{"id":7502,"date":"2013-09-17T16:06:23","date_gmt":"2013-09-17T15:06:23","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/?page_id=7502"},"modified":"2013-09-17T16:06:23","modified_gmt":"2013-09-17T15:06:23","slug":"ip-generation-y-2014","status":"publish","type":"page","link":"https:\/\/lyonelkaufmann.ch\/histoire\/mes-cours\/ip-generation-y-2014\/","title":{"rendered":"IP G\u00e9n\u00e9ration Y 2014"},"content":{"rendered":"<p><b>G\u00e9n\u00e9ration\u00a0Y\u00a0ou pourquoi et comment construire une \u00abe-culture\u00bb\u00a0interg\u00e9n\u00e9rationnelle dans les \u00e9coles europ\u00e9ennes.<\/b><\/p>\n<p>La premi\u00e8re \u00e9dition de ce Programme Intensif (IP) a eu lieu \u00e0 Li\u00e8ge du 25 f\u00e9vrier au 8 mars 2013.\u00a0Le compte-rendu de Fabio, \u00e9tudiant de la HEP Vaud ayant particip\u00e9 \u00e0 cet IP :<\/p>\n<p><iframe loading=\"lazy\" title=\"IP Generation Y\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/er12YJl4bQE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>Le site de l&rsquo;IP Generation Y 2013 : <a href=\"http:\/\/ipgeneration.wordpress.com\" target=\"_blank\">http:\/\/ipgeneration.wordpress.com<\/a><\/p>\n<p><b>1.- Contenu du module<\/b><\/p>\n<p>Ce programme \u00abErasmus\u00bb a pour objectif d\u2019apporter un panorama comparatif de la mani\u00e8re dont le num\u00e9rique (TIC) et les m\u00e9dias sociaux sont int\u00e9gr\u00e9s ou non dans les syst\u00e8mes scolaires europ\u00e9ens et peuvent accro\u00eetre et am\u00e9liorer nos comp\u00e9tences en les utilisant en tant qu&rsquo;outils didactiques dans l\u2019enseignement. Il est \u00e9galement l\u2019occasion de favoriser les \u00e9changes et la compr\u00e9hension entre enseignants et \u00e9tudiants europ\u00e9ens.<\/p>\n<p>Pendant leur s\u00e9jour \u00e0 la Haute Ecole Libre Mosane (HELMo) \u00e0 Li\u00e8ge, les \u00e9tudiants seront amen\u00e9s \u00e0 partager leurs exp\u00e9riences avec des \u00e9tudiants et enseignants europ\u00e9ens, utiliser et \u00e9valuer en contexte p\u00e9dagogique des outils num\u00e9riques connus ou nouveaux, publier en ligne leur travail, r\u00e9aliser une s\u00e9quence d\u2019enseignement pour les \u00e9tudiants de l\u2019HELMo, \u00e9changer avec des experts, des enseignants et des \u00e9l\u00e8ves et assister en classe \u00e0 des le\u00e7ons recourant au num\u00e9rique (TIC) et aux m\u00e9dias sociaux.\u00a0Le dernier jour (vendredi), les \u00e9tudiants r\u00e9digeront une note de synth\u00e8se finale qui permettra de documenter la question du num\u00e9rique \u00e0 l\u2019\u00e9cole.<\/p>\n<p>En 2014, G\u00e9n\u00e9ration Y aura lieu du dimanche <b>9 mars<\/b> (arriv\u00e9e) au samedi <b>22 mars<\/b> (d\u00e9part) \u00e0 Li\u00e8ge (Belgique). Il regroupe des enseignants et des \u00e9tudiants europ\u00e9ens venant de Belgique, du Portugal, d\u2019Espagne, d\u2019Autriche, de Roumanie, du Danemark et de Suisse.<\/p>\n<p>Le <b>d\u00e9lai d\u2019inscription<\/b> est fix\u00e9 au <b>lundi 2 d\u00e9cembre 2013<\/b>. Un mail de motivation (une demi-page A4 au maximum) sera joint \u00e0 l\u2019inscription, adress\u00e9e \u00e0 lyonel [point] kaufmann [at] hepl [point] ch.<\/p>\n<p><b>2.- Comp\u00e9tences vis\u00e9es\u00a0: <\/b>1, 4, 8 et 10<\/p>\n<p>&#8211; Manifester une compr\u00e9hension critique de son cheminement culturel et en appr\u00e9cier les potentialit\u00e9s et les limites.<\/p>\n<p>&#8211; Mettre en \u0153uvre une situation d\u2019enseignement-apprentissage avec les TIC.<\/p>\n<p>&#8211; Utiliser avec discernement les possibilit\u00e9s des TIC pour les diff\u00e9rentes facettes de son activit\u00e9 intellectuelle et professionnelle: communication, recherche et traitement de donn\u00e9es, \u00e9valuation, interaction avec les coll\u00e8gues ou des experts, etc.<\/p>\n<p>&#8211; Identifier ses acquis et\/ou identifier ses limites et celles des TIC.<\/p>\n<p>&#8211; S\u2019impliquer de fa\u00e7on critique et constructive dans les r\u00e9alisations de l\u2019\u00e9quipe et apporter des suggestions en mati\u00e8re p\u00e9dagogique.<\/p>\n<p><b>3.- Certification<\/b><\/p>\n<p>La certification des modules de mobilit\u00e9 porte sur :<\/p>\n<p>&#8211;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 la r\u00e9alisation des activit\u00e9s demand\u00e9es avant et pendant le programme\u00a0;<\/p>\n<p>&#8211;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 la participation active tant individuelle que collective au projet\u00a0;<\/p>\n<p>&#8211;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 l\u2019utilisation effective et ad\u00e9quate des outils de communication utilis\u00e9s.<\/p>\n<p><b>4.- Modalit\u00e9s particuli\u00e8res<\/b><\/p>\n<p>Ce programme s\u2019adresse aux \u00e9tudiant-e-s de Bachelor Primaire de 2<sup>e <\/sup>et 3<sup>e<\/sup> ann\u00e9es. Les 3 cr\u00e9dits ECT seront comptabilis\u00e9s dans le programme de formation de\u00a03<sup>e<\/sup> ann\u00e9e \u00e0 titre de module d\u2019approfondissement ou de module interdisciplinaire. Il est donc anticip\u00e9 pour les \u00e9tudiants de 2<sup>e<\/sup> ann\u00e9e qui le choisiraient.<\/p>\n<p>En raison des travaux attendus, une familiarit\u00e9 avec les outils num\u00e9riques (TIC) est un atout. Une connaissance des m\u00e9dias sociaux sera un plus.<\/p>\n<p>La session a lieu principalement en anglais. Une bonne compr\u00e9hension orale et \u00e9crite en la mati\u00e8re est souhaitable.<\/p>\n<p>Trois \u00e0 cinq \u00e9tudiants peuvent y participer en 2014. Si le nombre d\u2019\u00e9tudiants inscrits est sup\u00e9rieur aux places disponibles, la s\u00e9lection se fera sur les motivations exprim\u00e9es et les \u00e9tudiant-e-s qui envisageraient de prolonger cette exp\u00e9rience par la r\u00e9alisation d\u2019un m\u00e9moire professionnel en lien avec le projet seront privil\u00e9gi\u00e9s.<\/p>\n<p>Un travail de pr\u00e9paration est \u00e0 r\u00e9aliser avant le 9 mars. Il sera d\u00e9fini d\u2019entente avec le formateur et concernera la place du num\u00e9rique et des m\u00e9dias sociaux dans l\u2019\u00e9cole vaudoise. Il sera bas\u00e9 sur les observations que l\u2019\u00e9tudiant aura faites pendant ses stages et durant sa formation. Ce travail sera pr\u00e9sent\u00e9 aux autres participants le 9 mars \u00e0 Li\u00e8ge.<\/p>\n<p><b>5.- Informations pratiques<\/b><\/p>\n<p>Les <b>frais d\u2019h\u00e9bergement<\/b> et <b>les repas<\/b> sont pris en charge du dimanche soir 9 mars au samedi matin 22 mars.<\/p>\n<p><strong>6.- Le programme (pr\u00e9visionnel) :<\/strong><\/p>\n<p>The work programme should indicate the length of the activities and show that the planning is realistic. The length of subject-related activities per day should ensure that there are activities of about 6-8 hours a day.<\/p>\n<table width=\"448\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>Day <\/b><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"393\"><b>The programme of lectures and other activities<br \/>\n<\/b>AM = 9:00-12:00 and PM = 13:00-16:00 or 13:00-17:00 (depending on the activities)<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>1<br \/>\nSunday March 9<\/b><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"393\">Arrival day<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>2<br \/>\nMonday March 10<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = IP introduction + partners presentations + sharing experiences about the use of ICT and new media in every partner school system (prepared by students before the IP)<\/td>\n<td valign=\"top\" width=\"223\">PM = Lectures about \u201cWhat is new (social) media?\u201d : economics, laws and regulations, privacy and copyright rules, cybercriminalty&#8230;<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>3<br \/>\nTuesday March 11<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Lectures about how to use and to master ICT tools related to new (social) media : video editing, photo editing, internet writing skills to help participants build creative content + workshop to create content and publish it on a new (social) media<\/td>\n<td valign=\"top\" width=\"223\">PM = Touristic visit of the city of Li\u00e8ge\u00a0 (<span style=\"text-decoration: underline;\">real<\/span>) : gathering material in order to prepare the workshop on Day4 AM<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>4<br \/>\nWednesday<br \/>\nMarch 12<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Workshop : the groups will have a make a presentation to show how they created a <span style=\"text-decoration: underline;\">virtual <\/span>visit of Li\u00e8ge (using ICT tools and new media)<\/td>\n<td valign=\"top\" width=\"223\">PM = Using ICT and new (social) media in real life: visiting a museum, an administration, etc&#8230; using new (social) media to communicate<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>5<br \/>\nThursday March 13<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Lectures about new (social) media and teaching : examples of schools using Facebook, Twitter, etc&#8230; in their classes. Critical analysis : benefits + disadvantages<\/td>\n<td valign=\"top\" width=\"223\">PM = Workshop : Defining what is \u201ce-culture\u201d + debating with HELMo\u2019s students and teachers about ICT, e-culture and use of new (social) media in teaching : sharing experiences<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>6<br \/>\nFriday March 14<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Visiting schools (kindergarten + primary) to have a real contact with e-culture children : how do they react to ICT, new media and teaching?<\/td>\n<td valign=\"top\" width=\"223\">PM = Workshop : finding out what the schools will be in the future (related to the use of ICT and new media)<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>7<br \/>\nSaturday<br \/>\nMarch 15<\/b><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"393\">Day off<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>8<br \/>\nSunday<br \/>\nMarch 16<\/b><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"393\">Day off<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>9<br \/>\nMonday March 17<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = lectures + debating about the benefits and the dangers of the use of ICT and new (social) media in schools but also in society<\/td>\n<td valign=\"top\" width=\"223\">PM = The students will have to build a lesson using ICT tools and new (social) media : the lesson will be given to HELMo\u2019s students during real or virtual classes (on Day10 AM)<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>10<br \/>\nTuesday March 18<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Teaching the lesson prepared on DAY9 PM<\/td>\n<td valign=\"top\" width=\"223\">PM = Social and cultural activity linking passed and present. Visiting an old industry and experiencing how it is changing (or not) because of the use of ICT and new media<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>11<br \/>\nWednesday<br \/>\nMarch 19<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Analysing the lesson that was given on Day10 AM : what worked, what didn\u2019t work, how can the teaching be improved?<\/td>\n<td valign=\"top\" width=\"223\">PM = Virtual lecture(s) or videoconferenece(s) based on the theme : \u201cNew (social) media and internet in 2025?\u201d + links to education in the future<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>12<br \/>\nThursday<br \/>\nMarch 20<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = Visiting an education lab who studies \u201cteaching with new (social) media\u201d : benefit and possibilities. Examples : University of Maastricht, Acad\u00e9mie num\u00e9rique de Versailles&#8230; Exploring and sharing a multicultural point of view about the use of ICT and new media<\/td>\n<td valign=\"top\" width=\"223\">PM = Visiting an education lab who studies \u201cteaching with new (social) media\u201d : benefits and possibilities. Examples : University of Maastricht, Acad\u00e9mie num\u00e9rique de Versailles&#8230; Debating and creating a note<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>13<br \/>\nFriday<br \/>\nMarch 21<\/b><\/p>\n<\/td>\n<td valign=\"top\" width=\"170\">AM = creating a final synthesis note (group work) about the use of ICT and new (social) media in teaching e-culture<\/td>\n<td valign=\"top\" width=\"223\">PM = writing an individual synthesis note about the benefits each participant gathered during this IP<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"55\">\n<p align=\"center\"><b>14<\/b><\/p>\n<p align=\"center\"><b>Saturday March 22<\/b><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"393\">Departure day<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>G\u00e9n\u00e9ration\u00a0Y\u00a0ou pourquoi et comment construire une \u00abe-culture\u00bb\u00a0interg\u00e9n\u00e9rationnelle dans les \u00e9coles europ\u00e9ennes. La premi\u00e8re \u00e9dition de ce Programme Intensif (IP) a eu lieu \u00e0 Li\u00e8ge du 25 f\u00e9vrier au 8 mars 2013.\u00a0Le compte-rendu de Fabio, \u00e9tudiant de la HEP Vaud ayant particip\u00e9 \u00e0 cet IP : Le site de l&rsquo;IP Generation Y 2013 : http:\/\/ipgeneration.wordpress.com 1.- [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":351,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"footnotes":""},"class_list":{"0":"post-7502","1":"page","2":"type-page","3":"status-publish","5":"entry"},"featured_image_src":null,"featured_image_src_square":null,"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P1rJVM-1X0","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":11992,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/mes-cours\/msint11-1-10-seminaire-dintegration-s1\/","url_meta":{"origin":7502,"position":0},"title":"MSINT S\u00e9minaire d&rsquo;int\u00e9gration Secondaire 1","author":"Lyonel Kaufmann","date":"20 septembre 2016","format":false,"excerpt":"Le s\u00e9minaire d\u2019int\u00e9gration a pour objectif central d\u2019accompagner l\u2019\u00e9tudiant[1] dans la construction de liens entre la th\u00e9orie et la pratique. Les apports de la didactique et des sciences de l\u2019\u00e9ducation ainsi que la prise en compte de l\u2019exp\u00e9rience et du parcours ant\u00e9rieur de l\u2019\u00e9tudiant sont mis en regard de la\u2026","rel":"","context":"Article similaire","block_context":{"text":"Article similaire","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/09\/RapportAuSavoir_Th%C3%A9ories.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/09\/RapportAuSavoir_Th%C3%A9ories.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/09\/RapportAuSavoir_Th%C3%A9ories.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/09\/RapportAuSavoir_Th%C3%A9ories.png?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/09\/RapportAuSavoir_Th%C3%A9ories.png?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/09\/RapportAuSavoir_Th%C3%A9ories.png?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":12008,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/mes-cours\/bp13shs-enseigner-lhistoire-au-cycle-2\/","url_meta":{"origin":7502,"position":1},"title":"BPSHS13 &#8211; Enseigner l&rsquo;histoire au cycle 2","author":"Lyonel Kaufmann","date":"21 septembre 2016","format":false,"excerpt":"Ann\u00e9e acad\u00e9mique 2020-2021 Objectifs du s\u00e9minaire Percevoir les composantes d\u2019une le\u00e7on d\u2019histoire\u00a0:\u00a0\u00ab\u00a0qu\u2019est ce qui fait une bonne le\u00e7on d\u2019histoire?\u00a0\u00bb A l\u2019appui des MER, aborder les objectifs du PER et comprendre le changement de paradigme Approcher le mat\u00e9riel scolaire et extra scolaire \u00e0 disposition\u00a0: utilit\u00e9 et pertinence. Travailler \u00e0 des pistes\u2026","rel":"","context":"Article similaire","block_context":{"text":"Article similaire","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2020\/09\/Capture-decran-2020-09-11-a-14.03.59-700x451.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2020\/09\/Capture-decran-2020-09-11-a-14.03.59-700x451.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2020\/09\/Capture-decran-2020-09-11-a-14.03.59-700x451.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2020\/09\/Capture-decran-2020-09-11-a-14.03.59-700x451.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":4960,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/articles-publications\/","url_meta":{"origin":7502,"position":2},"title":"Mes\u00a0Publications","author":"Lyonel Kaufmann","date":"27 janvier 2012","format":false,"excerpt":"Lyonel Kaufmann : Liste des publications (2008-2024) | Etat au 2 juillet 2025 2024 Kaufmann, L. (2024). Enqu\u00eater en histoire \u00e0 l'\u00e8re num\u00e9rique. Dans N. Fink, S. Doussot et M.-A. Ethier (Eds.), Didactique de l'histoire et comp\u00e9tences critiques. Penser l'apprentissage de l'histoire par la notion d'enqu\u00eate (pp. 41-60). 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