35 Matching Annotations
  1. Jul 2024
  2. Jun 2024
    1. 23 GFSS Activity Design Guidance documents

      These are potentially pivotal resources! I don't recall what synchronous and asynchronous opportunities for collaboration were designed to launch and leverage these, but from a strategic KM perspective, I would love to see that Show and Tell happen!

    1. Learning from the CA secondment informed KDLT’s subsequent design and implementation of retreats for CN and CR

      This is a key benefit of secondments and "moving around." You pick up not only good feedback but also content and context that can be applied (and shared) in the next gathering. It's a little bit like a bee cross-pollinating.

  3. May 2024
    1. l'accès aux réunion de groupes dans incredible ears est facilité en fournissant par exemple un soutien pour la garde d'enfant et parfois un soutien pour les déplacements des parents 00:49:24 lorsque c'est nécessaire enfin euh incredible years met l'accent euh sur la fidélité au programme donc à travers un système de formation très rigoureux et une supervision régulière des animateurs 00:49:38 euh qui sont censés aussi soumettre du matériel vidéo des réunions de groupes qui reçoivent des des retours systématiques euh euh sur euh euh euh leur efficacité dans la gestion de ces 00:49:51 réunion
  4. Mar 2024
    1. Résumé de la vidéo [00:00:00]¹[1] - [00:21:10]²[2]:

      La vidéo présente une discussion sur l'utilisation de la pensée visuelle pour améliorer l'autonomie des élèves et l'efficacité de l'enseignement. Jean-Luc Berthier et Sarah Jaoban expliquent comment la pensée visuelle peut être un outil puissant pour structurer les informations, résoudre des problèmes créatifs et renforcer la mémorisation chez les élèves.

      Points forts: + [00:00:15]³[3] Introduction à la pensée visuelle * Importance de la pensée visuelle dans l'éducation * Impact sur l'attention et la compréhension des élèves * Utilisation pour représenter des concepts complexes de manière simple + [00:07:00]⁴[4] Application pratique en classe * Gestion de l'hétérogénéité des élèves * Utilisation de la pensée visuelle pour différencier l'enseignement * Création d'un "buffet pédagogique" pour répondre aux besoins variés + [00:14:19]⁵[5] Avantages cognitifs de la pensée visuelle * Activation de la mémoire visuelle et de la compréhension spatiale * Amélioration de la rétention et de la compréhension des informations * Utilisation de métaphores visuelles pour ancrer les connaissances + [00:19:00]⁶[6] Démystification des idées fausses * Clarification des malentendus sur la pensée visuelle * Importance sérieuse de la pensée visuelle dans l'apprentissage * Distinction entre l'utilisation ludique et fonctionnelle de la pensée visuelle

      Source : conversation avec Bing, 17/03/2024 (1) undefined. https://www.education.gouv.fr/education-la-sexualite-en-milieu-scolaire-341103. (2) undefined. https://soseducation.org/docs/notes-etudes-entretiens-tribunes/education-a-la-sexualite-danger-ou-prevention-final.pdf. (3) undefined. https://www.planning-familial.org/sites/default/files/2023-11/LIVRE_BLANC_WEB.pdf. (4) undefined. https://www. Résumé de la vidéo [00:21:12][^1^][1] - [00:41:19][^2^][2]:

      Cette vidéo, présentée par Jean-Luc Berthier, explore comment construire l'autonomie des élèves en utilisant les sciences cognitives à travers la technique de la "Cogni'classe". Il discute de l'importance de la pensée visuelle dans l'éducation, en particulier comment les sketchnotes (notes visuelles) peuvent améliorer la mémorisation et la compréhension des élèves.

      Points forts: + [00:21:12][^3^][3] L'art de la sketchnote * Importance de la simplicité et de la fonctionnalité * Pas besoin d'être artiste pour créer des sketchnotes efficaces * L'objectif est d'organiser et de retenir l'information, pas de produire une œuvre d'art + [00:23:58][^4^][4] Les six usages quotidiens de la sketchnote * Préparation de la classe et des cours * Création de supports pédagogiques visuels * Animation de groupes et communication d'idées + [00:32:01][^5^][5] Les six dimensions à maîtriser * Maîtrise de la ligne, des formes, de l'espace, de la synthèse, du temps et du style * Importance de la rapidité et de la clarté pour l'application en classe + [00:39:55][^6^][6] Développer son propre style de sketchnote * Créer une charte graphique personnelle pour faciliter la création de sketchnotes * Utiliser des couleurs et des hiérarchies pour organiser l'information visuellement Résumé de la vidéo [00:41:21][^1^][1] - [00:49:54][^2^][2]: La partie 3 de la vidéo aborde la construction de l'autonomie des élèves à travers les sciences cognitives. Jean-Luc Berthier discute de l'importance de la cohérence dans les supports pédagogiques et de l'impact de la liberté pédagogique sur l'attention des élèves. Il souligne les défis rencontrés par les enseignants et présente l'Université du kif pédagogique, une plateforme conçue pour fournir des outils et un accompagnement aux professeurs souhaitant intégrer des méthodes d'enseignement innovantes et efficaces.

      Points forts: + [00:41:21][^3^][3] Cohérence des supports pédagogiques * Importance de la charte graphique uniforme * Facilitation de la compréhension des consignes * Impact sur l'attention des élèves, notamment ceux avec des troubles d'apprentissage + [00:43:58][^4^][4] L'Université du kif pédagogique * Créée pour accompagner les enseignants * Propose des outils pour une pédagogie différenciée * Offre un espace d'échange et de soutien entre collègues + [00:47:38][^5^][5] Atelier d'initiation à la pensée visuelle * Présentation d'un atelier pour créer des supports visuels * Jeux et défis pour développer son propre style * Techniques pour améliorer la mémorisation et l'entrée dans la tâche

    1. A cross-functional KDLT team successfully worked with USAID to deliver the Gender Global Learning and Evidence Exchange in Ghana for over 125 USAID staff and partners

      The Gender GLEE was absolutely a highlight of my experience with KDLT. Not suprisingly, it was also the most challenging project I had worked on in a long time, with lots of moving pieces and contributors. But with a little distance from being in the thick of it, what a collaboration!

  5. Dec 2023
    1. on va donner là la parole à Elena Salazar qui est 01:16:14 facilitatrice graphique à bienfit pour tacom et dont vous voyez le travail réalisé enfin la synthèse visuelle réalisée au fil des des prises de parole
  6. Jan 2023
    1. My takeaways

      why the LS? → conventional structures are either too inhibiting (e.g. presentations, status reports, managed discussions) or too loose/disorganized (e.g. open discussions, brainstorms) → conv. structures fail and generate frustrations → no space for new/good ideas to emerge

      what are the LS? → 33 methods/tools to replace traditional meeting/facilitation structures → aim to include everyone

      for whom? → everyone from C-suite to grassroots organizations

      how? → minimal structure through simple constraints → DOs and DON'Ts

      principles 1. Include and Unleash Everyone 2. Practice Deep Respect for People and Local Solutions 3. Build Trust As You Go 4. Learn by Failing Forward 5. Practice Self-Discovery Within a Group 6. Amplify Freedom AND Responsibility 7. Emphasize Possibilities: Believe Before You See 8. Invite Creative Destruction To Enable Innovation 9. Engage In Seriously-Playful Curiosity 10. Never Start Without Clear Purpose

  7. Nov 2022
  8. Apr 2022
    1. The implication for instructors is that it is important to to know when intervention is needed in online CSCL and to what degree.

      Question of hosting - how much/little facilitation is vital here. The paper recommends regular monitoring of online activities and intervening when clearly required. I wonder if the use of sync Stand-ups to address issues IRT would also help given the issues with attempting to collaborate async?

      The instructor should play an active role in the collaborative process. He or she should be proactive in monitoring and intervening in collaborative activities (Chapman & van Auken, 2001; Hansen, 2006) and should ensure that the group works effectively (Tideswell, 2004; Brindley, Walti, & Blaschke, 2009) through mechanisms for assistance, feedback, and evaluation.

  9. Aug 2021
    1. The more coachable someone is, the more they can grow, and the more quickly they can grow. Someone with low coachability can find it so hard to do anything outside of their expertise that it is understandable when managers focus their energy on the people they can help and grow instead.

      The more I think about the 'interviewing for learning' - I think there is a coachability aspect in there as well.

      When I'm hiring - it's not only for what they know, but trusting that they will be coachable and able to learn things quickly.

      For this to scale outside of individual efforts - having a clear understanding of the coaching mindset, and helping managers become better coaches is important.

      The L&D team can also partner with managers, and IC's to help with this - and build out both coaching skills, but a coachability mindset

    1. Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning

      many managers are not used to the coaching-for development approach, or take a hands-off approach to supporting learning and development - managers need to be proactive, and can use support from the L&D team on how to facilitate effective learning transfer / discussions with their teams

  10. Jul 2021
    1. Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.
    1. What Are the Differences Between Facilitation, Presentation, and Training? Trainers help others improve their performance by teaching, instructing, or facilitating learning. As such, facilitation and presentation are both tools in a trainer’s toolkit. In most cases, effective and engaging trainers will spend less time presenting content through lectures or lecturettes and more time facilitating learning around that content. Presentation vs. Facilitation

      Presentation

      • The presenter delivers information, usually through a lecture
      • The presenter is the expert sharing their knowledge of the subject matter.
      • The presenter spends most of the time talking.
      • The presenter is usually on a stage or at the front of the room.

      Facilitation

      • The facilitator enhances learning for everyone, usually through discussion or activities such as role plays.
      • The facilitator provides opportunities for members of the group to share knowledge and learn from one another.
      • The facilitator spends most of the time asking questions, encouraging others to speak, and answering learners’ questions during activities
      • The facilitator is usually moving around the classroom to help address learners’ questions or monitor how activities are progressing
  11. Apr 2021
  12. Feb 2021
  13. Jan 2021
  14. Dec 2020
  15. Jul 2020
    1. O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika‐Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (n.d.). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, n/a(n/a), e12468. https://doi.org/10.1111/bjop.12468

  16. Jun 2020
  17. Sep 2019
    1. moderating discussion forums

      I don't know if I would consider this a routine task considering the amount of facilitation a good discussion often requires. Perhaps moderating a forum related to routine support questions where the questions might be "when is my term paper due", or "how do I access the course syllabus" could be routine posts in a discussion forum. But when you get into forums where learner discourse is key to the learning process, the moderating is not routine, or that moderating is even the right word to use to frame those discussions as these types of discussion forums often require a facilitator, not a moderator.

  18. Mar 2019
  19. Nov 2018
    1. Rappelez-vous que la mission de la bibliothèque estd’améliorer la société, et non d’optimiser l’utilisation desservices qu’elle offre déjà. Les bibliothèques facilitent lacréation de connaissances : leur valeur n’émane pas des col-lections

      Voilà qui résume bien l'ensemble du propos de l'ouvrage, qui sera repris et développé dans le suivant : Atlas for a new librarianship

  20. Feb 2017
    1. If you strive to see behavior change in your participants and are willing to drop the more comfortable role of constantly “telling”, and  these guidelines will help. Ask questions. Plan and integrate questions that will spur not-so-easy thinking and feeling. Be provocative. Be willing to name dynamics, factions, or hidden assumptions in the group…with the positive intention of causing disequilibrium and curiosity. Encourage experimentation. Balance your “Telling” role with opportunities for participants to explore, create, and make mistakes.

      Asking provocative and probing questions to spur deeper thinking.

  21. Oct 2016
    1. A teacher’s presence in learning activities and as part of community in online learn-ing environments is motivational (McIntyre 2011).