Réinventer le ePortfolio avec les Open Badges ? Les outils de la reconnaissance

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Serge Ravet Open Recognition AllianceDu ePortfolio aux Open BadgesLesoutilsdelareconnaissanceLESOUTILSDELARECONNAISSANCEePortfoliosetOpenBadges1DELARECONNAISSANCEReconnaissanceformelleetinformelle 2VERSUNESOCITAPPRENANTELepouvoirdagir 4DELACONFIANCEEconomieducapitalhumain3Sommaire1994 2001 2003 2007 2011 2015 20163CONTEXTE4ePortfolio Open BadgesOpen Recognition20152016 BolognaOpenRecognitionDeclarationUn parcours au service de la reconnaissance2017CONTEXTETrustIdentityInternationalOpenRecognitionDay15LES OUTILS DE LA RECONNAISSANCEePortfoliosetOpenBadgesLES OUTILS DE LA RECONNAISSANCE1Un ePortfolio est le rsultat dun processus (rflexif) au cours duquel son auteur collecte, slectionne, organise, analyse et prsente les preuves de ses expriences, ralisations et apprentissages pour lui/elle-mme ou une audience particulire.Un Open Badge est une dclaration vrifiable et infalsifiable relative aux expriences, ralisations, comptences, engagements, valeurs ou aspirations dune personne.LES OUTILS DE LA RECONNAISSANCEUNE VISION DU EPORTFOLIORetoursuruneprsentationde2009Quest-ce quun ePortfolio?Portfolio: a purposeful collection of evidence demonstrating reflective practice and/or learningePORTFOLIOPORTFOLIONatureNarratifs ProposUsageDureDimensionContenusProcessusTechnologiesFormatFuturIndividuelIndpendantsUniqueDiscretUne foisLocaleDocumentsCompilationMediaMixed mediaSans papierSocialImbriqusMultipleContinuTout au long...vieGlobaleConnaissancesAgrgationProcessusHypermediaIdentitPORTFOLIOePORTFOLIOInnovationEmployabilityQualitySocial inclusionLearning citizenLearning OrganisationLearning SocietyLearning CommunityLifelong learningAmbient learningAutonomous learningOrganisational learningRecognitionOrganisational ePortfolioIndividual ePortfolioRegional ePortfolioCommunity ePortfolioFrom ePortfolio to ePortfolyThe great pleasure and feeling in my right brain is more than my left brain can find the words to tell you.Roger Sperry 1981 Medicine Nobel prizeThe ePortfolio offers the opportunity to realise H.G. Wells' vision in his essay "The Brain Organization of the Modern World":"...a sort of mental clearing house for the mind, a depot where knowledge and ideas are received, sorted, summarized, digested, clarified and compared." World Brain: The Idea of a Permanent World Encyclopaedia, H.G. WellsContribution to the new Encyclopdie Franaise, August1937The University today faces the possibility of being itself transformed by the cyberspace culture generated by its computing centres and networks. Just as the printing press spelled the demise of monastic institutions and ushered in the modern university, cyberspace may dissolve the bricks and mortar campuses of today into a de-centred knowledge culture, a networked "virtual" site of intellectual exchange that renders obsolete old ivied quadrangles as well as institutional and political borders, creating something akin to H.G. Wells's vision of a World Brain.Peter Childers & Paul Delany (1994)World Brain: The Idea of a Permanent World Encyclopaedia, H.G. WellsContribution to the new Encyclopdie Franaise, August1937http://www.eportfolio.eu/collaboration/eportfolio-green-paperLes questions qui drangentWhy doesn't everyone have an ePortfolio? If ePortfolios are such a wonderful thing, we should all have one, shouldnt we? Why isnt this the case? [] Put differently, what is the causal relationship? Is the underdevelopment of ePortfolios an indicator of the current underdevelopment of authentic learning and assessment, or do we seriously believe that any valuable ePortfolio practice can take place in an unauthentic, artificial learning environment? Introductory question: Why doesn't everyone have an ePortfolio? ePortfolio and stakeholders: Who really benefits from the introduction of ePortfolios in an organisation? Who has the real ownership? Are ePortfolios the authentic voice of the learner? Why have we not seen the emergence of community ePortfolios? ePortfolio and learning: Do we need ePortfolios to learn? Do we need ePortfolios to reflect? Are ePortfolios conducive to better learning? Do ePortfolios motivate learners? Can ePortfolios be graded? ePortfolio and technologies: Have ePortfolios reduced the asymmetry of the learning environment? Are there technologies specific to ePortfolios? Who are the main beneficiaries of ePortfolio technologies? Could ePortfolio technology be designed and managed with and by the learners? What is an Open ePortfolio? Learning, ePortfolios and innovation: What is the actual impact of ePortfolio on learning and teaching practice? Are ePortfolios a disruptive innovation? What innovations in ePortfolio technologies over the last 10 years? Do ePortfolios encourage innovation and creativity? Under which conditions could the introduction of ePortfolios lead to learning innovation? ePortfolios & Open Badges: Are Open Badges a nice add-on to ePortfolios or a means to reinvent ePortfolio technology and practice?ePortfolio Green PaperLES OUTILS DE LA RECONNAISSANCE17ePortfolioMainframeOpen BadgeMicroprocesseurLES OUTILS DE LA RECONNAISSANCE18LES OUTILS DE LA RECONNAISSANCE19ePortfolios(*) OpenBadgesInfrastructure Inexistante RsilienteInteroperatilit Faible ForteAutonomie Faible ForteGranularit Faible ForteAffordance Faible ForteOuverture(interop.) Faible ForteLisibilit(machine) Insignifiante ForteVrifiabilit(machine) Inexistante ForteFalsifiabilit Forte Nulle(*)OutilsLES OUTILS DE LA RECONNAISSANCE20OpenbadgesLES OUTILS DE LA RECONNAISSANCE21Badge = image + mtadonnesLES OUTILS DE LA RECONNAISSANCE22RcepteurEmetteurPreuvesID-E ID-RPrCritres CrBadge = image + mtadonnesLES OUTILS DE LA RECONNAISSANCE23RcepteurEmetteurPreuvesCritresBadge = image + mtadonnesLES OUTILS DE LA RECONNAISSANCE24RcepteurEmetteurPreuvesCritresJe te fais confianceBadge = image + mtadonnesLES OUTILS DE LA RECONNAISSANCE25RcepteurEmetteurPreuvesCritresPour ceciBadge = image + mtadonnesLES OUTILS DE LA RECONNAISSANCE26RcepteurEmetteurPreuvesCritresgrce ces PreuvesBadge = image + mtadonnesLES OUTILS DE LA RECONNAISSANCE27IssuerConfianceLES OUTILS DE LA RECONNAISSANCE28Issuer EarnerLES OUTILS DE LA RECONNAISSANCE29LES OUTILS DE LA RECONNAISSANCE30Chanes de confianceLES OUTILS DE LA RECONNAISSANCE31Rseaux de confianceLES OUTILS DE LA RECONNAISSANCE32Rseaux de confiance233DE LA RECONNAISSANCEReconnaissanceformelleetinformelleRecommandation du Conseil de lEurope du 20 dcembre 2012 relative DE LA RECONNAISSANCE34Dans une perspective de dveloppement des comptences, il devrait tre possible de se former ou dacqurir une qualification ou un diplme tout ge, et de faire reconnatre ses comptences et ses savoir-faire mme lorsquils sont le fruit dexpriences non acadmiques ni formelles, que ce soit dans le cadre familial ou professionnel, loccasion dun engagement au service des autres ou dactivits sportives, de loisirs ou de voyages ltranger, etc.la validation des acquis dapprentissage non formel et informelDE LA RECONNAISSANCE35la validation des acquis dapprentissage non formel et informelreconnaissancevalidation formellela validation des acquis dapprentissage non formel et informelDE LA RECONNAISSANCE36reconnaissancereconnaissancereconnaissance formelleinformelle ?IIIDE LA RECONNAISSANCE37reconnaissanceformelleinformelleApprentissage Formel Non-Formel InformelIntentionel Oui Oui NonOrganis Oui Oui NonCurriculum National ou local Occasionel NonNiveau de reconnaissance Global, national, sectoriel Local, organizationnel Communaut, pairsTypes de crdits Diplme, Certificat, Open BadgeCertificat, attestation, Open BadgeOpen Badge, Open EndorsementCaractristiquesRsulte gnralement dun nombre limit de processus, places et lieuxRsulte gnralement dun nombre tendu de processus, places et lieuxRsulte gnralement de la participation aux activits quotidiennesLieux Ecole, universit, centre de formation, conservatoireClub sportif, mouvement, de jeune, classe du soir...Confrences, expositions, bibliothques, Internet, association, foyerActivits Etudier, rechercher, enseigner, pratiquerEtudier, rechercher, enseigner, explorer, pratiquerBricoler, conseiller, rsoudre un problme au travail, jouer, pratique parentale et citoyenneDE LA RECONNAISSANCE39ReconnaissanceDE LA RECONNAISSANCE40?quoiPar QuiComment Pour quoi faireReconnaitreDE LA RECONNAISSANCE41PersonnesComptencesRalisationsRussitesquoi?Apprentissages AspirationsReconnaitreDE LA RECONNAISSANCE42Soi-mmePairsInstitutionsClientsPar qui?ExpertsReconnaitreDE LA RECONNAISSANCE43DialogueInconditionnellementRflexionObservationComment?TestsReconnaitreDE LA RECONNAISSANCE44Pourquoi ?ReconnaitreReconnaissanceDE LA RECONNAISSANCE45FormelleNon-FormelleTraditionelle Non-TraditionelleBadges de comptenceMicro-CrditsSmart BadgesBadges ConversationnelsBadges auto-attribusEndossement par les pairsBadges Scout(Centre sur linstitution)(Centre sur la communaut)Nano-Diplmes(Dynamique/Futur)(Statique/Pass)Badges TremplinsBadges de rvesBadges de russites collectivesPouvoir agirConformitInclusionEquiperBadges daffiliationDE LA RECONNAISSANCE46http://www.cma-lifelonglearning.org/video/Interview%20De%20Peretti.mp4Interview dAndr de Peretti ralis par Anny Piau et Bernard Litard, Image et montage Claude Villereau CMADE LA RECONNAISSANCE47I d e n t i t e`Reconnaissance&DE LA RECONNAISSANCE48Self identity is not a set of traits or observable characteristics. It is a person's own reflexive understanding of their biography. Self-identity has continuity, but that continuity is only a product of the person's reflexive beliefs about their own biography. It explains the past and is oriented towards anticipated future."DE LA RECONNAISSANCE49Me Self-narration MeMeMeMeMe"A person's own reflexive understanding of their biography" A. GiddensePortfolioMe Me MeDE LA RECONNAISSANCE50Every relationship implies a definition of self by others and other by self A person's 'own' identity can never be completely abstracted from his identity-for-others. Ronald Laing, Self and Others, 1961DE LA RECONNAISSANCE51If I am I, simply because I am I, and thou art thou simply because thou art thou, then I am I and thou art thou. But if I am I because thou art thou, and thou art thou because I am I, then I am not I and thou art not thou. Rabbi Mendel of Kotskquoted in Ethos and Identity, Epstein, 1978DE LA RECONNAISSANCE52Lidentit nest pas seulement une procdure rflexive ou narrative, elle ne se limite pas au domaine de la reprsentation ou du rcit. Son rle le plus important est ailleurs, dans un domaine o on na gure lhabitude de le situer: les conditions de laction dans la modernit. Jean-Claude Kaufmann, linvention de soi (p. 173)DE LA RECONNAISSANCE53MeSelf-narrationYouYouYouYouNarration through others&YouMeMeMeMeMeA person's 'own' identity can never be completely abstracted from his identity-for-others - Ronald LaingePortfolioususUsusDE LA RECONNAISSANCE54Holographic IdentityDE LA RECONNAISSANCE55Holographic IdentityDE LA RECONNAISSANCEOpen BadgesHolographic Identitiespixels of 56DE LA RECONNAISSANCE57DistributedTrustworthyComplex, yet uncomplicatedCo-constructedConnectedResilientHolographic Identities358DE LA CONFIANCEEconomieducapitalhumainDE LA CONFIANCE593Le capital social est dfini par lOCDE comme des rseaux associs des normes, valeurs et comprhensions partages facilitant la coopration au sein des groupes et entre eux. Source: OECD Insights: Human CapitalMis ensemble, ces rseaux et comprhensions engendrent la confiance et ainsi permettent aux personnes de travailler ensembleDE LA CONFIANCE60Percentage of adults trusting others (source OECD)chapter A THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNINGA8Education at a Glance 2014: OECD Indicators OECD 2014176Political efficacyOn average across 20 OECD countries, the difference in the proportion of adults between high and low education reporting that they believe they have a say in government is 20 percentage points (Chart A8.5 and Table A8.4a [L]). Particularly large differences are seen in the Netherlands (27 percentage points) and Norway (33 percentage points). Across these countries, the gap in self-reported political efficacy between adults with the highest and lowest literacy proficiency is 25 percentage points, on average (Chart A8.5 and Table A8.4a [L]). A particularly large difference of 43percentage points is observed in Norway.The differences in social outcomes between those with the highest and the lowest literacy proficiency level are generally comparable to the differences in social outcomes between those who have not attained upper secondary education and those who have attained tertiary education (Charts A8.1, A8.2, A8.3, A8.4 and A8.5, and Tables A8.1, A8.2, A8.3 andA8.4). Note that the percentage of adults scoring at the lowest and highest literacy proficiency levels are 12% and 16%, respectively (OECD, 2013b). In contrast, adults who have not attained upper secondary and those who have attained teriary education are 24% and 33%, respectively. This may imply that the relationship between educational attainment and social outcomes is stronger than the relationship between literacy proficiency and social outcomes. Similarly, OECD (2013b, p. 232) suggests that the relationship between literacy proficiency and wages is generally much stronger than the relationship between years of education and wages.Chart A8.4. Percentage of adults reporting that they trust others, by educational attainment and literacy proficiency level (2012)Survey of Adult Skills, 25-64 year-oldsLevel 4 or 5Level 3Level 2Level 1 or belowCountries are ranked in ascending order of the proportion of people with tertiary education reporting that they trust others.Source: OECD. Table A8.3a (L). See Annex 3 for notes (www.oecd.org/edu/eag.htm).70 7050 5030 3010 100 060 6040 4020 20% %By literacy proficiency level By educational attainmentBelow upper secondary educationUpper secondary or post-secondary non-tertiary educationTertiary educationSlovak RepublicEstoniaItalyCzech RepublicFranceKoreaGermanyJapanIrelandPolandEngland/N. Ireland (UK)AverageFlanders (Belgium)CanadaSpainAustriaUnited StatesAustraliaFinlandNetherlandsSwedenNorwayDenmark1 2 http://dx.doi.org/10.1787/888933116699chapter A THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNINGA8Education at a Glance 2014: OECD Indicators OECD 2014176Political efficacyOn average across 20 OECD countries, the difference in the proportion of adults between high and low education reporting that they believe they have a say in government is 20 percentage points (Chart A8.5 and Table A8.4a [L]). Particularly large differences are seen in the Netherlands (27 percentage points) and Norway (33 percentage points). Across these countries, the gap in self-reported political efficacy between adults with the highest and lowest literacy proficiency is 25 percentage points, on average (Chart A8.5 and Table A8.4a [L]). A particularly large difference of 43percentage points is observed in Norway.The differences in social outcomes between those with the highest and the lowest literacy proficiency level are generally comparable to the differences in social outcomes between those who have not attained upper secondary education and those who have attained tertiary education (Charts A8.1, A8.2, A8.3, A8.4 and A8.5, and Tables A8.1, A8.2, A8.3 andA8.4). Note that the percentage of adults scoring at the lowest and highest literacy proficiency levels are 12% and 16%, respectively (OECD, 2013b). In contrast, adults who have not attained upper secondary and those who have attained teriary education are 24% and 33%, respectively. This may imply that the relationship between educational attainment and social outcomes is stronger than the relationship between literacy proficiency and social outcomes. Similarly, OECD (2013b, p. 232) suggests that the relationship between literacy proficiency and wages is generally much stronger than the relationship between years of education and wages.Chart A8.4. Percentage of adults reporting that they trust others, by educational attainment and literacy proficiency level (2012)Survey of Adult Skills, 25-64 year-oldsLevel 4 or 5Level 3Level 2Level 1 or belowCountries are ranked in ascending order of the proportion of people with tertiary education reporting that they trust others.Source: OECD. Table A8.3a (L). See Annex 3 for notes (www.oecd.org/edu/eag.htm).70 7050 5030 3010 100 060 6040 4020 20% %By literacy proficiency level By educational attainmentBelow upper secondary educationUpper secondary or post-secondary non-tertiary educationTertiary educationSlovak RepublicEstoniaItalyCzech RepublicFranceKoreaGermanyJapanIrelandPolandEngland/N. Ireland (UK)AverageFlanders (Belgium)CanadaSpainAustriaUnited StatesAustraliaFinlandNetherlandsSwedenNorwayDenmark1 2 http://dx.doi.org/10.1787/888933116699chapter A THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNINGA8Education at a Glance 2014: OECD Indicators OECD 2014176Political efficacyOn average across 20 OECD countries, the difference in the proportion of adults between high and low education reporting that they believe they have a say in government is 20 percentage points (Chart A8.5 and Table A8.4a [L]). Particularly large differences are seen in the Netherlands (27 percentage points) and Norway (33 percentage points). Across these countries, the gap in self-reported political efficacy between adults with the highest and lowest literacy proficiency is 25 percentage points, on average (Chart A8.5 and Table A8.4a [L]). A particularly large difference of 43percentage points is observed in Norway.The differences in social outcomes between those with the highest and the lowest literacy proficiency level are generally comparable to the differences in social outcomes between those who have not attained upper secondary education and those who have attained tertiary education (Charts A8.1, A8.2, A8.3, A8.4 and A8.5, and Tables A8.1, A8.2, A8.3 andA8.4). Note that the percentage of adults scoring at the lowest and highest literacy proficiency levels are 12% and 16%, respectively (OECD, 2013b). In contrast, adults who have not attained upper secondary and those who have attained teriary education are 24% and 33%, respectively. This may imply that the relationship between educational attainment and social outcomes is stronger than the relationship between literacy proficiency and social outcomes. Similarly, OECD (2013b, p. 232) suggests that the relationship between literacy proficiency and wages is generally much stronger than the relationship between years of education and wages.Chart A8.4. Percentage of adults reporting that they trust others, by educational attainment and literacy proficiency level (2012)Survey of Adult Skills, 25-64 year-oldsLevel 4 or 5Level 3Level 2Level 1 or belowCountries are ranked in ascending order of the proportion of people with tertiary education reporting that they trust others.Source: OECD. Table A8.3a (L). See Annex 3 for notes (www.oecd.org/edu/eag.htm).70 7050 5030 3010 100 060 6040 4020 20% %By literacy proficiency level By educational attainmentBelow upper secondary educationUpper secondary or post-secondary non-tertiary educationTertiary educationSlovak RepublicEstoniaItalyCzech RepublicFranceKoreaGermanyJapanIrelandPolandEngland/N. Ireland (UK)AverageFlanders (Belgium)CanadaSpainAustriaUnited StatesAustraliaFinlandNetherlandsSwedenNorwayDenmark1 2 http://dx.doi.org/10.1787/888933116699DE LA CONFIANCE61La France est engage dans un cercle vicieux dont les cots conomiques et sociaux sont considrables. Depuis plus de vingt ans, des enqutes menes dans tous les pays dvelopps rvlent quici plus quailleurs, on se mfi e de ses concitoyens, des pouvoirs publics et du march. Cette dfi ance allant de pair avec un incivisme plus frquentOr la dfi ance et lincivisme, loin dtre des traits culturels immuables, sont aliments par le corporatisme et ltatisme du modle social franais. En retour, le manque de confi ance des Franais entrave leurs capacits de coopration, ce qui conduit ltat tout rglementer et vider de son contenu le dialogue social.En comparant les relations entre les performances conomiques et les attitudes sociales dans une trentaine de pays du dbut des annes 1950 nos jours, Yann Algan et Pierre Cahuc montrent comment ce dfi cit de confiance rduit significativement lemploi, la croissance et, surtout, laptitude des Franais au bonheur. Un petit livre qui en dit trs long et quil faut lire durgence. F.-O. Giesbert, Le Point Un lumineux commentaire des ravages du corporatisme et de ltatisme. G. Moatti, Les chosLA SOCIT DE DFIANCEComment le modle social franais sautodtruitYANN ALGAN ET PIERRE CAHUC5 ISBN 978-2-7288-0396-5ISSN 1951-7637LA SOCIT DE DFIANCEComment le modle social franais sautodtruitYANN ALGAN et PIERRE CAHUC| 09 | LA SOCIT DE DFIANCE09lu par LireMEILLEUR ESSAI 2007RUE DULM10En toute logique, lopinion selon laquelle on ne peut arriver au sommetsans tre corrompu devrait avoir pour contrepartie une dfiance enversdes institutions en charge de lapplication du droit et de la reprsentationdes intrts des citoyens. Tel est bien le cas : les Franais ont moins confianceque la plupart des habitants des pays riches en leur justice, leur parlementet leurs syndicats.La figure 2 montre, pour chaque pays, la part des personnes dclarantnavoir aucune confiance dans le systme judiciaire. Le systme judiciaireest une institution non partisane. Son impartialit ne devrait donc souffriraucune discussion. Pourtant, les Franais sont prs de 20 % dclarerFigure 1 Part des personnes qui rpondent Pour arriver au sommet, il est ncessaire dtre corrompu .Source : International Social Survey Program, 1999.0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9Norvgetats-UnisCanadaAustralieRoyaume-UniSuisseEspagneAllemagneHongriePortugalRpubliquetchqueFranceJaponPologneRussie=Algan FM.book Page 10 Lundi, 24. septembre 2007 5:14 17DE LA CONFIANCE6212Figure 3 Part des personnes qui dclarent navoir aucune confiance dans le parlement. Les autres rponses possibles sont : totalement confiance , confiance , peu confiance .Source : World Values Survey, 2000.NorvgePays-BasSudeDanemarkFinlandeAutricheEspagneSuissePortugalCanadaAustralieAllemagneRoyaume-UniItalieIrlandeBelgiquePologneJaponHongrieFranceGrceRpubliquetchqueTurquieMexique=Algan FM.book Page 12 Lundi, 24. septembre 2007 5:14 1711navoir aucune confiance en la justice. Ils ne sont prcds que par les Turcset les Belges. linverse, une telle dfiance sexprime uniquement chez7 % des Allemands et 2,2 % des Danois. Si on additionne le pourcentageFigure 2 Part des personnes qui dclarent navoir aucune confiance en la justice. Les autres rponses possibles sont : totalement confiance , confiance , peu de confiance .Source : World Values Survey, 2000.DanemarkNorvgeFinlandeAutricheSudeSuisseAllemagneIrlandePays-BasAustralieRoyaume-UniEspagnePologneGrceHongriePortugalItalieRpubliquetchqueFranceBelgiqueTurquie=Algan FM.book Page 11 Lundi, 24. septembre 2007 5:14 17FranceFranceDE LA CONFIANCE6327Figure 7c Part de personnes qui dclarent trouver injustifiable daccepter un pot-de-vin dans lexercice de ses fonctions .Source : World Values Survey, 1980-2000.0,5 0,55 0,6 0,65 0,7 0,75 0,8 0,85 0,9 0,95FranceBelgiqueMexiqueAllemagnePays-BasJaponAutricheItalieSudePortugalRoyaume-UniCanadaEspagneSuisseAustralietats-UnisNorvgeIrlandePologneChineDanemark=Algan FM.book Page 27 Lundi, 24. septembre 2007 5:14 1720Figure 5 Part des personnes qui rpondent Il est possible de faire confiance aux autres la question : En rgle gnrale, pensez-vous quil est possible de faire confiance aux autres ou que lon est jamais assez mfiant ? .Source : World Values Survey, 1990 et 2000.0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8TurquiePortugalFranceHongrieGrcePologneRpubliquetchqueMexiqueBelgiqueAutricheItalieIndeEspagneRoyaume-UniAllemagneIrlandeJaponSuisseCanadatats-UnisChinePays-BasFinlandeDanemarkSudeNorvge=Algan FM.book Page 20 Lundi, 24. septembre 2007 5:14 17FranceFranceDE LA CONFIANCE64OpenBadgesReconnaissanceConfianceDE LA CONFIANCE65 Reconna issances Obtenues (dette ) Reconna issances Offertes (cred it ) Mon Cap ital Soc ia l Ton Cap ital Soc ia l Notre Cap ital Soc ia l ....+++DE LA CONFIANCE66 Reconna issances Obtenues Reconna issances OffertesDE LA CONFIANCEdu ePortfolio au Personal Ledger1000 ReceivedCredentials Name ID Issuer Criteria Evidence Picture 2000 IssuedCredentials Name ID Earner Criteria Evidence Picture 3000 Evidence Name ID Type 4000 Assets Name ID Type 5000 4000 Assets Name ID Type 4100 IPR 4200 Publications 4300 DE LA CONFIANCE1000 Date/Time Name ID BoT Issuer Criteria Evidence Picture 1001 1/6/2016/11:23 Ledger Expert Level1 1FL2LFL8K8 4 I82NCJ7FK CF84KULF ELPO7DUJ PINFJ48D6 1002 24/9/2017/09:12 Assessor Level 2 1IFN74JS91 849 IK49FL4MM C3MPG7D FP4TLRS4 null 1100 24/9/2017/09:13 1101 Crdits reusCrdits mis2000 Date/Time Name ID BoT Earner Criteria Evidence Picture 2001 Trustworthy Company 2FL2LFL8K8 30IKFI7469HL CCL0FLD. EPFLDKD8 - 2002 Creative 2IFN74JS91 138 I0DU7CHKB 2100 2101 PreuveRfrentiel de comptencesTotal des confiances mises pour la crativitDE LA CONFIANCELamonnaie(infongible)duneconomiedelareconnaissance.OpenBadgesDE LA CONFIANCELeporte-monnaieoulivredecomptepersonneldelconomiedelareconnaissanceePortfoliosOpenBadges Lamonnaie(infongible)duneconomiedelareconnaissance.DE LA CONFIANCELesOpenBadgessontplusquedesimagescoller(oucolorier!)dansunportfolio!ePortfoliosOpenBadges472VERS UNE SOCIT APPRENANTELepouvoirdagirVERS UNE SOCIT APPRENANTE734Rapport sur la recherche et dveloppement de lducation tout au long de la vie Catherine Becchetti-Bizot Guillaume Houzel Franois Taddei VERS UNE SOCIT APPRENANTE lattention de Madame la ministre de lducation nationale, de lEnseignement suprieur et de la RechercheMars 2017unecuLturedelaconfiance,delalibertetdumentoratbienveillantVERS UNE SOCIT APPRENANTE74unecuLturedelaconfiance,delalibertetdumentoratbienveillant[delareconnaissance]VERS UNE SOCIT APPRENANTE75ReconnaissanceSouverainelepouvoirdexprimersareconnaissanceDonnerchacun(etpassimplementauxautoritsconstitues):lepouvoirdexprimersaconfiancelepouvoirdagir!VERS UNE SOCIT APPRENANTE76Lareconnaissanceestlacomptencecl,cellesous-jacentetouteslesautresLareconnaissancenintervientpasquaprslactepdagogiqueReconnaissanceSouveraineEllelefonde!VERS UNE SOCIT APPRENANTE77Sans thorie de la reconnaissance, point de thorie de lagir Paul Ricur VERS UNE SOCIT APPRENANTE78Je serai aussi ce prsident de la reconnaissance []Discours du 1er mai 201779La reconnaissance est la seule dette qu'un dbiteur aime voir s'accrotre. Friedrich Nietzsche CONTACTS80MercidevotreAttention!SergeRavetOpenRecognitionAlliance,BitofTrust@szerge

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