secondary education

Hakemisto

French Baccalaureate Exam Topics Library

07 Maaliskuu 2013

This database furnishes students and teachers alike with a free purview of the French Baccalaureate's exam topics from the past three years.

 

 

educational materials, online resources, secondary education
Tapahtumat

Canada International Conference on Education (CICE-2013)

27 Tammikuu 2013

The CICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The CICE promotes collaborative excellence between academicians and professionals from Education. The aim of CICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The CICE 2013 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.


 

Education, higher education, secondary education, primary education, school curriculum development
Uutiset

VirtualiTeach: la réalité virtuelle en pédagogie

09 Tammikuu 2013

Le projet VirtualiTeach conduit par CLARTE, propose aux lycées d’enseignement technique des méthodes et outils pédagogiques inédits basés sur la réalité virtuelle et la réalité augmentée. VirtualiTeach est un programme de recherche financé par les investissements d’avenir et soutenu par l’Etat.

La réalité virtuelle rentre dans les lycées techniques

Nos générations de lycéens sont nées avec le Web, et utilisent naturellement smartphones, jeux vidéos et 3D ; ils ne peuvent que ressentir le besoin d’environnement pédagogique et de processus d’apprentissage novateurs intégrant les TICE. Le salon Educatec vient encore de montrer il y a quelques semaines, l’incursion du numérique dans le secteur de l’éducation.

 

VirtualiTeach se concentre sur les lycées techniques, en introduisant dans les « Labos », ces classes de travaux pratiques où l’on travaille en petit groupes, des équipements de réalité virtuelle et réalité augmentée. Dans ce contexte, ces technologies permettent une immersion sensorielle et cognitive qui met l’élève en situation d’acteur et favorise l’appropriation des concepts et des connaissances.

 

Le Laboratoire du futur issu de VirtualiTeach devra permettre d’aborder sur une même plateforme matérielle tout un panel de domaines d’enseignement : architecture, mécanique, thermique, environnement … Il devra aussi permettre d’expérimenter des systèmes dangereux ou trop coûteux en grandeur réelle, comme par exemple le travail sur échafaudage ou encore l’utilisation de machines outils.

 

« Ces cursus sont au coeur d’un véritable enjeu de formation. Les métiers et les entreprises auxquels ces jeunes se destinent, embauchent. Les nouveaux équipements et l’ingénierie pédagogique que nous allons contribuer à mettre au point, vont rendre ces formations plus attractives. », explique Jean-Louis Dautin, directeur de CLARTE, chef de file de VirtualiTeach.

 

11 lycées associés dans 3 académies

Ce sont les nouveaux aspirants au baccalauréat STI2D (sciences et technologies de l'industrie et du développement durable), qui constitueront les élèves pilotes de ce projet. Intéressés par l'industrie, l’innovation technologique et la préservation de l’environnement, ils expérimenteront les propositions de VirtualiTeach dans 11 lycées en France.

 

Ce projet sélectionné par le Ministère de l'Education Nationale, réunit des représentants du monde de la recherche et de l’industrie - Cadware, le Centre de recherches en psychologie, cognition et communication (CRPCC) de l’Université Rennes 2, le CEA et CLARTE -, et des partenaires du monde de l’éducation, les Académies de Nantes, de Créteil et de Rennes.

 

D’un montant total de 3 M d’euros, mobilisant une vingtaine de personnes sur 3 ans dans les différentes équipes associées au projet, il est co-financé par les Régions de Bretagne et de Pays de la Loire et reçoit un soutien de 1,35 M d’euros de la part de la Caisse des Dépôts et Consignations.

 

Fort de son expérience, CLARTE prend en charge le pilotage de ce groupe de travail qui devra mettre au point les logiciels, les équipements et les méthodologies nécessaires à un fonctionnement opéré directement par les professeurs et les élèves dans chaque classe.

 

Les travaux débuteront en janvier 2013 à Laval par la tenue d’un kick off avec tous les partenaires.

 

A propos de clarté

 

CLARTE est un centre de recherche, d’étude et de transfert technologique spécialisé dans le domaine de la Réalité Virtuelle et de la Réalité Augmentée. Créé en 1996 avec pour objectif de participer au développement économique de Laval et de la Mayenne par l'innovation et la technologie.
 

secondary education, Science, collaborative learning, effective learning environments
Hakemisto

Ressources numériques et pratiques pédagogiques au lycée

07 Marraskuu 2012

Le CRDP de l’académie d’Aix-Marseille ouvre son champ d'observation à la continuité lycée-université. Publiée dans le Cahier de l’Orme n°5 de septembre 2012, l'étude-enquête d'usages des tice explore les thèmes de la culture de l’information, de la personnalisation des parcours et des apprentissages et du cas de l’enseignement technique et professionnel.

educational materials, online resources, secondary education, formal learning
Hakemisto

Mind the Gap - Education Inequality across EU Regions

17 Lokakuu 2012

This report shows major geographic disparities in educational opportunities and outcomes, across and within EU Member States.

The report gives a thorough account of intra-national regional inequalities in educational opportunities and outcomes in the EU. The report intends to support policy makers in their efforts to design effective measures to redress disparities. It contains over 100 maps that help visualise inequalities. It identifies the top 10 and bottom 10 EU regions for each of the indicators it examines.

secondary education, equity, policy recommendations, primary education
Tapahtumat

COIED 2012 Contextos de aprendizagem em ambiente digital

24 Heinäkuu 2012

A COIED 2012 realizar-se-á entre 8 e 19 de outubro de 2012, tendo como tema geral orientador Contextos de aprendizagem em ambiente digital.

Durante o período de 8 a 19 de outubro de 2012, serão realizadas nove Webconferences e três sessões no Mundo Virtual Second Life, com oradores convidados. Realizar-se-ão ainda oito apresentações de Artigos de Investigação e oito apresentações de Boas Práticas, selecionadas de entre os trabalhos submetidos pelos participantes.

 

A Conferência Online de Informática Educacional é acreditada pelo CCPFC (Conselho Científico-Pedagógico da Formação Contínua) como ação de formação, na modalidade Curso de Formação, com 0.8 créditos (20 horas). Para os efeitos previstos no artigo 5º do Regime Jurídico da Formação Contínua de Professores, a presente ação releva para efeitos de progressão em carreira de Educadores de Infância e Professores dos Ensinos Básico e Secundário.

A acreditação da COIED obedece a regras que serão divulgadas oportunamente.

 

Para efetuar a sua inscrição, basta carregar no botão Registar existente no canto superior direito.

O eBook da COIED 2011 pode ser consultado aqui.

computer-based educational tools, Game-Based Learning (GBL), primary education, secondary education
Hankkeet

One World Learning - Virtual Classroom between Kenya and Hungary

05 Kesäkuu 2012

One World Learning (OWL) project is designed to provide nonformal education for secondary school students in developed and developing countries to learn about the world as they have never done before. It aims to deepen their knowledge of foreign cultures and universal development issues and to establish lasting international relationships. The project is composed of regular real-time interaction of two culturally different groups (OWL teleclasses), an interest-driven and flexible curriculum, and the use of the telepresence technology in secondary education environment.

 
The pilot project was implemented between the Magnet High School (Ongata Rongai, Kenya) and the Berzsenyi Dániel Secondary School (Budapest, Hungary).

 

 

OWL Logo
 
The One World Learning (OWL) project approaches timely issues within the international development agenda with a non-traditional perspective. It follows the main points of the Millennium Development Goals (MDGs) and focuses on those development issues which have to be addressed through conventional education. The OWL teleclasses emphasize the needs and interests of the actual participants, rather than relying on a general curriculum.
 
After completing a comprehensive preparatory course, the supervising teachers are able to support the participants in conceptualizing abstract development issues using entertaining and engaging activities. The students are encouraged to discuss some of the “big questions of life”. Meanwhile, they receive continuous assistance to help them dealing with matters, which are beyond the sphere of their comfort zone.
 
The primary aim is to promote understanding cultural difference amongst persons and groups. The specific objectives are to broaden the knowledge of students on issues that have high priority in the global development agenda (e.g. human rights, gender equality, multicultural knowledge, health and environmental awareness, economic way of thinking etc.) and to lay down a foundation for a sustainable, nonformal development education method.
 
The project is designed for secondary school students as they are the most inclusive members of the society and they are about to make important decisions regarding the continuation of their studies or beginning their career. Experiences people undergo between the ages of 14 and 18 will fundamentally determine their personal and work attitude that will further influence their environment and the community.
 
OWL is based on telepresence technology that enables the participants to have a realistic face-to-face communication experience and to use most elements of verbal and non-verbal communication. They take their seats around a virtual table and engage in discussion, as they would do in real life. The biggest advantage of the technology is that it remains practically invisible and that is does not require any technological experience from the users. Moreover, the realistic communication experience is also ensured by the fact that there is no delay between picture and sound.
 
The pilot project was implemented between the Magnet High School (Ongata Rongai, Kenya) and the Berzsenyi Dániel Secondary School (Budapest, Hungary). Eighteen students and two teachers participated in an introductory session and three 2-hour teleclasses. The objective of the pilot project was to determine the feasibility of the project concepts. Cisco Hungary and Cisco Kenya provided access to the telepresence facility used in this project. The teachers of the participating schools and ICDT developed the content of the sessions based upon the interests and development needs of the students. This process was the simulation of the content development method that will apply in case of the actual project.
 
The analysis of the foregoing teleclasses showed that the dialogues between the participants contradict in many ways with the existing concepts of multicultural encounters and development cooperation. The meetings had brought attention to many – often surprising – issues that have been previously ignored, while other “important” problems seem to have less relevance in practice. Interestingly, none of the students had problems to get accustomed to the special environment. There was no sign of discomfort and they dealt with the situation naturally. Furthermore, it can be concluded that during the pilot project the students were extremely open and non-judgmental. Even topics like religion and sexuality did not create conflict. After the sessions the students referred to these issues as natural differences of opinions and they were interested in understanding the background instead of judging the other side. All in all, it was found that today’s youth need an entirely different education approach to address their needs and interests than the one which is used in traditional education.
 
Illustration by József Vitáris
 
Photo by István Csákány

 

e-learning, eLearning programme, digital, cultural exchange, secondary education, awareness
Hankkeet

Metafora

14 Toukokuu 2012

The Metafora R&D project will result in the creation of a Computer-Supported Collaborative Learning (CSCL) system to enable 12 to 16-years-old students to learn science and mathematics in an effective and enjoyable way.

THE OBJECTIVES

 

Metafora project proposes to explore the potential of social learning for science and mathematics (S&M) by providing a visual language to support online groups in designing their own learning together. To gain deep knowledge of any specific domain learners need to integrate learning experiences with shared reflection through dialogue, in a way that builds conceptual understanding cumulatively.
To this end, the objectives of the project are:

  • to further our understanding of meta-learning within collaborative communities engaged in S&M learning;
  • to design a visual  language to support students’ reflection on their individual and collaborative learning;
  • to implement a platform integrating state-of-the-art argumentation tools with exploratory environments;
  • to develop an adaptive diagnostic system utilizing AI techniques to support students and teachers during the collaboration and learning to learn process;
  • to develop appropriate pedagogies to inform the design of the technical system; and
  • to design new forms of assessment of the individual and collaborating learning exploiting the diagnostic system.

 

For more background information about the tools and pedagogy, click here.

ICT in schools, secondary education
Uutiset

VISCED Intermediate Report available

20 Maaliskuu 2012

Partners in the VISCED project are making an inventory of innovative ICT-enhanced learning initiativesand major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entails a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work will be analysed and compared toidentify relevant parameters and success factors for classifying and comparing these initiatives.

 

This project starts on 1 January 2011 and runs for two years. It is funded by the Lifelong Learning Programme of the European Commission (project number: 511578-LLP-1-2010-1-GR-KA3-KA3MP).

The outputs will be analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.

 

Access the Intermediate Report ('Public Progress Report on VISCED for Year 1 of the project –

calendar year 2011', published 1 February 2012) and the Interim Country/Region Reports 2012 from the list of project outcomes via the link above.

secondary education
Hakemisto

Transformando Mundos - a viagem de Yanah e Manuel pelo planeta Terra

05 Tammikuu 2012

"Transformando Mundos - a viagem de Yanah e Manuel pelo planeta Terra" é um recurso multimédia de educação para a cidadania global, que permite trabalhar temas socialmente relevantes através de uma  história criada a partir do lema “há que conhecer outros mundos para transformar o nosso”, contribuindo para reforçar os conteúdos transversais do Curriculum nacional em todas as áreas disciplinares. O recurso encontra-se dividido em três unidades pensadas para níveis de escolaridade específicos: Pequenos Exploradores (pré-escolar e 1º ciclo), Exploradores (2º ciclo) e Super Exploradores (3º ciclo e secundário) assente numa metodologia de ensino-aprendizagem experiencial.

Game-Based Learning (GBL), formal learning, primary education, secondary education