore often presented as an interdisciplinary research programme. Sensemaking and information systems[edit] Dervin (1983, 1992, 1996) has investigated individual sensemaking, developing theories underlying the "cognitive gap" that individuals experience when attempting to make sense of observed data. Because much of this applied psychological research is grounded within the context of systems engineering and human factors, there exists a strong desire for concepts and performance to be measurable and for theories to be testable. After the seminal paper on sensemaking in the Human-Computer interaction field in 1993,[1] there was a great deal of activity around the understanding of how to design interactive systems for sensemaking.

Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros Open Education Personal Learning Envronments Networks and Knowledge ~ PLENK 2010 | Enquête CÉDIT 2012 De février à mai 2012, le CEDIT a mené une vaste enquête auprès d’enseignants et de conseillers pédagogiques. Cette enquête visait à faire le portrait des pratiques pédagogiques et des pratiques d’accompagnement, faisant appel aux technologies, des professionnels œuvrant au sein d’établissements collégiaux et universitaires situés en région, au Québec. L’enquête avait comme objectif général de faire l’état des lieux sur les pédagogies permettant l’utilisation des technologies de l’information et des communications (TIC) en enseignement supérieur. Nous avons sollicité la participation des enseignants et des conseillers pédagogiques d’institutions situées dans les régions suivantes : Abitibi-Témiscamingue, Saguenay-Lac-Saint-Jean, Chaudière-Appalaches, Côte-Nord, Bas-St-Laurent, Gaspésie-Îles-de-la-Madeleine et Estrie. (*) Ces rapports n’ont pas pu être produits à cause du faible taux de réponse des enseignants au sein de ces établissements.

LitReactor LitReactor offers a unique approach to a writing education: You study what you want, when you want, at your own pace. We bring in veteran authors and industry professionals to host classes covering a wide range of topics in an online environment that’s interactive and flexible. You get detailed feedback on your work and take part in discussions in a judgement-free zone. It doesn’t matter if you’re a beginner or an experienced writer, our workshops are about working together to achieve your writing goals. Where do classes take place? Are there certain times when the whole class needs to "meet" online? What does a typical class consist of? How much experience do you need to take a class? Got more questions? And click here to explore a sample class that shows our layout and features. "Tremendous insight into the fundamentals of storytelling, the often complex foundations upon which stories either succeed or are forgotten. " - Jim M., on Fundamentals of Short Fiction

Levers of Change in Higher Education by Maria Andersen on Prezi How Teachers Are Using Technology at Home and in Their Classrooms A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers. In addition, they report that there are striking differences in the role of technology in wealthier school districts compared with poorer school districts and that there are clear generational differences among teachers when it comes to their comfort with technology and its use in their classrooms. Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: AP and NWP teachers bring a wide variety of digital tools into the learning process, including mobile phones, tablets, and e-book readers About this Study The basics of the survey