Mes cours

Outils
Azure Power BI Book Creator Bookings Canva Clipchamp Copilot Studio Defender Designer Entra Excel Exchange Forms Lecteur immersif Intune Lens Accélérateurs d’apprentissage Lists Loop M365 Copilot M365 Copilot Chat Minecraft Education OneDrive OneNote OneNote ClassNotebook Outlook Planner PowerApps Power Automate PowerPoint Purview Reflect SharePoint Sway Teams ToDo Translator Visio Whiteboard Windows 11 Windows Server Word
Niveau
Utilisateur (niveau 2) Découvreur (niveau 1) Pionnier (niveau 3 et supérieur)
Public cible
Administration Direction IT (Tech) IT (Pédagogique) Enseignant/Professeur Soutien Étudiant/Élève
Type de cours
Certification Matériel de cours (PDF Manuel) Cours collectif en présentiel Webinaire Auto-apprentissage (Vidéo à la demande + Cours)
DigCompEdu
1.1 Communication organisationnelle (Engagement professionnel) 1.2 Collaboration professionnelle (Engagement professionnel) 1.3 Pratique réfléchissante (Engagement Professionel) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 2.1 Sélection (Ressources numériques) 2.2 Création et modification (Ressources numériques) 2.3 Gestion, protection et partage (Ressources numériques) 3.1 Enseignement (Enseignement et apprentissage) 3.2 Orientations (Enseignement et apprentissage) 3.3 Apprentissage collaboratif (Enseignement et apprentissage) 3.4 Apprentissage autorégulé (Enseignement et apprentissage) 4.1 Stratégies d'évaluation (Évaluation) 4.2 Analyse des données probantes (Évaluation) 4.3 Rétroaction et planification (Évaluation) 5.1 Accessibilité et inclusion (Donner aux apprenants les moyens d’agir) 5.2 Différenciation et personnalisation (Donner aux apprenants les moyens d’agir) 5.3 Engager activement les apprenants (Donner aux apprenants les moyens d’agir) 6.1 L'éducation à l'information et aux médias (Faciliter les compétences numériques des apprenants) 6.2 Communication et collaboration numériques (Faciliter les compétences numériques des apprenants) 6.3 Création de contenu numérique (Faciliter les compétences numériques des apprenants) 6.4 Utilisation responsable (Faciliter les compétences numériques des apprenants) 6.5 Résolution de problems numériques (Faciliter les compétences numériques des apprenants)
ISTE Coaches
4.1.a. Coaches create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. (Change agent) 4.1.b. Coaches facilitate equitable use of digital learning tools and content that meet the needs of each learner. (Change agent) 4.1.c. Coaches cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals. (Change agent) 4.1.d. Coaches recognize educators across the organization who use technology effectively to enable high-impact teaching and learning. (Change agent) 4.1.e. Coaches connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. (Change agent) 4.2.a. Coaches pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders. (Connected learner) 4.2.b. Coaches actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences. (Connected learner) 4.2.c. Coaches establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice. (Connected learner) 4.3.a. Coaches establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. (Collaborator) 4.3.b. Coaches partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards. (Collaborator) 4.3.c. Coaches partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption. (Collaborator) 4.3.d. Coaches personalize support for educators by planning and modeling the effective use of technology to improve student learning. (Collaborator) 4.4.a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency. (Learning designer) 4.4.b. Coaches help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. (Learning designer) 4.4.c. Coaches collaborate with educators to design accessible and active digital learning environments that accommodate learner variability. (Learning designer) 4.4.d. Coaches model the use of instructional design principles with educators to create effective digital learning environments. (Learning designer) 4.5.a. Coaches design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs. (Professional learning facilitator) 4.5.b. Coaches build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback. (Professional learning facilitator) 4.5.c. Coaches evaluate impact of professional learning and continually make improvements in order to meet schoolwide vision for using technology for high-impact teaching and learning. (Professional learning facilitator) 4.6.a. Coaches assist educators and leaders in securely collecting and analysing student data. (Data-driven decision-maker) 4.6.b. Coaches support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning. (Data-driven decision-maker) 4.6.c. Coaches partner with educators to empower students to use learning data to set their own goals and measure their progress. (Data-driven decision-maker) 4.7.a. Coaches inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. (Digital citizen advocate) 4.7.b. Coaches partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology. (Digital citizen advocate) 4.7.c. Coaches support educators and students to critically examine the sources of online media and identify underlying assumptions. (Digital citizen advocate) 4.7.d. Coaches empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect. (Digital citizen advocate)
ISTE EduLeads
3.1.a. Education leaders ensure all students have skilled teachers who actively use technology to meet student learning needs. (Equity and Citizenship advocate) 3.1.b. Education leaders ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities. (Equity and Citizenship advocate) 3.1.c. Education leaders model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change. (Equity and Citizenship advocate) 3.1.d. Education leaders cultivate responsible online behavior, including the safe, ethical and legal use of technology. (Equity and Citizenship advocate) 3.2.a. Education leaders engage education stakeholders in developing and adopting a shared vision for using technology to improve student success, informed by the learning sciences. (Visionary planner) 3.2.b. Education leaders build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning. (Visionary planner) 3.2.c. Education leaders evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning. (Visionary planner) 3.2.d. Education leaders communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle. (Visionary planner) 3.2.e. Education leaders share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work. (Visionary planner) 3.3.a. Education leaders empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. (Empowering leader) 3.3.b. Education leaders build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice. (Empowering leader) 3.3.c. Education leaders inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools. (Empowering leader) 3.3.d. Education leaders support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students. (Empowering leader) 3.3.e. Education leaders develop learning assessments that provide a personalized, actionable view of student progress in real time. (Empowering leader) 3.4.a. Education leaders lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic plan. (System designer) 3.4.b. Education leaders ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand. (System designer) 3.4.c. Education leaders protect privacy and security by ensuring that students and staff observe effective privacy and data management policies. (System designer) 3.4.d. Education leaders establish partnerships that support the strategic vision, achieve learning priorities and improve operations. (System designer) 3.5.a. Education leaders set goals to remain current on emerging technologies for learning, innovations in pedagogy and advancements in the learning sciences. (Connected learner) 3.5.b. Education leaders participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals. (Connected learner) 3.5.c. Education leaders use technology to regularly engage in reflective practices that support personal and professional growth. (Connected learner) 3.5.d. Education leaders develop the skills needed to lead and navigate change, advance systems and promote a mindset of continuous improvement for how technology can improve learning. (Connected learner)
ISTE Educators
2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.1.b. Teachers pursue professional interests by creating and actively participating in local and global learning networks. (Empowered professional) 2.1.c. Teachers stay current with research that supports improved student learning outcomes, including findings from the learning sciences. (Empowered professional) 2.2.a. Teachers shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. (Leader) 2.2.b. Teachers advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. (Leader) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.3.a. Teachers create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behaviour online that build relationships and community. (Citizen) 2.3.b. Teachers establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. (Citizen) 2.3.c. Teachers mentor students in the safe, ethical and legal practice with digital tools and protection of intellectual rights and property. (Citizen) 2.3.d. Teachers model and promote management of personal data and digital identity and protect student data privacy. (Citizen) 2.4.a. Teachers dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. (Collaborator) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator) 2.4.c. Teachers use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. (Collaborator) 2.4.d. Teachers demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. (Collaborator) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 2.5.b. Teachers design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. (Designer) 2.5.c. Teachers explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. (Designer) 2.6.a. Teachers foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. (Facilitator) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator) 2.6.c. Teachers create learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems. (Facilitator) 2.6.d. Teachers model and nurture creativity and creative expression to communicate ideas, knowledge or connections. (Facilitator) 2.7.a. Teachers provide alternative ways for students to demonstrate competency and reflect on their learning using technology. (Analyst) 2.7.b. Teachers use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. (Analyst) 2.7.c. Teachers use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction. (Analyst)
ISTE Students
1.1.a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. (Empowered Learner) 1.1.b. Students build networks and customize their learning environments in ways that support the learning process. (Empowered Learner) 1.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. (Empowered Learner) 1.1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. (Empowered Learner) 1.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. (Digital Citizen) 1.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. (Digital Citizen) 1.2.c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. (Digital Citizen) 1.2.d. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. (Digital Citizen) 1.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. (Knowledge contstructor) 1.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (Knowledge contstructor) 1.3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. (Knowledge contstructor) 1.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (Knowledge contstructor) 1.4.a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. (Innovative designer) 1.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. (Innovative designer) 1.4.c. Students develop, test and refine prototypes as part of a cyclical design process. (Innovative designer) 1.4.d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. (Innovative designer) 1.5.a. Students formulate problem definitions suited for technologyassisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. (Computational thinker) 1.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. (Computational thinker) 1.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. (Computational thinker) 1.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. (Computational thinker) 1.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. (Creative communicator) 1.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations. (Creative communicator) 1.6.c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. (Creative communicator) 1.6.d. Students publish or present content that customizes the message and medium for their intended audiences. (Creative communicator) 1.7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. (Global collaborator) 1.7.b. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. (Global collaborator) 1.7.c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (Global collaborator) 1.7.d. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions. (Global collaborator)
GRIP(A)
Basis 1 - O1. Informeer je over de begrippen ‘informatieveiligheid’ en ‘privacy’ en begrijp ze. Basis 1 - O2. Stel een DPO en andere persona’s aan met betrekking tot informatieveiligheid en privacy. Basis 1 - O3. Onderschrijf de beleidsverklaring en ontwikkel een beleidsplan voor informatieveiligheid en privacy (I&P). Basis 1 - O4. Voorzie een actieplan om je beleid te implementeren en te evalueren. Basis 1 - O5. Maak een inventaris van alle apparaten. Basis 1 - O6. Maak een inventaris van alle applicaties. Basis 1 - O7. Stel een authenticatiebeleid op. Basis 1 - O8. Stel een privacyverklaring op en implementeer beleid om verzoeken van betrokkenen te behandelen. Basis 1 - O9.1. Veranker het beleid. Basis 1 - O10.1. Geef opleiding, training en voorlichting. Basis 2 - T1. Voorzie een eigen domeinnaam. Basis 2 - O11. Gebruik domeingebonden e-mailadressen. Basis 2 - O12. Stel een autorisatiebeleid op en pas dit toe volgens het principe van minimale behoeften (= least privilege). Basis 2 - T2. Beveilig de fysieke toegang tot belangrijke apparaten en informatie. Basis 2 - O13. Stel een procedure op voor medewerkers en leerlingen die in- en uitstromen. Basis 2 - T3. Beveilig de toegang tot het draadloos netwerk. Basis 2 - T4. Antivirus, -spyware en andere -malware programma's zijn geïnstalleerd en bijgewerkt. Basis 2 - T5. Voer beveiligingsupdates uit voor alle applicaties en apparaten. Basis 2 - O14. Meld datalek(ken) volgens een vastgelegde procedures. Basis 2 - O9.2. Veranker het beleid. Basis 2 - O10.2. Geef opleiding, training en voorlichting. Basis 3 - O15. Beoordeel gegevensverwerkingen, defineer de rol van de onderwijsinstelling en zorg voor overeenkomsten met derden. Basis 3 - O16. Prioriteer je activa op basis van classificatie, kriticiteit en bedrijfswaarde. Basis 3 - T6. Stel een back-up procedure op voor data, applicaties en apparaten. Basis 3 - T7. Zorg voor een beveiligde toegang tot je netwerk op afstand. Basis 3 - T8. Installeer firewalls op maat van jouw school. Basis 3 - T9. Installeer web- en emailfilters. Basis 3 - O17. Identificeer de processen waarin persoonsgegevens of vertouwelijke informatie worden verwerkt en voorzie een proceseigenaar. Basis 3 - O18. Onderzoek bedreigingen en kwetsbaarheden van je apparaten, applicaties en procedures. Basis 3 - O9.3. Veranker het beleid. Basis 3 - O10.3. Geef opleiding, training en voorlichting. Basis 4 - O19. Stel een verwerkingsregister op en houdt dit actueel. Basis 4 - O20. Toets ieder voornemen om persoonsgegevens aan een derde partij te verstrekken aan de relevante wet- en regelgeving Basis 4 - O21. Stel een bewaar- en vernietigingsbeleid op voor gegevens en apparaten. Basis 4 - T10. Deel je netwerk op om gebruikersgroepen, data en apparaten van elkaar te scheiden. Basis 4 - O22. Waarborg een passend beschermingsniveau bij de doorgifte van persoonsgegevens buiten de Europese Economische Ruimte (EER). Basis 4 - O9.4. Veranker het beleid Basis 4 - O10.4. Geef opleiding, training en voorlichting. Basis 5 - O23. Voer risicobeoordelingen uit. Basis 5 - O24. Stel eisen voor het privacydesign van diensten, apparaten en applicaties en neem ze in gebruik vanuit privacy by default. Basis 5 - T11. Logs van de firewall, antivirus, … worden bewaard en geanalyseerd in functie van de opvolgfrequentie van de onderwijsinstelling. Basis 5 - T12. Beveilig gevoelige gegevens en apparaten met encryptie. Basis 5 - T13. Maak gebruik van testomgevingen bij de ontwikkeling van nieuwe software en bij aanpassingen. Basis 5 - O25. Voer een DPIA uit op vewerkingen met een hoog risico. Basis 5 - O26. Voorzie procedures voor het bekendmaken en aanvechten van geautomatiseerde besluitvorming. Basis 5 - O9.5. Veranker het beleid. Basis 5 - O10.5. Geef opleiding, training en voorlichting. Basis 6 - O27. Voorzie een crisismanagementplan. Basis 6 - O28. Analyseer het incident en de gevolgde procedures en stuur bij waar nodig. Basis 6 - O29. Communiceer na een incident met je medewerkers en leerlingen om te leren uit het incident. Basis 6 - O9.6. Veranker het beleid. Basis 6 - O10.6. Geef opleiding, training en voorlichting.

L'IA en pratique - Copilot comme ton co-enseignant

Leer de basis van AI, LLM's en generatieve AI
Ontdek hoe generatieve AI en Copilot jouw werk als leerkracht kan verlichten
Experimenteer met prompts en bouw je eerste eigen prompts

M365 Copilot M365 Copilot Chat Découvreur (niveau 1) IT (Pédagogique) Enseignant/Professeur Soutien Auto-apprentissage (Vidéo à la demande + Cours) 1.2 Collaboration professionnelle (Engagement professionnel) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 2.1 Sélection (Ressources numériques) 3.1 Enseignement (Enseignement et apprentissage) 5.2 Différenciation et personnalisation (Donner aux apprenants les moyens d’agir) 6.1 L'éducation à l'information et aux médias (Faciliter les compétences numériques des apprenants) 6.4 Utilisation responsable (Faciliter les compétences numériques des apprenants) 4.2.a. Coaches pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders. (Connected learner) 2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.3.b. Teachers establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. (Citizen) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator) 2.6.d. Teachers model and nurture creativity and creative expression to communicate ideas, knowledge or connections. (Facilitator)

4 heures 30 minutes

35 étapes

Deep Dive - Entra Identités

MS Entra is de basis van identiteiten en je eerste portaal om te ontdekken binnen het beheer van M365.

We leggen de focus op:

Identiteiten beheren in MS Entra
Authenticatie en beveiliging
Administratieve tools en functies

Indien je nog niet de M365 Introductie cursus gevolgd hebt wordt aangeraden deze eerst te bekijken.
De toegang tot deze opleiding zit mee in je opleiding en is dus ook toegankelijk.

Entra Pionnier (niveau 3 et supérieur) IT (Tech) Enseignant/Professeur Auto-apprentissage (Vidéo à la demande + Cours) 1.1 Communication organisationnelle (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 2.3 Gestion, protection et partage (Ressources numériques) 4.2 Analyse des données probantes (Évaluation) 6.1 L'éducation à l'information et aux médias (Faciliter les compétences numériques des apprenants) 6.2 Communication et collaboration numériques (Faciliter les compétences numériques des apprenants) 6.4 Utilisation responsable (Faciliter les compétences numériques des apprenants) 6.5 Résolution de problems numériques (Faciliter les compétences numériques des apprenants) 4.1.a. Coaches create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. (Change agent) 4.1.e. Coaches connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. (Change agent) 4.4.b. Coaches help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. (Learning designer) 4.7.a. Coaches inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. (Digital citizen advocate) 4.7.b. Coaches partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology. (Digital citizen advocate) 4.7.c. Coaches support educators and students to critically examine the sources of online media and identify underlying assumptions. (Digital citizen advocate) 4.7.d. Coaches empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect. (Digital citizen advocate) 2.1.c. Teachers stay current with research that supports improved student learning outcomes, including findings from the learning sciences. (Empowered professional) 2.3.d. Teachers model and promote management of personal data and digital identity and protect student data privacy. (Citizen) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator)

3 heures 48 minutes

34 étapes

Deep Dive - Intune gestion des appareils

Je wil de toestellen beheren met Intune MDM of MAM. Maar je hebt dit nog nooit gedaan of wil je kennis van de technologie even bijschaven aan de meest recente updates? Dan ben je op deze pagina al op de juiste plaats. Hier vind je alle informaties, video materialen, een reeks links naar MS Learn en een PDF versie van de informatie over MS Intune.

Indien je nog niet de M365 CLoud beheer intro sessies gevolgd hebt wordt aangeraden deze eerst te bekijken. De toegang tot deze opleiding zit mee in je opleiding en is dus ook toegankelijk.

Ook de opleiding Entra Deep Dive of een stevige kennis van Entra is zeker nodig om de groepen en MDM instellingen goed te zetten.

Neem je tijd want deze opleiding bevat 9 thema’s met in totaal meer dan 5 uur video materiaal.

Entra Intune IT (Tech) Enseignant/Professeur Auto-apprentissage (Vidéo à la demande + Cours) 1.1 Communication organisationnelle (Engagement professionnel) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 2.3 Gestion, protection et partage (Ressources numériques) 4.2 Analyse des données probantes (Évaluation) 6.1 L'éducation à l'information et aux médias (Faciliter les compétences numériques des apprenants) 6.2 Communication et collaboration numériques (Faciliter les compétences numériques des apprenants) 6.4 Utilisation responsable (Faciliter les compétences numériques des apprenants) 6.5 Résolution de problems numériques (Faciliter les compétences numériques des apprenants) 4.1.a. Coaches create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. (Change agent) 4.1.e. Coaches connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. (Change agent) 4.4.b. Coaches help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. (Learning designer) 4.7.a. Coaches inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. (Digital citizen advocate) 4.7.b. Coaches partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology. (Digital citizen advocate) 4.7.c. Coaches support educators and students to critically examine the sources of online media and identify underlying assumptions. (Digital citizen advocate) 4.7.d. Coaches empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect. (Digital citizen advocate) 2.1.c. Teachers stay current with research that supports improved student learning outcomes, including findings from the learning sciences. (Empowered professional) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator) Basis 1 - O5. Maak een inventaris van alle apparaten. Basis 1 - O6. Maak een inventaris van alle applicaties. Basis 2 - T4. Antivirus, -spyware en andere -malware programma's zijn geïnstalleerd en bijgewerkt. Basis 2 - T5. Voer beveiligingsupdates uit voor alle applicaties en apparaten. Basis 3 - T7. Zorg voor een beveiligde toegang tot je netwerk op afstand. Basis 3 - T9. Installeer web- en emailfilters. Basis 5 - T12. Beveilig gevoelige gegevens en apparaten met encryptie.

18 heures 10 minutes

66 étapes

Deep Dive - SharePoint

MS Sharepoint is de basis van alle opslag in M365. Je gebruikt het in OneDrive, Teams, Planner, Loop, ....

Toch is SharePoint vaak een draak om mee te beginnen.

We leggen de focus op:

De server settings
Documentenbeheer en sturctuur
Een intranet bouwen en pagina's ontwerpen.

Indien je nog niet de opleiding MS Entra Identiteiten bekeken hebt is deze aangeraden om gebruikers en groepenbeheer te onderzoeken.
Ook het gebruik van OneDrive is best reeds goed gekend, als eindgebruiker.

OneDrive SharePoint Teams Pionnier (niveau 3 et supérieur) IT (Tech) Enseignant/Professeur Étudiant/Élève Auto-apprentissage (Vidéo à la demande + Cours) 1.1 Communication organisationnelle (Engagement professionnel) 1.2 Collaboration professionnelle (Engagement professionnel) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 2.2 Création et modification (Ressources numériques) 2.3 Gestion, protection et partage (Ressources numériques) 6.3 Création de contenu numérique (Faciliter les compétences numériques des apprenants) 6.4 Utilisation responsable (Faciliter les compétences numériques des apprenants) 6.5 Résolution de problems numériques (Faciliter les compétences numériques des apprenants) 4.1.b. Coaches facilitate equitable use of digital learning tools and content that meet the needs of each learner. (Change agent) 4.1.e. Coaches connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. (Change agent) 4.4.a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency. (Learning designer) 4.4.b. Coaches help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. (Learning designer) 4.4.c. Coaches collaborate with educators to design accessible and active digital learning environments that accommodate learner variability. (Learning designer) 3.1.b. Education leaders ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities. (Equity and Citizenship advocate) 3.2.d. Education leaders communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle. (Visionary planner) 3.3.d. Education leaders support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students. (Empowering leader) 3.4.a. Education leaders lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic plan. (System designer) 3.4.b. Education leaders ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand. (System designer) 2.3.a. Teachers create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behaviour online that build relationships and community. (Citizen) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator) 2.4.c. Teachers use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. (Collaborator) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator) 1.1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. (Empowered Learner) 1.2.d. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. (Digital Citizen) 1.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. (Innovative designer) 1.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. (Creative communicator) Basis 3 - T6. Stel een back-up procedure op voor data, applicaties en apparaten. Basis 3 - T7. Zorg voor een beveiligde toegang tot je netwerk op afstand.

5 heures 10 minutes

28 étapes

Deep Dive - Exchange

MS Sharepoint is de basis van alle opslag in M365. Je gebruikt het in OneDrive, Teams, Planner, Loop, ....

Toch is SharePoint vaak een draak om mee te beginnen.

We leggen de focus op:

De server settings
Documentenbeheer en sturctuur
Een intranet bouwen en pagina's ontwerpen.

Exchange Outlook Pionnier (niveau 3 et supérieur) IT (Tech) IT (Pédagogique) Enseignant/Professeur Auto-apprentissage (Vidéo à la demande + Cours) 1.1 Communication organisationnelle (Engagement professionnel) 1.2 Collaboration professionnelle (Engagement professionnel) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 3.1.b. Education leaders ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities. (Equity and Citizenship advocate) 3.1.d. Education leaders cultivate responsible online behavior, including the safe, ethical and legal use of technology. (Equity and Citizenship advocate) 2.4.a. Teachers dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. (Collaborator) 2.4.c. Teachers use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. (Collaborator) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 1.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. (Innovative designer) Basis 2 - T1. Voorzie een eigen domeinnaam. Basis 2 - O11. Gebruik domeingebonden e-mailadressen. Basis 2 - O13. Stel een procedure op voor medewerkers en leerlingen die in- en uitstromen. Basis 3 - T6. Stel een back-up procedure op voor data, applicaties en apparaten. Basis 3 - T9. Installeer web- en emailfilters. Basis 4 - O21. Stel een bewaar- en vernietigingsbeleid op voor gegevens en apparaten.

2 heures 56 minutes

33 étapes

Ton environnement scolaire numérique

Ontdek de basis van Teams voor Onderwijs
Leer samenwerken in digitale leraars- en vakteams
Deel bestanden binnen Teams om optimaal samen te werken

Teams Découvreur (niveau 1) Administration Direction IT (Pédagogique) Enseignant/Professeur Soutien Auto-apprentissage (Vidéo à la demande + Cours) 1.1 Communication organisationnelle (Engagement professionnel) 1.2 Collaboration professionnelle (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 2.2 Création et modification (Ressources numériques) 2.3 Gestion, protection et partage (Ressources numériques) 6.2 Communication et collaboration numériques (Faciliter les compétences numériques des apprenants) 6.4 Utilisation responsable (Faciliter les compétences numériques des apprenants) 2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator)

2 heures 7 minutes

25 étapes

Votre salle de classe inclusive et accessible

Tekst

Tekst

Forms Lecteur immersif Lens Accélérateurs d’apprentissage Minecraft Education OneNote PowerPoint Teams Windows 11 Word Découvreur (niveau 1) IT (Pédagogique) Enseignant/Professeur Soutien Auto-apprentissage (Vidéo à la demande + Cours) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 3.1 Enseignement (Enseignement et apprentissage) 3.4 Apprentissage autorégulé (Enseignement et apprentissage) 5.1 Accessibilité et inclusion (Donner aux apprenants les moyens d’agir) 5.2 Différenciation et personnalisation (Donner aux apprenants les moyens d’agir) 6.5 Résolution de problems numériques (Faciliter les compétences numériques des apprenants) 2.1.c. Teachers stay current with research that supports improved student learning outcomes, including findings from the learning sciences. (Empowered professional) 2.2.b. Teachers advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. (Leader) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer)

28 étapes

Votre classe numérique

Tekst

Tekst

Accélérateurs d’apprentissage Teams Découvreur (niveau 1) IT (Pédagogique) Enseignant/Professeur Soutien Auto-apprentissage (Vidéo à la demande + Cours) 1.1 Communication organisationnelle (Engagement professionnel) 1.2 Collaboration professionnelle (Engagement professionnel) 1.6 Résoudre des problems numériques (Engagement professionnel) 2.2 Création et modification (Ressources numériques) 2.3 Gestion, protection et partage (Ressources numériques) 3.1 Enseignement (Enseignement et apprentissage) 3.2 Orientations (Enseignement et apprentissage) 3.3 Apprentissage collaboratif (Enseignement et apprentissage) 6.1 L'éducation à l'information et aux médias (Faciliter les compétences numériques des apprenants) 2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator) 2.5.c. Teachers explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. (Designer)

22 étapes

Démarrer avec votre carnet numérique

Tekst

Tekst

1 étapes

Flux de travail innovants - Collaborer avec Loop

Tekst

Tekst

1 étapes

Prompt-a-thon

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1 étapes

Collaborer et partager sur un tableau numérique

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1 étapes

Les joyaux cachés de votre compte Microsoft

Ontdek apps, inbegrepen in jouw schoolaccount

Overzicht van wat beschikbaar is, zonder de app in de diepte te verkennen

Krijg inzicht in welke apps voor jouw interessant zijn om je verder te verdiepen

Bookings Clipchamp Forms Lists Loop Planner Power Automate Reflect Sway ToDo Visio Whiteboard Découvreur (niveau 1) IT (Pédagogique) Enseignant/Professeur Soutien Auto-apprentissage (Vidéo à la demande + Cours) 1.4 Technologies et infrastructures numériques (Engagement professionnel) 1.5 Utilisation responsable des outils numériques (Engagement professionnel) 2.1 Sélection (Ressources numériques) 3.1 Enseignement (Enseignement et apprentissage) 2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.2.a. Teachers shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. (Leader) 2.4.a. Teachers dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. (Collaborator) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator) 2.7.b. Teachers use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. (Analyst)

18 étapes