{"id":545,"date":"2008-08-18T09:33:05","date_gmt":"2008-08-18T09:33:05","guid":{"rendered":""},"modified":"2008-08-18T09:38:21","modified_gmt":"2008-08-18T09:38:21","slug":"les-opportunites-et-les-defis-du-cyberapprentissage-cyberlearning","status":"publish","type":"post","link":"https:\/\/www.uqac.ca\/pedagotic\/les-opportunites-et-les-defis-du-cyberapprentissage-cyberlearning\/","title":{"rendered":"Les opportunit\u00e9s et les d\u00e9fis du cyberapprentissage (cyberlearning)"},"content":{"rendered":"<p>Je suis de retour au boulot apr\u00e8s plusieurs semaines d&rsquo;inactivit\u00e9s.  Les vacances ont n\u00e9anmoins \u00e9t\u00e9 tr\u00e8s appr\u00e9ci\u00e9es.<\/p>\n<p><\/p>\n<p>Quoi de mieux, en ce jour de retour au travail, que de vous pr\u00e9senter un petit rapport tr\u00e8s int\u00e9ressant qui a pour sujet le cyberapprentissage. Ce rapport est intitul\u00e9:<strong> \u00ab\u00a0Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge \/ A 21st Century Agenda for the National Science Foundation\u00a0\u00bb<\/strong> et il est \u00e9dit\u00e9 par la <em><\/em><a href=\"http:\/\/www.nsf.gov\/index.jsp\" hreflang=\"en\">National Science Foundation<\/a> Task Force on Cyberlearning<em><\/em>. Il a \u00e9t\u00e9 \u00e9crit par Christine L. Borgman (Chair), Hal Abelson, Lee Dirks, Roberta Johnson, Kenneth R. Koedinger, Marcia C. Linn, Clifford A. Lynch, Diana G. Oblinger, Roy D. Pea, Katie Salen, Marshall S. Smith et Alex Szalay.<\/p>\n<p><\/p>\n<p>Le rapport d\u00e9crit les possibilit\u00e9s actuelles et \u00e0 venir ainsi que les avantages r\u00e9els et potentiels du cyberapprentissage. Les auteurs d\u00e9crivent ce que pourrait \u00eatre l&rsquo;\u00e9cole de demain.  Leur position est tr\u00e8s proche de la mienne&#8230; D&rsquo;abord en ce qui a trait aux apprenants de demain, mais aussi en regard du potentiel des technologies. Voici quelques extraits du r\u00e9sum\u00e9, pour vous mettre l&rsquo;eau \u00e0 la bouche&#8230;<\/p>\n<blockquote>\n<p>Imagine a high school student in the year 2015. She has grown up in a world where learning is as accessible through technologies at home as it is in the classroom, and digital content is as real to her as paper, lab equipment, or textbooks. At school, she and her classmates engage in creative problem-solving activities by manipulating simulations in a virtual laboratory or by downloading and analyzing visualizations of realtime data from remote sensors. Away from the classroom, she has seamless access to school materials and homework assignments using inexpensive mobile technologies. She continues to collaborate with her classmates in virtual environments that allow not only social interaction with each other but also rich connections with a wealth of supplementary content. Her teacher can track her progress over the course of a lesson plan and compare her performance across a lifelong &#8220;digital portfolio,&#8221; making note of areas that need additional attention through personalized assignments and alerting parents to specific concerns. What makes this possible is cyberlearning, the use of networked computing and communications technologies to support learning. Cyberlearning has the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic&#8212;from anthropology to biochemistry to civil engineering to zoology. Learning does not stop with K&#8211;12 or higher education; cyberlearning supports continuous education at any age.<\/p>\n<\/blockquote>\n<p><\/p>\n<p>Le rapport est relativement court, 62 pages si on inclut la table des mati\u00e8res, les pages de titre, etc. Le corps du travail d\u00e9crit le potentiel des TIC  et les possibles impacts sur le processus d&rsquo;apprentissage et l&rsquo;\u00e9cole.  L\u00e0 o\u00f9 \u00e7a devient vraiment int\u00e9ressant, c&rsquo;est que la Task Force propose des actions que la NSF devrait poser afin de concr\u00e9tiser le plein potentiel des TIC et ainsi permettre la transformation du processus d&rsquo;apprentissage. Pour comprendre l&rsquo;importance de ces recommandations, il faut se souvenir que la NSF est un organisme f\u00e9d\u00e9ral important et ind\u00e9pendant qui a un budget de plus de 6 milliards de dollars US et qui subventionne annuellement plus de 20% de la recherche conduite dans les coll\u00e8ges et les universit\u00e9s am\u00e9ricaines. Cet organisme dispose donc de leviers suffisant pour avoir un impact r\u00e9el&#8230;<\/p>\n<p><\/p>\n<p><strong>Les 5 recommandations du Task Force On Cyberlearning (Traduction libre et rapide)<\/strong><\/p>\n<ol><\/p>\n<li>Contribuer \u00e0 la cr\u00e9ation d&rsquo;une communaut\u00e9 interdisciplinaire riche autour de l&rsquo;id\u00e9e de cyberapprentissage.<\/li>\n<p><\/p>\n<li>Adopter une perspective de plate-forme qui mise sur le partage de designs (hardware, software et services) et permette de rendre facilement accessibles les connaissances et le mat\u00e9riel \u00e0 tr\u00e8s long terme.<\/li>\n<p><\/p>\n<li>Mettre de l&#8217;emphase sur le pouvoir \u00ab\u00a0transformateur\u00a0\u00bb des TIC pour les 0-99 ans.<\/li>\n<p><\/p>\n<li>Mettre en place des programmes et adopter des politiques qui favorisent le mat\u00e9riel \u00e9ducatif libre.<\/li>\n<p><\/p>\n<li>Entretenir le mat\u00e9riel et maintenir les efforts sur de longues p\u00e9riodes (m\u00eame apr\u00e8s la fin de la subvention qui a permis sa cr\u00e9ation).<\/li>\n<p><\/ol>\n<p><a href=\"http:\/\/www.nsf.gov\/pubs\/2008\/nsf08204\/nsf08204.pdf\" hreflang=\"en\">L&rsquo;int\u00e9gral du rapport est disponible en anglais.<\/a><\/p>\n<p><\/p>\n<p>Bonne rentr\u00e9e scolaire \u00e0 tous!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Je suis de retour au boulot apr\u00e8s plusieurs semaines d&rsquo;inactivit\u00e9s. Les vacances ont n\u00e9anmoins \u00e9t\u00e9 tr\u00e8s appr\u00e9ci\u00e9es. Quoi de mieux, en ce jour de retour [&#8230;]<\/p>\n","protected":false},"author":165,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"class_list":["post-545","post","type-post","status-publish","format-standard","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/posts\/545","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/users\/165"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/comments?post=545"}],"version-history":[{"count":0,"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/posts\/545\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/media?parent=545"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/categories?post=545"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.uqac.ca\/pedagotic\/wp-json\/wp\/v2\/tags?post=545"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}