Deployment Team/Resources/GuideXOGabon: Difference between revisions

Line 1:

(~~2 Who~~ needs to be improved by all educational contributions.)

==Introduction==

For years, Gabon has committed in the fight against poverty. This

Indeed, he placed one of its priorities "Quality education for all."

Strengthening and revision of content, as well as the updating of

mechanisms for assessing learners undertaken as the primary demonstration

of this resolution.

In this perspective, the integration of XO in the education system must be gabonais

be in line with the established curriculum on the skills to develop.

Indeed, the new primary school provision gabonaise Profile

skills of the person to form, ie after a learning cycle

considered in the learner's ability to perform a task or solve situations

problems adequately, using relevant knowledge and including also

sizes cognitive, affective, psychomotor and social. In this case, the student learns to

integrate its acquired french, mathematics, and in waking life situations

common. The XO, by its configuration, as it shows the student center and its

learning all around him, can help students to better strengthen its achievements.

As a result, the value of XO in the context of the PCA is essentially three

levels: to give meaning to learning, making learning more effective set

greater achievements. The XO can be considered as round as a didactic

in connection with the specification of situations targeted by the student and the integration module and

dock operation of the PCA. Because the competency-based approach aims at

Child behavior problem solving situation, the XO will integrate

learning process as an additional methodological. In this

perspective, a reminder of how the CPA and its Methodological tools

will clarify the adequacy of the XO.

Indeed, competency-based approach seeks to give meaning to learning through

a framework for resolution of significant problems (as target problems), use

grids of evaluation criteria reliable, objective and customized through the use

Planning an airy, consistent and appropriate to the context. In terms of tools, there are

the existence of methodological tools and physical media. The first cover

aspects of learning content (knowledge, know-how, skills), examples

activities, location problem (problem of life and therefore complex

meaningful to the learner, mobilizing all resources, knowledge, know-how,

of skills). The latter include amongst others the curriculum (combination

by the purposes, content, skills, teaching methods and modalities

Evaluation of a training course); guide integration (all directions

teaching made available to the teacher to assess the child and the book

situation (in which the activities planned for integration). According to the XO

design condenses these components both in terms of functionality

and in the implementation of activities made visible in the light of

different affordances explained to the first chapter of this guide. The XO could be

used in both training exercises in the resolution of situations

problems of integration. In other words, exercises and situations

problems will be placed on the USB key by the developer so that the learner at the end of a cycle

learning to serve. The current physical media can serve as a benchmark for

all these creations.

This guide (which needs to be improved by all educational contributions) can be used by school children and adults

XO users in the training of resource persons who will be experts

to train a large number of educators. It presents in its pages a recent

glossary is not exhaustive and is primarily composed of three chapters

respectively trace the first integration of ICT in schools to

the XO and the need for their use in all modern societies that aspire to

all-out development, taking into account the educational purposes of each

nation. Then it contains a broad description of activities used in

learning and teaching indicates applications that may be made

school curricula in accordance with the Gabonese. And finally, the last chapter is a

springboard to explore the pedagogy of the project when using the XO. These projects with

themes are located can discuss possible solutions to problems

the environment of the student Gabon.

==Chapter 1==

Based on the premise that information technology and communication are a

@@ Line 1: / Line 1: @@
-(2 Who needs to be improved by all educational contributions.)
+==Introduction==
+For years, Gabon has committed in the fight against poverty. This
+Indeed, he placed one of its priorities "Quality education for all."
+Strengthening and revision of content, as well as the updating of
+mechanisms for assessing learners undertaken as the primary demonstration
+of this resolution.
+In this perspective, the integration of XO in the education system must be gabonais
+be in line with the established curriculum on the skills to develop.
+Indeed, the new primary school provision gabonaise Profile
+skills of the person to form, ie after a learning cycle
+considered in the learner's ability to perform a task or solve situations
+problems adequately, using relevant knowledge and including also
+sizes cognitive, affective, psychomotor and social. In this case, the student learns to
+integrate its acquired french, mathematics, and in waking life situations
+common. The XO, by its configuration, as it shows the student center and its
+learning all around him, can help students to better strengthen its achievements.
+As a result, the value of XO in the context of the PCA is essentially three
+levels: to give meaning to learning, making learning more effective set
+greater achievements. The XO can be considered as round as a didactic
+in connection with the specification of situations targeted by the student and the integration module and
+dock operation of the PCA. Because the competency-based approach aims at
+Child behavior problem solving situation, the XO will integrate
+learning process as an additional methodological. In this
+perspective, a reminder of how the CPA and its Methodological tools
+will clarify the adequacy of the XO.
+Indeed, competency-based approach seeks to give meaning to learning through
+a framework for resolution of significant problems (as target problems), use
+grids of evaluation criteria reliable, objective and customized through the use
+Planning an airy, consistent and appropriate to the context. In terms of tools, there are
+the existence of methodological tools and physical media. The first cover
+aspects of learning content (knowledge, know-how, skills), examples
+activities, location problem (problem of life and therefore complex
+meaningful to the learner, mobilizing all resources, knowledge, know-how,
+of skills). The latter include amongst others the curriculum (combination
+by the purposes, content, skills, teaching methods and modalities
+Evaluation of a training course); guide integration (all directions
+teaching made available to the teacher to assess the child and the book
+situation (in which the activities planned for integration). According to the XO
+design condenses these components both in terms of functionality
+and in the implementation of activities made visible in the light of
+different affordances explained to the first chapter of this guide. The XO could be
+used in both training exercises in the resolution of situations
+problems of integration. In other words, exercises and situations
+problems will be placed on the USB key by the developer so that the learner at the end of a cycle
+learning to serve. The current physical media can serve as a benchmark for
+all these creations.
+This guide (which needs to be improved by all educational contributions) can be used by school children and adults
+XO users in the training of resource persons who will be experts
+to train a large number of educators. It presents in its pages a recent
+glossary is not exhaustive and is primarily composed of three chapters
+respectively trace the first integration of ICT in schools to
+the XO and the need for their use in all modern societies that aspire to
+all-out development, taking into account the educational purposes of each
+nation. Then it contains a broad description of activities used in
+learning and teaching indicates applications that may be made
+school curricula in accordance with the Gabonese. And finally, the last chapter is a
+springboard to explore the pedagogy of the project when using the XO. These projects with
+themes are located can discuss possible solutions to problems
+the environment of the student Gabon.
 ==Chapter 1==
 Based on the premise that information technology and communication are a