Lideratge i funció directiva. Ofici o actitud? (líder, innovador, emprenedor) (autoestima?)

El lideratge és el conjunt de capacitats que una persona té per influir en les persones o en un grup de persones determinat, per a l’assoliment de metes i objectius predeterminats. El líder te la capacitat de prendre la iniciativa, gestionar, convocar, promoure, incentivar, motivar i avaluar a un grup o equip. Capacitat fa referència als recursos i aptituds que té un individu per a exercir una determinada tasca o comesa (no ens diu res de si són innates o adquirides) per tant ens fiquem en un “lio” (habilitats, competències, aptituds, etc.. etc���). Parlem de coneixement. En l’àmbit de l’economia del coneixement “es allò que sabem (encara que no sapiguem que ho sabem) que ens capacita per a l’acció”. Aquí ens tornem a trobar el coneixement innat i el adquirit. En aquest cas, “l’acció” son precisament el que han de fer les persones en relació a un objectiu. En el lideratge la capacitat o coneixement es comportamental i per tant per adquirir-lo cal aprendre comportaments (simulació - estandardització, entrenament, es el mon de l’experiència). Canviar els comportaments es el mes difícil. Per una Escola aniria per formar en el lideratge li aniria millor que estiguéssim parlant de coneixements “memoristics” o de procediment que son molt mes fàcils de formar.

leronimi contra accusatorem défensio, etc.; dialogus, adverses Pelagianos (30); liber hebraicarum questionum in Genesi (53).

Catalogue de l'abbaye de Corbie (éd. d'E. Coyecque, Cat des mss des bibliothèques de France, XIX, p.XI-XLVIII) XIIe s.: n°172; XIIIe s.: n°47; 1621: n°88 Ex-libris : f.1 : « Liber de antiqua Corbeia » ; — « Sti Germani a Pratis »

Aug. sermones de verbis Domini et de quibusdam sententiis Pauli, etc.

Catalogue de l'abbaye de Corbie (éd. d'E. Coyecque, Cat des mss des bibliothèques de France, XIX, p.XI-XLVIII) XIIIe s.: n°7; 1621: n°1 Ex-libris : f.226v : « Liber Sancti Petri Corbeie » ; — f.1 : « Ex Libris Corbeiensis monasterii » ; — « Sti Germani a Pratis »

[Archives de la parole]. , [Je n'en regarde pas] : [chanson] / [Ferdinand Brunot], collecteur ; [Solange Rémi, 79 ans, cultivatrice], chant. [Voilà six mois que c'était le printemps] : [chanson] / [Ferdinand Brunot], collecteur ; [Françoise Dupont, 65 ans, cultivatrice], chant. [Chanson du laboureur]... [etc] / [Ferdinand Brunot], collecteur ; [Jean Berger, 26 ans, garçon de ferme], chant

[Traditions. France. Berry]

Extending Learning Objects by Means of Social Networking

Learning objects have been the promise of providing people with high quality learning resources. Initiatives such as MIT Open-CourseWare, MERLOT and others have shown the real possibilities of creating and sharing knowledge through Internet. Thousands of educational resources are available through learning object repositories. We indeed live in an age of content abundance, and content can be considered as infrastructure for building adaptive and personalized learning paths, promoting both formal and informal learning. Nevertheless, although most educational institutions are adopting a more open approach, publishing huge amounts of educational resources, the reality is that these resources are barely used in other educational contexts. This paradox can be partly explained by the dificulties in adapting such resources with respect to language, e-learning standards and specifications and, finally, granularity. Furthermore, if we want our learners to use and take advantage of learning object repositories, we need to provide them with additional services than just browsing and searching for resources. Social networks can be a first step towards creating an open social community of learning around a topic or a subject. In this paper we discuss and analyze the process of using a learning object repository and building a social network on the top of it, with respect to the information architecture needed to capture and store the interaction between learners and resources in form of learning object metadata.

Promoting the Creation, Share and Use of OERs through Open Repositories and Social Networks

In this paper we discuss and analyze the process of using a learning object repository and building a social network on the top of it, including aspects related to open source technologies, promoting the use of the repository by means of social networks and helping learners to develop their own learning paths.

The tension between academic knowledge production and online peer production

Peer-reviewed