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The Web is a set of community spaces and communication tools that enable collaborative activities like discovering, exchanging, commenting, criticizing and building information. All that skills are prerequisite « Web 2.0 is the architecture of participation » Eugene Barsky
First, we think it has to be taken into account a the syllabus level. The Web is a set of community spaces and communication tools that enable collaborative activities like discovering, exchanging, commenting, criticizing and building information. All that skills are prerequisite Image de soutien au discours DL is a now a fundamental component for …
For Creativity, innovation, entrepreneurship All those skills exist in the CDIO list, but managing it in a digital environment is slightly different and has to be taken into account, as it is the pervasive environment of our XXIth Century society. As CAD, simulation and visualization tools have changed the way we design systems, Wikis and other social tools will change the way we imagine and conceive systems. Innovation is based on knowledge and collaboration. Internet is by no doubt the infrastructure for knowledge. So is Web2.0, or read write web, is the architecture of participation Diapo suivant : Lego a plusieurs team group / project
Secondly, we have noticed that the use of web tools like blogs, wikis and others helps students to engage themselves in learning. Use of such tools encourage exchange between students, going up to collaboration. You can see here an exercise where students have to present web 2.0 tools and usage to all people crossing the main hall of our school. We call it ExplorCamp ! pbe : passer de digital literacy à digital tools L’un renforce l’autre : 2 flèches
As a third and last point, there has been many papers claiming that our students are digital natives, and therefore are confident with the use of communication or social tools. That’s absolutly true. But, digital natives are not scholar natives, if you don’t mind this neologism. I mean that using a keyboard faster than me, doesn’t mean you’re able to manage citations, to exercise critical thinking on the information you discover, or give some arguments on a problem. It is obvious that our future engineers have to be able to practice/exercise their personal and interpesonal skills in a digital environment. Therefore Digital Literacy has to be learned, I mean, it has to be integrated in the curriculum.
I don’t have much time to detail this Diapo, but what you may find if you take the time to read our communication/paper is that it is possible to align Digital Literacy skills, CDIO skills and learning experiences. All those examples are included in students projects, or scientific courses. From an active learning perspective, that’s definitely engaging students, helping them to have reflexion on what they learn, and to develop critical thinking through peer work.
Accrocheuse : on doit y apprendre 1 idée et 1 outil
What you will also find in our paper is some information on the way we try to ensure Faculty Development for our faculty. It includes : Starting activities are proposed by early adopters; Development of communities of practice; Animations, trainings and workshop to organize exchange. Participation to conferences …
Acceptabilité par les élèves - Pas si digital natives que ça : partagé, conflit car espace privé, zone où on avance caché ? (sauf Facbook bien sûr)
However, we are still in an early stage. Technologies will continue to evolve, but the main challenge is now : how to balance and integrate different activities to help to develop deep understanding of engineering and innovation abilities of our future engineers.