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The Praxis of the Procedural Model in Digital Literature - part 2: applications: The Praxis of the Procedural Model in Digital Literature - part 2: applications
No full textInternational audienceIn order to visualize other theoretical points of view in the procedural model, it is enough to magnify in the schema the strokes and forms considered significant and to grey out the elements neglected in the visualized point of view. One can also modify the borders of domains in order to show what part of the dispositif each position can manage within this visualization. Properties of the visualized point of view that cannot be shown on the schema are neglected because it would not be coherent to add new elements to the schema apart from some commentaries. This does not render explicit all features of the visualized point of view, but the modified elements make it easy to compare one point of view and another (Bootz, 2002). I will visualize in this chapter several well-known theoretical points of view about digital literature. Each of these visualizations expresses, from within the point of view of the procedural mode
Christian Maurel, The Screwball: Introduction to Christian Maurel, "The Screwball Asses"
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Compte-rendu de « LETESSIER Pierre, "Les Didascalies en question", Actes Sud - Papiers, coll. "Apprendre", 2025 (158 p., 15 euros) »
No full textInternational audienceLetessier, Pierre, Les didascalies en question, Actes Sud -</div
Le point de vue de l’enseignant sur l’inclusion scolaire d’élèves avec troubles du spectre de l’autisme (TSA) à l’école maternelle en éducation prioritaire.
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Professionalization of VET educators to create powerful transformative learning environments for a sustainable transition
No full textInternational audienceThis keynote will provide insights into the ProVEST project – its goals, methodology, and key outcomes. Finally, results from recent evaluations will be presented, offering concrete lessons for practice and a forward-looking perspective on the future of playful learning and teaching
Improved upper limits on the 21-cm signal power spectrum at and from an optimal field observed with NenuFAR
No full textInternational audienceWe report the deepest upper limits to date on the power spectrum of the 21-cm signal during the Cosmic Dawn (redshifts: z>15), using four nights of observations with the NenuFAR radio interferometer. The limits are derived from two redshift bins, centred at and , with integration times of 26.1 h and 23.6 h, from observations of an optimal target field chosen to minimise sidelobe leakage from bright sources. Our analysis incorporates improvements to the data processing pipeline, particularly in subtracting strong radio sources in the primary beam sidelobes and mitigating low-level radio frequency interference, yielding a 50-fold reduction in the excess variance compared to a previous analysis of the north celestial pole field. At , we achieve a best upper limit of Δ^{2}_{21}<4.6 \times 10^5 \, \textrm{mK}^{2} at , while at , the best limit is Δ^{2}_{21}<5.0 \times 10^6 \, \textrm{mK}^{2} at . These are the strongest constraints on the 21-cm power spectrum at the respective redshifts, with the limit at being deeper by more than an order of magnitude over all previous Cosmic Dawn power spectrum limits. Comparison against simulated exotic 21-cm signals shows that while the limits begin to exclude the most extreme models predicting signals stronger than the EDGES detection, an order-of-magnitude improvement would constrain signals compatible with EDGES. A coherence analysis reveals that the excess variance is largely incoherent across nights for the redshift bin, suggesting that deeper integrations could yield significantly stronger constraints on the 21-cm signal from the Cosmic Dawn
Le Musée Virtuel des Dictionnaires, un outil pour questionner la norme et la variation ?
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2D polymer blends at the air-water interface: miscibility properties and cross-linking reactions
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Transposition de l'usage du planétaire humain par des enseignants
No full textInternational audienceDans cette recherche nous nous intéressons à un outil pédagogique particulier, le planétaire humain, qui permet un apprentissage incarné des sciences, tout en tissant des liens entre plusieurs disciplines scolaires. Nous nous appuyons sur le cadre de la TAD pour décrire l'organisation praxéologique disciplinaire du planétaire puis nous analysons la manière dont des enseignants du collège (mathématique et physiquechimie) qui ont suivi une journée de formation déclarent avoir mis en place les différents types de tâches identifiés après trois années d'implémentation dans leurs classes (praxéologie didactique). Bien que l'utilisation du planétaire se soit faite en équipe pluri-disciplinaire, l'approche pédagogique reste centrée sur une discipline. Les résultats obtenus montrent que les enseignants font une sélection de certains types de tâches et techniques de références en lien avec les programmes du collège
