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Innovating Pedagogy 2013.pdf

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Techniques innovantes pour l'enseignement supérieur How to Start a Tool Lending Library David Lang, something of a reluctant maker, is on a journey, intensively immersing himself in maker culture and learning as many DIY skills as he can, in part through a generous arrangement with our pals at TechShop. He’s regularly chronicling his efforts in this column — what he’s learning, who he’s meeting, and what hurdles he’s clearing (um… or not). –Gareth Photo Credit: West Seattle Tool Lending Library Throughout my Zero to Maker journey, I’ve prided myself on how much I’ve been able to accomplish without actually owning many of the tools I’ve needed. While working on building a standing desk in my room, the cheap, electric drill I was using totally gave out on me. Tool Lending Libraries work just like book lending libraries, except they allow the temporary use of tools instead of books. Aside from the great service of providing makers with tools they might not otherwise have, Tool Lending Libraries can serve as an important nexus for maker communities. Thanks to people like Mr.

Un regard sur les tendances autour de l’apprentissage et du numérique Lorsque l’on parle de MOOC avec les ingénieurs pédagogiques, les spécialistes du e-learning et autres passionnés d’innovation pédagogique et/ou numérique, nombreux sont ceux qui regrettent que le phénomène MOOC semble faire de l’ombre à d’autres options également intéressantes. À ce titre, l’édition de rapports plus synthétiques, comme « Innovating pedagogy 2013 » de l’Open University est particulièrement intéressante. Ce rapport a de plus l’avantage d’être annuel et donc de permettre de faire un suivi des tendances principales. Le fait qu’il soit dirigé par Mike Sharples, expert reconnu du domaine ne gâche rien à l’affaire. Ce rapport reconnaît ainsi l’impact fort des MOOC cette année (et de l’avoir sous estimé l’année dernière, ce qui confirme le sérieux et l’honnêteté intellectuelle des auteurs). L’apprentissage par le jeu a évidemment un champ d’action beaucoup plus large. La « Maker Culture » qui remet la réalisation d’objets au cœur des apprentissages. Like this: J'aime chargement…

Innovating Pedagogy 2014 | Open University Innovations Report #3 This series of help sheets is designed for people who are trying out distance and online education for the first time, and for teachers who have already taught at a distance and want to try something new. Each help sheet outlines one approach to learning at a distance and provides guidance on how to put this into practice. All the help sheets are based on approaches covered in past Innovating Pedagogy reports and take into account that students may have only limited access to technology and the Internet. The latest report in our annual series explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. Download Innovating Pedagogy 2020 This eighth report, produced in collaboration with the National Institute for Digital Learning (NIDL), Dublin City University, Ireland, proposes ten innovations that are already in currency but have not yet had a profound influence on education in their current form.

ADVANCE - AUDIT TO IMPROVE SUSTAINABLE URBAN MOBILITY PLANS (SUMP) :: Home ADVANCE Audit Scheme The final version of the ADVANCE Audit Scheme is out now! The ADVANCE Audit Scheme helps cities and municipalities to assess the quality of their urban mobility planning. Latest news April 2014 After 10 training workshops from February and March 2014, 122 participants received a certificate authorizing them to conduct the ADVANCE Audit in cities. Downloads Download a range of scientific publications, guidelines and informative material about Sustainable Urban Mobility Plans (SUMP) and Audit Schemes. Innovating Pedagogy | Innovating Pedagogy 2013 The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. View the 2016 Innovating Pedagogy report This fifth report, produced in collaboration with the Learning Sciences Lab at the National Institute of Education, Singapore, proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation using the menu on the right. Please add your comments on the report and the innovations. See themes from previous years

Collaborative Economy I partnered with VentureBeat’s market intelligence arm (VB Profiles) to further develop data on the funding, valuation, and employment impacts to the growing Collaborative Economy, this post originally was posted on VentureBeat’s website written by John Koetsier of VB Insight, I’ve republished their content, to share the key findings and you can find a summary of the research here. Sharing is big business. Big big business. There are now 17 billion-dollar companies with 60,000 employees and $15 billion in funding in the sharing or collaborative economy, according to Jeremiah Owyang and VB Profiles, a market intelligence firm partly owned by VB. Uber uber alles, right? While most of the startups are relatively recent — many became billion-dollar companies in less than four years — they have their roots in tough times, Owyang says. “Many of these startups birthed from the trough of the 2008 recession,” he told me via email. Perhaps the most unusual thing about the space? They include:

Formation ouverte et à distance Un article de Wikipédia, l'encyclopédie libre. La notion de formation ouverte et/ou à distance, (ODL - Open Distance Learning pour les anglophones) désigne les processus de formation initiale ou continue, individuels ou collectifs se faisant à distance. La notion de distance évoque l'éloignement géographique entre les participants à la formation : formateurs et apprenants. Histoire[modifier | modifier le code] Ce type d'enseignement est récent (apparu dans les années 1990). En France[modifier | modifier le code] Dans ce pays, la définition « officielle » de la formation ouverte et à distance (ou FOAD) a été donnée par la DGEFP dans la circulaire du 20 juillet 2001 : « Une formation ouverte et/ou à distance, est un dispositif souple de formation organisé en fonction de besoins individuels ou collectifs (individus, entreprises, territoires). Typologies[modifier | modifier le code] Il y a deux sortes de formation ouverte et à distance : Pourquoi des formations à distance ? O = Open D = Distance