Now it s personal...

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  • It's a great pleasure for me to declare this seminar Open So, I hope we will be able to make it really Open..  I have been asked to tallk to you this morning  about tprogress in a number of projects I have been working on and in particular about  two sessions of visio-conference planned for the 16th June and the 27th June.  Before talking about these pojects  I would like to talk about the context  in which these proects are situated and hopefully provide a framework fo our reflection on the progress we have to make  Before we launch ourselves forward,  I think it may be helpful to take a few steps back. to consider where forwards is...
  • What is progress? Progress is personal Round the table -20  minutes What is progress for you? How are you going to progress how are you         going to evaluate it? Personal professional development Learner progress How are they going to progress? How are we going to evaluate it? Feedback What nobody here can dispute  is  that we are here thanks to progress, a large part of this progress has been achieved thanks to technology and the struggle of past generations Gutenberg revolution  Gave people the possibility to have a personal relationship with God and led to the Englightenment and our present education system. The industrial revolution would have been impossible without the transmission of knowledge via books. Progress has always been resisted by some who had a lot to lose.  Opinions of progress are personal  We are fortunate in this country that other visions of progress have not prevailed in education ref Korannic School  No direction that we take is without risk We have a responsibility not just to oursleves but to future generations to make progress.
  • Testing testing Getting good grades in a test? Becoming the teacher's pet? If learners behave like this who are they copying? For some progress is just a  question of playing  the system Personal motivation to learn very limited. Interest in marks, favour,  Testing can be absurd.  For many students they are more and more aware that a degree is not enough a good mark is not enough. They make the difference between useful and useless classes. Testiing can be a way to limit freedom - Standarised testing produces standardised students. What are we testing? It's not just a question of giving appropriate markes. We have to be sure that we are testing really useful progress.  We have to make sure that the skills we are teaching/testing are appropriate for the learners' future lives.  Questions Is writing a formal letter the most common form of writing they will have to do? Questions Is reading five or six preselected texts with vocabulary lists the best preparation for their future? Questions Is a pen and paper the way that they will be working in the future? Are we simply teaching to a test to a degree or are we giving them the best start possible?   If we care, we have to ask ourselves what skills will be necessary in the future for learners and work towards this goal.  We then have imagine appropriate ways to evaluate these skills Maybe you are uncomfortable with these new skills - well there are very nice people who will help you lmake progress...
  • Times have changed Technology not the same Skills not the same Here is a little video which can underline how times have changed  Watch video Are these tools just gadgets? Are they just toys?  Are these tools just for leisure? People used to complain about the negative effect of reading novels... Revolution in the eighteenth centrury and the French Republic was linked to growing middle class  who could read The rise of enlghtenment which was depenedent on Gutenberg's revolution. What is this revolution? Look at Facebook, Youtube, Google, Wikipedia, Oshaidi, Twitter.Blogs, TED, MIT Create data/information/content Mass participation Mobility Global communities Free  searchable information Horizontal relationships Less dependance on old established sources of information Obama couldn't have been elected without crowdsourcing micro fincance and social networks Tunisian and Egyptian Revolutions could not have happened with out acess to internet. Mobile phones are now weapons of freedom in Iran, Syria etc If we believe in freedom of speech we must embrace freedom of internet and social networks. If these tools are remaking the world why are we not using them in our education system?
  • I n education not everybody welcomes change!   Is this change really so important? Mobile phones are currently banned in secondary schools. n my lifetime the sliderule has gone and disappeared the calculator is now obligatory.   I will be animating a workshop at Cyberlangues in August on smartphones and ipads in the classroom.   Is this just marginal - will iit wait? Fortunately there are thousands of educators around the world who are concerned by the change in society and how we can prepare our students for the future which will be theirs. So rather than be talk about it - I will let them do it! Can we avoid change? I invite you to consult the latest  BO of February 2010 for the reform of langues vivantes in the lycée. Reinforcement  I f you don't take my word for it this slide comes from one of the most respected university professors in the field of educational technology. Opportunity Rather than putting oiur heads in the sand we can embrace change and see it as an opportunity. If you go where the opportunities lie before the others - you are more likely to get greater rewards.
  • So of course I recommend we embrace change - and I am fortunately not alone.. One or two of these educators were present at Learning without frontiers conference - I sent you a link to the keynote speeches earlier in the year.
  • At present many students turn off when they are in the class room or in the amphtheatre... or they play at participating with their real interest on their networks
  • They are not sick many  are just bored
  • They escape elsewhere - one answer is to ban the computer they have in their pockets and with it the language lab the camera etc
  • Outside of school many will need very different skills in their professional lives - example Academics in STAPS  Recommendation  Dictionary Twitter Blogs Why aren't bringing their portable computers to class? Using their phones? Maybe our evaluations must test thses new skills?   Why should they not have access to a dictionary when in real life they do.  Why shouldn't they work together with other students?  Why should they be limited by their teachers inability to correcxt their oral and written productions?   Why shoudl they be limited to doing qcm's on a platform? Why shouldn't they be the ones creating the content rather than the teachers? Maybe we need to be more ambitious?
  • Is it really so difficult to change? Do we have to be experts before the students? Here is one example of an evaluation using multimedia. The students had never made a film, had never used the tools, had never used a telephone in class as a movie camera and had never uploaded a movie to Youtube and had never used their own computers before in English class. We don't have to be expert movie makers/grammarians/scientists etc We have to expert learners Do we all have to do the same thing tomorrow? NO we can prepare the change together.
  • If you ask the students their opinion they will give you it. But of course they are so used to school being like it is -  it is hard for them to imagine it being different.  If you explain to students how to use their tools - or point them to the instructions or youtube  they are generally happy to ...make progress!! See Sugatra Mitra!
  • With  technology it is possible to personalise collaborate do research evaluate - an all of this from a telephone in your pocket.
  • If it is possible to collaborate with fellow students in Clermont it is possible to do it with anybody anywhere in the world. Personally I was fed up with making photocopies - I have not made any for two years.   I am currently fed up of too much marking and saying to students - please speak English. In  spring  2010 I found   a partner to set up an online ex change program with students in Salford wanting to learn French using Google Docs.  It fell through. Sometimes you have to persist with your projecxts to make progress. In January 2011 I was reintroduced to Twitter and within three months had a partner  in one of the top ten universityes in the UK  and another contact thanks in India who I have been following from afar since 2008. 
  • This is three months work.  158 Colleagues who are following my work - 350 colleagues that I am following.
  • The first conference will be with David Cordina -bio The objective is to help us reflect on how we can seize the new opportunities which are available to us.
  • This is Warwick University They will be working with us on a virtuaL/real exchange with approximately 300 students next year using visio conferencing, mobile phones... Teresa Mckinnon bio STAPS are supporting a new organisation of classes with a new learning space and are interested in how this can work in other subjects. This experiment will also be supported by STAPS and the LRL The objective is to use research to help us make progress....
  • What is this?
  • Now it s personal...

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    9. 13. Ils changent des autres cours, permettent de nous faire rendre compte à quel point notre progression dans une langue étrangère dépend de nous-même , et quels outils il est intéressant d'utiliser pour cela Etudiant Sondage Mai 2011
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