Jeux sérieux gratuits Vous voici devant la plus récente version de notre célèbre Répertoire des Jeux sérieux gratuits. Principales nouveautés : Octobre 2014 : 27 jeux nouveaux ! Les nouveautés se situent dans les catégories suivantes: Pour les tout-petits (+2), Administration - Finances – Marketing (+1), Arts visuels (+2), Biologie – Nature (+2), Entraide - Bénévolat – Citoyenneté (+2), Environnement - Développement durable (+1), Génie – Ingénierie (+2), Histoire - Archéologie -Anthropologie (+3), Informatique – Internet (+3), Musique (+1), Orientation professionnelle (+1), Physique (+2), Politique-Affaires publiques (+2), Psyché (+1), Santé - Hygiène – Prévention (+2). Pour vous éviter de parcourir une très longue liste, nous vous proposons de cliquer ci-dessous sur les sujets qui vous intéressent. Cela vous conduira directement au coeur de la catégorie voulue. Sommaire du répertoire N’hésitez pas à explorer les catégories que vous ne connaissez pas, vous y découvrirez certainement des merveilles ! Chimie
Scenarios | iTEC Scenarios, Design and Prototyping A scenario is a narrative that is used in iTEC as a medium to understand challenges and opportunities of advanced learning practices in European schools. Here is a list of all Scenarios that were created by Future Lab in the context of iTEC. The list includes brief descriptions of each scenarios, and starts with the most recent project cycle. Clicking on the name of the scenarios provides more detailed descriptions. Teachers are warmly welcome to comment on the Scenarios! Rating: 4.0/5 (1 vote cast) Scenarios, 4.0 out of 5 based on 1 rating This post is also available in: Dutch Spanish Finnish Hungarian Turkish iTEC cycle 4 scenarios Mind mapping the soil – To use mind-maps and related approaches as a powerful tool for learning, in particular to promote deep understanding while at the same time encouraging a cross-curricular approach. GPS Enabled Learning Games – To use GPS devices in geo-located treasure-hunts and to develop location-based/alternate reality games Continue reading
Shapiro: Games Allow Teachers to Reshape What and How They Teach Temple University’s Jordan Shapiro recently took to Forbes to write, as he often does, about the intersection of high tech and higher learning. His point seemed fairly clear from the headline: “We Need More EdTech, But Less Technology In The Classroom.” Shapiro’s focus on how technology fits into one’s overall education actually raises important questions for teachers using (or not using) technology. As he wrote, “we need to learn to embrace edtech for what it strengthens and rise up with empathetic excellence where it falls short. We decided to get him on the phone and talk a bit more about how technology connects to education at the collegiate and K-12 level and more specifically where games might fit. Listen to the full interview: The following is a partial transcript of our conversation. Jordan Shapiro: I think with games we are introducing something else entirely… with games we have the opportunity to give us more kinds of knowledge, right? Jordan Shapiro:
The project Design Your Class Like A Video Game How Video Games Have Mastered Learning Engagement Terry Heick Agreeing on how to best establish what a learner understands isn’t simple — if for no other reason than understanding isn’t simple. Gamification and game-based learning (which are different, by the way: the former uses encouragement mechanics to promote engagement, while the latter uses video-games as core sources of learning material or cognitive action) is one response. By embedding diverse achievements into activities and assessments, learning progress can be refracted infinitely. But video games have even more to offer formal learning systems. To be able to do this before moving on to that. Stifling the Fun Hated tropes in video game mechanics include “training” sessions, where players must prove to the video game that they can perform a basic function before moving on. Not much different than school, then. Most game designers have learned, however. Climb a mountain or slay a robot enemy? Takeaways for Learning 1. 2. 3. 4. 5.
Kaosteknik Supprimer les notes et « gamifier » sa classe : success story dans les facs a... Seann Dikkers, professeur assistant en technologies éducatives à l'université de l'Ohio, utilise un système d'évaluation par niveau d'expérience, inspiré par les jeux vidéo. Une forme de notation plus motivante pour les élèves. Depuis combien de temps utilisez-vous un système de points d’expérience au lieu des notes ? Auparavant, j’ai pratiqué l’évaluation de portfolio et la pédagogie différenciée pendant dix années d’enseignement. Points d’expérience, késako ? Lee Sheldon, pionner de la classe-jeu vidéo En septembre 2009, le professeur d’université Lee Sheldon commence à organiser un de ses cours comme un jeu vidéo, avec des avatars, des guildes, des missions… et bien sûr, des points d’expérience. « Lee Sheldon propose des modèles de classes dans le même esprit que le mien, et je recommande la lecture de son livre à tous les enseignants que le sujet intéresse », souligne Seann Dikkers. Pourquoi les points d’expérience sont-ils plus motivants que les notes habituelles ? Bonne question !
The Defining Characteristic Of Early 21st Century Learning The Only Thing You Need To Be A 21st Century Teacher by Terry Heick Contrary to what you’ve probably read, you don’t have to be engaging to be a great teacher—at least not in any charismatic and charming sense of the word. You can be relatively “boring” and lead students to outstanding academic progress, mainly by staying organized, being reflective, flexible, and in constant contact with an active and ambitious professional learning networking. A resourceful teacher with an internet connection is likely to encounter more professional development materials in a few days than many teachers saw in a lifetime two generations ago, which makes this an exciting time to be an educator. You don’t have to use technology either. Like learning. You don’t have to know what every single initialism, phrase, and bit of #hashtag jargon means to be a great teacher either. And this isn’t an argument for resisting change (a death knell for great teaching) or even keeping it simple, either. Possibility.
Gamification: What it is and Why it Matters Gamification is being implemented into elearning as more learning management systems, instructional designers, teachers, and organizations realize the benefit of including some form of game learning into their courses. To some, the idea of gamification is rather new, but it actually has been around in some form or another for quite some time. Thanks to some content developed by Mia MacMeekin, I was able to discover the origins of gamification, as well as the practical uses today. Gamification started as game theory, where a strategic decision-making module was first introduced to business and slowly evolved over time. From there, game-based learning came about, as teachers from all over the world began to use games like Monopoly, Scrabble, Life, Oregon Trail, and the like to teach various concepts. Gamification is the further evolution of game theory and game-based learning. If you are on the fence about gamification, you should give it a shot before ruling it out completely.
Inquiry-Based Learning: Developing Student-Driven Questions Defining Inquiry Inquiry-based learning, rather than presenting a set of facts, uses student inquiries, questions, interests, and curiosities to drive learning. This level of student involvement makes the learning more relevant, encouraging students to develop their own agency and critical thinking skills. The Inspiration Wildwood was already using inquiry-based learning to some extent, but things took off for them when, in Principal Mary Beth Cunat's second year, the school put on an Inquiry Fair. The event was similar to a science fair, where students demonstrated their personal inquiries/projects and results, some of which aligned with unit content and some of which drew from their own personal interests. "All of the sudden, we see our students doing things that really matter to them, and they're excited and they're passionate, and they want to talk about what they're learning," says Cunat. It All Starts With Questions "Students are learning a process," says Cunat.
SCRATCH : De l’initiation à la programmation aux Serious Games Scratch est un projet du Lifelong Kindergarten Group au sein du MIT Media Lab De par sa simplicité et sa logique, c’est un logiciel qui se prête à l’utilisation en classe. Le nom Scratch vient de la technique utilisée par les discs jockeys hip-hop, qui déplacent les disques vinyles d’avant en arrière avec leurs mains pour mélanger des morceaux de musique des façons créatives. Scratch peut faire la même chose en mélangeant différents types de média (graphiques, photos, musiques, sons) de façon créative. Le cœur de Scratch est constitué d’un langage de programmation graphique qui vous permet de contrôler les actions et les interactions entre les différents médias. Programmer avec Scratch est beaucoup plus facile qu’avec les langages de programmation traditionnels : pour créer un script, vous assemblez simplement des blocs, comme vous pourriez le faire avec les briques de LEGO ou les pièces d’un puzzle. À travers un projet pédagogique, ce logiciel a été testé sur des classes de CM2.