5 Features that Define mLearning mLearning or mobile learning refers to the concept of delivering knowledge or information through mobile devices such as smart phones, tablet PCs, iPads, iPhones or other handheld devices. These mobile technologies were never meant to be for learning purposes. They were meant to be tools of communication, networking and, most recently, entertainment. Let’s see what the main features of mLearning are: Convenience and easy access: mLearning provides easy access to learning at the time and place convenient to learners. Just-in-time learning: mLearning caters to the impulsive need of learners to access information. Bite-sized modules: Modules developed for mLearning purposes are for a short duration, typically around five minutes. Contextual and informal: mLearning content is usually contextual, that is the training refers to a specific situation or a context that learners find themselves in. You might like:
Tips for Adding the Right Images to Your E-Learning Content Who doesn’t like pictures? I like pictures. Pictures are fun. They add interest, they add depth and they are able to say a whole heck of a lot more than I am at a fraction of the word count. Sounds like a win/win situation, right? After all, this is not a one kind fits all kind of thing. In short, you want this images you choose to enhance the quality of your E-Learning environment rather than distract from it. First off, its important to note that there are three main types of graphics to consider: Photos, Graphics and Icons. Photos Photos are exactly what you would think them to be. The downside to using photos is that unless you are a professional photographer, it can be difficult to find that perfect shot. Graphics Unlike a photo, a graphic is a designed image. This is the upside. Icons Icons can be especially important to those of us in the E-Learning community. Now that we understand the common types of images, its time to take a closer look at how those images should be used. 1. 2.
Revue sticef.org Marcel LEBRUN (UCL, Louvain-la-Neuve, Belgique) 1. Introduction Cela fait une trentaine d’années, depuis les débuts de l’EAO (Enseignement Assisté par Ordinateur) dans les années 80 jusqu’à nos jours, que les rapports entre les technologies et les pédagogies font couler beaucoup d’encre. Les causes les plus probables de ces résultats peu probants et peu décisifs, en termes de stratégie institutionnelle, par exemple, sont selon nous : - soit que les objectifs, les méthodes et les évaluations se modifiant par les usages « bien pensés » des TIC (les Technologies de l’Information et de la Communication), la comparaison avec des approches plus traditionnelles est rendue difficile ou caduque, Figure 1. 2. 2.1. Nous souhaitons également mettre en évidence ici un dernier point qui apparaît en filigrane dans ce document. 2.2. - quels sont les outils effectivement utilisés par les enseignants dans l’arsenal des outils proposés par la plateforme ? Figure 2. 2.3. Figure 3. 2.4. 3. 3.1. Tableau 1. 4.
Mayer (2009). théorie de l'apprentissage multimédia - les douzes principes La théorie de l'apprentissage multimédia de Mayer (2009) l'a amené à développer et tester un ensemble de principes pour améliorer nos présentations multimédia. Ces principes sont tous regroupés dans le tableau suivant (agrandissez le en cliquant dessus). Une liste très utile pour tous, que vous soyez enseignant, pédagogue, formateur, ou simplement quelqu'un qui crée des powerpoint ou écrit des livres. Source : Mayer, R. E. (2009). Multimedia Learning, second edition, Cambridge : Cambridge University Press--------------------A lire également à propos de l'apprentissage multimédia :Mayer (2009). théorie de l'apprentissage multimédiaMayer, R. She & Chen (2009).
Instructional Strategy Based on Cognitive Load Theory We might have all heard a great deal about working memory and long term memory and their influence on instructional design. It is said that the working memory has limited capacity and can only process a defined amount of information at a given point of time. Cognitive psychologist George Miller says that the working memory can process 7 ± 2 chunks of information at a time. Instructional designers can play a key role to free the working memory of learners by managing the cognitive load well. Manage the intrinsic load: Intrinsic load is something that is inherently generated by the core content of the learning material. Reduce the extraneous load: The second type of cognitive load is the extraneous load which is nothing but the extra information that may not be directly relevant to the learning objective. Capitalize on germane load: Germane load is the next category of cognitive load. You might like:
The learning organization: an often-described, but seldom-observed phenomenon This post is in response to the Adidas Blog Carnival on a and more specifically responding to the question, “What should a true learning organisation look like?” W. Edwards Deming understood that systemic factors account for more organizational problems, and therefore more potential for change, than any individual’s performance. The role of managers should be to manage the system, not the individual functions. The real barrier to systemic change, such as becoming a learning organization, is command & control management. In 2009 I listened to Peter Senge’s keynote address at the CSTD national conference. This year I have reviewed and synthesized several of my observations on learning in networked environments. 1) Learning is not something to get. 2) The only knowledge that can be managed is our own. 3) Learning in the workplace is much more than formal training. 4) When we remove artificial boundaries, we enable innovation. 5) Learning is everywhere.
La fixation des objectifs SMART - capitalrh.fr Fixer des objectifs SMART ou des objectifs MALIN UN OBJECTIF SMART EST : * Spécifique (dans le sens personnalisé) * Mesurable (quels indicateurs ?) * Ambitieux (Si nous avons fait 100 en n-1 et à marché ISO, un nouvel objectif 100 démontre un manque d'ambition) * Réaliste (dans le sens accessible : Pouvons-nous l'atteindre ?) * Délimité dans le Temps (Combien de temps pour atteindre l'objectif, quels paliers intermédiaires (x en mars puis x en juin pour atteindre l'objectif en octobre)[ La négociation des objectifs "Le management par les objectifs" suppose que l'objectif soit négociable. L'implication des collaborateurs dans la définition des objectifs Le capital humain contribue aux résultats. Extrait : Le Guide méthodologique de la performance La définition d'une stratégie de performance constitue une première étape indispensable à la définition des objectifs de performance. La direction participative par objectifs (DPO)
Systematic Design of Instruction 1 Definition Systematic Design of Instruction is a instructional systems design model/method Of course, Systemtic design of instruction could refer any kind of systematic design concept, but in this article we refer to it as the name of a design methodology that is suggested by Dick & Carey (2004). 2 The model The Dick and Carey model which has been published in several versions, contains about 10 elements: Identification of the instructional goal Instructional analysis of the goal Analysis of entry behaviors (what learners already know) and learner characteristics (subordinate skills) Identification of performance objectives Develop assessment instruments, e.g. criterion-referenced test items Develop an instructional strategy. There are also revision loops as you can see in the following diagram made by students in a Carl Berger course on Educational Software Design and Authoring Figure taken from Hee-Sun Lee & Soo-Young Lee's presentation of the Dick and Carey Model) 3 Links
Modèle ADDIE Selon le modèle ADDIE (Analysis Design Development Implementation Evaluation), la conduite d'un projet d'ingénierie pédagogique nécessite de suivre cinq phases. Etude préalable de la situation : analyse des caractéristiques et besoins ou demades du public concerné, définition des buts et des objectifs poursuivis, analyse des contraintes de la formation et des ressources humains, matériels et organisationnels disponibles. Design (ou conception pédagogique) des séquences, des modules de formation ou des scénarios pédagogiques constituant la formation proprement dite. Cette phase mène à la rédaction du "contenu" de la formation sous la forme de modules de formation, de scénarios pédagogiques (scénario d'apprentissage et scénario d'encadrement). Ces phases ne sont pas forcément linéaires. Des retours fréquents d'une phase à l'autre sont, dans la pratique, souvent recommandés afin de rectifier, d'amplifier ou d'amménager ce qui a été prévu antérieurement.
Qualité : l’approche processus Qualité - processus "L'organisme doit établir, documenter, mettre en œuvre, entretenir et améliorer en continu un système de management de la qualité conforme aux exigences de la présente norme internationale. Pour mettre en œuvre le système de management de la qualité, l'organisme doit : a) identifier et gérer les processus nécessaires au système de management de la qualité b) déterminer la séquence et l'interaction de ces processus c) déterminer les critères et méthodes nécessaires pour assurer le fonctionnement efficace et la maîtrise de ces processus d) assurer la disponibilité des informations nécessaires pour soutenir le fonctionnement et la surveillance de ces processus e) mesurer, surveiller et analyser ces processus et mettre en œuvre les actions nécessaires pour obtenir les résultats planifiés et l'amélioration continue." Pour fonctionner, les organismes doivent définir et gérer de nombreux processus en interaction. Une logique bouclée 1. 2. 3. 4. 5. Etablir des spécifications, c'est
The Center @ MDC Save the Date! May 7 - 10, 2014 Four days of intensive workshops on fiction, nonfiction, poetry, publishing, and more! All of them taught by respected visiting authors and agents in the heart of downtown Miami at the Wolfson Campus of Miami Dade College. Travelling from out-of-town? Quality workshops? • Manuscript Consultations – Get feedback on your manuscript in one-on-one sessions with Emmanuelle Morgen. How to register (includes link to registration forms, fees and submission instructions) 2014 Workshops: • One-Day Publishing Lectures: Writing Nonfiction That Sells: The Art of the Book Proposal with Rachel Vogel How to Land the Right Agent: Selecting an Agency and Crafting the Near-Perfect Pitch with Emmanuelle Morgen • Three-Day Workshops: The Spirit and Craft of Poetry with Richard Blanco - SOLD OUT! Prepping Your Novel for Prime Time with Judy Sternlight - SOLD OUT! - Agent Manuscript Consultations: Agent Manuscript Consultations with Emmanuelle Morgen or Rachel Vogel
The Pedagogy of Play and the Role of Technology in Learning The goal of the videogame “Civilization” is to build a civilization that stands the test of time. You start the game in 4000 B.C. as a settler and, with successful gameplay, can create a civilization that lasts until the Space Age. Throughout the game, you need to manage your civilization’s military, science, technology, commerce and culture. One doesn’t read “The Decline and Fall of the Roman Empire” to develop strategy before playing the game. This model of learning is not only effective for videogames but for all digital tools, and I would argue that play — especially in the digital sense — is emerging as a pedagogical keystone for education in the 21st century. Stuart Brown, M.D., explains in his book, “Play,” how a range of scientific disciplines have revealed the importance of lifelong play. The power of play The iPad has been hyped as a device that will revolutionize education. Creating a ‘sandbox’ Play is vital for normal cognitive, social and emotional development. Joichi Ito