Rentrée académique à Helmo 2011-2012

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Gnration Y : Enseignement 2.0 ? Voici le diapo que j'ai prsent le 20/9/2011 en compagnie de Jacques Folon et de Benjamin Chaminade lors de la rentre acadmique HELMo (Haute Ecole Libre Mosane Lige) Why ? . Contrairement leurs prdcesseurs de la Gnration X, plus dsabuse, la jeune gnration actuelle voudrait donner du sens ce quelle fait, savoir pourquoi. En anglais, Why se prononce comme la lettre Y ... Ainsi est ne, de lautre ct de lAtlantique, la notion Generation Y , ces digital natives seraient baigns dans lre numrique et la socit du zapping, levs en enfants-rois, impatients et entendraient bien faire valoir leur avis. Vritable profil sociologique ou caricature marketing ? Qui sont ces jeunes ? Sont-ils si diffrents des autres gnrations dtudiants ? Quelle est limportance des nouvelles technologies de la communication et de linformation dans leur vie ? Lcole doit-elle sadapter cette gnration et ces technologies ? Que permettent les outils du web 2.0 ? Quest-ce que lenseignement a y gagner ? http://www.helmo.be/evenements/index-new.php?id=78

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  • 1. Lcole numrique entre ncessit et opportunitMarcel LebrunInstitut de Pdagogie universitaire et des Multimdias IPMUniversit Catholique de Louvain UCL marcel.lebrun@uclouvain.beBlog de M@rcel : http://lebrunremy.be/WordPressmercredi 28 septembre 11

2. Un point de dpart : eLearningmercredi 28 septembre 11 3. Un point de dpart : eLearning si quelquun est en train dapprendre en utilisant les technologies de linformation et de la communication (les fameuses TIC), il fait de leLearning Department of education and skills : http://www.dfes.gov.uk/ elearningstrategy/mercredi 28 septembre 11 4. Un point de dpart : eLearning si quelquun est en train dapprendreLe Joint Information Systems en utilisant les technologies de Committee (JISC) dfinit leLearning linformation et de la communication (les comme un apprentissage facilit et fameuses TIC), il fait de leLearning soutenu par lutilisation des TIC Department of education and skills : Joint Information Systems Committee : http://www.dfes.gov.uk/http://www.jisc.ac.uk/dfes_elearning.html elearningstrategy/mercredi 28 septembre 11 5. Un point de dpart : eLearning si quelquun est en train dapprendreLe Joint Information Systems en utilisant les technologies de Committee (JISC) dfinit leLearning linformation et de la communication (les comme un apprentissage facilit et fameuses TIC), il fait de leLearning soutenu par lutilisation des TIC Department of education and skills : Joint Information Systems Committee : http://www.dfes.gov.uk/http://www.jisc.ac.uk/dfes_elearning.html elearningstrategy/mercredi 28 septembre 11 6. Un point de dpart : eLearning si quelquun est en train dapprendreLe Joint Information Systems en utilisant les technologies de Committee (JISC) dfinit leLearning linformation et de la communication (les comme un apprentissage facilit et fameuses TIC), il fait de leLearning soutenu par lutilisation des TIC Department of education and skills : Joint Information Systems Committee : http://www.dfes.gov.uk/http://www.jisc.ac.uk/dfes_elearning.html elearningstrategy/ Des outils pour apprendre ...Lapprentissage au coeurmercredi 28 septembre 11 7. eLearning : dnitionsmercredi 28 septembre 11 8. eLearning : dnitions Utilisation des nouvelles technologiesmultimdia et de lInternet pour amliorer laqualit de lapprentissage en facilitantlaccs des ressources et des services,ainsi que les changes et la collaboration distance Commission Europenne (2007)mercredi 28 septembre 11 9. eLearning : dnitions Utilisation des nouvelles technologiesmultimdia et de lInternet pour amliorer laqualit de lapprentissage en facilitantlaccs des ressources et des services,ainsi que les changes et la collaboration distance Commission Europenne (2007) eLearning (ou electronic learning) :apprentissage en ligne centr sur ledveloppement de comptences parlapprenant et structur par lesinteractions avec le tuteur et les pairs Labset (ULg, Lige, 2008)mercredi 28 septembre 11 10. eLearning : dnitions Des ressources Utilisation des nouvelles technologiesmultimdia et de lInternet pour amliorer laqualit de lapprentissage en facilitantlaccs des ressources et des services,ainsi que les changes et la collaboration distance Des mthodes Commission Europenne (2007) eLearning (ou electronic learning) :apprentissage en ligne centr sur ledveloppement de comptences parlapprenant et structur par lesinteractions avec le tuteur et les pairs Labset (ULg, Lige, 2008)Des objectifsmercredi 28 septembre 11 11. eLearning : dnitionsDes ressources Utilisation des nouvelles technologiesmultimdia et de lInternet pour amliorer laqualit de lapprentissage en facilitantlaccs des ressources et des services,ainsi que les changes et la collaboration distance Des mthodes Commission Europenne (2007)Ncessit eLearning (ou electronic learning) :apprentissage en ligne centr sur ledveloppement de comptences parlapprenant et structur par lesinteractions avec le tuteur et les pairs Labset (ULg, Lige, 2008)OpportunitDes objectifsmercredi 28 septembre 11 12. Vers un principe de cohrence Dans un contexte donn ...OBJECTIFSComptences et activitsde lapprenant METHODESOUTILS Adapt de Biggs, J. (1996)mercredi 28 septembre 11 13. Vers un principe de cohrence Dans un contexte donn ... Pour quoi ? OBJECTIFS Comptenceset activits de lapprenantMETHODESOUTILSAdapt de Biggs, J. (1996)mercredi 28 septembre 11 14. Vers un principe de cohrence Dans un contexte donn ... Pour quoi ? OBJECTIFS Comptenceset activits de lapprenantMETHODESOUTILSComment ?Adapt de Biggs, J. (1996)mercredi 28 septembre 11 15. Vers un principe de cohrence Dans un contexte donn ... Pour quoi ? OBJECTIFS Comptenceset activits de lapprenantMETHODESOUTILSComment ?Avec quoi ?Adapt de Biggs, J. (1996)mercredi 28 septembre 11 16. OBJECTIFSComptences et activitsde lapprenant METHODESOUTILSQuestions dobjectifsDes ncessitsmercredi 28 septembre 11 17. Des objectifs aux LOsmercredi 28 septembre 11 18. Des objectifs aux LOs Ltudiant sera capable de ... mobiliser connaissances et capacitsdans un contexte donn ... Learning outcomes are statements of what alearner is expected to know, understandand/or be able to demonstrate after acompletion of a process of learningmercredi 28 septembre 11 19. Des objectifs aux LOs Ltudiant sera capable de ...Capacits mobiliser connaissances et capacitsdans un contexte donn ... Learning outcomes are statements of what alearner is expected to know, understandand/or be able to demonstrate after acompletion of a process of learningmercredi 28 septembre 11 20. Des objectifs aux LOs Ltudiant sera capable de ...Capacits mobiliser connaissances et capacitsdans un contexte donn ...Comptences Learning outcomes are statements of what alearner is expected to know, understandand/or be able to demonstrate after acompletion of a process of learningmercredi 28 septembre 11 21. Des objectifs aux LOs Ltudiant sera capable de ...Capacits mobiliser connaissances et capacitsdans un contexte donn ...Comptences Learning outcomes are statements of what alearner is expected to know, understandand/or be able to demonstrate after acompletion of a process of learning LOsmercredi 28 septembre 11 22. Des impacts ... BACsMASTERsDescripteurs de Dublinmercredi 28 septembre 11 23. Recommendation 2006/962/EC of the European Parliament andof the Council of 18 December 2006 on key competences forlifelong learning [Ofcial Journal L 394 of 30.12.2006] LifeLong Learningcompetencesmercredi 28 septembre 11 24. Recommendation 2006/962/EC of the European Parliament andof the Council of 18 December 2006 on key competences forlifelong learning [Ofcial Journal L 394 of 30.12.2006]mercredi 28 septembre 11 25. Recommendation 2006/962/EC of the European Parliament andof the Council of 18 December 2006 on key competences forlifelong learning [Ofcial Journal L 394 of 30.12.2006] This framework denes eight key competences and describes the essential knowledge, skills and attitudes related to each of these. These key competences are: 1. communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral andwritten form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and culturalcontexts; 2. communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediationand intercultural understanding. The level of prociency depends on several factors and the capacity for listening, speaking, reading and writing; 3. mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop andapply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. Theseinvolve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 4. digital competence involves the condent and critical use of information society technology (IST) and thus basic skills in information and communicationtechnology (ICT); 5. learning to learn is related to learning, the ability to pursue and organise ones own learning, either individually or in groups, in accordance with ones ownneeds, and awareness of methods and opportunities; 6. social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equipindividuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codesof conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social andpolitical concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 7. sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as theability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities thatarise. It is the foundation for acquiring more specic skills and knowledge needed by those establishing or contributing to social or commercial activity. Thisshould include awareness of ethical values and promote good governance; 8. cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in arange of media (music, performing arts, literature and the visual arts).mercredi 28 septembre 11 26. Recommendation 2006/962/EC of the European Parliament andof the Council of 18 December 2006 on key competences forlifelong learning [Ofcial Journal L 394 of 30.12.2006] This framework denes eight key competences and describes the essential knowledge, skills and attitudes related to each of these. These key competences are: 1. communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral andwritten form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and culturalcontexts; 2. communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediationand intercultural understanding. The level of prociency depends on several factors and the capacity for listening, speaking, reading and writing; 3. mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop andapply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. Theseinvolve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 4. digital competence involves the condent and critical use of information society technology (IST) and thus basic skills in information and communicationtechnology (ICT); 5. learning to learn is related to learning, the ability to pursue and organise ones own learning, either individually or in groups, in accordance with ones ownneeds, and awareness of methods and opportunities; 6. social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equipindividuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codesof conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social andpolitical concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation; 7. sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as theability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities thatarise. It is the foundation for acquiring more specic skills and knowledge needed by those establishing or contributing to social or commercial activity. Thisshould include awareness of ethical values and promote good governance; 8. cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in arange of media (music, performing arts, literature and the visual arts).These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative,problem solving, risk assessment, decision taking and constructive management of feelingsmercredi 28 septembre 11 27. 9mercredi 28 septembre 11 28. 9mercredi 28 septembre 11 29. La gnration C est lLa gnration Cdsigne, selon leCentre francophonedinformatisation desorganisations(CEFRIO), lensembledes personnes nesentre 1984 et 1996.Elle se caractrise parle fait quelle a grandiavec les technologiesde linformation etInternet, dont elle sesert pourcommuniquer,collaborer et crermercredi 28 septembre 11 30. La gnration Y ...travaille djmercredi 28 septembre 11 31. La gnration Y ...travaille djmercredi 28 septembre 11 32. OBJECTIFS Comptenceset activits de lapprenantMETHODESOUTILSQuestions de mthodesDes conditions ...mercredi 28 septembre 11 33. Une convictionLa formation peut tre regarde comme la mise disposition du futur form doccasions o ilpuisse apprendre. Cest un processus interactif etune activit intentionnelle (Brown & Atkins,1988)mercredi 28 septembre 11 34. Une convictionLa formation peut tre regarde comme la mise disposition du futur form doccasions o ilpuisse apprendre. Cest un processus interactif etune activit intentionnelle (Brown & Atkins,1988) I never teach my pupils; I only attempt to provide the conditions in which they can learnmercredi 28 septembre 11 35. Une convictionLa formation peut tre regarde comme la mise disposition du futur form doccasions o ilpuisse apprendre. Cest un processus interactif etune activit intentionnelle (Brown & Atkins,1988) I never teach my pupils; I only attempt to provide the conditions in which they can learnJe...

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