connectivism
Les possibilités offertes par le quad-blogging pour transformer l’apprentissage entre pairs en un MOOC
Cet article s’arrête sur la notion de quad-blogging et s’intéresse à son potentiel pour encourager l’apprentissage entre pairs dans l’enseignement supérieur, concrètement dans le cadre d’un cours en ligne ouvert et massif (MOOC), dans la mesure où cette méthode favorise un engagement accru de la part des pairs, promeut la pratique du blog et facilite la mise en place de réseaux de formation professionnelle utilisant les médias sociaux.
Découvrir le potentiel de l’apprentissage entre pairs : la maîtrise d’un MOOC à l’aide des réseaux sociaux
Les auteurs de cet article abordent l’apprentissage en ligne entre pairs en décrivant le rôle joué par des groupes gérés, ensemble, par les étudiants eux-mêmes à l’occasion d’expériences réussies d’apprentissage à partir de MOOC.
Leur conclusion est que, pour accroître le potentiel des étudiants en termes de culture numérique, il convient de faire abstraction des notions et des outils traditionnellement propres au soutien à l’apprentissage en ligne et de s’appuyer sur les réseaux sociaux.
Impact et portée des MOOC dans les pays en développement
Les cours en ligne ouverts et massifs (MOOC) constituent un phénomène récent mais qui suscite déjà d’énormes attentes dans les milieux de l’apprentissage en ligne. Nombreux sont ceux qui y voient la solution au manque d’accès à l’éducation dans les pays en développement car, exigeant en tout et pour tout une simple connexion à l’internet, ils offrent des possibilités d’apprentissage à un grand nombre de personnes partout dans le monde.
Néanmoins, un examen attentif de la capacité des apprenants des pays en développement à utiliser les MOOC semble venir démentir cette idée. Le présent article analyse les caractéristiques des MOOC du point de vue des pays en développement et conclut qu’en raison d’un ensemble complexe de conditions (« accès », langue, compétences en informatique, etc.) prévalant dans ces pays, les MOOC ne sont sans doute pas une solution viable pour l’éducation d’une grande partie des gens dans ces endroits du monde. L’article suivant démontre la nécessité d’obtenir plus de données démographiques des participants aux MOOC, dans les pays en développement, afin de mieux comprendre les rôles de ces derniers dans l’éducation des pays en développement.
"OER" Resources for learning - Experiences from an OER Project in Sweden
This article was originally published on the European Journal for Open, Distance and E-Learning.
This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.
Several unresolved issues beyond the scope of the project became explicit but which are absolutely crucial challenges. Firstly, the evolution from OER towards open educational practices (OEP) and open educational cultures (OEC). OEP and OEC imply the establishment of national and international policies and strategies where the use of OER is officially encouraged, sanctioned and developed. Secondly it became explicit that the issue of metadata is crucial for finding OER and facilitating their use and reuse for teachers and learners. Thirdly, the sustainability of OER must be stimulated by ensuring the creation of material that can easily be adapted and reused by teachers in other countries and contexts.
A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses
This paper published at International Review of Research in Open and Distance Learning Vol 12, No 7 (2011) examines how emergent technologies could influence the design of learning environments.
The paper examines the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). It proves that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.
Networked Student
E2BN - East of England Broadband Network
E2BN seeks to raise educational standards across the whole community by providing effective broadband services throughout the East of England. Harnessing the full potential of ICT and broadband connectivity, and drawing on good practice and collective expertise, they will continue to develop, share and deliver high quality educational opportunities and contribute to community and economic development in the region.
Game Based Learning on Education and Action Training
The Project GREAT – Game-based Learning Research in Education and Training Action is a project funded by the Leonardo da Vinci Multilateral Projects – Transfer of Innovation with the purpose to provide a methodology and a way to use Game-Based Learning by Training Companies/Organizations (focusing on SMEs and on the Social Economy) and VET organizations (including Higher Education) trough the knowledge producers and distributors: Trainers and Teachers.
"We talk about creative learning. However, all learning involves some form of destruction, some form of creation and/or particular co-creation...(…) Learn to create, learn how to create disruptions, learning to create innovation, learning to live together to collaborate. But if Learning and Technology, together, can build and host its core in the destructive potential of creativity and, by extension, of the collaboration, the need for meaning in all this is imperative. It is crucial to making sense of all forms of learning: informal, formal, not formal."
Roberto Carneiro in Conference Book Creative Learning & Innovation: 2009.
With the purpose to provide a methodology and a way to use Game-Based Learning by Training Companies/Organizations (focusing on SMEs and on the Social Economy) and VET organizations (including Higher Education) trough the knowledge producers and distributors: Trainers and Teachers.
Products and Results will be:
- Documented methodologies for developing and implementing game-based learning for training and higher education actors and for the learning community in general.
- Needs analysis assessment instruments for developing and implementing game-based learning for training and higher education actors.
- Learning content and training methodologies (b-learning) for trainers and teachers developing and implementing game-based learning.
- Workshops/seminars for supporting trainers/practitioners/teachers/tutors in developing a predictive and proactive capacity to select games for their use.
- Documentation:reports, compendium, proceedings, guidelines.
GREAT project will explore the capability to influence, to involve and to bring together in specific moments some experts and recognized European authorities for focus based learning, trough their individual members and partners. Experienced users of different knowledge channels provided to the Commission, like Engage Learning, elearning papers, CEDEFOP and ETF papers, as well as members of DGEAC, DGINFSO, IPTS/JRC, DGEI and those who have access to the European learning platforms like EUCIS LLL and ETDF.
APG - Portuguese Association of Human Resources Managers leads the development partnership:
- FH JOANNEUM University of Applied Sciences, Graz, Austria
- MERIG - Multidisziplinares Institut fur Europa-Forschung Graz
- AIF - Associazone Italiana Formatori
- Gazy University, na Turquia
- I.Zone Knowledge Systems
Positive Futures for higher education; connections, communities and criticality
ConnectLearning : une réponse aux nouveaux enjeux ?
Nous en arrivons à la conclusion qu’un changement doit avoir lieu en matière de contextes d’apprentissage, la base théorique requise ayant été débattue durant les deux dernières décennies. L’apprentissage en réseau n’est pas un nouveau paradigme, ni un modèle d’apprentissage fondamentalement nouveau, il montre plutôt comment un concept reconnu (s’appuyant sur des idées innovantes et des éléments de théories d’apprentissage existantes) peut aider à satisfaire la demande de « nouveaux » contextes d’apprentissage auto-organisés, axés sur l’étudiant, situationnels, émotionnels, sociaux et communicatifs.