«Les facteurs psychologiques de la réussite et de l'échec chez les étudiants : comment aider les étudiants à réussir» «Les facteurs psychologiques de la réussite et de l'échec chez les étudiants : comment aider les étudiants à réussir» Franck Amadieu (maître de conférences en psychologie cognitive, Université de Toulouse II-Le Mirail, rattaché à l'équipe de recherche « Apprentissages, Métacognitions et Motivations » (Axe B) du Laboratoire CLLE-LTC (UMR 5263) du CNRS). Pour éclairer les interrelations pédagogie université numérique, la Mission Numérique pour … (Plus d'info)l'Enseignement Supérieur (MINES) du MESR met en place un cycle annuel de conférences centrées sur la thématique « Pédagogie universitaire numérique ».Ces conférences s'adressent à un large public concerné et intéressé par les questions de pédagogie et d'usages du numérique dans l'enseignement supérieur : enseignants chercheurs, ingénieurs pédagogiques, responsables et intervenants de services universitaires de pédagogie ou de services TICE, responsables de formation ...
The Open Classroom Like automotive models, women’s hemlines, and children’s toys, pedagogical fads come and go, causing an immediate stir but rarely influencing teaching practice in any significant way. The notion that every innovation dreamed up by reformers inside and outside public schools makes its way into the nation’s classrooms is popular among those hunting for reasons to malign the schools. But it is crucial to distinguish between mere intellectual chatter and ideas that provoke substantive change. Where on this spectrum does the idea of the “open classroom” lie? At first glance, it would seem to be just another fad. It burst onto the American education scene in the late 1960s, only to fade away by the late 1970s. British Invasion The open-classroom movement originated in British public elementary schools after World War II. For more than a decade, U.S. schools had been subjected to withering attacks, blamed for everything from the launch of Sputnik to urban decay. Schools without Walls Backlash
Bloom’s Digital Taxonomy Resources As part of preparing for a series of presentations at various conferences this year, I have developed six quick sheets for Bloom’s Digital Taxonomy. These resources outline the different taxonomic levels and provide the Digital Taxonomy Verbs with some (this is not exhaustive) possibilities for classroom use. For the complete Bloom’s Digital Taxonomy go to the Educational Origami Wiki @ Here are the quick sheets: As always I would appreciate comments, feedback and suggestions. REL et CLOM quels rapports ? Le web pédago-numérique vit à l'heure des MOOCs (Massive Open Online Courses) ou CLOMs (Cours en Ligne Ouverts Massivement à tous) qui concrétisent un droit universel fondamental : l'accés au savoir pour tous. Radios et TV scolaires avaient dans le temps poursuivi cet objectif mais c'est le web et des choix et pratiques tels les logiciels et objets d'apprentissages libres, l'interopérabilité, les normes et standards qui ont permis la circulation et la diffusion massive des connaissances. Le phénomène nait en 2008 : le premier MOOC officiel fut alors lancé par Stephen Downes et Georges Siemens en prenant appui sur la théorie du connectivisme. Il s'étalait sur 12 semaines et comprenait 1900 étudiants, il était hybride dans son financement, certains étudiants payant pour obtenir une certification, d'autres se contentant de suivre gratuitement le cours (sans certification à la sortie). Une offre diversifiée Des REL aux CLOMs Pour la pérennité des CLOMs, la réflexion doit être centrée sur :
Select teaching technology with SECTIONS As the demand for eLearning grows, we see more teachers turning to technologies to support or deliver their teaching. Good guidance in the selection of the appropriate technologies is often missing. All too often, we see teachers falling for the glossy technologies and spending time and money pursuing them at the expense of the learning of their students. On the other hand, whilst learning is the primary goal, other considerations are also important: most obviously, cost in time and money. In fact, the selection of appropriate teaching and learning technologies is not necessarily straightforward because those decisions have many impacts. Tony Bates and Gary Poole (2003) examined using technology in teaching prior to the iPhone (and other smartphones), iPad, Facebook and Twitter! Students Ease of use Costs Teaching and learning Interactivity Organization Novelty Speed Effective Teaching with Technology in Higher Education: Foundations for Success.
Revised Bloom’s Taxonomy [Flash Version] – CELT If you have trouble accessing the interactive Flash-based model below, the content is available via: A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process.The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 4–5) The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. (Table 1 adapted from Anderson and Krathwohl, 2001, pp. 67–68.) The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). (Table 2 adapted from Anderson and Krathwohl, 2001, p. 46.). Recommended resources Bloom et al.’s Taxonomy of the Cognitive Domain (Dr. Revising Bloom’s Taxonomy. The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom (Larry Ferlazzo’s Websites of the Day…) *Anderson, L.W.
L’innovation technologique au service de la pédagogie : oui, mais comment ? / André Tricot - Université Toulouse II-le Mirail Tricot, A. (2012). Sciences cognitives, innovation et ingénierie pédagogiques (diaporama). Séminaire Sciences cognitives et éducation, 20-21 novembre, Paris, Collège de France. [En ligne : Musial, M., Pradère, F., Tricot, A. (2012). Comment concevoir un enseignement. Tricot, A. (2012). Musial M., et al. (2011). Février, F. (2011). Roussel, J.F. (2008). Roussel, S., Rieussec, A., Nespoulous, J. Basque, J. (2004). Tricot, A. et Plégat-Soutjis, F. (2003). Tricot, A., Plégat-Soutjis, F., Camps, J. Venkatesh, V., Morris, M., Davis, G., Davis, F. (2003). Bruillard É. (1997). Dillon, A. & Morris, M. (1996). Guin, D., Nicaud, J.
Too Sexy for Your Training: Creating A “What’s In it for Me?” (WIIFM) When Your Learners Couldn’t Care Less Two integral parts of any large change within an organization are gaining buy-in for the change and developing internal change champions. As a strategic partner to our clients in helping foster behavior change within their organizations, we believe effective communications around the change are essential for buy-in and success. We can make the best training in the world, but if learners aren’t “buying in” at an organizational level, training can be deemed ineffective when, in reality, it has nothing to do with the quality of the training, but rather other organizational currents. To help our clients address and overcome these challenges, we often weave in communication campaigns with our training deliverables. There are a variety of ways in which we accomplish this with our clients. Strategic analysis to identify the target audiences, current feelings about the change, and how to best communicate about the change, etc. Determine the best methods for marketing.
Revised Bloom’s Taxonomy – CELT Jump to the Bloom's Revised Taxonomy Model Go to the Flash version of the Bloom's Revised Taxonomy Model Download the PDF Version A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Bloom’s Digital Taxonomy by Andrew Churches – a thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics Bloom et al.’s Taxonomy of the Cognitive Domain (Dr. Revising Bloom’s Taxonomy. The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom (Larry Ferlazzo’s Websites of the Day…) *Anderson, L.W.