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Links 1 through 10 of 1120 cvaacfp's Bookmarks

Online courses are taught primarily by instructors from Western countries, raising questions about whether they ignore other teaching traditions and approaches to learning.
http://chronicle.com/blogs/worldwise/moocs-as-neocolonialism-who-controls-knowledge/33431

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Higher Education Institutions (HEIs) are no strangers to the delivery of online content (e.g. Open Educational Resources, Virtual Learning Environments) but MOOCs have captured the press and public’s interest in a way that few initiatives have in the past and as such have attracted extremes of both praise and skepticism. It is this paper’s aim to provide an overview of the history and types of MOOCs, their global
scope, and the associated risks and benefits of their use.
http://unesdoc.unesco.org/images/0022/002238/223896e.pdf

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How massive open online courses (MOOCs) will impact the future of distance education. The presentation by Stephen Downes considers in some detail the nature and purpose of a MOOC in contrast with traditional distance education. He argues that MOOCs represent the resurgence of community-based learning and will describe how distance education institutions will share MOOCs with each other and will supplement online interaction with community-based resources and services. The phenomenon of 'wrapped MOOCs' will be described, and Downes will outline several examples of local support for global MOOCs.
http://halfanhour.blogspot.ca/2013/05/mooc-resurgence-of-community-in-online.html

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Outre leur caractère massif - certains cours rassemblent plus de 100.000 participants - les MOOC se distinguent des anciennes pratiques de e-learning par l'importance donnée aux activités, aux évaluations, et aux interactions entre participants.
http://www.huffingtonpost.fr/matthieu-cisel/les-mooc-revolution-enseignement_b_4058241.html?utm_hp_ref=france
Article. Chronique des MOOC
Les grandes étapes de l’histoire des MOOC, ou Massive Open Online Courses.
http://sticef.univ-lemans.fr/num/vol2012/13r-cisel/sticef_2012_cisel_13r.htm

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Parce qu'ils sont massifs et ouverts, les Moocs accueillent un très grand nombre de participants, dont quelques-uns seulement teminent le cours dans lequel ils sont inscrits, et obtiennent le certificat qui valide le succès à l'examen final. 
Dans la bataille que doivent mener depuis quinze ans les professionnels de la formation en ligne pour exister, le taux d'abandon constitue un argument massue, constamment brandi par les tenants du tout présentiel.
Pourquoi les Moocs bénéficient-ils d'un tel traitement de faveur, surtout de la part d'institutions et enseignants de grand renom, qui n'ont pas pour habitude de brader leurs enseignements ?
http://cursus.edu/dossiers-articles/articles/19712/ethique-des-moocs/

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Quatre nouveaux programmes d'encouragement à 'apprentissage.
http://www2.gnb.ca/content/gnb/fr/nouvelles/communique.2013.11.1214.html
Document. Stratégie de perfectionnement des compétences de la main-d'œuvre du Nouveau-Brunswick 2013-2016
http://www2.gnb.ca/content/dam/gnb/Departments/petl-epft/PDF/StrategieDePerfectionnementDesCompetencesDeLaMainDOeuvre.pdf

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Open educational resources (OER) are learning and teaching materials, freely available online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments. They can take the form of text, images, audio, video and may even be interactive.
http://www.jisc.ac.uk/publications/programmerelated/2013/Openeducationalresources.aspx

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In recent years international student mobility increased. While net hosting countries are in a better position to win highly educated students for their labour force, they face the additional cost of providing the education. In much of continental Europe these costs are not levied on students, but are borne by the national tax payers, making them an active topic of debate. Borrowing some fundamental equations from the Lucas growth model, this paper addresses the question whether countries benefit from educating international students. http://www.izajoels.com/content/pdf/2193-9012-2-3.pdf

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This issue of NORRAG News looks at the many different meanings of skill in these reports: high, medium, low, foundation, transferable, technical and vocational skills, as well as life-skills. It looks also at the state of skills in both urban and rural areas, and considers skills-for-poverty-reduction as well as skills-for-growth. The reports cover skills in the informal economy, as well as work-based skills and on-the-job training. Some of the reports also consider the emerging meanings and frontiers of TVET.
http://www.norrag.org/en/publications/norrag-news/online-version/2012-the-year-of-global-reports-on-tvet-skills-jobs-consensus-or-diversity.html

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Près de 2 millions d'étudiants étaient inscrits dans les établissements postsecondaires au Canada durant l'année scolaire 2011-2012, une hausse de 1,9 % par rapport à l'année précédente.
Les étudiants canadiens représentaient 90,7 % des effectifs totaux de 1 996 200, alors que les étudiants internationaux représentaient 9,3 % des effectifs. La proportion d'étudiants internationaux était en hausse d'un point de pourcentage par rapport à un an plus tôt.
Les effectifs ont augmenté dans tous les domaines d'études, sauf l'éducation, où ils ont connu une légère baisse. En 2011-2012, trois domaines d'études étaient à l'origine de près de la moitié des effectifs totaux. Ces domaines d'études — soit les sciences humaines (18,3 %), le commerce, la gestion et l'administration publique (17,6 %) et les sciences sociales et du comportement, et le droit (13,0 %) — sont les trois grands domaines d'études en tête de liste depuis plus d'une décennie.
http://www.statcan.gc.ca/daily-quotidien/131127/dq13

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