Press Review : Tools, tools, tools…

During students are in working progress for editing their web documentary, a Press Review concerning apps for iPhone and iPad about video and online social medias.

8 of the best iOS apps for shooting and sharing video—beyond Vine and Instagram – The Next Web



Let’s imagine you’re not toting a dedicated video camera or DSLR, but rather are using the the ever-present smartphone camera in your pocket. While you can always call on Instagram or Vine for shooting and sharing video, there are so many other cool video apps out there—some free, some costing a few dollars—that it’s worth broadening your field of view to include these eight innovative selections.



To read :
A list of tools about curation as a simpler alternative to blogging
Simply put, content curation involves taking content from other reputable websites and using it to create a piece of information that is useful to your target audience. Typical examples of content curation would include top 10 lists that discuss the best blog posts or marketing campaigns of the year. Curation can also mean the act of using sentences or paragraphs from other writers.
It’s for your PLE.
You search an alternative to padlet ? Try

And here, an educational exemple’s padlet concerning First World war (in french):

Some personal considerations about this IP

Dear students, teachers and finally friends, during my trip back to Switzerland, I take time to write some personnal considerations about this IP. I share with you. All the best for the two last days and all the following.


After a successful first edition, this second edition of the IP Generation Y brings me great satisfactions. I will resume here. But first thank you a lot, dear students, for your works and implication since the first day. It was a pleasure and honor to be in Liège with you.
Student involvement was very impressive during the workshops. I read summaries of the first week. This summaries indicated that if the students had not asked many questions during the lectures, they had nevertheless followed with interest and attention. As the first week was well balanced between discoveries of tools, workshop using social medias and theoretical contributions. Thank you to them!
This IP is generally denser than the first edition. It should be noted how students manage to keep up. I am delighted to see their final work
The mine visit was also a very interesting time especially emotionally. This visit brought a welcome breath in bringing us out of the urban space to integrate the campaign and a former industrial environment. Both evocations of a time near and far from us, compared with an old industry and technology, replace human in a dimension that transcends us. And what will become of our today’s technologies and their users in thirty or forty years ? Will we replaced these guides? And to evoke deeply which memories with our visitors ?
To return to the IP, such a session is also beneficial for teachers. Not only because it allows us to exchange between us and the students, but also because it exceeds the theoretical understanding of Generation Y to see this generation work in practice. I was even more impressed this year by their relationship and their use of social medias. As such, the exercise asking them to define their generation, and the realization of their video Liege, allowed me to see some sort of connections with their inner world and their practical involvement in the work. Stronger and interesting than any theorizing about them. I hope they can and will find their own way and develop it in school system.
In addition, this year the trade with students HELMo were more numerous and instructive. In dealing with technology and education, there was overall as a gap between these students and those of the IP HELMo . A signal that the question of the evolution of the school system is far from won, whatever the age of the teachers. We are still far to implement BYOD in school !
At the end, never forgot the human adventure in which every day we are engaged. Our diversity enrich whole of us. May we always keep openminded.
Just another day in paradise ! 😉

Day nine : Blegny’s mine | Visit underground

On the afternoon, we go in the older’s time and visit the Blegny’s mine.

Located between Liège and Maastricht, Blegny-Mine is one of the four authentic coalmines in Europe with underground drifts accessible for the visitors trhough the original shaft.

Situated at – 30 and – 60 meters, they allow a complete discovery of the procass of coal winning.

Since july 2012, Blegny-Mine and the 3 others majors mining sites in Wallonia (Le Bois du Cazier, Bois-du-Luc et Grand-Hormu) are recognized by UNESCO AS A WORLD HERITAGE SITE.

The students will have to share the impressions of their visit on the IP’s blog and FB page.


The arrival


The installations


The students


The students (2)20140318-182131.jpg


Ready to descend


Ready to descend (2)


Ready to descend (3)


The other group20140318-182539.jpg

Our guide20140318-182603.jpg


Underground (2)20140318-182642.jpgOur guide with dynamite !


We continue to descending (60m underground)20140318-182747.jpg

Student at work20140318-182811.jpgBack to Liège

Day nine : Social media & teaching | The Teaching

Teaching a lesson to HELMo students: giving practical examples about “The use of social media & teaching”
Goals :

  • to present, in a real practical way, several methods and/or tools to teach with new (social) media
  • the lesson must be multicultural -> understandable by non-english speaking students

Examples: languages with Quizzlet, maths with Geogebra, short novel writing with a blog, playing chess with Twitter…

Organization : 10h30 – 12h00

ROOMS 114/220/224                
group 1/3/5        = 10:30->10:45         
group 2/4/6        = 10:45->11:00        

Presentation Group 1

Students’HELMo at room 114

Presentation Group 2

11:00->12:00 = in debating groups: after your lesson, you will have to meet and discuss with the HELMo students in order to make a SWOT analyzis about every example you proposed. Those discussion groups will be smaller: about 6-9 students.

Debats room 114







To be publish :

  • a link to your presentation (in respond at this post)
  • the SWOT analysis (take a picture! and publish it on Facebook’s IP page).

Thank you !

Day eight : Social media & teaching | Preparation

Teaching a lesson to HELMo students: giving practical examples about “The use of social media & teaching”


At first : welcome to Irene from Valencia

Goals :

  • to present, in a real practical way, several methods and/or tools to teach with new (social) media
  • the lesson must be multicultural -> understandable by non-english speaking students

Examples: languages with Quizzlet, maths with Geogebra, short novel writing with a blog, playing chess with Twitter…

Organization : 10h30 – 12h00

ROOMS 114/220/224
group 1/3/5        = 10:30->10:45
group 2/4/6        = 10:45->11:00

11:00->12:00 = in debating groups: after your lesson, you will have to meet and discuss with the HELMo students in order to make a SWOT analyzis about every example you proposed. Those discussion groups will be smaller: about 6-9 students

Photos of the workshop :









Day eight : Generation Why ? | Student presentation

Generation Why ? Presentation by Dani, Didac, Jaime & Rafael 

Monday morning and time to remobilize teachers and students:

The students prepared a small activity, that showed the “digital gap” and cultural differences between different pupils all over the world. There are huge differences in the daily life of schools and ICT in schools around the world.

A little like in the army… 😉

Dani, Didac, Jaime and Rafael take the power !

At work.

Second time the presentation :

The students figured out that there are still borders in europe – even when they are less visible then before. There are two different borders:
– economic boarders
– technological borders – like ICT in school

They also showed, that there is a social gap, that saperates one social class from another
“Digital gap” – there is a difference between those who have access to internet and those who have not

The link to the presentation :

The presenters :



Dani, Didac, Jaime & Rafael: a great « thank you » for your implication, proposition and work. A very good introduction for this second week.

Day five : Using technology for teaching ?

What is a SWOT analysis” by Patrick DEJARNAC (teacher HELMo, Liège-Belgium)
Définition :
A SWOT analysis (alternatively SWOT Matrix) is a structured planning method used to evaluate the strengths, weaknesses, opportunities, and threats involved in a project or in a business venture. A SWOT analysis can be carried out for a product, place, industry or person. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieving that objective. The technique is credited to Albert Humphrey, who led a convention at the Stanford Research Institute (now SRI International) in the 1960s and 1970s using data from Fortune 500 companies. The degree to which the internal environment of the firm matches with the external environment is expressed by the concept of strategic fit. Source :


A SWOT analysis, with its four elements in a 2×2 matrix.

Source : Wikicommons

Students have to create a SWOT analysis about the question “Using social media in school?”. See the results on responds

Days six/seven : What have we learn during this week ?

What have we learn during this week ? A « writing » note
During the week-end, the students will have to write an individual note on what they have learned during the first week of the IP and then they’ll have to share and publish it on the IP’s blog.


Orientation :
1° One element you have learn during this weeks. For next week, take the program and determine one element you will to learn next week.
2° Is the lectures and your works of this week sufficient to not be only on the wave, but to see under the wave to be able to adapt teaching at your generation and at the generation of your students and resolve the actually school (technology) limits ? How ? Why ? If your response is «no», what do you needs? How to obtain it? How to integrate it at your work?
3° What do you think about this sentence :
« A good lesson using technology is at first a good teaching lesson? »
and how you will integrate this dimension next week when you will have to build a lesson using ICT and social media tools (Monday/Tuesday) ?

Some questions you can have in your mind for your work :
One thing positive with this IP Generation Y confronting of your daily formation ?
One thing negative with this IP Generation Y confronting of your daily formation ?
ICT and Media tools : Which are the ICT advantages/disadvantages for the teacher ?
ICT and Media tools : Which are advantages/disadvantages for the students?
Which is the ICT and Media tools place in the lesson? How it can improve it ? When not ?
Which are the differences and similarities compare to old technologies (paper, blackboard, …) ?

How are you doing this work ?
You can write a note (google drive by exemple), doing a video, a prezi or something else and publish the link at a response to this post or respond directly to this post.

Day Four : “The use of social media in schools and in the learning system”

« The use of social media in schools : some examples » by Patrick Dejarnac (teacher at HELMo, Liège-Belgium)

The Twitter Experiment – Twitter in the Classroom, by Dr. Monica Rankin :

«Most educators would agree that large classes set in the auditorium-style classrooms limit teaching options to lecture, lecture, and more lecture. And most educators would also agree that this is not the most effective way to teach. I wanted to find a way to incorporate more student-centered learning techniques and involve the students more fully into the material.»

Dr. Monica Rankin

Utilisation de Twitter à l’école Primaire : écrire pour lire :

Facebook : “The use of Facebook with students in HELMo’s classes”, by Pascale PEREAUX (teacher at HELMo, Liège-Belgium)

Two questions to Pascale Pereaux :
1°) what about the students who don’t have a FB account?
2°) why doesn’t she want to be “friends” with her students while they’re studying but  she agrees when they’re graduated?

Here are her answers:
1°) students create a fake FB account just to follow the discussion
2°) to keep a sane pedagogical distance between teacher and students. This distance isn’t necessary anymore after graduation.

Augmented learning environments & Social Network” by Sergio GARCIA, an skype live conversation with LaSalle University (Madrid-Spain)

First on-line lectures through Skype. Always a special moment with technical aspects to resolve !

Technical organisation !

Sergio Garcia, his C.V.

Spanish students, Manuel and Jeremy

Sergio Garcia presentation @Bett 2013

Augmented reality : Augmented reality is a live, copy, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. Wikipedia

HowStuffWorks “How Augmented Reality Will Work”  : The SixthSense augmented reality system lets you project a phone pad onto your hand and phone a friend — without removing the phone from your pocket.

Selected Bibliography concerning education (by Sergio Garcia : :

Beauchamp, G. y Kennewell, S 2. (2010). Interactivity in the classroom and its impact on learning. Computers & education, 54(3), 759-766.
Beeland, W. (2002). Student engagement, visual learning and technology: can interactive whiteboards help? Valdosta State University vol1no1/beeland_am.pdf.
Istvan, F. (2009). Interactive boards and their function in education. International Journal of Advanced Corporate Learning (iJAC), 2(1).

Online virtual lecture (Skype) with Mario ASSELIN (Quebec-Canada)
The Mario Asselin’s blog :
His posts concerning education (in french) :
The blogs’ St-Joseph school :
A text about « Les blogues : de puissants outils pour faire apprendre » (.pdf) :
A conference (in french) about « Social media : solutions or problems ? »

Day Four : Legislation and Laws about the use of images ?

”Legislation and Laws about the use of images ? ” by Patrick Dejarnac


Right of reply : belgian law of 23.06.1961 concerning diffamation or misinformation

Judicial condamnation. There must be an offense against the law :

  1. Privacy
  2. Image rights : In public areas, no law prohibits taking pictures of someone, but it is forbidden to broadcast the picture ore someone without their permission. Difference between private person and public person. Difference between information and business publications. « If we can deduce that the person has agreed tacitly and if the picture represents the original context and is used for information », it’s okay. Duration : 20 years after is was taken.
  3. Copyright : concerning the owner’s image, object, buildings or something else you are publishing. Duration : 70 years after the death’s owner.

No law concerning retouch pictures. But in political uses (right or left), it’s an old history :


5 May 1920, Lénine in Moscou with Trotski and Kamenew on the steps


Later, Trotski and Kamenew are replaced by five wood steps.

For students’ IP, questions you have to know the answer :

  • Which are the rules in your country concerning the copyrights, the images rights and privacy in this cases?
  • Which are the schools rules concerning such an use in your classroom?

And what about copyright and teaching? Creative Commons is an interesting alternative to share resources into a public environment.