pintiniblog

Metadata for Learning Resources: An Update on Standards Activity for 2008 1. LOM Next: plans for the next version of the IEEE LOM. 2. The Joint DCMI/IEEE LTSC (Learning Technology Standards Committee) Taskforce: bringing together the two major metadata standards used for learning resources, and providing an RDF translation for the LOM. 3. DC-Education Application Profile (DC-Ed AP): a modular application profile purely looking at educational aspects of resources, based on community requirements. 4. The United Kingdom’s Joint Information Systems Committee Learning Materials Application Profile (JISC LMAP) scoping study: working alongside a number of similar projects looking at application profiles for repositories in other areas, e.g. images. 5. International Standards Organisation Metadata for Learning Resources (ISO MLR): based primarily in Canada, this international standards body is devising a new international standard for educational metadata, in response to perceived limitations of the IEEE LOM. 6. The European Commission’s PROLEARN Harmonisation of Metadata project: a study into the issues and challenges of achieving harmonisation in metadata, given the heterogeneous landscape. Source: Ariadne, n° 55, avr. 08

L'université de Yale a mis en ligne une série de cours (formats html, audio, ...). Les sujets couverts, jusqu'à présent: • Astronomy: Frontiers and Controversies in Astrophysics, with Professor Charles Bailyn. • English: Modern Poetry, with Professor Langdon Hammer. • Philosophy: Death, with Professor Shelly Kagan. • Physics: Fundamentals of Physics, with Professor Ramamurti Shankar. • Political Science: Introduction to Political Philosophy, with Professor Steven B. Smith. • Psychology: Introduction to Psychology, with Professor Paul Bloom. • Religious Studies: Introduction to the Old Testament (Hebrew Bible), with Professor Christine Hayes. Via OAN (qui le tient de Wired Campus) [en gras la discipline qui concerne plus particulièrement ma faculté]

Digital Storytelling to Enhance Faculty Development in Universal Design for Learning (source: Educause | type doc: présentation) "This presentation will demonstrate discipline-specific case studies to enhance faculty development in universal design for learning. We will highlight California State University's EnACT project, which supports learning for 10,000 CSU students with disabilities, and MERLOT ELIXR, a faculty development collaboration across state systems and campuses for developing cases and shared teaching resources." Improving Distributed Education Through Research: Three Studies of E-Pedagogy (source: Educause | type doc: présentation) "The demand for quality, effective online teaching environments is growing. Using three research studies (on social presence in distance learning, threaded discussion, and student technology usage), Academic Outreach proposed synchronous and asynchronous educational strategies to faculty and students in distributed/blended learning environments. Don't miss this opportunity to hear our results." Using Emerging Student-Centered Technologies to Enhance the Curriculum (source: Educause | type doc: présentation) "This session will report on the Digital Enhanced Learning Initiative (DELI), which explores how student-centered technologies can enhance students' academic experiences. Students in five freshman seminars received an iPod or a digital camera to complete course work. Students keep the technology in exchange for sharing information on their use during their remaining four years at the college."

Kaye Shelton (Dallas Baptist University), Deborah Everhart (Georgetown University), Eric J. Kunnen (Grand Rapids Community College), From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking Andreas Brockhaus (University of Washington Bothell), Martha Groom (University of Washington Bothell), Using Wikipedia to Reenvision the Term Paper Matt Morton (University of Nebraska at Omaha), Steve Bullock (University of Nebraska at Omaha), Cultural Shift from Teaching to Learning Through E-Portfolios Via Educause Connect

Radovanovic, Danica (2007), Open knowledge and education at the new level of web paradigm. In Proceedings Pedagogical Faultlines - International conference on alternatives in education, Amsterdam, The Netherlands. (déposé sur E-LIS) "As www, and now web 2.0 is growing by the second, it gives us new possibilities of pedagogical forms, and the main following outcomes: resources, implementation, usage, practice. We will re-evaluate and examine new forms of social networking - theoretical and practical knowledge in academia and science: from implemetation of web roots practice, listservs, eBoards, eZines (alternative art and education forms –then), the usage of eResources in academia, education profession to the wider audience: using larger online open archives, Consortias, digital libraries, repositories, to online social networking applications, science and education blogs. Author uses and presents data from her Master research paper with relevant results about the usage of the precious online resources, electronic publishing materials within Consortia (that are available in science institutions, academia and libraries). More than thousands and thousands available resources are not used because of many factors that the author explained in one of the chapters in master paper. As indicated in outlines, e-tensions play themselves differently in various institutional geographies. Author took empirical research on three geographic points: USA, Europe (UK and Nederlands) and Serbia. The Scopes are two paradigms: human factor and digital media educational tools (human-computer interaction and its social impacts), that we use in education systems and professional practice. For the first one is indicated open source educational software, applications and tools for giving information and knowledge. We will also give a short notice on the interest and the usage of the aimed groups of those possiblities (at classes, lectures). For the second, in professional practice we will see how those social knowledge tools have impact on larger science commnity groups (science, educational institutes and institutions) as well as the outcome-feedback. The point will be given on interaction in open knowledge and education, as well as the notice to the audience of the recent exemplar of implementation of social, interactive knowledge into professional practice and educational system - the concept of web of science which founder is the father of World Wide Web Tim Berners- Lee."

Davis, H. C. and Fill, K. (2007), Embedding blended learning in a university’s teaching culture: experiences and reflections. British Journal of Educational Technology, 38(5), pp. 817-828. (déposé sur ECS EPrints) "Blended learning, the combination of traditional face-to-face teaching methods with authentic on-line learning activities, has the potential to transform student learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new on-line techniques, in part because institutional practices are still geared to support more traditional approaches. This paper describes how a project, funded to support international collaboration to enhance learning and teaching in Geography, has allowed a university to explore models for change. It briefly examines the associated issues of sharing and repurposing resources; it reflects on the impact of the project on local strategy, and the importance of sustaining the collaborations and approaches to learning and teaching after the funding is completed."

Higher Education in the Internet Age: Libraries Creating a Strategic Edge (> EDUCAUSE Quarterly): The reviewer finds that the authors make a strong case that the library should be made a full partner in the institution's missions of teaching, research, and service, arguing that the benefits the library can bring are undeniable. Je n'arrête pas de le dire... Mais encore faut-il en avoir les moyens et les capacités... et parvenir à convaincre les autorités que nous pouvons jouer ce rôle...

Educause Review (septembre/octobre 2007, vol. 42, n° 5): Back to School: It's All About the Faculty My Computer Romance Only when our students see our own learning blossoming within a computer romance will they listen to us when we tell them to use these tools more wisely themselves. Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do? Given the demands of teaching, service, and research, faculty are today expected to embrace learning technologies along with everything else, challenging the institution to help them make sense of what works and how to work it. Active Learning and Technology: Designing Change for Faculty, Students, and Institutions Transformational faculty-development efforts must involve systematic, goal-directed, sustained activities that are integral to the daily work of academic community members. Faculty 2.0 As faculty members confront the expanding impact that technology is having on their scholarship, research, teaching, and students, IT organizations must assess their role in shaping, implementing, and supporting the assimilation of IT into the teaching and learning process.

Proposé dans la série "7 things you should know about..." de l'Educause Learning Initiative, ce bref document à propos de YouTube (ce que c'est, mais aussi ce que ce type de services en ligne peut apporter au monde de l'enseignement en particulier). Source: Educause Learning Initiative (ELI)

Il semblerait qu'aux Etats-Unis, la tendance soit "to scale down large campuses loaded with students and fashion smaller, more individualized learning environments. The goal is to eliminate the common high school experience, where many students of the same age take basically the same curriculum and all graduate at the same time. Instead, campuses would be converted to smaller, specialized schools that can tailor individual learning plans for a specific student." [source : David P. Dillard sur la liste DIG_REF - l'extrait est issu de cet article sur eschoolsnews.com] A mettre en relation avec le découpage programmé de nos facultés (d'antan)? Personnellement, si c'est un moyen d'atteindre plus facilement les étudiants (et les profs...) avec nos outils et nos programmes de formation... why not? Mais serons-nous prêts? En termes de moyens financiers, de ressources humaines... Rien n'est moins sûr.