Différences

Ci-dessous, les différences entre deux révisions de la page.

--- informatique:start [2022/01/24 10:52] – villersd
+++ informatique:start [2024/02/13 20:36] (Version actuelle) – [Divers (à classer)] villersd
@@ Ligne 56: / Ligne 56: @@
 ===== Divers (à classer) =====
+  * [[https://www.e-classe.be/api/v1/resource/contents/eclasse8933_62b45077f38ea.pdf|RÉFÉRENTIEL DE FORMATION MANUELLE, TECHNIQUE, TECHNOLOGIQUE ET NUMÉRIQUE]] (sur e-classe)
+  * [[https://cseducators.stackexchange.com/|StackExchange - Computer Science Educators ]]
   * [[https://vimeo.com/254811757|Pensée computationnelle: pour un néo-papertisme durable car sceptique]], Pierre Dillenbourg (vidéo)
   * [[http://outlier.uchicago.edu/TimeforCS/findings/|Finding Time for Computer Science in the Elementary Day]]
@@ Ligne 98: / Ligne 100: @@
     * [[https://www.didapro.org/7/]]
     * ...
+  * Éducation aux OS : [[http://sebastianmihai.com/snowdrop/|Snowdrop OS]], un tout petit système d'exploitation écrit pour apprendre et expliquer comment fonctionne un OS, du boot à l'utilisation
+  * [[https://github.com/algorithm-visualizer/algorithm-visualizer|GitHub - algorithm-visualizer/algorithm-visualizer: Interactive Online Platform that Visualizes Algorithms from Code]]
+    * [[https://algorithm-visualizer.org|Algorithm Visualizer]]
+  * [[https://github.com/17ms/visual-pathfinder|visual-pathfinder]]
 ===== Scratch et programmation par bloc =====
   * FIXME
   * [[https://medium.com/@scratchfndn/scratch-lab-extending-creative-possibilities-and-play-5b131cc4d9de|Scratch Lab: Extending Creative Possibilities and Play]] (février 2021)
+  * [[https://medium.com/@scratchfndn/scratch-for-educators-get-started-with-scratch-7a4603c690e1|Scratch for Educators: Get Started With Scratch]]
   * [[http://profmath.uqam.ca/~boileau/p5VisuelWEB/index.html|p5visuel]] (par un enseignant)
   * [[https://developers.google.com/blockly]]
@@ Ligne 130: / Ligne 136: @@
   * [[https://www.researchgate.net/publication/301308652_Preservice_Teachers_Introduction_to_Computing_Exploring_Utilization_of_Scratch]]
   * [[https://journals.openedition.org/rdst/3685|Futurs enseignants de l’école primaire : connaissances des stratégies d’enseignement, curriculaires et disciplinaires pour l’enseignement de la programmation]] Béatrice Drot-Delange, Gabriel Parriaux et Christophe Reffay, RDST vol 23, p. 55-76, 2021 DOI: 10.4000/rdst.3685
+  * Teaching Fundamental Concepts of Informatics: 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010, ... Computer Science and General Issues), Juraj Hromkovic, Rastislav Královic, Jan Vahrenhold, Springer ISBN: 9783642113758
+  * [[https://www.sciencedirect.com/science/article/abs/pii/S0959475222000883|Impact of programming on primary mathematics learning - ScienceDirect]] Manon Laurent, Rosamaria Crisci, Pascal Bressoux, Hamid Chaachoua, Cécile Nurra, Erica de Vries, Pierre Tchounikine, Learning and Instruction, Volume 82, 2022, 101667, ISSN 0959-4752, DOI: 10.1016/j.learninstruc.2022.101667
+    * Abstract: The aim of this study is to investigate whether a programming activity might serve as a learning vehicle for mathematics acquisition in grades four and five. For this purpose, the effects of a programming activity, an essential component of computational thinking, were evaluated on learning outcomes of three mathematical notions: Euclidean division (N = 1,880), additive decomposition (N = 1,763) and fractions (N = 644). Classes were randomly assigned to the programming (with Scratch) and control conditions. Multilevel analyses indicate negative effects (effect size range −0.16 to −0.21) of the programming condition for the three mathematical notions. A potential explanation of these results is the difficulties in the transfer of learning from programming to mathematics.
+    * Keywords: Computational thinking; Programming activity; Mathematics learning; Primary school; Randomized trial; Learning transfer
@@ Ligne 164: / Ligne 174: @@
     * [[http://www.enseignerlinformatique.org/2019/08/30/capes-informatique-dit-aussi-capes-nsi/|Capes Informatique (dit aussi Capes NSI) – Enseigner l’informatique]]
     * [[https://capes-nsi.org/|Actualités - CAPES NSI, Site du jury du CAPES externe]]
-  * [[https://pixees.fr/informatiquelycee/]], ressources de David Roche (cc-by-sa)
+  * [[https://pixees.fr/informatiquelycee/]], ressources de l'INRIA (David Roche,...), sous licence libre cc-by-sa
   * sesamath et ses ressources
     * [[http://revue.sesamath.net/spip.php?rubrique184|N°71 - Septembre 2020 - Les nouvelles technologies pour l’enseignement des mathématiques]]
@@ Ligne 177: / Ligne 187: @@
     * p 104-105 Les technologies numériques à l’école, quel bilan ? Cédric Fluckiger
+===== UK =====
+  * [[https://teachcomputing.org/|Teach computing]]
 ===== Histoire de l'informatique =====
@@ Ligne 185: / Ligne 197: @@
   * [[https://medium.com/digital-diplomacy/the-fascinating-story-of-the-computer-that-got-us-on-the-moon-a6daefa1d900|The Fascinating Story of the Computer That Got Us on the Moon]], où on explique qu'un **chargeur** de téléphone est plus rapide et a plus de mémoire que l'ordinateur qui a permis le premier alunissage !
   * Cours libre sur l'histoire de l'informatique : [[https://librecours.net/module/culture/histoire-de-l-informatique/]]
+  * [[https://ploum.net/lhistoire-du-logiciel-entre-collaboration-et-confiscation-des-libertes/|L’histoire du logiciel : entre collaboration et confiscation des libertés]] Ploum, 11/05/2022
   * Informaticiens :
     * Aaron Swartz : [[https://www.wetube.io/video/aaron-swartz-lenfant-dinternet-the-internets-own-boy-vostfr-12/]]
@@ Ligne 192: / Ligne 205: @@
 ===== Références =====
   * [[https://ec.europa.eu/jrc/en/digcomp|DigComp]], European Digital Competence Framework for Citizens
+    * [[https://publications.jrc.ec.europa.eu/repository/handle/JRC106281|DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use]] → poster pour illustrer les 8 paliers du Cadre de compétences numériques pour les citoyens, en fonction de la complexité des tâches, de l'autonomie et du niveau taxonomique
+    * [[https://publications.jrc.ec.europa.eu/repository/handle/JRC128415|DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes]]
   * [[https://ec.europa.eu/jrc/en/digcomporg|DigCompOrg]], European Framework for Digitally Competent Educational Organisations
   * [[https://ec.europa.eu/jrc/en/digcompedu|DigCompEdu]], Digital Competence Framework for Educators
-  * [[https://pix.org/fr/]] → pour évaluer ses connaissances dans le cadre DigComp
+  * [[https://pix.org/fr/]] → pour évaluer ses connaissances (proche du cadre DigComp ?)
+    * [[https://pix.org/fr-be/]] (version belge FWB)
+    * [[https://pix.org/en-gb/]] (version internationale)
+    * [[wp>fr:Pix_(certification_numérique)|Pix (certification numérique)]]
+    * code source de la plateforme pix.fr : [[https://github.com/1024pix/pix]]
   * [[https://educationendowmentfoundation.org.uk/tools/guidance-reports/using-digital-technology-to-improve-learning/|Using digital technology to improve learning]], Four recommendations on using digital technology to improve children's learning
   * [[http://www.pur-editions.fr/detail.php?idOuv=4839|Une approche didactique de l’informatique scolaire]] 2019, Cédric Fluckiger, Collection : Paideia ISBN: 978-2-7535-7714-5
     * [[http://www.cafepedagogique.net/lexpresso/Pages/2019/07/05072019Article636979098245247913.aspx|analyse]], le café pédagogique
     * [[http://cedric-fluckiger.blogspot.com/2019/05/parution-de-louvrage-une-approche.html]] (le blog de l'auteur)
+==== Revues ====
+  * [[https://helloworld.raspberrypi.org/|Hello World]]
+    * [[https://helloworld.raspberrypi.org/issues/18|Hello World — Issue 18]], cybersecurity → "This issue spans the ethics and legalities of hacking, advice about teaching cybersecurity to primary-school children, and an introduction to quantum cryptography."
 ==== Livres ====
   * [[https://mitpress.mit.edu/sites/default/files/sicp/index.html|Structure and Interpretation of Computer Programs]] (MIT Press, 1984; ISBN 0-262-01077-1), Hal Abelson, Jerry Sussman
+==== Fondations, institutions ====
+  * [[https://www.raspberrypi.org|Paspberry Pi Fundation]]
+    * [[https://www.raspberrypi.org/computing-education-research-online-seminars/|Seminars]] (+ youtube links)
+  * ...
+==== Blogs ====
+  * [[https://computinged.wordpress.com/]] [[wp>Mark_Guzdial|Mark Guzdial]]
+==== Jeux ====
+  * [[https://upperstory.com/turingtumble/|Turing Tumble - Build Marble-Powered Computers]]
+  * [[wp>Turing_Tumble|Turing Tumble - Wikipedia]]
+  * [[https://github.com/jessecrossen/ttsim|GitHub - jessecrossen/ttsim: A simulator for the Turing Tumble]]
+    * [[https://jessecrossen.github.io/ttsim/#s=13,17&z=32&cc=6&cr=8&t=3&sp=1&sc=0&b=data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAA0AAAASCAYAAACAa1QyAAAA0ElEQVQoU+2TsQ3CMBBFvxvqlJR3M9BHKdgjisUckbKIo2QOiqSjQmxgl1SICWJiwBbEhpIKV/a//3w631mM4ziVZYmqqtC2LYqiwDAM8GupN00D4SFn0tqAmQLgN0oZSPnQE5AW3sjMVuv3cwS9GqJUT8FdFDLleR4yfAK83ve9vdf0h376EHOzpmVv6roOfZtnzy7jgogiSBsNJoYyCpJk1O8Iep3q1HS4eDKTB1NQ13VpyJkdmFruv80FW7ujDY7ZBavrFudsj/XJ4PBlcm/vjJPdSXC0mwAAAABJRU5ErkJggg==|Turing Tumble Simulator]]
+  * [[https://www.scorpionmasque.com/fr/turingmachine|Turing Machine - Le Scorpion Masqué]]
+    * [[https://www.scorpionmasque.com/sites/scorpionmasque.com/files/tm_rules_fr_10aug2022.pdf|tm_rules_fr_10aug2022.pdf]]
 ===== À ranger =====
   * simulation tour de Hanoï : [[http://stoyanr.github.io/Hanoier/index.html]]
+  * infographies sur les formats de fichier : [[https://github.com/corkami/pics]]