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 : http://thenextweb.com/creativity/2014/03/18/10-best-ios-apps-shooting-sharing-video/
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 mural.ly
And here, an educational exemple’s padlet concerning First World war (in french): http://fr.padlet.com/wall/fdywbwi4zh
A massive open online course (MOOC) is an online course aiming at large-scale participation and open access via the web. MOOCs are a recent development in distance education and often use open educational resources. Typically they do not offer academic credit or charge tuition fees. Only about 10% of the tens of thousands of students who may sign up complete the course.
At this time, online courses open to all ( MOOC ) are popular and caused by the very disproportionate praise (well the knowledge is made available to all!) and critics argued more or less ( for example , or even and for active monitoring ). The main criticisms relate both to the fact that these courses online reproduce the dominance of English universities and the fact that they perpetuate the principle of unidirectional transmission of the teacher-expert (the “talking heads”) to the student ignorant. Despite their success (linked in this perspective they are free, in the convergence of digital media and a fad), the MOOC would be somewhat of a regression compared to previous attempts of online courses. This article does not cover MOOC in general, but a particular case, the current E-Learning and Digital Culture (University of Edinburgh, hosted on Coursera). Rémy Besson write this article to answer – albeit partial – these criticisms. Designed and coordinated by a group of five teachers (Jen Ross, Christine Sinclair, Hamish Macleod, Sian Bayne and Jeremy Knox), it took place between late January and early March 2013 (5 weeks). According to information that has been communicated to the participants, about 40,000 people have registered and 7,000 people attended the education so active (connection on the platform every week). Although an introductory course, it was also explained that most of the participants had a higher level of education (students with master teachers, qualified young professionals, etc.).. Free does so – of course – not open to all knowledge.
Rémy Besson gives us a very interesting feedback that I encourage you to read (an english translation exist) : MOOC et méta-MOOC sont sur le réseau…
The rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system. There has been generally a growing awareness of the necessity to change and improve the preparation of students for productive functioning in the continually changing and highly demanding environment. In confronting this challenge it is necessary to consider the complexity of the education system itself and the multitude of problems that must be addressed. Clearly, no simple, single uniform approach can be applied with the expectation that significant improvements of the system will occur.
In the following the authors consider
- Integrating the commonly polarized goals of education; i.e. the goal that focuses on transmitting knowledge with the goal that emphasizes the development of the individual student.
- Adapting teaching to different student characteristics by using diverse methods of teaching. Adaptation to the ability levels, patterns of different abilities, learning styles, personality characteristics, and cultural backgrounds.
- Integrating the curriculum by developing inter-disciplinary curriculum units that enable students to acquire knowledge from different disciplines through a unifying theme while having the opportunity to contribute in different and special ways to the objectives of the integrated units.
Read more : Changes in the Teaching and Learning Process in a Complex Education System | NECSI.
This is the suite of the precedent article (How Teachers use Wikipedia?) about the use of ICT by secondary US teachers.
Given the degree to which teachers are embracing and using digital tools, it is not surprising that they are making these tools a key part of their teaching practices. In addition to desktop and laptop computers and classroom projectors, significant portions of these teachers report cell phones, digital cameras and recorders, e-readers and tablet computers being part of the learning experience. Yet they also note obstacles they face in using digital tools effectively in the classroom, ranging from time constraints to school internet filters.
What did they use in classroom with their students :
And for what
The survey notes :
Some groups of AP and NWP teachers are more likely to employ the more collaborative online tools asked about in the survey. For instance, the youngest teachers in this group (those under age 35) are the most likely to have students develop or share work on a website, wiki or blog (45% v. 34% of teachers age 55 and older). They are also more likely than the oldest teachers to have students participate in online discussions (45% v. 32% of teachers age 55 and older) and use collaborative web-based tools such as GoogleDocs to edit work (41% v. 34% of teachers age 55 and older).
Read the article to discover the obstacles encountered by teachers in the use of technology in the classroom as well as disciplines / subjects using the more or less ICT in the classroom.
via Part III: Bringing Technology into the Classroom | Pew Internet & American Life Project.
The Olivier’s notes and additional materials from the three first days of IP Generation :