pintiniblog - enseignement

EOS

noreply@blogspirit.com (pintini) — Mon, 05 Oct 2009 18:49:43 +0200

"A new organisation for senior management in universities and research institutions, has been launched today (23/09/09). The context in which EOS has been established is that of increasing interest from governments, funders and the research community itself in opening up the way research is carried out and communicated. This interest is complemented by new research practices and processes that can work effectively only in an open, collaborative environment. [...]"

Non seulement la "crise" n'est pas finie...

noreply@blogspirit.com (pintini) — Thu, 24 Sep 2009 16:56:24 +0200

... mais certaines de ses conséquences ne donneront leur plein effet que dans les mois, années à venir - et notamment dans "notre" secteur:

Le site de la RTBF (Belgique francophone) évoque dans cet article la liste des secteurs qui seront affectés par les mesures d'austérité que les gouvernements (wallon et de la Communauté française) vont sans doute adopter:

"Les enseignants et les universités sont visés. Parmi les pistes d'économies à la communauté Française, la maximisation des horaires des enseignants, dès l'an prochain et la remise en cause des aménagements de fin de carrières à partir de 2012 sont bien reprises dans la note. [...] La mesure rapporterait, si elle est retenue, respectivement 48 et 61 millions d'euros en 2015. Mais les universités seraient aussi mises à contribution par un étalement de leur refinancement, divisé par deux et dédoublé dans le temps."

(via Muriel)

Pratiques documentaires dans la recherche et l’enseignement universitaire

noreply@blogspirit.com (pintini) — Fri, 17 Jul 2009 08:22:15 +0200

Diversité des pratiques documentaires numériques dans les champs scientifiques

"Faire le point sur cette question est l’objectif de ce séminaire international qui a souhaité réunir un ensemble de travaux récents couvrant une large palette d’observations des pratiques dans la recherche et l’enseignement universitaire. Cette diversité concerne les méthodologies convoquées (quantitatives et qualitatives), les différents supports (notamment revues et ouvrages) et les différents champs disciplinaires (physique des hautes énergies, mathématiques et informatique, sciences de l’éducation, sciences politiques); des mises en perspective plus transversales seront par ailleurs complémentaires."

A voir, notamment:

The Disciplinary Shaping of Information Landscapes

Pratiques numériques de chercheurs : reflet de la discipline, l'exemple des sciences de l'éducation

Panorama des usages et pratiques des ebooks au sein des établissements Couperin

Les ressources numériques entre notoriété et usages : enquêtes sur les pratiques et attentes des lecteurs de la bibliothèque de Sciences Po (2005-2008)

(source: Journée d’études INTD-ENSSIB-URFIST , 2 juillet 2009 / via Urfist Info, 16/07/09)

Etudiants: espace de travail en ligne

noreply@blogspirit.com (pintini) — Tue, 14 Jul 2009 07:53:41 +0200

Rethinking Online Space: Encouraging Student Immersion for Online and Hybrid Courses

"Active learning and student-centered courses have been important goals for education research because they appear to provide better, more effective learning environments for students. This article provides ways to bring a student-centered perspective to online and hybrid courses. By using rhetoric and composition theories that inform critical pedagogical stances, the author calls for incorporating online writing spaces for students across the disciplines. Because writing and thinking are connected, the author advocates that online and hybrid courses ask students to (re)present their understanding of course content online in order to have students move away from passive learning. These online spaces, similar to e-portfolios, are semester-long projects that allow students more chances for reflecting on the course material through media with which contemporary students are already familiar. Additionally, the online spaces in which students compose form an online learning community for individuals to showcase their work and, more importantly, their understanding of the course material. The article concludes by showing readers that students showcasing their work online makes the medium (the Internet) their message."

(source: SIMILE: Studies In Media & Information Literacy Education, vol. 9, n° 2, mai 09)

Enseignement et recherche: dissémination et réutilisation des ressources

noreply@blogspirit.com (pintini) — Thu, 09 Jul 2009 08:00:23 +0200

Reuse of material in the context of education and research

Ce document, réalisé par la SURF Foundation et paru en néerlandais en 2008, est désormais disponible en anglais.

"[...] The rise of the Internet and other new ICT tools have led to drastic changes in the options for distribution and reuse. These changes demand a reorientation in the rules for sharing educational and research materials.

Since sharing educational and research materials is high on the agenda of Dutch higher education and research institutions, SURFdirect and Creative Commons examined the different Open Content licences that are available and that will make clear to reusers what they are permitted to do with material held in repositories.

SURFdirect has indicated that the choice of licence must not create barriers to the future use of educational and research material, that it can be applied at both research universities and universities of applied sciences [hogescholen], and that this can in fact be done in 80% of cases, this report recommends using the most liberal Creative Commons licence for textual output:

On the basis of the Creative Commons Attribution 3.0 Netherlands Licence, users of the licensed work are permitted to copy it, distribute it, and pass it on, and produce derivative works and distribute them on condition that the work is attributed to its author. This licence freely permits commercial use and derivative works as long as users comply with the requirements regarding attribution. These comprise not only giving the name of the author but also the obligation to clearly designate derivative works as such. [...]"

(source: liste JISC-Repositories, 08/07/09)

Universités: enjeux numériques et stratégies

noreply@blogspirit.com (pintini) — Wed, 08 Jul 2009 08:02:36 +0200

Guide méthodologique de l’université numérique (France)

"Le document traite des enjeux du numérique pour les universités, mais aussi des stratégies à mettre en place. Le rôle des bibliothèques (Centre communs de documentation) y est largement mis en valeur [...]."

(source: L’université numérique et le nouvel univers de la documentation, BiblioFusion, 06/07/09)

Voir également cette présentation: Emerging Technologies: Background, tools and challenges for Higher Education (source)

Enseignement supérieur (03/07/09)

noreply@blogspirit.com (pintini) — Sat, 04 Jul 2009 09:21:27 +0200

- There Is No Institutional Blueprint for Web 2.0 – So Let’s Develop One

(source: UK Web Focus, 09/06/09)

- Projets éducatifs dans les univers virtuels

(source: Vagabondages, 01/07/09)

- Les universités québécoises sur Twitter

(source: BiblioFusion, 02/07/09)

OER: ressources en libre accès pour l'enseignement

noreply@blogspirit.com (pintini) — Mon, 29 Jun 2009 21:20:41 +0200

Open Educational Resources: Conversations in Cyberspace

"Education systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies.

The goal of the Open Educational Resources (OER) movement is to equalize access to knowledge worldwide through openly and freely available online high quality content.

UNESCO has contributed to building awareness about this movement by facilitating an extended conversation in cyberspace. Over a two-year period, a large and diverse international community discussed the concept and potential of OER in a series of online forums.

The background papers and reports are now available in print. Open Educational Resources: Conversations in Cyberspace provides an overview of the first steps of this exciting new development: it captures the conversations between leaders of some of the first OER projects, and documents early debates on the issues that continue to challenge the movement. The publication will provide food for thought for all those intrigued by OER – its promise and its progress."

Enseignement 2.0

noreply@blogspirit.com (pintini) — Sat, 27 Jun 2009 11:08:05 +0200

Après le rapport Higher Education in a Web 2.0 World (JISC), en voici un second, toujours publié par le JISC, intitulé The Edgeless University: why Higher Education Must Embrace Technology:

"The Edgeless Universityargues that technology in higher education is not just about virtual learning environments, but is increasingly central to the way institutions provide learning and facilitate research. Technology is making research and learning possible in new places, often outside of institutions. Far from undermining them, this is creating exciting opportunities for universities to demonstrate and capitalise on their value so will take strategic leadership from inside institutions, new connections with a growing world of informal learning, and a commitment to openness and collaboration. This is the radical role of The Edgeless University."