Publish at May 16 2023 Updated May 16 2023
There are many invisibles in professional co-development, and if you look closely, it is here that the positive developments that will make the future of co-development are to be found
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Who should be responsible for putting Europe's cultural heritage online?
The affirmation of the right to lifelong learning, so dear to the European institutions, includes easy access to cultural works that now reach end users via the Internet. But the intention is struggling to be transformed into a practical initiative, despite the efforts made so far. It must be said that the competition is tough, and that the equality of means is not assured between the combatants.
What if the self-proclaimed experts were just beginners?
If you want to become an expert, pay attention to the stage you are in according to the Dreyfus model, it is a good way to assess yourself. If you are around someone you think is an expert in a field, also think about the different stages of the model and the ways to recognize an expert person described above. As for the title question, the answer is in the article.
The challenges of delegating to machines
It's possible to conceive of a symbiosis between humans and technologies, where the autonomy of environments is not a threat, but an opportunity to enhance human capabilities while respecting their diversity and complexity.
Preparing for the future, or seeing what we believe
Seeing what you believe means convincing yourself that what you want to see does exist, to ensure internal and external coherence. Seeing what you believe also means looking beneath the surface, being sensitive to weak signals and details, to finally discover, in the literal sense of the word, another picture. But when the unexpected happens, it takes belief by storm and reason with it.
Professional autonomy in the innovative teacher
Innovation in education has never been as much in the news as it has been in the last two decades, with the notion of autonomy in learning, among others, being the subject of much research. So what about autonomy in the innovative teacher? Is the autonomous teacher more inclined to innovate his or her practice?
