Traduction de «Apprentissage par les réseaux » (Français → Anglais) :

social learning

training networks with multiple layers

compensatory teacher | teacher in learning support | developmental teacher | learning support teacher

distribution control operator | electrical power systems power dispatcher | electrical power distributor | power line worker

drainage engineering adviser | water and drainage engineer | drain engineer | drainage engineer

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

action learning | active learning

community-based learning | CBL [Abbr.]

online learning | on-line learning | virtual learning | e-learning | cyberlearning | tele-learning | distance learning

reversal learning

This is likely to require some investment in new provision, though there is also much to gain by making better use of existing language learning resources and staff in schools and universities, libraries, local learning networks and adult education centres (> Actions III.3.1 to III.3.3)

This platform, the world's biggest teachers' network, offers staff (teachers, head teachers, librarians, etc.) and pupils opportunities to communicate, collaborate and work on projects together. Develop a self-assessment tool on digital capacity (SELFIE) so that schools in the EU can, on a voluntary basis and using a set of common criteria, evaluate their digital capacity and develop and improve the way they use technologies for digital age learning. Further support Member States in providing high quality early childhood education and care and step up efforts to help them learn from each other and identify what works best. Offer policy g ...[+++]uidance on the careers and professional development of teachers and school leaders by reinforcing peer learning under Education and Training 2020 through a series of expert seminars and linking it to the European sectoral social dialogue in education; Develop online communities and resources for school professionals, including new eTwinning opportunities for student teachers, online networks for early career teachers and their mentors, online courses (including Massive Open Online Courses), exchange of best practice among providers of Initial Teacher Education and a Digital Competence Framework to support teachers' self-assessment and development; Building on existing cooperation, including on skills strategies and school resources, set up a demand driven technical support arrangement in cooperation with the OECD to help Member States who voluntarily seek assistance, to design and implement major school education reforms.

By working with private and public sector partners to ensure that all of CanadaÂs 16,500 schools and 3,400 libraries are connected to the Internet by 1998 we are helping to make online learning a reality for Canadians and we are setting the conditions for Canada to become a laboratory for the creation of multimedia learning software and networks.

Community Learning Networks: Thirty of these networks exist across the province and deliver essential skills and training to individuals.