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Gérard Vidal
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Pédagogie par investigation et méthode expérimentale dans les espaces numériques d'apprentissage de nouvelle génération

On assiste depuis l'avènement des MOOC et de leur cortège d'outils en ligne à la naissance de monstres numérico-pédagogiques. Ils résultent de la volonté d'allier une mise en œuvre de pédagogies actives (investigation, classes inversées,...) aux modèles "transmissifs" des logiciels leaders du marché des xMOOC.

Cette effervescence créative a aussi stimulé l'émergence discrète mais particulièrement intéressante de nouveaux concepts bousculant les limites classiques de l'univers des "plateformes pédagogiques" ou autres LCMS/LMS (Learning Content Management System; Learning Management System) pour reprendre la nomenclature anglo-saxonne. Le projet européen Next-Lab fait partie de ces "écosystèmes d'apprentissage" mêlant des composantes de plateforme, des ressources, des outils interactifs, des laboratoires numériques, des outils de scénarisation, des séquences proposées par des enseignants partageables sous licence "creative commons" et appropriables... Plusieurs points et méthodes d'accès sont possibles : citons entre autres une "voie plateforme", une "voie ressources", une "voie séquences partagées" triées par thématiques.

La quasi-totalité des séquences proposées, issues d'un projet européen construit sur "l'Inquiry Based learning", reposent sur une approche pédagogique par investigation. Les liens entre cette approche et l'utilisation de la méthode expérimentale, très répandue dans les enseignements de sciences en France ont déjà été largement abordés notamment au sein de l'initiative la main à la pâte. Toutefois, lorsqu'un enseignant français aborde la construction effective de séquences pédagogiques numériques dans les Inquiry Learning Spaces (ILS) de Next-Lab, il se trouve confronté à l'obligation de croiser l'approche par investigation et la méthode expérimentale ce qui génère des obstacles difficiles à surmonter.

Pendant deux jours (22-23 juin) à l'ENS de Lyon-IFÉ, des enseignants, des formateurs et des ingénieurs se réunissent pour traiter ce problème et créer des exemples réutilisables d'ILS utilisant la méthode expérimentale. Venez contribuer en ligne ou sur place !!!

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Being a teacher in the #Anthropocene...

Hi fellow addicts to OER and other free digital stuff,
On august 29th 2016, the Working Group on the Anthropocene (WGA) has voted to formally designate the epoch that begins when human activities started to have a significant global impact on Earth's geology and ecosystems as Anthropocene and presented the recommendation to the International Geological Congress...
I have been invited to participate in an event at ENS de Lyon and decided to try to imagine and discuss with the participants what can be a teacher in the #Anthropocene times ?

My first idea was to share some web sites with clear and precise scientific data to help recognize how bad is the situation; demonstrate how to operate cheap IoT (or raspberries) with micro-sensors to participate in crowdsourcing meteorological data and contribute to opendata for climate studies (a way to understand the difference between weather and climate and to be concerned by the situation)...

But I realized that I was about to prduce some hundreds of kg of CO2 just by being a teacher using the web and digital tools, moreover if I may convince some participants they may in turn teach the same things, produce the same amount of CO2 that will also be produced by the followers they may have recruited, and so on...
Do I really need the quadcore and the pretty good amount of memory that is in my laptop, do I really need the advanced graphic board that came in the bundle, do the participants really need one computer each to all go at the same time on the same websites ?

Should I finally unplug all the computers in the computer room, bring rechargeable batteries that I have been charged with a solar panel and demonstrate that we can do the same work with raspberries or joule or odroïds (to cite only those nano machines that I know) and that would really be being a teacher in the #Anthropocene... being adapted !

And you, if you were a teacher in the present #Anthropocene era, who would you be, what would you do ?

http://www.ens-lyon.fr/en/the-anthropocene-at-the-ens-de-lyon-323332.kjsp?RH=TEMP-INTER-EN

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Heliocentrism vs Geocentrism

The geocentric model is an outdated description of the solar system where the Earth is at the center of all the celestial bodies. The stars were thought to be fixed points on a celestial sphere that rotated around the Earth once a day while the planets followed complex orbits. This concept served as the predominant cosmological system in many civilizations for centuries until being replaced by the heliocentric model in the late 16th century. In contrast to geocentrism, heliocentrism claimed the Earth and other planets rotated around the Sun.

While the heliocentric model was proposed as early as 300 BC, it was not until the 16th century when a geometric mathematical model presented by Nicolaus Copernicus ushered in the Copernican Revolution. Over the course of the next century, observations by Johannes Kepler and Galileo Galilei helped solidify the heliocentric model as scientific fact. Further observations revealed that the Sun, although the center of the Solar System, was not the center of the galaxy or the Universe.

Source: http://goo.gl/6yw5jO

#ScienceGIF #Science #GIF #Heliocentric #Geocentric #Solar #SolarSystem #Orbit #Earth #Planets #Centric #Galileo #Copernicus
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Backdoors of any kinds are unacceptable. Even the NSA can't keep its own stuff safe.

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Rêvons un peu, l'état ira-t-il jusqu'au bout et confirmera-t-il cette sage décision.... 

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Même sans l'image qui a envahi le monde réel et le monde virtuel en guise de  portrait, je suis toujours Charlie, après l'indignation vient le temps de  l'action.
La tolérance et la liberté sont des valeurs qui se nourrissent d'éducation, de culture et d'échanges. Je reprends mon clavier  mes serveurs pour  apporter ma pierre aux édifices éducatifs qui nous protègent de l'ignorance de l'obscurantisme et de la violence.
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If you don't drink enough water (not soda or juice or whatever other crap people drink) Your body sends mixed signals and tells you, you're hungry. Sometimes all you have to do is drink a full glass of water and wait ten minutes. If you are still hungry then you really were hungry. The trick is to learn your body's signals.

#Motivation for #WeightLoss  > http://goo.gl/ezrNh6
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