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16 Sep 09

Designing e-tivities to increase learning-to-learn abilities

Un article consacré à la création de tâches pour l'acquisition des compétences nécessaires à la mise en oeuvre d'un environnement d'apprentissage personnel

www.elearningeuropa.info/...media18509.pdf - Preview

environnement d'apprentissage pédagogie formation métacognition article

19 Jan 09

Framakey : Main - Index browse

Des logiciels libres à installer directement sur une clé USB, pour transporter facilement son environnement de travail

framakey.org - Preview

logiciel opensource environnement d'apprentissage portabilité clé usb

12 Jan 09

Half an Hour: The Future of Online Learning: Ten Years On

Un excellent article de synthèse de Stephen Downes sur l'évolution de l'apprentissage en ligne et de ses tendances. En anglais...

halfanhour.blogspot.com/...-learning-ten-years-on_16.html - Preview

e-learning connectivisme environnement d'apprentissage tice éducation ingénierie pédagogique

Bandwidth is in the process of becoming ubiquitous, and though we may complain about the price, it is already, relatively speaking, cheap.
- Situation in 3D world countries is not so good, but great improvements are awaited... cf Google's project to supply internet connection to Africa. - on 2009-01-07
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Each person will have what may be thought of as a ‘profile’ of their own art, music and other media, which they have created themselves or with friends, along with records of their activities in various games and simulations
- i.e. a personal learning (and playing, sharing, socializing...) environnement - on 2009-01-07
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- Learning materials are now available online as well. Probably the most representative (and most saturated) market is the language learning market, where providers market audio and video clips, flash cards and memory aids, study guides, and much more.
  - Although quality content is still scarce... most of these platforms focus on (sometimes useful) tools. User generated content doesn't work so good, probably because it takes time and high level skills to create language courses... - on 2009-01-07
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- Though there are different types of games, including quiz-games and branching games, the sort of games I felt most appropriate to educational use were learning environments such as were to be found in games like Sim City or Sim Earth. These games, now known as ‘spreadsheet games’, involve the creation of a large body of interacting data sets. Players manipulate both data sets and interactions, and resulting data states create the gameplay.
  - The best educational games for language learning are the games you can't play in your own language. But are kids willing to play to their favorite games in a foreign language if they don't have to ?
    Online (massive) multiplayer games can be nice too, although english is proeminent and written language often... well... specific. - on 2009-01-07
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- In time, the learning management systems deployed by educational institutions will evolve into educational delivery systems usable by personal learning environments. They will, in essence, be the ‘remote resource’ accessed from a given context. Educational delivery systems will recognize the identity of the student making the request and will coordinate with other online applications (which may include commercial brokers, open resource repositories, or additional student records) to facilitate the student’s learning activity.
  - educational delivery systems = a filtering/connecting hub between student and resources/people ? - on 2009-01-09
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- However, institutions are beginning to learn to prepare content for distribution through remote systems, such as the provision of lectures for delivery through iTunes University. Such systems will evolve over time into a mature system of open content distribution, facilitated through open access mandates, repository and other server software, and content and interaction standards.
- Today, as noted above, we tend to think of such resources as static and bibliographical, like books in a library, where contents are ‘published’ and then ‘stored’. This view is evident in much of the discussion that surrounds learning technology today. We think of work as being stored in a research repository, indexed and archived, in such a way that we can search for them, typically through a catalogue (or metadata) system, and retrieve them. (Barker, 2007) The major concerns of educators in this environment are things like persistence and provenance, copyright and reproduction. (Jantz & Giarlo, 2005)
- In the networked learning environment, however, learning resources are best thought of not as content objects about a discipline that are retrieved and studied, but rather as words in a multimedia vocabulary that is used by students and teachers in an ongoing conversation within a discipline to engage in projects and activities. (Downes, The New Literacy, 2002) Content and learning resources, rather than being thought of as static objects, ought to be thought of as a dynamic flow. They are more like water or electricity and they are like books and artifacts.
  The technology of learning – and of the web generally – is evolving to accommodate flow.
- Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.
  
  RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
- When people think of personalized online learning, they frequently think of adaptive systems, learning programs powered by artificial intelligences that test a student’s competence, formulate customized lesson plans based on those pre-tests, and then measure a student’s performance though a series of online activities. (Boticario & Santos, 2007)
  
  While people will no doubt pursue solo learning activities (just as they, by themselves, read books today) this will not constitute the core of the learning experience in the future (just as reading books does not constitute the core of learning today).
- In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)These will include not only the results from games and other competitions with other people and with simulators, but also their creative work, their multimedia projects, their interactions with other people in ongoing or ad hoc projects, and the myriad details we consider when we consider whether or not a person is well educated.
  Though there will continue to be ‘degrees’, these will be based on a mechanism of evaluation and recognition, rather than a lockstep marching through a prepared curriculum. And educational institutions will not have a monopoly on such evaluations (though the more prestigious ones will recognize the value of aggregating and assessing evaluations from other sources).
- Earning a degree will, in such a world, resemble less a series of tests and hurdles, and will come to resemble more a process of making a name for oneself in a community. The recommendation of one person by another as a peer will, in the end, become the standard of educational value, not the grade or degree.
- but online learning is at heart a form of distance learning, and therefore offers as one of its primary advantages a form of time and place independence for the learner. Cloud computing and mobile computing will offer these forms of independence. They can, indeed, be thought of as offering a third, equally important, form of independence: device independence.
- Time Independence
  
  We are well used to the idea that students, whether working in traditional online courses or independently through informal learning, will access their materials and activities at any time of the day. They can work any day of the week, or if they are employed in agriculture or some other seasonal occupation, any time of the year.
- Place Independence
  
  Online learning stiff suffers from the misperception that it is about having students sit in front of their computer screen for extended periods of time. As a consequence, the idea that online learning might foster independence of place has been missing in much of the discussion of the field.
- That said, much of the learning that is happening in today’s schools is beginning to resemble the sort of learning that one might expect in a connected environment. Student-centered methodologies are becoming widely accepted in many nations. In particular, constructivist pedagogies are being implemented in some e-learning technology, such as Moodle, and adopted by some systems, such as in the province of Quebec, Canada.
- The convergence of digital life with in-person life is not, therefore, a mere addition of a digital dimension to the in-person life we lead today. It transforms and reshapes that life, removing from it elements that could be done more efficiently (or more pleasantly) in a digital environment, and opening up opportunities for new and more types of in-person activities.
- Learning Communities
  
  Education is not merely the acquisition of new information and skills. To become educated in a discipline is to learn the habits, patterns, ways of thinking and ways of thinking characteristic of that discipline. Consequently, learning is a social activity, wherein we immerse ourselves into what Etienne Wenger called a community of practice, learn what Michael Polanyi called tacit knowledge, and be able to complete, as Thomas Kuhn famously summarized, the problems at the end of the chapter.
- Interest-Based Communities
  
  Today we would use the label ‘communities of practice’ to label ‘interest-based communities’, or as I also called them, ‘topic-based communities’.
- Wenger’s characterization was informative. Communities would form around a topic of interest – the ‘domain’. They would engage in community activities – “members engage in joint activities and discussions, help each other, and share information.” And they would share a practice – a repertoire of resources, a vocabulary, common stories, common methodologies, common ways of approaching a problem.
  
  Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’. Rather than formalized learning, members help each other directly.
- peer-based communities are almost the polar opposite of interest-based communities. They are not based on some common interest; one member may be an artist while the other may be a scientist. In the first instance, they are created through proximity, being composed of people who live in the same neighborhood or who go to the same school. Over the longer term, we may say, they are just people who meet by happenstance, and find an affinity for each other.
- Given convergence, it was inevitable that these communities would also establish themselves online. Indeed, the secret to the rise of Facebook, which rose to prominence in a short time, and which now has the most traffic of any site on the internet, is that it formed connections between friends based on their common origins and common schools
- It is probably a truism today (though there still remain exceptions to be observed online) that communities are grown rather than constructed, and that (therefore) they are owned (and managed) by their members rather than by some external agency. The desire for autonomy comes part and parcel with some of the perceived benefits of learning and growing in a community: safely, security, and privacy.
- The value of a community, however, and especially of a learning community, comes from the diversity in the community. Students gather around an instructor precisely because the instructor has knowledge, beliefs and opinions that the students don’t share. They gather around each other because they each have unique experiences. Fistering a learning community is as much a matter of drawing on the differences as it is a matter of underlining the similarities.
- What will work best online, therefore, will not be a process of community building, but rather, a process of community enabling. The transition in community is therefore analogous, and parallel, to the transition in content. Just as people no longer need publishers to create content for them, they no longer need organizers to create community. Rather, just as, with access to powerful content-creation tools, they can create their own content, in the same way, with powerful community-building tools, they can create their own communities.
- Learners will create their own communities, their own environments. At most, the educator needs to ensure that the tools are there for students to use, and that the channels of communication, from student to student, from community to community, are open.
- To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
- The Triad
  
  The idea of the triad model is that in any given learning situation, there are three major participants: the student, the instructor, and a local coach or facilitator. The idea was that the instructor would be online, a member of the interest-based learning community, while the coach or facilitator would be more a member of the peer-based community.
- The Divergence of Learning and Testing
  
  It hasn’t happened yet in any large scale and formal way, but it is probably inevitable that the domains of ‘learning’ and ‘testing’ will separate. In the future it may even be thought of as quaint that those responsible for the fostering of learning were also those responsible for evaluating whether or not learning actually happened.
- n traditional learning there is slow acceptance that people may be tested without first having been taught. Colleges and universities are investigating ‘PLAR’ (Prior Learning And Recognition) systems. People who are in some way able to demonstrate their ability – through a portfolio system, for example, are able to circumvent the need for testing altogether.
- Modularity
  
  A History of Modularity
  
  When the concept of the 'learning object' was proposed, a large part of the idea was based on the idea that these small chunks of content would be fitted together to form larger entities. "Like Legos," said some proponents, describing the way the objects would use a universal interface to fir together.
- As David Wiley noted after a few years of practice with learning objects, other analogies might be more appropriate - that of the atom, for example, where some parts may fit some other parts, but not all parts fit all other parts.
  
  In the years that have passed, specifications, such as Content Packaging and Simple Sequencing, were designed to facilitate the creation of larger entities out of smaller entities. But the idea of making large content entities out of smaller and reusable content entities began to be challenged. In 'the reusability paradox', Wiley questioned the idea. For content to be usable, he argued, it must be very specific to a context. But if context is very specific to a context, it is not reusable.
  
  It is too early to suggest that the idea of reusable modular content is incorrect, if indeed it ever was incorrect. But Wiley's observations, along with a deeper look at the analogy from mechanical parts, shows that reuse is rather more complex than the mere connection of digital objects together.
- Meanwhile, more or less public archives sprang up on the open internet, sites such as the internet Archive, Flickr, YouTube and box.net.
  
  The educational community, however, saw the repository as something that would be housed and managed locally.
- Proponents of this model argued that local storage was necessary to ensure reliable access, consistency and persistence.
  
  This is an argument that makes sense when reusable content is being used to construct static and asynchronous courses. As the use of learning resources becomes more dynamic, however, the extra steps required in order to obtain and store locally external content become more onerous. In the long run, a mixture of approaches will be used. Material will be sourced externally – it won’t make any sense to restrict one’s search to a local library – and insofar as local copies are created, this will be done automatically.
- As I later argued in my paper Resource Profiles, LOM should not attempt to be all things to all people, and should focus solely on the educational properties of a resource. Moreover, I argued, these educational properties are not identifiable a priori in the resource itself, but rather, are defined over time through use. Consequently, instead of designing LOM as though it were a bibliographic record – which was the practice of the educational technology community – LOM should be integrated with and used with other specifications and standards, forming part of a larger, and more dynamic, resource profile.
- What we have seen of web technology as a whole suggests that this is the course that will be taken. A single metadata file – a Dublin Core resource description, for example – now links to external vocabularies, rights declarations, and other metadata. Moreover, metadata created through use, sometimes called attention metadata, is now being merged with bibliographic metadata. And global search sites, such as Google, use their own internally created contextual metadata (such as link information) to organize search results.
- While the traditional conception of learning objects was that designers or instructors would assemble smaller chunks of content into coherent presentations of learning material, this is rather the idea that the management of re-use would be placed directly into the learner’s hands, so that reuse could occur, not simply within a course content, but in any context where re-use makes sense.
  
  In this way, the reuse of learning resources is consistent with the sort of reuse we see happening elsewhere on the internet. Rather than being structured to form larger wholes, individual bits of content are being remixed and repurposed to form new content objects, and these content objects are being used in what amounts to a rich multi-media based conversation. From the perspective of the learner, the learning resource is like a YouTube video or a Flickr image or any other type of content: something to be shared with friends and used to express ideas and points of view.
  
  None of the metaphors, such as Legos or atoms, describe this version of modularity appropriately. I once used the metaphor of objects in an environment – like a horse and a palm tree – to describe modularity. Objects are not designed for each other, nor do they fit together in any particular way – they coexist in the same space, and each perceives the other in its own way. They share, if you will, the same information space – the palm tree reflects light waves, and the horse sees them. The objects function autonomously, connected, interacting, but not joined.
- publishers sought greater control over distribution, seeking to license, rather than sell, content and software.
  
  This prevented instructors from replicating online practices common in the typical classroom. No longer could newspaper clippings, articles or textbook chapters be distributed as handouts. No longer could video clips be shown or audio recordings be played to the class. The digitization of academic content was, at every turn, challenged by publishers.
  
  In like manner, the use of educational software became a complex and expensive proposition for educational institutions. The cost of educational software rose, mergers and lawsuits limited competition, and customers were locked in to existing vendors by proprietary technology and the cost of conversion.
- The argument in favour of strong intellectual property protection is that it fosters innovation. But our experiences over the last ten years show the paucity of such claims. The areas in which innovation has been fastest have been areas in which no effective patents held sway – HTML, CSS and Javascript, content management and syndication.
- While court cases, protests and defiance have garnered the headlines, the most overwhelmingly popular response to proprietary content and technology has been the fostering and creation of free and open alternatives.
  
  Free and open source software, as well as free and open content, have both been made possible through the development of licenses prohibiting the enclosure of such work in proprietary media. These licenses have been defended successfully in court.
- A growing tide of opinion has begun to support the Open Access movement, driven largely by the argument that scientific research and educational content produced through government investments ought to be freely available.
- Even if commercial publishers win strong copy protections from policy makers and technology companies, the trend toward free and open content will overwhelm them. As it stands, content producers are beginning to understand that it is better to allow their content to circulate freely, without restriction. This is because such content offers unequaled marketing and promotional opportunities, especially for new and not well recognized acts. Additionally, content syndication agencies, such as YouTube, are finding ways to recognize commercial content and allocate advertising revenue to the owners.
- What should be understood, however, is that the bulk of educational content online will be free to access and reuse. It will be created by governments, foundations, companies and individuals, and will be permitted to freely circulate, used by students and instructors worldwide to support their own learning.
- As with the market in open source software (and perhaps even more so) the commercial presence will be seen most of all through the provision of services. There are two major criteria for any educational good to obtain financial return in the marketplace: first, it cannot be something that can be digitally duplicated, for then the effective value per unit approaches zero; and second, it cannot be something that the users of that good or service could easily produce for themselves, for once again, the effective value per unit approaches zero.
- Today, much of the value derived from the learning marketplace is based on an artificially imposed scarcity – a scarcity of seats in classrooms, a scarcity of credentialing agencies, and a scarcity of educational publications, for example. These scarcities will disappear as governments prefer to fund education directly, and at cost, rather than support such business models.
- But in general, educational enterprises will have to be more creative in finding opportunities. Content providers will discover there are much larger markets to be had when they help people create their own content. This will be the basis for the educational marketplace of the future. In general, helping people provide for themselves – helping them, in other words, save time and money – will provide the best opportunities. Selling people cameras instead of pictures, for example. Course content creation kits instead of courses.
- the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
  
  As a result, rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other. These tools, as described above, will communicate with each other, and will support the acquisition and creation of learning content, as well as activities such as games or real-time collaboration.
- In a sense, the platform of the future will do exactly the job assigned to the instructional management system of the past: “an instructional management system is the backbone motherboard into which all educational components are plugged.” This analogy remains apt today. However, with a proliferation of platforms, a central question emerges: who manages the platform?
- Tracking and reporting are the major functions required of a learning management system today (and main reasons institutions want to keep using them). No matter what device a student is using, no matter where they access an online course, the LMS can report on what they have viewed (and reviewed), keep track of test scores and upload grades, and provide a secure, monitored location for in-class conversation and collaboration.
  
  Future learning technology will need to support such functions, at least to some degree. The recognition of learning, whether by institutional certification, third-part testing, or community reputation, is to a significant degree a matter of reporting activities and achievement.
- The popularity of social networks in recent years is only partially due to the desire to connect with others; it is also driven by a desire to shut out unwanted people and content.
- As people become increasingly frustrated with unwanted content, the internet will resemble less a broadcast medium and more a person-to-person communications medium.
- The two schools of thought identified in my earlier paper can still be seen today. On the one hand, there is a body of opinion that states that online learning is more expensive than traditional learning, that the average online course costs thousands of dollars to produce, and that specialized systems, such as simulations, even more so. And there is the other voice that points to the economics of reuse and suggests that online learning, in the long run, will save money.
- Where online learning involves the development of courses, simulations, and other advanced software, development costs are very high.
- On the other hand, if the work done to develop an online course serves merely to duplicate an in-person course already available to students, the expense seems questionable. Replicating classroom conditions is not the cheapest way to conduct learning online, and we become more experienced with the internet, alternatives emerge. A model of learning that puts much of the organization into the hand of students – such as is the case with the Massive Open Online Course being taught by George Siemens and myself – may prove to be much more cost-efficient.
- Automation does not mean the end of teaching careers, though. What automation allows is (as I said ten years ago) a ‘deep personalization’ of learning. Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys.

15 Dec 08

ed4wb » Blog Archive » Insulat-Ed

Schémas et analyse des deux modèles d'organisation des apprentissages ("institutionnel" ou "en réseau") qui s'offrent aux établissements éducatifs

www.ed4wb.org/?p=152 - Preview

éducation institution connectivisme environnement d'apprentissage formation

In an effort to stave off obsolescence, using an operational model developed when information/expertise and group-forming were expensive or impossible, many schools are attempting (often under the banner of security) to insulate their members from the outside network. This camp is building barriers and enacting policy aimed at shielding the institution from disruptive change. This can be seen in the creation of network filters; the suppression of free-form, need-driven networks, limiting information access through the use of rules/regulation/policies, and… general inaction.
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- Opening up the institution may seem like a counter-intuitive way of protecting it, but in an era where tremendous value is being created by informal and self-organized groups, sharing becomes the simplest and most powerful way of connecting with external learning opportunities. Why limit students to one teacher when a large number of them exist outside the institution? Why limit students to a truncated classroom conversation when a much larger one is taking place all over the world? Why not give students real-world opportunities to learn how to manage and benefit from networked sources? Institutions that are opening up are betting that the benefits obtained by sharing their resources will outweigh the expenses incurred in their creation. These institutions understand that larger and richer sources of knowledge and wisdom are to be found outside their walls. They understand that allowing students to access these sources, sharing their own, and helping students learn how to manage and understand all of it, will add value to what it is that they do as institutions.
- In the end, providing access to these resources and teaching students how to benefit from them not only serves the students, but also keeps the institution from becoming irrelevant, although admittedly, institutional influence will most likely be diminished as more learners self-organize.

03 Dec 08

Portail éducatif 2.0, retour d'expérience sur "Google Apps Education" | WebEvangelists.net

Le déploiement de google apps à l'échelle d'un établissement scolaire

www.webevangelists.net/...ence-sur-google-apps-education - Preview

google établissement scolaire Internet 2.0 environnement d'apprentissage tice

- Comment prendre le prétexte de l’obligation du B2i (Brevet Internet et Informatique) dans le cadre du brevet des collèges pour réduire la “fracture numérique” entre les élèves, entre les parents et entre les membres de l’équipe pédagogique ?

- Comment mettre à la disposition de tous des ressources pédagogiques et des outils peu coûteux et faciles d’accès ?

- Comment stimuler l’utilisation d’outils numériques et de services web 2.0 ?

- Comment dépasser l’utilisation unique de manuels (fussent-ils électroniques) et davantage utiliser Internet et les outils 2.O pour développer des modes d’apprentissage plus actifs et plus interactifs ?

- Comment enfin sans budget et sans distribuer de matériels, doter chacun d’outils professionnels qui permettent dans le cadre scolaire et hors temps scolaire d’accéder et de produire des contenus (de stocker ses propres documents, de préparer ses devoirs, de collaborer…) ?
1. Le choix d’une architecture serveur distante

Toute la problématique liée à l’installation de serveurs, à leur paramétrage, à la formation en ingénierie et en développement du personnel, ou encore toutes les questions liées aux volumes des espaces disques, aux choix des filtres d’accès aux contenus, aux méthodes de contournements des spams et des virus, toutes ces problématiques sont confiées par le collège au savoir faire des équipes de “Google Apps”.

Le collège reste ainsi concentré sur son coeur de métier : la gestion des contenus, des supports d’accès aux contenus, et la définition des modalités d’intégration de nouveaux outils et de nouveaux contenus dans l’acte pédagogique. Et, surtout, le collège libère du temps pour expérimenter de nouveaux services, pour stimuler les usages et la création et pour former les équipes pédagogiques et les élèves.
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- 2. Le choix d’une solution multi-plateforme
  
  Le portail éducatif 2.0 déployé au collège se devait d’être accessible depuis n’importe quel terminal relié à Internet (ordinateur, téléphone mobile, console de jeu de salon (Wii, PS3…) ou console de jeu portable (psp)…). Le portail répond précisément à cette demande.
  
  Le portail éducatif 2.0 devait également être indépendant des systèmes d’exploitations.
- 3. Le choix d’outils professionnels, simples, collaboratifs et gratuits
  
  La gestion des comptes utilisateurs, la structuration des listes de distributions, l’implémentation de modules et de contenus sur le portail…, toutes ces actions s’effectuent par une interface d’administration simple, un panneau de configuration accessible en ligne (ou au moyen d’API permettant d’intégrer Google Apps dans les systèmes existants).
- L’interface a également permis de déployer ces outils sur une page d’acceuil type (utilisant igoogle) et d’implémenter des services complémentaires :
  
  des contenus administratifs :
  
  - un flux d’informations sur la vie scolaire,
  
  - le flux d’informations de l’agenda scolaire,
  
  des contenus pédagogiques :
  
  - une sélection de ressources en ligne (informations juridiques, cours en accès libre…),
  
  - un accès aux verbes conjugués,
  
  - des encyclopédies : Wikipédia, Knol,
  
  - des outils de traduction,
  
  des outils mobilisables dans le cadre des cours ou utilisables en loisirs par les élèves :
  
  - des moteurs de recherches d’informations web, images, blogs,
  
  - des outils de géolocalisation : Google Earth, google maps, google street view,
  
  - des albums photos : flickr, picasa,
  
  - des accès à des vidéothèques : youtube, google vidéo,
  
  - …
- Il lui est désormais possible :
  
  - de mettre en partage des documents de travail avec un ou plusieurs élèves,
  
  - de permettre aux élèves de collaborer et de co-produire des contenus,
  
  - d’intégrer des contenus audiovisuels dans les cours,
  
  - de déployer l’utilisation des discussions en ligne (”chats” et “chats” vidéos),
  
  - d’archiver les contenus de cours et de co-construire une mémoire numérique collective,
  
  - …
  
  Premières utilisations :
  
  - les élèves de 4ième et de 3ième pourront utiliser la suite bureautique en ligne pour rédiger depuis les entreprises leur rapport de stage. Ils pourront également partager ce travail avec un ou plusieurs collaborateurs afin d’améliorer la structuration de leur rapport et afin de corriger l’expression écrite et l’orthographe,
  
  - les traducteurs automatiques pourront être utilisés en cours de langue afin d’en mesurer leurs limites,
  
  - les outils de discussion (”chat” et “chat” vidéo) pourront également être testés pour entrer en contact avec les correspondants étrangers dans le cadre de la préparation des prochains voyages scolaires,
  
  - enfin le déploiement des espaces numériques de travail devrait faciliter le partage de documents entre les élèves, et entre les enseignants et les élèves.

01 Dec 08

Serge Ravet : ePortfolio et apprentissage tout au long de la vie

Une interview vidéo de Serge Ravet sur les liens entre apprentissages en ligne et construction d'identité via les tice et le e-portfolio.
Ce dernier remet en cause l'approche centrée sur les capsules-modules de formation fermés, au profit d'une approche orientée sur les outils de construction, d'organisation et de partage des savoirs.

ca.intruders.tv/ut-au-long-de-la-vie_a196.html - Preview

tice e-portfolio français vidéo e-learning environnement d'apprentissage

03 Nov 08

Les élèves peuvent-ils gérer leurs apprentissages? | Guitef

Un article de François Guité, qui relie l'usage des outils informatiques/Internet et l'autonomisation des apprentissages.
"Apprendre à apprendre, c'est transférer graduellement le siège de l'apprentissage de l'institution vers l'individu".
Les EAP / outils Tice sont le vecteur possible de ce transfert.

www.opossum.ca/...004139.html - Preview

autonomie environnement d'apprentissage tice pédagogie

Préparer l’élève à l’autonomie, ce n’est pas le préparer seulement à s’adapter à ce qui est; c’est aussi le préparer à transformer ce qui est. (Jean-Marie Frey)
Peut-on vraiment, et j’insiste sur le vraiment, utiliser un ordinateur qui nous appartient sans l’adapter, ne serait-ce que partiellement, à nos besoins d’apprentissage?
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- J’entendais récemment quelqu’un dans une salle d’attente rapporter la vitesse du changement dans son travail et remarquer à son interlocuteur « qu’il faudrait retourner à l’école tous les trois mois. » il ne lui est pas venu à l’esprit, ni à son employeur, que l’efficacité dépend aujourd’hui de l’intégration de l’autoformation.
- Apprendre à apprendre, c’est transférer graduellement le siège de l’apprentissage de l’institution à l’individu.

28 Sep 08

The Ed Techie: The VLE/LMS is dead

Un article qui prévoit la disparition des outils de gestion centralisée des apprentissages, remplacés par l'assemblage d'outils du Web 2.0.

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lms e-learning environnement d'apprentissage english

Loosely coupled teaching, for the assembly of a number of different, third party apps to do your teaching with. This differs from a PLE in that it is still the educator who provides the tools, they just bypass the institutional systems.
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- Convenience - there is a degree of convenience for both academic and student in having all the tools packaged in the VLE. However, I think there is also an increasing frustration at being limited to these tools, and also an increased ability to cope with a range of tools.
- Support - if you have one centralised system then you can offer centralised support also. If every academic is using a different collection this becomes more difficult. However, these tools are all pretty easy to use, and one could easily have a collection of supported ones.
- Reliability - if we house the VLE then we can guarantee the server times and service level agreement. If it is housed on an external system you have no control if it goes down. This is true and something that keeps IT people awake at night, but this surrendering control is going to be one of those things we just have to get used to as we use more third party apps simply because they're better.
- Monitoring - one of the tools that a VLE offers is the ability to monitor a student or cohort's progress. These can be useful tools in identifying problems and offering support. While a loosely coupled system wouldn't offer this at the individual level, there are an increasing number of sophisticated analytical tools available
- Better quality tools - because offering each of these loosely coupled elements is what each company does, it is in their interest to make them really good. This means they stay up to date, have better features, and look better than most things produced in higher education.
  Modern look and feel - related to the above, these tools often look better, and also their use makes a course feel more modern to a user who is raised on these tools compared with the rather sterile, dull systems they encounter in higher ed.
  Appropriate tools - because they are loosely coupled the educator can choose whatever ones they want, rather than being restricted to the limited set in the VLE. This is one of the biggest draws I feel - as an academic if I want a particular tool I don't have to put a request in to IT and wait a year to get a reduced quality version, I just go ahead and use it.
  Cost - using a bunch of free tools has got to be cheaper hasn't it?
  Avoids software sedimentation - when you have institutional systems they tend to embody institutional practice which becomes increasingly difficult to break. Having loosely coupled system makes this easier, and also encourages people to think in different ways.
  Disintermediation happens - this isn't really a benefit, just an observation. If a services can be disintermediated then it will be. In this case the central VLE system is disintermediated as academics use a variety of freely available tools.

digitalresearchtools / FrontPage

Un wiki qui dresse un catalogue des outils utiles pour les enseignants, classés en fonction de leurs besoins.

digitalresearchtools.pbwiki.com - Preview

outils tice annuaire wiki e-learning environnement d'apprentissage

23 Sep 08

Pourquoi tout faire converger vers les ENT? | Mario tout de go

Réflexions et interrogations autour des ENT

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ENT environnement d'apprentissage école institution tice outils plateforme

Ce matin, j’ai nettement l’impression que les enseignants ne savent pas trop quoi faire de ces ENT et on n’a pas entendu parler de ce que les jeunes en pensent. Les représentants de l’État et des différentes institutions/entreprises demandent du temps. La solution ENT ne semble pas vouloir être remise en question, au contraire
Injonction paradoxale : liberté induite par TIC / obligation et uniformisation des processus
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- Les outils ne changent pas la culture et les cadres d’action
- ainsi que la multiplication des propos sur les cartables électronique annoncent-ils une véritable évolution des pratiques ou sont simplement un effet d’annonce ? Ne serait-ce pas plutôt la nouvelle « danseuse » de décideurs et de passionnés des technologies en mal de visibilité de leur action et donc de reconnaissance ?
- Aux ENT, il faut opposer les EPA (environnement personnel d'apprentissage ou Personal Learning Environment). Les ENT contraignent la capacité d'apprendre à apprendre.

15 Sep 08

elearningpapers - les environnements d'apprentissage personnels

Un dossier d'elearningpapers regroupant plusieurs articles consacrés aux environnements d'apprentissage personnels

www.elearningpapers.eu/index.php - Preview

environnement d'apprentissage dossier tice éducation pédagogie

30 Aug 08

Réseau pensant

Blog consacré à la formation Tice des professeurs de français langue étrangère : quelques tutoriels, des fiches pratiques, des cyber-enquêtes, postés au gré des formations

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tutoriel Belc ciep formation tice Thomas Laigle blog internet environnement d'apprentissage connectivisme fle

Environnements d'apprentissage et Internet 2.0 - Réseau pensant

Un diaporama présentant l'évolution des outils Tice pour l'enseignement des langues en relation avec les théories pédagogiques

reseaupensant.net/...d-apprentissage-et-Internet-20 - Preview

tice connectivisme environnement d'apprentissage pédagogie diaporama réseau pensant

13 Aug 08

Réseau pensant - des ressources pour le prof de FLE connecté

Une sélection de flux RSS francophones pour les enseignants de français langue étrangère et leurs élèves

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fle tice bd rss netvibes france journal blog vidéo environnement d'apprentissage Thomas Laigle Réseau podcast francophonie culture Réseau pensant

Réguler son environnement d'apprentissage

Quelques réflexions sur une méthode de gestion et d'organisation de ses apprentissages en ligne, organisée en 3 volets: réguler ses outils, réguler ses stratégies ou techniques déployées, réguler son plan de formation continue.

eap.recit.org/...reguler-en-trois-volets - Preview

méthodologie e-learning environnement d'apprentissage

Connectivism Blog

Quelques pistes proposées par Georges Siemens pour développer des approches connectivistes au sein d'une classe. Une version française à l'adresse suivante : http://apprendre2point0.ning.com/forum/topic/show?id=945551%3ATopic%3A11973

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collaboration connectivisme pédagogie réseau social environnement d'apprentissage didactique ressources didactiques

Create a class blog...have students blog. Compile their work in an aggregator - such as PageFlakes
Use collaborative learning activities
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- Open your own resources to collaboration and sharing
- Use existing open education resources in planning and delivering course materials. Focus on using a variety of media
- Contribute to the resource pool
- Experiment with different tools and instructional approaches.
- Provide learners with resources that will continue to feed their learning after the course is complete.
- Reduce the centrality of one educator and shift the role of teaching to a network of external experts and other learners