Measuring. To control or to accompany?
Classical platforms provide us with data that is not enough to provide remediation when learners encounter difficulties. Database, cognitive psychology, and training specialists are trying to go further with cognitive tutors, and distance learning actors are expressing needs that go even further...
Art, Architecture, Nature and Mathematics: The Golden Ratio and the Modulor
The "golden ratio" evokes a mysterious universe... This number is also referred to as the "divine proportion": 1.6180339887. What is special about this number? Why can it interest biologists, mathematicians and artists? This article offers some answers.
Learn faster, learn deeper
Is the speed-slow learning dilemma a false divide? How can we think about bifurcations and changes, for another ecology of learning? A way of relearning to inhabit knowledge rather than consume it.
Training needs analysis: principles and method
The competency-based approach may irritate some. In fact, there is no other way to determine whether knowledge is valid and understood than by applying or using it. This is why competence is a fundamental criterion for measuring whether learning has actually taken place.
Review evaluation grids with learners
The evaluation grid, often perceived as a simple table, nevertheless concentrates technical, symbolic and political stakes. Drawing on the work of Bourdieu, Foucault, Vygotski, Honneth and Sen, this article shows how the co-construction of criteria with learners redefines the pedagogical contract: it exposes power relationships, nurtures intrinsic motivation and paves the way for evaluative justice based on capabilities.