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.

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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 ten: visit from “WAHA TV”

An active teaching program integrating video making and broadcasting + discussion with the students and teachers who created the tool: Thomas JUNGBLUT and Isabelle COLIN (CAV, Liège) and Emmanuel CHAPEAU (Lycée WAHA, Liège)

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Home site WAHA TV

The website of WAHA TV is a project from the Lycée Waha (in cooperation with CAV-Centre AudioVisuel Liège) – an alternative school with about 800 students. The website is completely managed by the students (about 12-15 years old). The aim is to make a webdocumentary to share their works with parents and other people.

Here is an example from works from the students:

Pros/cons of that kind of projects:
+ motivation, engagement
+ promotion for the school
+ group project, collaboration
+ students learn media competence, media literacy
– needs time and content
– needs to be updated
– copyright
– technical difficulties
– evaluation and grading process

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What are the steps to realise such a website:
– idea (came from the students)
– definition and philosophy of a blog, a webtv
– learning process (observation, analyse, creation)
– what’s wordpress, what’s cms?
– create a ‘web tree’
– create a name and a logo (observation – what is the audience, what are the goals?, analyse, creation)
– what is web-design? create a wordpress layout
– technical step: wordpress back-office

Here you find the video of the working process for the website of WAHA TV, a democratic process:

Thank you to WAHA TV project leaders and students !!

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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.

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The arrival

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The installations

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The students

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The students (2)20140318-182131.jpg

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Ready to descend

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Ready to descend (2)

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Ready to descend (3)

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The other group20140318-182539.jpg

Our guide20140318-182603.jpg

Underground20140318-182622.jpg

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

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

Student at work20140318-182811.jpgBack to Liège

Day eight: Lecture about “ICT, pedagogy and simplicity”

by Lyonel KAUFMANN (teacher at Haute Ecole Pédagogique du Canton de Vaud, Lausanne-Switzerland)

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Presentation: https://www.icloud.com/iw/#keynote/BAI5nIdat1J_3-KOUZGBCxRsIYLeys1qAwyF/ICT_Pedagogy_Simplicity_2014_HELMo

Lyonell Kaufmann pointed out, that we always have to keep in mind, that we don’t have much time in the classroom – so at first, we have to think about the contents – and then in the second term the use of ICT for this topic.

He showed 4 recommondations:
– select Web 2.0 technologies based on learning objectives, not cool factor
– establish relevance for your students
– define clear expectations for participation
– model effective Web 2.0 technology use

On the case on Marie-Antoinette and the french revolution, he showed how you can impliment ICT – like videos – in the classroom – even in topics like history.

Larry Cuban: historian by training, he is Professor of Education at Stanford University since 1981. Previously, he was also, for 14 years, a high school teacher in disadvantaged schools. From 1974 to 1981 he was superintendent of a school district. His main research interests focus on the history of curriculum and instruction, educational leadership, school reform and the use of technology in classrooms.

Here is the link tp his blog: http://larrycuban.wordpress.com/about/

Cuban figures out:
– new technologies are used mainly in the afternoon – when they are already tired
– new technologies are stimm at the periphere of the activity
– new technologies are primarily perceived by teachers as entertainment tools rather than as learning tools
– the organization of school time in primary school is more favorable to the integration of technologies that the organization of school time secondary

A recent inquiry concerning the use of ITC by teachers:

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Teachers and students – even if they don’t use technologies in school – they for sure use them at home – to prepare the courses or do their homeworks. Everybody uses new technology in privat life – so why don’t implement them in the classroom?

Thanks Lyonell for this presentation.