HEP-BEJUNE/PF2/Corti/Enseignement à distance
Visible Learning => Visible Chunks o)(o p.
http://goo.gl/Zx6XQe
Visible Learning => Visible Chunks o)(o
- https://educationonair.withgoogle.com/live/2015-may/day2/cc032
- https://quizlet.com/
- Modules complémentaires pour Google Documents ou Forms : Kaizena Mini (pour insérer des commentaires audio dans un document)
- « L’intelligence est la capacité d’un individu à initier des actions dirigées vers un but, à penser de manière réaliste et à interagir efficacement avec son environnement » David Wechsler, 1944
- visible : visible learning de John Hattie
- chunks : (unité d’information, "a collection of elements having strong associations with one another, but weak associations with elements within other chunks") psychologie cognitive, mémoire, court terme/de travail/long terme, charge cognitive, capacité 7+-2 et durée 20 secondes
- visibiliser les apprentissages et réduire la charge cognitive externe, c’est :
- évaluer la compréhension (feedback en continu) au travers de:
- ce qui est lu (=>traces p.ex. surligné, annotations, notes, questions/quiz)
- productions écrites et orales (résumé, présentation, élaboration de projets)
- remédier, réguler son enseignement et les pratiques des élèves
- adapter la charge cognitive
- objectifs visibles et atteignables (à quelle distance/étape? // zone proximale)
- outils d’aide au traitement de l’information (mémoire externe p.ex. notes sur papier vs. écran) => favoriser les processus d’encodage ou de réactivation/récupération des informations et des associations
vs. surcharger la mémoire de travail (20 secondes/4 chunks)
- “Research on the impact of digital tools : Relevant favorable factors include regular interaction between teachers and students, real-time data feedback for teachers, and consistent access to the new technology by all students.”
http://journalistsresource.org/studies/society/education/classroom-digital-tools-student-achievement-levels - voir l’article Mooc : effet de mode (lien sur docmeeting) de Karsenti, article PDF dans le dossier ressources. (“la vaste majorité des étudiants ne participe pas aux forums de discussion”)
- Lisez ce texte: identifiez les questions qui pourraient être adressées à son auteur et les réponses que vous, pourriez trouver (// méthode PQ4R de T. Robinson) ...
- Classe iPad pilote : “A propos des mesures « anti-tricherie », sachez que ROV a découvert, avec « l’aide » involontaire de certains élèves, qu’il est possible dans Notability, de copier du texte (par exemple son vocabulaire d’allemand ou d’anglais…) écrit au stylet ou « au clavier » dans Notability ou une autre application juste avant d’effectuer le triple clic et de le coller juste après: c’est fâcheux… Par conséquent, dès le vendredi 13 mars les symboles « T » et celui qui représente la paire de ciseaux seront également grisés; les élèves ne pourront donc plus répondre à des questions dans Notability sans écrire au stylet si vous activez le triple clic.”
- Wiki, Moodle, Chamilo (UNIGE), LON-CAPA, Google Docs + crococodoc + https://www.annotate.co/ + http://sharejs.org +ibm Docs + Microsoft Office 2010-co-editing + https://titanpad.com/ + etherpad;
- Odesk freelancer, hypothes.is, crowdsourcing, trello.com,
- copier-coller p.ex. depuis Word (conservation du style, tableaux, images, notes de bas de page, commentaires), des extraits du web (p.ex. wikipedia)
- commentaires-annotations
- surligner
- catégories, tags
- cognitive load + co-editing-own wiki/ wiki
- frein vs accélérateur / vitesse d’exécution dans l’association et l’organisation d’idées
- objectif: dispositif “par dessus l’épaule des étudiants” pour visibiliser et soutenir leurs actions // ZPD. Transactions rapides, décharger la charge cognitive, organiser ses connaissances-kms.
- créer sa propre base/collection de notes/connaissances sur un WiKi perso (wiki-notes ?), quelle motivation/quels objectifs, quelle confiance dans le virtuel vs. classeurs ?
- Knowledge Management vs. Learning Management Systems
- Enseignement (et évaluation) à distance
- différenciation (hétérogénéité des étudiants) /
- rythme des progressions
- parcours différents
- temps et lieu (mobilité)
- bien avant les technologies (par courier postal): p.ex. programmes CNED ou Open University
- années 2000 Google, 2010 mobilité (iPad + 4G)
- Eviter “l’évangélisme technologique” : approche critique, empirique (quelles données montrent quelle valeur ajoutée/impact sur quoi ?)
- http://www.largeur.com/?p=4239 La lecture sur l’internet rend-elle idiot? Pas si sûr!
- Supporting Evidence for Carr
http://sandbox.bgsu.wikispaces.net/Supporting+Research+for+Carr-MG - http://www.studentpulse.com/articles/550/reading-deeply-how-the-internet-may-limit-our-autonomy
- http://www.informationweek.com/applications/is-google-making-us-smarter/d/d-id/1072953? Is Google Making us smarter … (Gary Small)
- Prendre le temps de s’arrêter sur un point, de réfléchir (sans interférence, ni sollicitation/distraction p.ex. email, click sur un lien, etc.), de faire des associations avec ses connaissances et d’avoir les moyens d’en garder/capturer la trace (p.ex.en marge, indexé dans une banque de d’annotations personnelles) ou de contribuer par un commentaire, une question publique, d’augmenter aussi le discours (lien hypertexte, web annotation, schéma, exemple, ...)
- Exemple “rêvé en couleur” de question via Google “à la HAL 2001” (intelligence artificielle, “extremely smart phone”) : “Quels sont les arguments pour ou contre la lecture à l’écran sur ordinateur ou sur tablette, quelles données scientifiques supportent ces arguments?”
- Voir la video The Shallows is reimagined as a YouTube cartoon
- classe inversée, flip teaching, flipped classroom
- Teaching with Moodle: An Introduction. This is a four week, self paced and collaborative course up to 3 hours a week, ideal for teachers to master the basics of Moodle and enhance their students' learning. Sunday January 11 - Sunday February 8th 2015.
- Drive (documents, co-lecture/écriture !!!)
- Word en ligne (partage, co-écriture en temps réel)
- Formulaires Web
- Snagit (copies écran => Word)
- Camtasia / ScreenFlow (screencast, video de l’écran, voir leur infographie sur la classe inversée)
- Explain Everything (screencast sur tablettes/smart phones)
- Twitter (transactions “brainstorming” entre pairs et enseignants)
- Prezzi (construction collaborative d’un schéma heuristique)
- TAO (plateforme de tests assistés par ordinateur, utilisé pour HarmoS et PISA !!! probablement pour les épreuves romandes communes)

- “Students can take notes on assigned videos and books, or even during lectures right within the iTunes U app.” “All of the notes are compiled in one place for each course.”
Ressources (dossier Google Drive)
- 2014-Mueller-The Pen Is Mightier Than the Keyboard_annotated.pdf
- compétence algèbre-trigonométrie_reduced.pdf
- Diemand_2010_Effects of disfluency (fonts) on educational outcomes.pdf
- gesture_cognitive_load_Sweller_Paas.pdf
- Holistic Analysis of the Classroomp13-raca.pdf
- lecture_annotations_eye_tracking_EPFL.pdf
- McKinney_2009_Can podcasts replace Professors.pdf
- TERO_Abbet_Yann_Crevoisier_Fabien.pdf
- multitache_effet_WestonCie-Vol_27-2.pdf
- multitasking_effect_on_peers_E_WestonCie-Vol_27-2.pdf
- Nissen_2011_interagir_apprendre_en_ligne_A4.pdf
- Salman_Khan_Academy_TED.mp4
- Schweppe & Rummer (2014).pdf
- Visible Learning and the Science of How we - Hattie, John.docx
- Visible Learning and the Science of How we - Hattie, John.pdf
- Visible Learning for Teachers_ Maximizing - Hattie, John.pdf
- Visible Learning_ A Synthesis of Over 800 - Hattie, John A. C_.pdf
Postulat : Ce qui fonctionne dans l’enseignement en classe (cf. Hattie) doit être reconsidéré et réévalué dans les dispositifs à distance. On a p.ex. le support de la communication non verbale, les gestes, ...
Repose sur données d’observations (800 meta analyses, Hattie, J.) et modèles théoriques (cognitifs et physiques).
Processus fondamentaux p.ex. l’impact de la police de caractères sur la compréhension d’un texte, quelles propriétés de l’interface favorisent - ou péjorent - la lecture et la compréhension d’un document lu à l’écran.
Mettre au jour (en évidence, visibiliser) les transactions, leurs coûts et bénéfices. Feedback, objectifs explicites. Complexité des opérations à faire pour atteindre un objectif (p.ex. accéder à un document, l’annoter, changer le style du texte, faire un schéma, etc. )
Quotient “transmedia” :
- évaluation d’un dispositif pondéré / facteurs:
- coûts des transactions d’un medium à l’autre (p.ex. association d’idées en mémoire de travail => élaboration + sauvegarde/accessibilité à long terme + communication :
- nombre d’opérations, de transactions, de “supports”,
- vitesse
- capacité / interférence / charge cognitive (p.ex. clavier vs. papier-crayon)
- quelle visibilité en temps réel (synchrone), asynchrone et sur la progression des apprentissages à long terme ?
- comment “assister (:= voir et soutenir // ZPD) au jaillissement de l’esprit”
- p.ex. continuité de la lecture (ou écriture) d’un document d’un appareil à l’autre (mobilité, synchronisation !), agenda papier avec notes chronologiques “livre de bord”
E=mc2 : apprentissage/mémorisation (énergie) = quantité/volume de travail x temps (effort) au carré. A la recherche de lois, de formules… de science.
Taille des caractères lisibles depuis le fond de la classe => nombre d’élèves et capacité de la classe. Tableau et écriture à la craie => 25, Projecteur => auditoire ;-)
Visible : trouvable, accessible, traces, suivi, explicite, convenu/accord
Domaines :
- Human Computer Interaction / usability, ergonomie (cf. test with only 5 users, Mental Models, cognitive walkthrough, heuristic evaluation, Nielsen, J.)
- cognitive science / psychology (working memory, learning, cognitive load, distributed cognition, embodied cognition/gesture, Sweller, Baddeley, Mayer, Hutchins)
http://www.nngroup.com/articles/minimize-cognitive-load/ - education (visible learning, Hattie, J.)
- online training (LMS : learning management system, espace numérique de travail, e.g. MOOC, moodle)
- computer supported collaborative work/learning (CSCW/CSCL) “formation en ligne”
- research methodology (data, evidence, p.ex. EPFL eye fixation / notes -> impact Dill.)
- social network (community of practices, connectivism)
- computer literacy (p.ex. l’étude ICILS, voir les tâches)
- communication (“grounding”, Clark & Brennan)
- cloud, mobile computing, BYOD, etc.
- study skills // PQ4R, méthode Cornell
- knowledge management systems (p.ex. Google ?, documentum, systems experts d’aide à la décision)
- big data : learning analytics
Mesures, observations, traces visibles
- Nombre de chunks à gérer en 20 secondes (charge cognitive en mémoire de travail), p.ex. nbre de clicks pour utiliser l’outil d’annotation en marge d’un PDF, vs. écriture en marge au crayon
- Nombre et types d’opérations nécessaires (p.ex surligner une phrase, lire une pièce jointe vs. un lien Google Drive)
- Temps (vitesse d’exécution) pour effectuer chaque opération
- Qualité des opérations (p.ex. surlignement de points clés)
- Erreurs (p.ex. incompréhension de l’interface, d’un bouton, d’une opération/fonction )
- Opérations possibles et alternatives vs. impossibles (p.ex. surligner, ajouter un marque-page)
- Espace de travail écran, A3, livre
- Navigation et orientation
- mobilité, position, accessibilité, contraste
Tâches (fondamentales) “élèves”
- communiqué à l’instant vs. 3 semaines avant
- lire à plusieurs, p.ex. Kindle
- Identifier les “chunks”: points clés
- Rechercher dans le texte des passages.
- Surligner, souligner, marquer un passage (p.ex. video), dans les marges d’un livre
- Annoter, commenter
- Reformuler, clarifier
- Résumer
- Elaborer, faire des liens
- Compléter (p.ex. examples)
- Questionner
- Dessiner, schémas heuristique
- Taguer, classer
- Mémoriser, retrouver les points clés
- immédiatement après la lecture (working memory)
- à moyen/long terme
- Discuter ce document, communiquer sa compréhension et ses interprétations/contributions, répondre à un test/questions
- Préparer un exposé
Tâches “enseignant”
- Préparer un exposé, un cours, une séquence
- Donner ou publier les supports (documents, exercices) sur une plateforme web
- connecter l’ordinateur/tablette au réseau, au projecteur
- publier, distribuer les documents du cours
- gérer les droits d’accès et d’opérations (lire vs. éditer)
Liens
WiKipedia
http://www.mediawiki.org/
Moodle, Canvas Instructure, Schoology, Chamilo (UNIGE), Claroline
MOOC
Walter Levine / harcèlement
edX : Harvard Computer Science CS50x 2015
https://courses.edx.org/courses/HarvardX/CS50x3/2015/info
At this time, we do not have full support for tablet or mobile browsers. (We're working on this!) Though many features of our platform will work in a mobile browser, some like the drag and drop problems will not. We recommend accessing your courses using a laptop or desktop and a current version of a web browser such as Chrome or Firefox. (Jan, 2015, cit)
Kahn Academy
Ted.org
docmeeting.com
Cognitive Tutor, Oopla ???
Voir l’étude de usability testing with 5 users (Nielsen)
Lecture
- Attentional Processes in Natural Reading: the Effect of Margin Annotations on Reading Behaviour and Comprehension
How does the presence of annotations affect reading? Our hypothesis of attention transfer in natural reading takes into account only margin annotations. We did not consider highlighting and underlining, because they were reported to have weak implications on readers’ recall and learning.
Andrea Mazzei , Tabea Koll , Frédéric Kaplan , Pierre Dillenbourg, Attentional processes in natural reading: the effect of margin annotations on reading behaviour and comprehension, Proceedings of the Symposium on Eye Tracking Research and Applications, March 26-28, 2014, Safety Harbor, Florida [doi>10.1145/2578153.2578195]
Tests, évaluation assistée par ordinateur
tao.lu

To the point.
Comparer “top chrono” + traces / évaluation :
- Arriver en classe, dessiner les données du problème à résoudre (hauteur de la tour) au tableau
- synchronicité/simultanéité/temporalité/rythme, présence, un instant, un lieu (enseignement orale-“tribale”, initiatique, disciples/anciens/sages), apprendre dans le même espace-temps
- vs. allumer l’ordinateur et présenter le problème au projecteur
- temps de connection perdu, risque de problème technique, mot de passe, prévoir une alternative (photocopies)
- vs. ouvrir sa tablette/ordinateur, Geogebra ou Excel
- vs. communiquer le problème à distance via Google Classroom (ou Cognitive Tutor, ou Khan Academy)
- vs …
Notions HTML + CSS (éditeur texte, code iframe)
Postulat : Evaluer “l’intelligence” d’un système comme celle d’un individu
- système : individu[s] en interaction avec une application Web (“LMS: learning/knowledge management system”) dans le but de développer/communiquer des compétences (“computer supported [collaborative] learning/working”)
- capacité et vitesse de mémorisation/stockage
- saisie d’informations en temps réel, séquentiel/simultané, parallèle, multi-tâches, identification/création de chunks
- prise de notes, photo, enregistrement audio
- recherche/récupération d’informations (visible chunks)
- moteur de recherche, index du texte
- filtres multicritères de données
- exportation des données sélectionnées
- vitesse d’identification de chunks (passages clés d’un contenu à apprendre), de résolution de problèmes
- vitesse des transactions (nbre de clicks/opérations p.ex. modifier une pièce jointe et la renvoyer à l’élève/auteur)
- créativité, élaboration, associations/liens, annotations d’informations, communication
- visible chunks
- possibilité d’ajouter du contenu [multimedia]
- voir l’historique des contributions au document
- édition collaborative synchrone
Processus à tester dans un système (interactions entre utilisateur[s] et l’interface de l’application LMS) :
- visibiliser les ressources et les parcours/étapes
- présenter des documents à l’écran
- dynamiques (“adaptive content”/écrans smartphones + éditable en ligne = HTML5 ) vs. statiques (p.ex. pdf ou Word)
- intégrer/copier des ressources multimedia, pages web, documents digitalisés (scanner)
- intégrer des quiz, annotations personnelles ou partagées
- organiser les documents (page, dossier, classeur/livre, site)
- permettre l’exploitation du contenu des documents par les élèves (classeur personnel)
- inter-opérabilité des ressources : bénéficier des réalisations d’autres enseignants (p.ex. pouvoir importer/exporter un quiz d’/vers un autre système, standards SCORM, QTI, … “learning tools interoperability”). Voir la banque de ressources du canton de VD. Trouvez une ressource qui soit intégrable dans un LMS et qui permette de suivre les activités des élèves. Voir http://lelivrescolaire.fr/ : “des manuels scolaires conçus par une communauté de 1000 professeurs”.
- communiquer les objectifs (compétences visées)
- amorce (p.ex. page d’accueil, video, questions-réponses)
- survol des objectifs
- pré-test / questions de connaissances/représentations du domaine
- communiquer les critères/indicateurs du degré d’atteinte des objectifs
- exemples de questions et de réponses évaluées / critères
- suivi des progressions d’apprentissages des élèves
- évaluer: identifier les réussites et les difficultés
- suivi [des compétences] de lecture/traitement d’informations de documents (indicateurs de compréhension du contenu)
- suivi par questionnaires/quizz sur le contenu
- suivi par production de documents/projets, porfolio
- communiquer les acquis / distances des objectifs
- réguler les ressources et les parcours
- proposer des remédiations
Analyse de tâches de niveau micro (p.ex. lecture à l’écran et annotation d’un document : impact de l’interface, de la lisibilité des polices de caractères, ...) vs. macro (réaliser des documents en groupe et à distance : p.ex. email vs. Prezi, Google Apps, WiKi, ...)
Visible/utilisable sur iPad/Android vs. ordinateur (p.ex. nécessite un clavier)?
Quelles traces/indicateurs visibles du degré d’atteinte des objectifs?
- Lecture [collaborative] d’un document (texte ou multimedia)
- surligner les mots-clés
- annoter en marge, prendre des notes, résumer
- mot-clé/tag, reformuler un passage
- formuler des questions et répondre (cf. méthode PQ4R)
- intégrer un quiz à la fin du document
- questions fermées auto-corrigées
- vs. questions ouvertes d’élaboration
Canvas LMS
QTI import
There are two ways to import a quiz from one course (Course A) into another (Course B). The first one is to export the quiz from Course A as a QTI file and then import it into Course B; the second is to use the "Copy content from another course" functionality.
Here are some links to the lessons in the Canvas Instructor Guides that explain this:
If you are using the direct method of copying content from one Canvas course to another, it is essential that you remember to enable the Select migration content checkbox; otherwise all content within the course will be imported. This is covered in the Select Migration Content portion of the lesson linked to above. If you're only planning to import one quiz from another course, I suggest you use the export/import method described in the first two links.
https://help.instructure.com/entries/21271957-How-can-I-export-a-quiz-as-a-QTI-file-so-that-I-can-import-it-into-another-course-
Moodle LMS
QTI
https://docs.moodle.org/28/en/External_tool
Learning How to Learn (Cours en ligne sur Coursera)
https://www.coursera.org/learn/learning-how-to-learn/supplement/EvHTD/reading
10 Rules of Good and Bad Studying
These rules form a synthesis of some of the main ideas of the course.
10 Rules of Good Studying
Excerpted from A Mind for Numbers: How to Excel in Math and Science (Even if You Flunked Algebra), by Barbara Oakley, Penguin, July, 2014
- Use recall. After you read a page, look away and recall the main ideas. Highlight very little, and never highlight anything you haven’t put in your mind first by recalling. Try recalling main ideas when you are walking to class or in a different room from where you originally learned it. An ability to recall—to generate the ideas from inside yourself—is one of the key indicators of good learning.
- Test yourself. On everything. All the time. Flash cards are your friend.
- Chunk your problems. Chunking is understanding and practicing with a problem solution so that it can all come to mind in a flash. After you solve a problem, rehearse it. Make sure you can solve it cold—every step. Pretend it’s a song and learn to play it over and over again in your mind, so the information combines into one smooth chunk you can pull up whenever you want.
- Space your repetition. Spread out your learning in any subject a little every day, just like an athlete. Your brain is like a muscle—it can handle only a limited amount of exercise on one subject at a time.
- Alternate different problem-solving techniques during your practice. Never practice too long at any one session using only one problem-solving technique—after a while, you are just mimicking what you did on the previous problem. Mix it up and work on different types of problems. This teaches you both how and when to use a technique. (Books generally are not set up this way, so you’ll need to do this on your own.) After every assignment and test, go over your errors, make sure you understand why you made them, and then rework your solutions. To study most effectively, handwrite (don’t type) a problem on one side of a flash card and the solution on the other. (Handwriting builds stronger neural structures in memory than typing.) You might also photograph the card if you want to load it into a study app on your smartphone. Quiz yourself randomly on different types of problems. Another way to do this is to randomly flip through your book, pick out a problem, and see whether you can solve it cold.
- Take breaks. It is common to be unable to solve problems or figure out concepts in math or science the first time you encounter them. This is why a little study every day is much better than a lot of studying all at once. When you get frustrated with a math or science problem, take a break so that another part of your mind can take over and work in the background.
- Use explanatory questioning and simple analogies. Whenever you are struggling with a concept, think to yourself, How can I explain this so that a ten-year-old could understand it? Using an analogy really helps, like saying that the flow of electricity is like the flow of water. Don’t just think your explanation—say it out loud or put it in writing. The additional effort of speaking and writing allows you to more deeply encode (that is, convert into neural memory structures) what you are learning.
- Focus. Turn off all interrupting beeps and alarms on your phone and computer, and then turn on a timer for twenty-five minutes. Focus intently for those twenty-five minutes and try to work as diligently as you can. After the timer goes off, give yourself a small, fun reward. A few of these sessions in a day can really move your studies forward. Try to set up times and places where studying—not glancing at your computer or phone—is just something you naturally do.
- Eat your frogs first. Do the hardest thing earliest in the day, when you are fresh.
- Make a mental contrast. Imagine where you’ve come from and contrast that with the dream of where your studies will take you. Post a picture or words in your workspace to remind you of your dream. Look at that when you find your motivation lagging. This work will pay off both for you and those you love!
10 Rules of Bad Studying
Excerpted from A Mind for Numbers: How to Excel in Math and Science (Even if You Flunked Algebra), by Barbara Oakley, Penguin, July, 2014
Avoid these techniques—they can waste your time even while they fool you into thinking you’re learning!
- Passive rereading—sitting passively and running your eyes back over a page. Unless you can prove that the material is moving into your brain by recalling the main ideas without looking at the page, rereading is a waste of time.
- Letting highlights overwhelm you. Highlighting your text can fool your mind into thinking you are putting something in your brain, when all you’re really doing is moving your hand. A little highlighting here and there is okay—sometimes it can be helpful in flagging important points. But if you are using highlighting as a memory tool, make sure that what you mark is also going into your brain.
- Merely glancing at a problem’s solution and thinking you know how to do it. This is one of the worst errors students make while studying. You need to be able to solve a problem step-by-step, without looking at the solution.
- Waiting until the last minute to study. Would you cram at the last minute if you were practicing for a track meet? Your brain is like a muscle—it can handle only a limited amount of exercise on one subject at a time.
- Repeatedly solving problems of the same type that you already know how to solve. If you just sit around solving similar problems during your practice, you’re not actually preparing for a test—it’s like preparing for a big basketball game by just practicing your dribbling.
- Letting study sessions with friends turn into chat sessions. Checking your problem solving with friends, and quizzing one another on what you know, can make learning more enjoyable, expose flaws in your thinking, and deepen your learning. But if your joint study sessions turn to fun before the work is done, you’re wasting your time and should find another study group.
- Neglecting to read the textbook before you start working problems. Would you dive into a pool before you knew how to swim? The textbook is your swimming instructor—it guides you toward the answers. You will flounder and waste your time if you don’t bother to read it. Before you begin to read, however, take a quick glance over the chapter or section to get a sense of what it’s about.
- Not checking with your instructors or classmates to clear up points of confusion. Professors are used to lost students coming in for guidance—it’s our job to help you. The students we worry about are the ones who don’t come in. Don’t be one of those students.
- Thinking you can learn deeply when you are being constantly distracted. Every tiny pull toward an instant message or conversation means you have less brain power to devote to learning. Every tug of interrupted attention pulls out tiny neural roots before they can grow.
- Not getting enough sleep. Your brain pieces together problem-solving techniques when you sleep, and it also practices and repeats whatever you put in mind before you go to sleep. Prolonged fatigue allows toxins to build up in the brain that disrupt the neural connections you need to think quickly and well. If you don’t get a good sleep before a test, NOTHING ELSE YOU HAVE DONE WILL MATTER.
study: iPad 1-to-1 vs. shared
Courtney Blackwell, a doctoral candidate in communications at Northwestern University, compared the literacy scores of 352 kindergartners in a school district that was in the process of rolling out a 1-to-1 iPad program. Depending on their school, students had either their own iPad to use in class, an iPad that was generally shared with a partner, or no iPad at all.
The students who shared iPads scored approximately 30 points higher on the STAR Early Literacy Assessment than students in either of the other two groups. Blackwell says that the results suggest that "it's the collaborative learning around the technology that made the difference, not just the collaboration in and of itself."
Blended Learning Research: The Seven Studies You Need to Know
By Michelle Davis on April 13, 2015 9:42 AM

By guest blogger Michelle R. Davis
One of the biggest complaints about blended learning is that educators don't know if it really has a positive impact on student achievement, and if so, under what circumstances.
But in the last few years, a handful of studies have come out concluding that some programs show at least modest gains using blended learning techniques and tools. In a new Education Week report "Blended Learning: Breaking Down Barriers," released today, my colleague Sarah Sparks takes a look at the current state of research on blended learning.
Sarah notes that meaningful studies of blended learning are only slowly beginning to accumulate, after years in which educators felt they were operating in the dark in terms of what instructional techniques and software show signs of working.
Efforts to interpret the research on blended learning are complicated by a number of factors. Blended learning programs are often implemented in very different ways, under different conditions; many studies don't use a standard definition of what blended learning encompasses; and technology evolves so quickly that research can focus on a digital tool or system that is outmoded within a few years.
If studies find no impact or only modest gains for students using blended learning programs, that doesn't "really compel dramatic reconsideration of our practices," noted Justin Reich, a fellow at Harvard University's Berkman Center for Internet and Society and the author of the EdTech Researcher blog.
What Works in Education?
Julia F. Freeland, a research fellow at the Clayton Christensen Institute for Disruptive Innovation, a San Mateo, Calif.-based think tank that studies blended learning, said one of the biggest limitations in the research on "what works in education" is that it focuses on average students.
The whole power of blended learning, by contrast, lies in its ability to personalize education to meet individual students' needs. "When we rely on research for a thumbs-up or a thumbs-down, we don't actually research what educators and administrators really need to know," she said. "We don't need more studies that say, 'On average we see modest gains.' That doesn't help me as a teacher see whether those modest gains could occur for my students."
Despite all the barriers standing in the way, educators will find a number of studies of individual blended learning program and strategies that can help guide their work. A few highlights from that body of research:
- "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies," conducted by SRI International for the U.S. Department of Education in 2010. This is the granddaddy of blended learning studies and the one most commonly cited when it comes to such programs. This analysis looks at studies of blended learning from 1996 through 2006 and ultimately finds that students in blended learning classes outperformed those in fully online or fully in-person classes. However, most of the studies examined involve college students or adult professional students, not K-12 learners.
- "Blended Learning Report," from the Michael & Susan Dell Foundation, conducted by SRI International and released in 2014. The report looks at 13 low-income charter schools using a rotation model of blended learning. Researchers found consistency among how the schools implemented the model. The report examined teacher satisfaction, student productivity, and the use of data to inform instruction.
Sarah's story on blended learning research is just one of many articles in the special report. Other stories focus on creative ways districts are bringing Internet connectivity to students outside of school, and how school spaces are being redesigned to encourage and take advantage of technology. Another story looks at how school librarians in some districts are becoming digital mentors.
There's a piece profiling an Ohio school district's creation of a laboratory to study teachers' experimentation with technology. And Digital Education blogger Ben Herold looks at the debate over whether centralized district purchasing, or school autonomy, works best when it comes to buying blended learning software.
Photo: Adult observers, behind a two-way mirror, watch teachers working with students using technology in the Catalyst laboratory in Mentor, Ohio. The district uses the laboratory to allow teachers to experiment with blended learning strategies, under the observation of peers, with the goal of refining educators' instructional strategies.
See also:
http://tech.ed.gov/files/2015/04/EdTech-Developers-Guide.pdf
lien du formulaire d’inscription : http://goo.gl/l8vV6R
UR 4 : Innovation et Technologie de l'apprentissage (ITECA)
Comprendre et mesurer l’effet de l’utilisation des technologies dans le contexte scolaire sur :
- la gestion des apprentissages (mémoire et charge cognitive, dispositifs pédagogiques, séquences didactiques),
- la motivation (élèves et enseignants),
- la gestion de l’hétérogénéité (classe inversée, suivi des élèves),
- la professionnalisation des enseignants (formation à distance, communautés de pratiques, pratiques d’évaluation et d’enseignement médiatisés),
- les interactions sociales (communication et collaboration médiatisées, réseaux sociaux).
- Défi : Gestion des ressources en ligne (en explosion).
- modèle de l’école/classe en question (présentiel, transmissif vs. inversé, collaboratif)
- Computer Supported [Collaborative] Learning/Working
- quelles fonctionnalités d’un dispositif technologique aident/freinent les apprentissages? facilitent la mise en oeuvre de “study skills” efficaces ?
- Evaluation of Evidence-Based Practices (=>données empiriques, expérimentation)
- Observations Macro p.ex. pédagogie de classe inversée
- Micro p.ex. lecture-compréhension de documents à l’écran
- Littérature scientifique essentiellement en anglais