DIIGO : COLLABORATIVE SOCIAL BOOKMARKING INTEGRATION IN AN INTERACTIVE COURSE

in Edulearn12 Proceedings (in press)

Diigo ou l'intégration du Web 2.0 dans un dispositif de blended learning

Conference (2013, May 13)

How to use Diigo for allowing the students from large classes to become active ?

in 7th International Technology, Education and Development Conference Valencia, Spain. 4-5 March, 2013. (2013, March 04)

Teaching in the early bachelor’s degrees at the university often comes down to classical ex cathedra courses for which the students take a passive role leading progressively to the lost of their ... [more ▼]

Teaching in the early bachelor’s degrees at the university often comes down to classical ex cathedra courses for which the students take a passive role leading progressively to the lost of their motivation which may result in school failure. In this work, we demonstrate that the use of a collaborative social bookmarking, such as Diigo, can help for preserving and promoting the student motivation within large classes. Diigo is a free online tool used in a bachelor class of Bio Engineering (270 students) at the Gembloux Agro Bio Tech Faculty (University of Liege, Belgium) in order to allow students to work actively in small groups of 6 students. During this activity, which is supervised by a tutor who is also a teacher, the students prepare themselves the subject of the course. The impacts of this learning activity are clear: the motivation is substantially increased and the teacher can assist each group in its research through the Network rather than merely transmit his knowledge to a large audience without close interactions with the students. bookmarking, such as Diigo, can help for preserving and promoting the student motivation within large classes. Diigo is a free online tool used in a bachelor class of Bio Engineering (270 students) at the Gembloux Agro Bio Tech Faculty (University of Liege, Belgium) in order to allow students to work actively in small groups of 6 students. During this activity, which is supervised by a tutor who is also a teacher, the students prepare themselves the subject of the course. The impacts of this learning activity are clear: the motivation is substantially increased and the teacher can assist each group in its research through the Network rather than merely transmit his knowledge to a large audience without close interactions with the students. [less ▲]

Tutoriel vidéo : Utilisation de Diigo

Learning material (2012)

Tutoriel vidéo : Titrage colorimétrique

Learning material (2010)

Tutoriel vidéo : Utilisation d'un banc Kofler

Learning material (2010)

20ième activité du CDS : Rédiger des engagements pédagogiques adaptés aux étudiants de 1ère année : Témoignages et réflexions

Report (2009)

18ième activité du CDS : Concevoir et utiliser des supports multimédias (Powerpoint, Tableau interactif, Vidéos) pour l'enseignement en amphi

Report (2009)

Enseigner la chimie en 1ère année de bachelier : Témoignages et réflexions

Speech (2008)

Protocols for building an organic chemical ontology

in International Journal of Knowledge and Learning (2008), 4(2/3), 152-175

We will describe the different stages involved in the collaborative construction of an organic chemical ontology by chemists. We will disclose our experience, as chemists, in learning, how to build a ... [more ▼]

We will describe the different stages involved in the collaborative construction of an organic chemical ontology by chemists. We will disclose our experience, as chemists, in learning, how to build a collaborative ontology and how to use the ontology software from that of an artificial intelligence scientist. We will then disclose our work in developing the protocols to work within the community of chemists to build a collaborative ontology. Useful perceptions about the use of the ontology will also be discussed. [less ▲]