Les tice au service de la poésie dans une classe de seconde
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- Questions contributed by non-physics major students in this introductory course tended to be of lower overall quality than those contributed by physics majors in other studies.
- Evidence suggested that with practice, students improved at writing higher quality questions and providing more detailed explanations over the course of the semester.
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Bates interactive lectures Pietermaritzburg UKZN
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Ouvrez la porte ou prenez un mur (Agile Tour Genève 2024)
(Conférence dessinée)
Vous êtes certainement à l’origine, ou impliqué, dans un changement au sein de votre organisation. Et peut être que cela ne se passe pas aussi bien qu’attendu…
Depuis plusieurs années, je fais régulièrement le constat de l’échec de l’adoption de l’Agilité, et plus globalement de grands changements, dans les organisations. Je vais tenter de vous expliquer pourquoi ils suscitent peu d'adhésion, peu d’engagement, et ils ne tiennent pas dans le temps.
Heureusement, il existe un autre chemin. Pour l'emprunter il s'agira de cultiver l'invitation, l'intelligence collective , la mécanique des jeux, les rites de passages, .... afin que l'agilité prenne racine.
Vous repartirez de cette conférence en ayant pris du recul sur le changement tel qu‘il est généralement opéré aujourd’hui, et en ayant découvert (ou redécouvert) le seul guide valable à suivre, à mon sens, pour un changement authentique, durable, et respectueux des individus! Et en bonus, 2 ou 3 trucs pratiques!
OCTO TALKS : 4 Tech Trends du Software Engineering.pdf
En cette année 2024 qui s’annonce sous le signe de la complexité, avec :
- L’explosion de la Gen AI
-Un contexte socio-économique sous tensions
- De forts enjeux sur le Sustainable et la régulation IT
- Une archipélisation des lieux de travail post-Covid
Découvrez les Tech trends incontournables pour délivrer vos produits stratégiques.
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Vidéo Youtube : https://www.youtube.com/watch?v=7R8oL2P_DkU
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Contenu connexe
En vedette
Do expert views of attitudes to physics agree?
Workshop presentation given at the Physics Higher Education Conference 2011, held at the University of Lancaster 8-9 Sept 2011
/Volumes/untitled/talks/gender gaps in performance in undergraduate physics
The document summarizes research on gender gaps in performance in undergraduate physics courses. It finds that males on average score higher than females on pre-tests, though the gap narrows after instruction. Females are found to outperform males on coursework assessments, while examination results are less conclusive. The researchers plan to conduct longitudinal studies to further examine gender differences in performance based on assessment type.
Who would follow a toothpaste
Presentation by Karon McBride on talks heard at the Turing Festival (Edinburgh August 2011) about using Facebook for marketing.
Faculty and students; as collaborators, coproducers and makers
Keynote given at the 2015 Western Conference on Science Education (WCSE2015), London Ontario, July 2015.
Wcse slides bates_galloway_denny
Slides for the virtual workshop delivered as part of the Western Conference on Science Education 2013.
Ah yes, but that would never work with my students
1. The document discusses a framework called How Learning Works that bridges educational research findings and teaching practices. It outlines seven principles of how students learn based on cognitive science, including that students' prior knowledge and motivation impact learning.
2. A case study is presented on the use of PeerWise, a student-generated multiple choice question tool, in a physics course. Students engaged well beyond minimum requirements, and participation was correlated with learning outcomes. PeerWise exemplified principles like knowledge organization and motivation.
3. The document concludes by acknowledging contributions and providing resources on How Learning Works and PeerWise for further information.
Expert Guided Crowd Sourced Learning Content
Keynote presented at the Improving University Teaching Conference (http://www.iutconference.com/) Vancouver July 2014
PeerWise workshop at NTU Singapore
This document summarizes a presentation about PeerWise, a web-based multiple choice question repository created by students. The presentation covered an overview of PeerWise, a hands-on session to demonstrate its use, research highlights on the benefits of student-generated content, and concluded with a question and answer period.
Strategies to enhance student engagement and learning in class: blending and ...
This document discusses strategies for enhancing student engagement and learning in classrooms through blending and flipping classroom techniques. It provides an overview and examples of blending and flipping, cites evidence that these techniques improve learning outcomes, discusses challenges and considerations, and provides additional resources. The examples illustrated include using pre-class materials, peer instruction during class, and weekly rhythms that incorporate these techniques. Research studies show blended and flipped approaches lead to significant learning gains compared to traditional lectures. Adoption faces challenges like workload, resistance to change, and loss of control, but also has upsides like a more interactive environment.
Students as producers - expert guided crowd sourcing
This document discusses a program where students in an introductory physics course were divided into groups and tasked with creating original learning objects (LOs) to help teach their peers. The goals were to engage students and have them take an active role in producing educational content. Students were given guidance and examples to scaffold the process. Results found high levels of student participation and engagement, with most students reporting an improved understanding of the material from creating LOs. The program was deemed a success and plans were made to expand it to other courses.
Aapt peer wise_bates
This document summarizes a study examining student participation and question quality in an introductory physics course that required students to contribute questions and answers to an online peer instruction system called PeerWise. The following key points were made:
- Student participation in PeerWise exceeded the minimum requirements, with students contributing many questions and answers and providing feedback on each other's work.
- Questions contributed by non-physics major students in this introductory course tended to be of lower overall quality than those contributed by physics majors in other studies.
- Evidence suggested that with practice, students improved at writing higher quality questions and providing more detailed explanations over the course of the semester.
Students as co-producers of learning and assessment content
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Expert guided crowd sourced learning content: a pilot study
1. A pilot study was conducted using expert-guided crowd-sourced learning content in 3 sections of a physics course with over 300 students total.
2. Students were required to submit 2 learning objects over the term worth 2.5% each of their grade. Most students spent 2-3 hours on each learning object.
3. Students reported understanding the topics much better after creating a learning object on it, however it is difficult to determine if creating a learning object directly leads to better understanding of the related course content. Future work could look at crowd-sourcing the assessment of learning objects.
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1. A case study examined the use of PeerWise, a web-based student-generated multiple choice question system, in a large introductory physics course at the University of British Columbia with over 1800 students.
2. Students were highly engaged with the system, far exceeding the minimum requirements by writing questions, answering questions, and providing feedback.
3. Scaffolding the use of PeerWise in tutorials helped support student learning and engagement with the system.
Bates inverted classroom
The document discusses inverting the traditional classroom model by moving more active learning activities, like problem-solving, into the classroom and assigning lectures and initial content acquisition as pre-class work. It argues this approach better supports deep learning and conceptual understanding. Specific strategies discussed include using clicker questions during lectures to promote engagement, peer instruction, and the student-generated question platform PeerWise to facilitate self-study. Research evidence is presented suggesting inverted models can improve learning outcomes in physics education.
Bates interactive lectures Pietermaritzburg UKZN
Talk given during visit to UKZN 16th-20th May 2011.
Interactive lectures.
Presented by: Simon Bates
Bates inverted classroom
Talk given during visit to UKZN 16th-20th May 2011.
Inverting the Classroom
Presented by: SImon Bates
Expert guided crowdsourced learning content
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
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/Volumes/untitled/talks/gender gaps in performance in undergraduate physics
/Volumes/untitled/talks/gender gaps in performance in undergraduate physics
Faculty and students; as collaborators, coproducers and makers
Faculty and students; as collaborators, coproducers and makers
Ah yes, but that would never work with my students
Ah yes, but that would never work with my students
Strategies to enhance student engagement and learning in class: blending and ...
Strategies to enhance student engagement and learning in class: blending and ...
Students as producers - expert guided crowd sourcing
Students as producers - expert guided crowd sourcing
Students as co-producers of learning and assessment content
Students as co-producers of learning and assessment content
Expert guided crowd sourced learning content: a pilot study
Expert guided crowd sourced learning content: a pilot study
Pedagogy with Technology: getting the horse out in front of the cart
Pedagogy with Technology: getting the horse out in front of the cart
Dernier
Ouvrez la porte ou prenez un mur (Agile Tour Genève 2024)
(Conférence dessinée)
Vous êtes certainement à l’origine, ou impliqué, dans un changement au sein de votre organisation. Et peut être que cela ne se passe pas aussi bien qu’attendu…
Depuis plusieurs années, je fais régulièrement le constat de l’échec de l’adoption de l’Agilité, et plus globalement de grands changements, dans les organisations. Je vais tenter de vous expliquer pourquoi ils suscitent peu d'adhésion, peu d’engagement, et ils ne tiennent pas dans le temps.
Heureusement, il existe un autre chemin. Pour l'emprunter il s'agira de cultiver l'invitation, l'intelligence collective , la mécanique des jeux, les rites de passages, .... afin que l'agilité prenne racine.
Vous repartirez de cette conférence en ayant pris du recul sur le changement tel qu‘il est généralement opéré aujourd’hui, et en ayant découvert (ou redécouvert) le seul guide valable à suivre, à mon sens, pour un changement authentique, durable, et respectueux des individus! Et en bonus, 2 ou 3 trucs pratiques!
OCTO TALKS : 4 Tech Trends du Software Engineering.pdf
En cette année 2024 qui s’annonce sous le signe de la complexité, avec :
- L’explosion de la Gen AI
-Un contexte socio-économique sous tensions
- De forts enjeux sur le Sustainable et la régulation IT
- Une archipélisation des lieux de travail post-Covid
Découvrez les Tech trends incontournables pour délivrer vos produits stratégiques.
Le Comptoir OCTO - Qu’apporte l’analyse de cycle de vie lors d’un audit d’éco...
Par Nicolas Bordier (Consultant numérique responsable @OCTO Technology) et Alaric Rougnon-Glasson (Sustainable Tech Consultant @OCTO Technology)
Sur un exemple très concret d’audit d’éco-conception de l’outil de bilan carbone C’Bilan développé par ICDC (Caisse des dépôts et consignations) nous allons expliquer en quoi l’ACV (analyse de cycle de vie) a été déterminante pour identifier les pistes d’actions pour réduire jusqu'à 82% de l’empreinte environnementale du service.
Vidéo Youtube : https://www.youtube.com/watch?v=7R8oL2P_DkU
Compte-rendu :
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De l'IA comme plagiat à la rédaction d'une « charte IA » à l'université
L'IA connaît une croissance rapide et son intégration dans le domaine éducatif soulève de nombreuses questions. Aujourd'hui, nous explorerons comment les étudiants utilisent l'IA, les perceptions des enseignants à ce sujet, et les mesures possibles pour encadrer ces usages.
Constat Actuel
L'IA est de plus en plus présente dans notre quotidien, y compris dans l'éducation. Certaines universités, comme Science Po en janvier 2023, ont interdit l'utilisation de l'IA, tandis que d'autres, comme l'Université de Prague, la considèrent comme du plagiat. Cette diversité de positions souligne la nécessité urgente d'une réponse institutionnelle pour encadrer ces usages et prévenir les risques de triche et de plagiat.
Enquête Nationale
Pour mieux comprendre ces dynamiques, une enquête nationale intitulée "L'IA dans l'enseignement" a été réalisée. Les auteurs de cette enquête sont Le Sphynx (sondage) et Compilatio (fraude académique). Elle a été diffusée dans les universités de Lyon et d'Aix-Marseille entre le 21 juin et le 15 août 2023, touchant 1242 enseignants et 4443 étudiants. Les questionnaires, conçus pour étudier les usages de l'IA et les représentations de ces usages, abordaient des thèmes comme les craintes, les opportunités et l'acceptabilité.
Résultats de l'Enquête
Les résultats montrent que 55 % des étudiants utilisent l'IA de manière occasionnelle ou fréquente, contre 34 % des enseignants. Cependant, 88 % des enseignants pensent que leurs étudiants utilisent l'IA, ce qui pourrait indiquer une surestimation des usages. Les usages identifiés incluent la recherche d'informations et la rédaction de textes, bien que ces réponses ne puissent pas être cumulées dans les choix proposés.
Analyse Critique
Une analyse plus approfondie révèle que les enseignants peinent à percevoir les bénéfices de l'IA pour l'apprentissage, contrairement aux étudiants. La question de savoir si l'IA améliore les notes sans développer les compétences reste débattue. Est-ce un dopage académique ou une opportunité pour un apprentissage plus efficace ?
Acceptabilité et Éthique
L'enquête révèle que beaucoup d'étudiants jugent acceptable d'utiliser l'IA pour rédiger leurs devoirs, et même un quart des enseignants partagent cet avis. Cela pose des questions éthiques cruciales : copier-coller est-il tricher ? Utiliser l'IA sous supervision ou pour des traductions est-il acceptable ? La réponse n'est pas simple et nécessite un débat ouvert.
Propositions et Solutions
Pour encadrer ces usages, plusieurs solutions sont proposées. Plutôt que d'interdire l'IA, il est suggéré de fixer des règles pour une utilisation responsable. Des innovations pédagogiques peuvent également être explorées, comme la création de situations de concurrence professionnelle ou l'utilisation de détecteurs d'IA.
Conclusion
En conclusion, bien que l'étude présente des limites, elle souligne un besoin urgent de régulation. Une charte institutionnelle pourrait fournir un cadre pour une utilisation éthique.
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Le Comptoir OCTO - Qu’apporte l’analyse de cycle de vie lors d’un audit d’éco...
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Le Comptoir OCTO - Équipes infra et prod, ne ratez pas l'embarquement pour l'...
Le Comptoir OCTO - Équipes infra et prod, ne ratez pas l'embarquement pour l'...
De l'IA comme plagiat à la rédaction d'une « charte IA » à l'université
De l'IA comme plagiat à la rédaction d'une « charte IA » à l'université
Les tice au service de la poésie dans une classe de seconde
- 2. Constat de départ L’enseignement de la poésie Difficultés Désintérêt des élèves Supports utilisés
- 5. 8 100 28 Enquête type questionnaire Premier questionnaire aux professeurs Deuxième questionnaire aux élèves Troisième questionnaire aux élèves
- 6. Désintérêt de la tutrice Salle informatique sans équipement Non-usage des TICE
- 8. • Non-usage des TICE pour apprendre • Non maîtrise Constats sur les TICE • Désintérêt pour la poésie • Réticence Sur la poésie
- 9. -2 3 8 13 18 23 28 Croyez-vous que le blog a rendu la poésie plus motivante et intéressante pour vous? 2 26 Oui Non
- 10. -2 3 8 13 18 23 28 Oui Non 8 20 Pensez-vous que l'utilisation des TICE dans et hors de la salle de classe vous a permis de progresser en français?
- 12. Un projet TICE Des compétitions avec les écritures poétiques. Le Slam Des ateliers de poésie
- 13. Apports de cette recherche Aller plus loin Pratiques professionnelles Vision du métier