Flip teaching
Flip teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. This is also known as backwards classroom, flipped classroom, reverse teaching, and the Thayer Method."[1][2][3] Traditional vs flipped teaching[edit] The traditional pattern of teaching has been to assign students to read textbooks and work on problem sets outside school, while listening to lectures and taking tests in class. "My AP Calculus class was a really anxious environment, it was weird trying to get through way too much material with not enough time. In flip teaching, the students first study the topic by themselves, typically using video lessons prepared by the teacher[5][6] or third parties. Flipped classrooms free class time for hands-on work. Math[edit]
Connectivism and its Critics: What Connectivism Is Not
Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - transfer occurs through a process of connecting
en français: MOODLE et e-learning maker
Bonjour, J'ai également une licence ELM ... je suis plutôt d'accord avec ce qui a été dit par Thierry et Daniel (pratique pour des petites choses, pas trop compliqué à prendre en main même si une formation minimale s'impose, un rendu ludique, des activités diversifiées et une vraie logique de conception derrière tout ca mais un peu lourd en export, payant, pas toujours ergonomique, ...). Je pense que le mieux pour vous est de le tester car nous ne connaissons pas assez votre contexte et les contenus que vous souhaitez développer avec ! Comme Daniel, j'utilise plutôt Scenari et le modèle OpaleSup mais il faut admettre que c'est beaucoup plus basé sur une logique "documentaire" alors qu'ELM a une philosophie orientée "activités". Dans le détail des tentatives sur Moodle, on obtient (voir la copie d'écran ci jointe) dans le dernier paramètre cmi.suspend_data quelques données que j'interpréterais comme suit : A = numéro de l'écran d'activité D = score de l'activité Bonne journée
What Connectivism Is
Posted to the Connectivism Conference forum (which hits a login window - click 'login as guest' (middle of the left-hand column) - I'm sorry, and I have already complained to the conference organizer). At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Hence people see a relation between connectivism and constructivism or active learning (to name a couple). Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. Connectivism is, by contrast, 'connectionist'. In connectivism, a phrase like 'constructing meaning' makes no sense. Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. What, like muscles?
Taxonomie de Bloom
Un article de Wiki Paris Descartes. Des clés pour comprendre l'Université numérique Qu'est-ce qu'un objectif pédagogique ? Dans le processus enseignement- apprentissage , et pour une bonne évaluation , il est important que soient définis précisément les objectifs pédagogiques poursuivis et de les formuler clairement aux apprenants . Différents systèmes de classification d’objectifs existent. La taxonomie des objectifs pédagogiques de Bloom est l'un d'entre eux. En pédagogie, un objectif est un énoncé d’intention décrivant ce que l’apprenant saura (ou saura faire) après apprentissage. Un objectif pédagogique général décrit une compétence ou un ensemble de compétences que l’apprenant doit acquérir au terme d’une séquence d’apprentissage. Les objectifs pédagogiques généraux ne peuvent donner prise à une évaluation rigoureuse que s’ils sont rendus concrets. Formuler un objectif pédagogique opérationnel/spécifique, c'est définir pour l'élève : Taxonomie des objectifs pédagogiques de Bloom
Connectivism: A learning theory for the digital age
Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000, p14-17) explores some of the complexities of defining learning. References
Siemens interview on connectivism « Rick's Café Canadien
Posted by: Richard Schwier | August 15, 2008 George Siemens joined me for an interview about Connectivism, a theory about learning that draws on network theory, social networking, and social constructivism among other things. This interview discusses what connectivism is and where it came from, as well as its unique features and applications to education. I was producing this for my class on Historical and Theoretical Foundations of Educational Technology, but I know it deserves a much wider audience. Don’t be distracted by the 30 seconds when I moved the video out of the screen capture space. Like this: Like Loading...
