Students generally appreciate teachers who skilfully use humour in the classroom more than those who do not. Although it is difficult to assess the pedagogical effectiveness of this form of humour, studies tell us that humour helps to create an atmosphere conducive to learning, attracts the attention of learners, stimulates their creativity and motivation, and may even promote their retention of information.

Do you know how the digital revolution, including artificial intelligence, is transforming our world? Do you know which skills have the most potential for the future job market? Do you know what principles education must be based on to ensure that our youth are equipped as citizens and workers of tomorrow? Test your knowledge by answering the following five questions.

Do you know what influences our relationship to learning and in what way? Can you tell if our emotions and our perception of learning play a significant role in the acquisition of new knowledge? Do you know the strategies that lead to in-depth learning? Test your knowledge by answering the following five questions.

We are social beings and our interactions with our peers often become golden opportunities to learn. It is this aspect of our nature that collaborative learning focuses on, a pedagogical approach that we presented in a previous article.

Are you aware of the latest findings in neuroscience regarding our learning mechanisms? Do you know the benefits of empathy pedagogy? Do you know that teachers need to be particularly wary of certain cognitive biases? Test your knowledge by answering the following five questions.

Our interactions with our peers are often prolific opportunities to learn, and this is even more valid when they are done in a collaborative mode. That's why it's a good idea to integrate "collaborative" learning into the range of pedagogical approaches, a model that is particularly suitable for adult learners and that can also be adapted to online training. Let's demystify it in 3 questions.

Flexibility is one of the greatest assets of eLearning. It allows the learners to choose the place and, in asynchronous mode, the time that suits them to advance in their learning path. That said, eLearning offers other forms of flexibility that are less known. Here is a mini glossary that might help you understand them better!

On any learning path, part of the journey is done alone. However, the presence of others will be an unavoidable factor, whether it is to guide or motivate us. In addition, we are constantly learning informally in our multiple social contacts.

For most of us, empathy evokes the ability to put ourselves in the other person's shoes, to try to understand what the other is going through. This important component of interpersonal relationships is sometimes confused with sympathy, compassion or altruism, but it can also be related to these concepts.

We owe the notions of surface and in-depth learning to Ference Marton and Roger Säljö, two Swedish researchers from the field of psychology. They were the first to find that the adoption of in-depth learning strategies was associated with a higher level of student success than so-called "surface" learning. Here are seven strategies that are essential for in-depth learning.

"What is important is rarely urgent, and what is urgent is rarely important." These are the words of the 34th President of the United States, who is said to have created the famous matrix that bears his name. This time and priority management tool is particularly appreciated for its ease of use and versatility. Like any tool of its kind, it is not perfect, but a few tips can help you get the most out of it!

In a previous article, we discussed the Pygmalion effect, a cognitive bias that can interfere with the teacher-learner relationship and have significant effects on learning. However, of the 250 or so cognitive biases known to date, it is not the only one that deserves special attention in education. Here are three other formidable ones: the bias blind spot, the halo effect and the curse of knowledge.

The way we perceive the learning process influences the way we approach learning tasks and thus the quality of our learning outcomes. As we saw in a previous article, adults face six different conceptions of the learning process.

Learning probably means different things to you than it does to your neighbour. Researchers who have explored the issue have found that there are six distinct ways of thinking about the learning process. This perception about learning is not trivial, since it influences how everyone approaches learning tasks, which ultimately affects the quality of their learning outcomes.

Many of the judgments we make daily, although they may seem sensible to us, are, in fact, far from rational and can lead us to make bad decisions. These erroneous judgments are called cognitive biases, and some 250 different ones are known to date.