a French view

Education is no more restricted to institutions. We learn in multiple ways, either from traditional settings at school, group discussions on Facebook, or How-To's videos on YouTube. Thus, why not mix both and take advantage of the affordances of Web 2.0? That sounds like a natural evolution in the educational landscape, and many teachers have already implemented social learning activities (SMLA) successfully in their teaching strategies. Some of our readings this week and other studies published in the literature showcase the benefits of SMLA to developing, practicing, and mastering higher-order thinking skills, as well as engaging students in collaborating works and supporting them in learning in formal and informal ways. That being said, the successful implementation of SLMA in instructional strategies needs to be anticipated and thoughtfully prepared. As mentioned by Gülbahar et al. (2017), some common barriers regarding technology integration refer to issues internal and extern...

I got interested in microlearning as soon as I heard of it. As a lifelong adult busy and impatient learner, this format meets maybe all of my expectations by providing me with concise information, chunked, organized, and displayed using various formats and available at the moment of need from any possible digital technology. We all might use microlearning strategies to learn and grow, sometimes unconsciously. Whether traveling from one location to the next in Paris metro by following colored lines in the street or learning how to cook red velvet cookies by watching a 5-minute Youtube video, we learn new things, find solutions, and gain skills. In addition to these benefits, Web 2.0 adds a significant special value to microlearning by allowing people to interact through an Instagram informative post, like and reshare Youtube videos, or comment on an annotated academic paper to bring their own perspective to the debate. For our Knowledge Sharing and Tracking Assignment, I chose to elab...

One of this week's posts in the class blog was about ChatGPT, one of the most popular and controversial topics of discussion lately. The question being currently discussed in my institution deals with the overall use of AI in education. Is it ok for students to use ChatGPT when writing an assignment? Surprisingly (at least to me), this doesn't seem to be an issue, and teachers might even encourage students to use it, but with caution and a critical-thinking mindset. So ok. Let's do this. But in practice: must students cite AI-generated references? If so, how? And, are ideas and content generated with AI tools your property? Can you put a copyright on it? Yes, more discussion with co-workers, more debate during happy hours. Thanks to Tim Slade on LinkedIn this week, I was able to read a post he recommended entitled " Can you copyright the content you make with generative AI?" written by Brandon Copple. I added it to our Diigo group and underlined interesting part...

Unsurprisingly, the topic of this post combines my work and academic life. Just a quick refresher: I'm working in a higher ed institution within a team composed of #instructional designers, #learning specialists, #learningtechnologists, and other related hashtags you could find on social media that would define people solving all kinds of instructional issues by combining creative thinking and technologies with multiple affordances. My team has been growing a lot in the past few months, as we went from 10 to 20 people within a year. We also relocated to a different setting composed of one open space and some private offices, and we divide our activities between onsite and remote work. During our team meetings, one question that comes frequently to the table is the use of various digital tools to help us communicate better and manage projects more effectively. In that matter, our boss wants us to choose between Microsoft Teams and our organization's knowledge exchange system (KE...

Since my first day as a lucky FSU student, I focused on connecting my learning to my work as a junior instructional designer. Hopefully, I have been able to conduct individual and group projects on various topics of interest for my professional activities. Those included learning how to analyze the credibility of research articles with an eLearning module developed on Storyline, how to engage students with a 30-minute lesson on Canva, or conducting an inquiry-based project to identify formal and informal sources of learning in my workplace. This week, I started exploring Networked Knowledge Activities in our course while preparing an evaluation of a one-year course program for apprentices enrolled in their first year of agro-food engineering studies. The students' supervisor wanted my help to design, develop and facilitate this evaluation in order to collect data that could be useful for students (apprentices) but also for faculty and for their mentors at work. He mentioned we had ...

That was fun. I'm not a Twitter person. I don't recognize myself in this community. Probably due to wrong (but are they wrong?) beliefs that Twitter is populated with judgmental people and political tweets. This week felt very different because I tweeted with wonderful, inquisitive, and kind individuals who raised the debate and let me view other perspectives of the world. That was a great way to build concrete relationships with other human beings I will probably never meet in person (but who knows?). At first, I competed for the fun even if I was thinking it was another item on my checklist (you know, that checklist you start every week that you never end to complete because items keep appearing on it? That's the one). Instead, I found myself managing my time pretty easily to read others' tweets and discover about their Throwback Thursday or learn about their unique sense of humor (saving drafts of tweets for the whole year still makes me laugh while thinking of it). ...

This week, I approached our course with the first two sentences that introduced the Overview Page in mind: " This week we will focus on intellectual property, privacy, and ethics. If these topics seem unrelated to you, I promise that by the end of the week you will see the relationship between them." (Dr. Dennen, EME6414, Summer 2023, FSU ISLT Online Program). On Monday, I could see that these three concepts could relate to each other, but I struggled to find a clear relationship between them. On Saturday, through readings and discussions, I cannot say I have a comprehensive idea of how our input online can and should be used by others. However, I believe I am much more aware of how challenging it is to have intellectual property and the need to enable universal education to coexist, as both are legitimate and for the latter, a fundamental requirement for our society. Importantly, when I was about to post my reflections or reshare others' input online, whether in a privat...