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- January 15, 2020 Reading time : 7 minutesHow Cognitive Biases Influence Learning
There is often a tendency to show unparalleled enthusiasm when the figures seem to reveal that an experiment is positively conclusive. « I was right, we say to ourselves, the experiment worked so let’s implement it! » We will tend to listen only to people who have had the same type of result, while the arguments of those who observed problems … will more or less fall through the cracks. The problem is that sometimes the experiment, validated at first, will prove to be disappointing sometimes later. How is it possible? Everything is to be explained! It is above all a matter of cognitive bias! Also, before making a decision (especially a purchase) that is too quick, it may be worthwhile to know a little more about it. Yes to experimentation but no to hasty decisions! You are a tech-savvy trainer and want to introduce a large number of digital tools within your institution. « Breakthrough innovation says I! » You have your list in front of you and you feel strongly supported by your colleagues in this vast enterprise. You want to take action but you frustratingly don’t understand why there are obstacles to this undertaking. Why block technology and progress? « There are two victims, in this case, my dear Watson, » I declare. The first is the instructor who wants to calm down and keep his habits, because why change? This is called cognitive dissonance! This means that your colleagues are probably irritated by your pro-tech enthusiasm. No matter how well you demonstrate the effectiveness of Edtech tools through figures and case studies, they find it difficult to accept a reality that does not correspond to the one they have built for themselves. Rather than forcing the initiative, demonstrate pedagogy, measure your business, offer clear, targeted experiences, go step by step, so that you can maintain a constructive debate on the real effectiveness of certain educational tools on learners and instructors. The second victim is yourself! You do not seem to face direct refusals on a daily basis when administrative obstacles prevent you from freeing up a budget or buying a tool. You are the happy victim of a conformity bias, that is to say, a bias pushing you to accept almost exclusively the ideas emanating from a group with which you identify. You are a pro-innovation, pro-tech, you certainly take into account only the opinions of colleagues having the same opinion as you and not enough those of others! To avoid this, favour meetings with all interested parties and LI-STEN! Show empathy and try to understand why one is for and the other against. This will allow you to moderate your own thoughts and decisions. (Too) positive results? Think of the Hawthorne effect! Have the results of your learners on their assessments increased by 25%? Most are satisfied with the idea of using the new educational tool? You jump to the ceiling as this experience seems conclusive and so much your enthusiasm is verified? Maybe you are right! However, you may also be a victim of the Hawthorne effect! Hawthorne Effect: When a new tool is tested, learners tend to receive extra attention from the trainer regarding the experience. This attention causes a redoubling of efforts among these learners, which will cause a marked increase in their learning performance. The Hawthorne effect is transient, which is why it is important to test a tool many times before going to an analytical and decision-making stage. It may be interesting to test a tool over a quarter and analyze learners’ feedback by requesting feedback. How many times in a quarter? It all depends on the tool. One per month, one peruse it all depends on the ease of delivering this feedback and it all depends on the motivation of the learners. From there, just look at the trend. If the learners’ satisfaction is continuously positive, the tool can be considered comfortable for the selected learners. Same principle for other learning data such as notes or comments from trainers and teachers. If the scores increase significantly and in the long term, a quarter or more, then the tool used can be considered an effective tool. Taking into account the Hawthorne effect does not mean blocking all enthusiasm! Indeed, nothing better than enthusiasm to engage in a different learning experience. Rather, it means constantly remembering the steps necessary to validate an educational tool. Knowing when we are wrong We can observe warning signs, problems, however, we often tend to stay in the course. Example: you are in the subway. A failure persists for 5 minutes. Rather than taking a path which is usually a bit longer, you prefer to stay in the wagon, by fear of seeing it start immediately after you left it. Minutes pass and this reasoning weakens, but you persist until the last moment. Result: you will have lost 4x more time than if you had reacted quickly. Such a pity. We call this loss aversion! It is a reflex which, when we invest time, energy or money in a project prevents us from changing. Well as for the subway, we can observe the same type of behaviour with educational tools. If you see that an educational tool exceeds a threshold of failure, it will not have a positive impact on the learning experience, so go to plan B or analyze the situation and move on. However, you do observe, according to you, more and more regular auspicious signs on your experiment. Your enthusiasm is playing tricks on you, it’s the Pygmalion effect. How then, to avoid making bad decisions? Once you know what can happen to you, there are three things to do before testing an educational tool: get together as a group of decision-makers to define the non-passable limit of problems arising from an educational tool, define who will be able to independently judge the quality of said tool and finally, and above all, collect observations (feedback from learners and trainers) and data (notes to assessments, observations on skills, engagement of learners etc.) that will
- December 2, 2019 Reading time : 4 minutesAssess efficiently: Why Peer Feedback is awesome!
Active pedagogies are on the rise! Flipped classroom, blended learning, peer learning, serious games, role-playing, we see more and more of these methods tested at every level of learning. However, evaluations are mostly excluded from the teaching field. In fact, according to our study of about one hundred trainers and teachers, about 40% said they gave more importance to the course than to the evaluation they considered secondary. Prioritizing pedagogy is good, only evaluation is an integral part of it, it is even one of the main tools which help making a better pedagogical strategy. That being said, it is important to constantly question the effectiveness of evaluation methods by testing several different formats. One of these formats works particularly well and can, in many cases, have a contribution to learning far superior to other methods: Peer Feedback, or Peer Feedback (also known as Peer Feedback). review). So first of all, how to define this method? Defining Peer feedback Peer feedback is an evaluation method that consists in giving the role of marker and evaluator to learners. They evaluate each other, comment and make suggestions to improve their peer’s work. If they play the role of the teacher, it does not disappear from the system. Indeed, the teacher will play the role of coach and auditor to ensure the smooth running of such an exercise. The purpose of this exercise is to provide learners with the ability to reason and judge the value of arguments from a multitude of individuals. It is, therefore, an excellent method for reinforcing the critical thinking and analytical skills of the learner, according to David Kofoed Wind, CEO of Peergrade, who offers a digital solution that makes it easy to set up and manage the evaluation. between peers. It is also an opportunity for him to foster trust and group work. Are learners’ feedback as precise as instructors’ One can doubt the accuracy of the learners’ rating among themselves. Indeed, they do not seem qualified to perform such an activity. However, if the method is explained by the teacher in the first place, one quickly arrives at a quasi-correlation between the notes of the teachers and those given by the learners. According to the study How Accurate is Peer Grading? by Scott Freeman and John W. Parks, learners tend to give better grades to their peers in 25% of cases. Plus, they give an average of 1.22 more points on a scale of 10. Obviously, here there is nothing to worry about. When to use Peer feedback? It is necessary to ensure that the learner group is of a fairly homogeneous level. The more the group will be, the more transparency there will be and the more it will be reflected in the notes and comments.Ensure the anonymity of the learners. A recent study showed that when learners knew that their comments and notes would remain anonymous, the more they were of qualityMake sure to take the time to train learners for this type of evaluation before putting it in place, otherwise, it will maximize the bad use cases and the disengagement of the participants.While this method is applicable for a wide range of evaluation questions, it remains more effective on essay, essay, or short answer-style questions. Indeed, it is in these kinds of questions, requiring the formulation of arguments, that the learners see their analytical capacity exploited to the maximum both during the composition and during the evaluation of the peers.Peer feedback is extremely effective on ongoing training or assessments. Indeed, it pushes learners to always be more rigorous, discerning and critical, this is his goal. It is therefore important that targeted evaluations are not too important. To proscribe for standardized exams, competitions or any types of important exams academically. Peer feedback, the best evaluation method? A good nutrition is healthy and varied nutrition. In the same way, the best way to learn about a subject and to remember that knowledge is to approach the subject from different angles. It’s the same for evaluations. Peer feedback may be interesting and effective, it can not be the only model used. Nevertheless, it is clear that his contribution to pedagogy is important in a context where: we must train ourselves against the fake news soft skills are gaining momentum (and Peer feedback makes it easy to acquire many soft skills) active pedagogies have proved their worth Game on! Test it and tell us what you think!
- November 29, 2019 Reading time : 5 minutes5 ways to prepare your students for hybrid jobs
We posted an article last week, talking about the rise of hybrid jobs on the market and its impacts on higher education. Have a look at this chart from Burning glass technologies and you’ll understand. Here you go. Obviously, the impacts that hybrid jobs will have on higher education are many and changes are needed in terms of learning/ pedagogy, of internal organizations. Basically, as Joseph E. Aoun writes, « If the new jobs that are emerging are increasingly hybrid, then the programs of study may need to become hybridized as well. » Let’s dive a bit deeper into how a university or a school could prepare its students for these new kinds of jobs. 1. Propose projects and learning paths that aren’t siloed Although it is already changing today, learning paths are still very much siloed. If you’re a student in History, marketing, finance, biology, you won’t be able to learn or use knowledge from other fields to discover and propose solutions to problematics. In fact, as Joseph E. Aoun explains in his article, it is much more enriching to base learning on problematics rather than on a defined field because it is the way students are going to be confronted to different kinds of situations in the real world. Having access to one particular kind of knowledge isn’t a problem anymore, knowledge is available almost for free at any time, anywhere. Thus, it is about using different kinds of knowledge to solve problems. This is one of several skills that are at the core of hybrid jobs. A good example of a structural and pedagogical transformation, from siloed to hybrid education, is Finland. From their youngest age, students don’t learn subjects, they don’t take courses, rather, they take part in projects around themes and problematics. 2. Insufflate a culture of a growth mindset As Jennifer Gonzalez writes, ?most teachers know that one of the best things we can do for our students is to help them develop a growth mindset, the belief that they can get smarter through effort. But many teachers are at a loss for what exactly they should do to promote this mindset.? The growth mindset is the idea that the brain has the ability to change throughout your life, writes Katie Brohawn. Already very popular in the entrepreneurial community through expressions like every mistake is an opportunity to learn, it is still hardly applied to higher education where performance is perceived by students as the end-goal over learning. Teaching a growth mindset to students can have positive impacts on them in terms of methodology, engagement and retention. Gauthier Lebbe, Inbound Marketing Manager at Wooclap, a Belgium startup that makes smartphone engaging learning tools, proposes 5 ways to help students develop a growth mindset. 3. Propose Innovation Class We previously talked about Don Wettrick’s Innovation Class and the opportunities it offered for higher education. Innovation classes help students to engage a lot more with the learning process. They help them develop a high curiosity for problematics they want to solve. They also help them develop a high expertise in a short time that is quite remarkable. They help them use tech tools and new practices to attain their goals. Finally, they help students to work together on projects and manage goals they set themselves. Innovation classes match 100% with what is needed today on the labour market and in new functions such as hybrid jobs. 4. The Growth Tribe model Growth tribe is the first European academy of growth hacking based in Amsterdam. More than growth hacking, the academy trains people from all ages to master a mindset that will them adapt fast to many kinds of hybrid jobs. Seeing the rapid growth of this academy in such little time (2 years), it is interesting to analyze its case and extract ideas and structures that could be applied to higher education institutions. What works as hell with Growth tribe is their project based learning pedagogy. The academy is contacted by companies (generally large companies) who need to optimize their processes, solve problems or attain certain goals. Thus, learners form teams and apply immediately what they learn through conferences and discussions. What’s more interesting in the Growth Tribe’s model is the culture of data, feedback and optimization learners need to integrate in order to be able to benchmark their learning or adapt to those many situations where they’ll have to solve companies’ problems. An academy like Growth tribe not only provides its learners with a large panel of skills, it ensures the companies with which it works that its ?students? have a high mastery of these skills and are adaptable to many complex situations. Many find full-time jobs in these companies afterwards (or get promoted in case of a professional formation). 5. Hybridize the administration of the institution Finally, going back to the argument of Joseph E. Adoun about the need for institutions to hybridize their learning programs, we can go even further. Institutions can change their own internal process and organization to entertain a continuous improvement of their learning programs and a perfect match between what their students learn and the current and future needs of the market. It means building teams of administrators, like a growth team, that could benchmark the market and latest innovations in order to adapt the curriculums accordingly. It means also training its faculty and administrators to get the skills needed to help students evolve and learn quickly. This a basic of hybrid functions. We’ll go deeper into that question in our next post. Keep in touch!
- November 27, 2019 Reading time : 1 minutesThe impacts of Digital Tests on Learning
More than 40% of trainers and professors say that tests, assessments, exams are useful although less important than lessons. When we found out this result after having interviewed a hundred trainers and professors, we were surprised. Do not mistake yourself, it is not bad news! However, it is unfortunate that evaluations have been downgraded on the learning impact scale. So we decided to understand why and how evaluations could be rethought and brought back as part of the learning process or even the pedagogy. After several brainstorms on the subject, we ended up concluding that eAssessment tools like TestWe were actually, not only a good tool but one of the most efficient one to make tests useful for the learning again! We made it a white paper so that you can discover what are the advantages of using digital tests, its impacts on the organisational structure and on learners. You’ll find also the results of numerous researches and survey we conducted on professors and trainers and their insights on assessments and learning.
- November 11, 2019 Reading time : 5 minutes5 (big) problems Students live everyday
More and more solutions appear every day in the world of Education, in Higher Education. Nevertheless, the main actors in this universe, the students, are still victims of a number of problems. Some are social, others have to do with pedagogy, others are budgetary. Here are 5 recurring issues in student life. Stress This is not new, the stress among students of Higher Education is felt by all and significantly. For example, 58% of French students who claim to experience regular stress peaks and sleep disorders, 80% in the United Kingdom. The problem is that these numbers do not change, or go from bad to worse. The source of this disorder is structural, inherent in the system of Higher Education. In fact, according to a study, 94% of students in a stressful situation say that exams are the cause followed by studies and then their professional orientation. So there is a problem here. Huge social pressure put on the shoulders of students in relation to career, employment, success in a great competition against others. The note is in the centre, learning well seen, but optional? This is changing and what is certain is that universities and schools will have to make profound changes. According to a study conducted in March 2018 and relayed by Le Monde by the National Institute of Sleep and Vigilance, it is almost 88% of 15-24-year-olds who report lack of sleep. 38% sleep less than seven hours a night while they need at least eight. This is problematic and it has a lot of repercussions on health. A problem that is also a repercussion of stress due to exams and grades and to social and academic pressure, but not that. The use of digital technology before sleep causes many students to experiment with nights that are too short, promote a regular sleep disorder and an absence in class. Add to that the abuse of alcohol, drugs, tobacco, and we are in a vicious circle. What to do to remedy this? Sport, less digital replaced by meditation, before sleep or in the day. Also, it would be very interesting for schools and universities to promote the practice of meditation during study days and especially during exam periods. The benefits of meditation are multiple: well-being, balance, better health, increased concentration of concentration, control of emotions, self-understanding … Meditation is an art open to all! Budget Classic. We all knew « student shitty moments ». Often short of money, a lot of pressure, what to do? The question of the budget, also called financial stress, is « a feeling of not having control over one’s financial situation, accompanied by discouragement, helplessness and distress, » as defined by the Université de Moncton. The problem is that this simple feeling is one of the causes of intense stress, bad sleep, loss of appetite and indirectly abandonment. The feeling is known yet the situation is more and more alarming. According to the SMEREP (Mutualist Society of Students of the Paris Region), students live less well than five years ago and hygiene takes a hit especially because of … stress. Real support for independent student support organizations must be provided to promote prevention and support for students in need; social and economic support. Social link We leave the structural problems for a problem, less, but equally impacting. Making friends is simple for some, rather complicated for others. Loneliness does have an impact on depression and academic success. On the other hand, some social connections can be toxic. We are thinking here of the impact of fraternities and of certain abuses, notably hazing, of which some of their members and new members are victims. This does not mean that student events are harmful, on the contrary, they are the lungs of student life. It is simply necessary to create an atmosphere of discovery and well-being among students. The future Which orientation? What professional future? Where to go? Can we change direction during his studies? Just as many questions that strongly tease our students. Well Named. The immense pressure on the professional choice is insane, so much so that it ends up affecting the genres, the sex of the students. We lose outright any connection to learning. Here’s the proof: in marketing, you will see more women, in engineering and finance, more men. Another point, the notes. Grades have become such a problem that learners prefer to head to a course where grades will be easier to get rather than a course that really interests them. All this to promote maximum first job just after their studies. It is therefore extremely important to review these models and offer better orientations at university and from high school! Similarly, it is now urgent to stop the links between studies and genres. And you? What do you think? Are there any other problems? What are the solutions to solve them? We start the debate!
- November 8, 2019 Reading time : 7 minutesYou Should Use Growth Hacking for Learning
Growth Hacking applied in Education becomes Hacking Learning: the application of learning processes aiming at accelerating knowledge integration for students.
- November 8, 2019 Reading time : 5 minutesFirst steps for an efficient evaluation strategy
Whether we are talking about training or higher education, evaluation is the key. This allows us to determine the acquisition of skills by a learner, to determine the proper course of a pedagogy. It is the determining factor of an accomplished and effective training. If in professional training there is a real emphasis on the evaluation and its analysis, in higher education, for a number of factors, assessing and grading lead to a disconnection with learning. The learner seeks only one thing, the best possible score without thinking of improving his skills on a subject he’s interested in. This leads to assessing for the sake of the employer’s recruitment strategy and not the learner’s growth. But again, with very low engagement rates in professional training both internally and in training centers, there seems to be a problem from pedagogy to evaluation. It is therefore necessary to review the basics of a good evaluation strategy, which is the accelerator and the learning tag. However, designing a good evaluation strategy is a big puzzle. We must ask the right questions, accept certain biases, discern the usefulness of the « trendy » in the types of evaluations and know what we do. Docimology: laying the foundations for an evaluation To evaluate properly, it is important to know about docimology, the science of testing, developed in the 1920s. The goal of docimology is to understand the importance of a number of factors having an impact on the assessment’s efficiency. There are environmental factors such as the fatigue state of a learner or the pressure exerted on it. There are also psychological factors such as the contrast effect: a learner not succeeding a series of questions as a previous student did can cause the grader to rate more strictly the first student’s copy. It is important to consider these factors before asking the following questions: What skill to evaluate? Why? For who? How (what rating format)? The question of skills to be evaluated In higher education, many skills to be validated are formulated by international accreditations and national standards. Yes, their expertise on this subject is clear, however, it remains important for trainers/teachers to appropriate the question of skills, as they are the learners’ coaches. Studying the skills to be assessed is essential in order to establish an evaluation strategy, to know if the training is effective, to mark the progress of the learner and to adapt the follow-up of the learning in relation to that. Then comes the question: « How to evaluate a specific skill using a specific format of test? » In this respect, two methods must be distinguished: free inquiry and subscripted questioning. The first is to ask an open question that will allow the learner to operate his memory and structure his response as freely as possible, according to his own reasoning. The second is to propose clues, possible paths for the learner to participate in the initiation of memory and reasoning. Obviously, it seems more interesting, and also longer, to opt for the first method if we want more precisely: know what the learner knows to know what he believes to know In any case, making sure questions are clarified as much as possible is essential if the learner is to deliver his or her knowledge. A pressure, a competition, a trap, and the results will be distorted or unnecessarily undermined. Oddly enough, it is rather that it happens in formation and in Higher Education. Which evaluation format should I choose? And that’s when it becomes a hell of a mess. MCQ, dissertation, QCU, presentation, simulation … in short we do not know what to choose for what skills and in what training. So let’s put some order in all this. First, we need to discern five different types of evaluations. The summative or certificative assessment allows to observe the acquisition of skills. We go straight to the point we ask questions that we expect specific answers The formative is a diagnostic of the knowledge of a learner. It is an evaluation for educational purposes that allows a learner to better understand his progress and a trainer to better help him In the same sense as the formative, there is the continuous evaluation, throughout the year, which has the same objective as the previous one Authentic assessment allows you to observe the acquisition of a learner’s skills in the most real-life setting possible. Competency assessment or positioning test. these are also diagnostics tests to establish a report on the progress made between a point A and a point B. It is also a way for the trainer to receive feedback from the quality of his training. Now that we have all this, what to choose? Today, alternative evaluations (simulation, role play, MCQs, presentations, etc.) are on the rise and with good reasons. Their effectiveness has been proven. This does not mean that more traditional formats should be left behind. It is necessary to be able to adapt an evaluation format to skills that we want to observe whether the learner acquires or not. Moreover, if one wants to remain a pedagogical maximum and at the service of the learner, it is necessary to exercise it, indeed, the long-term memory is stimulated and facilitated by the exercise, but especially in a plurality of formats. Varying formats is to allow a learner to address a problem or knowledge in all its facets. You are ready to establish your evaluation strategy! To give you more leads, check out Didask‘s blog!
- November 7, 2019 Reading time : 2 minutesE-assessment Solution to Integrate for Canvas Users
The e-Exam solution will now integrate directly with the LMS for a swiffer assessment process and a complete deployment in higher education institutions.
- September 13, 2019 Reading time : 7 minutesEducation’s responsibility for the climate crisis
The IPCC (Intergovernmental Panel on Climate Change) reports are clear: the collapse of our industrial societies is here and it’s too late for sustainable development (Dennis Meadows has been saying this for decades, anyway), but we can still reduce the intensity of the shock. Macroeconomic data no longer hide the existence of a critical situation for the world economy (oil spikes, recession, a surge of the price of gold, massive layoffs, less and less arable lands, etc.). Biocapacity and biodiversity are at a loss and it is more than conceivable to consider our time as a 6th massive extinction of species, only this time we have accelerated it. We could continue the list infinitely, but we will stop there and move on. In France, it’s been now four years since Collapsology and the studies of the collapse of civilizations have gradually risen up the stage, that their reports hit politicians’ desks. On August 29, 2019, Jean-Marc Jancovici gave a worrisome and intensely interesting conference at Sciences Po Paris. Regularly, author and engineer Philippe Bihouix reminds the importance of our companies to promote what they call the low tech studies. We can believe what we want, we can believe an infinite growth in a finite environment exists, the story has changed for young people and future generations. Now we know and at different scales, we act. So how do you limit the fall? There are many methods that can let us live better during the likely drastic changes ahead. Structural and substantive transformations at every level and Education plays a leading role. Observation on the world of Education in this pivotal period Clearly, today, too few programs allow learners to understand the magnitude of the situation. In higher education, you have to get into the niches of engineering, social science and environmental studies programs to understand the problem and try to answer it. The answers are not lacking, we see more and more young people, researchers, entrepreneurs effectively address the problem, but these are individual businesses, almost isolated. Exit the rest, indeed, we must create employment … The climate issues are on the program of History Geography of the college, it is true, but it does not generally allow young people (relative to the educational ambition of a teacher) to understand why we arrived there. In the business world, we talk about promises, commitments, beautiful puns and CSR teams in large groups, which, it must be said, either lie to themselves or produce superhuman efforts for changes often. minimal, either lie open to the face of the world. Yet there is some positive stuff happening! In July 2019, the CGE, CPU, CDEFI and their members decided to join forces and called for political support to focus on the climate emergency with their students in every program in order to realize the 17 Sustainable Development Goals proposed by the UN to « save the world« . In the same vein, the think tank The Shift Project, chaired by Jean-Marc Jancovici, calls massively to train all students and professors of higher education in climatic and ecological issues. It seems that the questioning and planning of the action is already launched in the world of French Education. This is a good thing. What are some concrete actions? Rethinking the campus One of the first actions would be, in the case of some energy-consuming establishments, to review the entire organisation of the campus and give more initiatives to students to build a campus circular, social, « green » and impacting areas nearby. Example: leave the students to organise permacultures, hive areas, renewable energy installations but also new room models. A leader? The installation project of the EMLV illustrates this movement! Identify the ecological axes of transformation and integrate them into the programs Obviously, without changing the curricula, we replicate generations of labour market entrants immersed in a culture of environmental damage reproduction. To change these programs is to launch innovators and people trained in a relatively long period of crisis. Examples: Introduce low tech civil engineering, urban planning, teach and promote agronomy without oil, architecture programs favouring local renewable resources, for « circular » constructions, business schools less focused on a culture of finance, or international logistics. a political science more focused on an idea of democratic functioning in a decreasing society. A leader? Wageningen University (The Netherlands) or the University of Nottingham (UK). Make massive calls to student projects. Once the programs have been modified (or even before), it is necessary to make all the learners cogitate on specific themes. Bringing brains together in a multidisciplinary set means applying the principles of collective intelligence and therefore of innovation by the greatest number. It is also a way of decentralizing the initiative and creating a fast culture of experimentation as well as an ecological and circular culture! Example: Let’s go back to campus transformation. We can think of political actions. If not, rethink the use of renewable energies or CO2 capture, urban planning projects, short-circuit social operation, etc. Lobby the politicians Local or national political support can restore knowledge to a real impact on our societies. Without political action, without a massive hack of our political « pluralism », efforts will be in vain, and budgets will remain centralized around initiatives that are not necessarily effective. We think of Germany and its nuclear shutdown to invest in solar panels that led to the reopening of coal plants. Be a driving force in the local transformation of the surrounding areas of universities and schools A campus is primarily an area directly linked to an urban environment. A well-thought-out campus is, therefore, a striking example for the surrounding communities, especially since these are also populated by students from universities and schools within them. This amounts to facilitating local political and social action. Diversify pedagogies, favour horizontal pedagogies. As we have written, diversifying pedagogies means maximizing the learners’ learning process and thus accelerating it. However, accelerating the understanding of a subject, a thematic, problematic, speeding up learning is the number one goal that will allow us to change the way we do things
- September 11, 2019 Reading time : 2 minutesTestWe partners with Peergrade
As we try to change the way exams, tests, assignments or assessments are given and taken, we obviously are very interested in alternative assessments such as peer grading.
