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"Examines student collaboration as a driver of academic and social-emotional growth and offers teachers a new model for improving both learning culture and student outcomes"--

Student learning communities. --- Academic achievement. --- Affective education.

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Ce n'est pas parce qu'on maîtrise parfaitement son sujet qu'il est facile d'expliquer ce que l'on sait. Ce livre s'adresse aux formateurs et aux enseignants qui en ont assez de réciter leurs diapos PowerPoint interminables... et qui veulent expérimenter de nouveaux moyens de transmettre leur savoir. Vous y trouverez toute une boîte à outils de conseils et de méthodes pour créer des formations dynamiques, capter l'attention de vos apprenants et favoriser leur compréhension.

Formation Opleiding --- Didactique Didactiek --- Formateurs Opleiders --- Apprentissage Leerproces --- Inservice Training --- Student Learning --- Bibliothèques -- Formation des utilisateurs

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To address the educational gap, many Latin American countries are focusing on extension of the school day and enrichment of the curriculum. In Brazil, a nationwide policy-Mais Educao-was implemented in 2008 with this objective. This paper explores the nationwide rollout of the program across the country and compares the performance of schools before and after implementation of the program. The paper quantifies the impacts of the program on student learning and dropout rates in urban areas, and investigates the heterogeneity of impacts by several characteristics of the program's implementation. Participating schools are compared with nonparticipating schools after controlling for school selection into the program based on observable characteristics using propensity score matching. The analysis finds that participation in Mais Educao has on average no impacts on school dropout rates and average negative impacts on mathematics test scores. The negative impacts on student achievement are stronger in the short term, which suggests that the negative effects may be reduced as the program improves its implementation. In addition, especially for fifth-grade schools, the level of student spending is associated with reduced dropout rates. Interestingly, in schools choosing the fields of Portuguese and/or sports in the added hours, the program is associated with lower test scores in Portuguese and mathematics. Finally, for the sample of fifth-grade schools, heterogeneous impacts are seen in the program according to the GDP per capita of the city where the school is located. The higher the GDP per capita, the greater the positive impact of the program on mathematics test scores and on dropout rates.

Extension of the School Day --- Impact Evaluation --- Propensity Score Matching --- Student Learning

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This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers' effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools' uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers' time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students' prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low, USD 2.40 per student, and produced cost-effective impacts on learning in comparison with other rigorously evaluated teacher training interventions. The combination of classroom observation feedback and expert coaching appears to be a promising strategy for whole-school efforts to raise teacher effectiveness.

Classroom Observation --- Coaching --- Instructional Time --- Randomized Control Trial --- Student Engagement --- Student Learning --- Teacher Feedback

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La réalité virtuelle est sous le feu des projecteurs. En plein essor dans le secteur des jeux vidéo, elle commence également à poindre le bout de son nez dans nombre d'entreprises et d'organismes de formation.En effet, c'est une véritable solution pédagogique pour des mises en situation délicates et complexes. Elle met l'accent sur des scénarios très visuels ou nécessitant des interactions spécifiques entre l'apprenant et le monde qui l'entoure.Ce livre a pour vocation de vous donner les clés de la conception, de la production et du déploiement d'une expérience pédagogique immersive grâce à un exemple concret. Il vous présente les nombreuses spécificités de ce média par rapport aux méthodes d'apprentissage classiques.Les auteurs vous accompagnent dans toutes les étapes de la réalisation d'un module immersif réalisé à partir de photographies à 360°, en appliquant le modèle A.D.D.I.E?: Analyse - Design - Développement - Implémentation - Évaluation.La réalisation de modules de réalité virtuelle se démocratise et devient accessible à tous?! Aussi, profitez de cette technologie pour apporter une véritable valeur ajoutée à vos formations?!(https://librairie.gereso.com/livre-entreprise/digitalisation-et-systemes-d-information/concevoir-et-diffuser-une-experience-de-formation-immersive-covr.html)

Virtual reality --- Leerproces --- Augmented reality --- Pedagogiek --- Digitale leermiddelen --- Immersive learning --- Inservice Training --- Student Learning --- Bibliothèques -- Formation des utilisateurs