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La rigueur en recherche-développement : risques et tensions dans l’opérationnalisation de la démarche / Rigour in research and development: Risks and tensions in the operationalization of the process
No full textCet article vise à soutenir les personnes chercheuses-développeuses qui désirent assurer la rigueur de l’opérationnalisation de leur démarche méthodologique de recherche-développement lorsqu’elles s’inscrivent dans une approche qualitative interprétative ou participative. Un travail de recension des écrits d’un corpus de 121 références a été trié pour retenir 31 écrits méthodologiques de recherches qualitatives interprétatives et participatives. Ce corpus final a été soumis à une analyse par questionnement analytique (Paillé & Mucchelli, 2021) qui a permis de dégager trois grandes zones sensibles comprenant des risques et des tensions dans ces types d’approches de la méthodologie de recherche-développement. Afin de composer avec ces zones sensibles tout en assurant la rigueur scientifique de la démarche de recherche-développement, huit précautions à prendre en compte sont suggérées.
The focus of this article is to support researchers-developers who wish to ensure the rigorous operationalization of their methodological approach to Research & Development (R&D) when using an interpretive or participatory qualitative approach. A literature review of a corpus of 121 references was sorted to select 31 methodological writings on interpretative and participatory qualitative research. This final corpus was subjected to an analytic questioning analysis (Paillé & Mucchelli, 2021), which identified three major sensitive areas involving risks and tensions in these types of approaches to R&D methodology. In order to deal with these sensitive areas while ensuring the scientific rigour of the R&D approach, eight precautions are suggested
The Challenges of Multilingual English Speakers Learning Catalan as a Third or Additional Language
No full textPoisoning Regulation, Research, Health, and the Environment:The Glyphosate-Based Herbicides Case in Canada
Get PDFDespite discourse advocating pesticide reduction, there has been an exponential increase
in pesticide use worldwide in the agricultural sector over the last 30 years. Glyphosate-Based Herbicides (GBHs) are the most widely used pesticides on the planet as well as in Canada, where a total of almost 470 million kilograms of declared “active” ingredient glyphosate was sold between 2007
and 2018. GBHs accounted for 58% of pesticides used in the agriculture sector in Canada in 2017.
While the independent scientific literature on the harmful health and environmental impacts of pesticides such as GBHs is overwhelming, Canada has only banned 32 “active” pesticide ingredients
out of 531 banned in 168 countries, and reapproved GBHs in 2017 until 2032. This article, based on
interdisciplinary and intersectoral research, will analyze how as a result of the scientific and regulatory
captures of relevant Canadian agencies by the pesticide industry, the Canadian regulation
and scientific assessment of pesticides are deficient and lagging behind other countries, using the
GBH case as a basis for analysis. It will show how, by embracing industry narratives and biased
evidence, by being receptive to industry demands, and by opaque decision making and lack of
transparency, Health Canada’s Pest Management Regulatory Agency (PMRA) promotes commercial
interests over the imperatives of public health and environmental protection
Going beyond Digital Technologies as Instruments: Initial Teacher Education in (Critical) Digital Competence in Quebec
Get PDFDigital competence is understood as a "situated multiple integrated skills and practices (conceptual, attitudinal, procedural, and ethical) that empower people (individuals and groups) to participate and communicate efficiently in society" (Marín & Castañeda, 2022, p. 5). With the notable impact from the Covid-19 pandemic, teachers are called worldwide to develop their digital competence as professionals, especially considering their role in educating (and empowering) future citizens in the digital world (Bond, 2020).
National (or even regional) mandates for teachers to develop their digital competence are usually gathered in professional reference frameworks. Reference frameworks for teachers are relevant in that they are "policy documents that define the minimum standard of professional attributes that all educators teaching within a given educational system are expected to possess, to be able to do their jobs properly" (Villar-Onrubia et al., 2022, p. 129).
Even if some countries (or regions) have also their own digital competence framework for teachers - for example, DigCompEdu in Europe has influenced the creation of different frameworks across the continent and beyond -, these do not have the same level of use, since often take the form of non-binding documents proposed as guidance. In addition, most of those frameworks do not address the critical dimension of teachers' digital competence, which would involve going beyond effectiveness and instrumental aspects of digital competence, hence being a pending issue in teacher education around the world (Castañeda & Villar-Onrubia, 2023).
Critical digital competence involves adopting a critical approach when consuming and sharing content and dealing with data, but also developing a level of awareness of the power dynamics of ICT stakeholders and their implications (Villar-Onrubia et al., 2022). Even though this competence is key to any person, it is especially important for teachers, because they are uniquely positioned to empower younger generations in that responsible, critical and ethical engagement with digital technologies (Gouseti et al., 2021; Marín et al., 2021).
In this study we explore the specific case of the Quebec province (Canada). The province counts with an action plan for digitalisation since 2018 that will be completed in 2023. The first of its measures involved establishing and implementing a reference framework for digital competence (Ministère de l'Éducation du Québec, 2019), which connects to the new version of the reference framework for professional competences for teachers (published in 2020). The Competency 12, Mobilize digital technologies, details in its scope that “it goes beyond the technical skills needed to use digital tools for pedagogical purposes in the classroom. Teachers must be aware of the impact of these changes on the nature and value of learning” and highlights as key elements, aspects such as “exercises ethical citizenship in the digital age” or “develops critical thinking with regard to the use of digital technology”. These elements coincide with the dimensions that appear in the framework for digital competence and differ from other teacher reference frameworks worldwide in the value given to critical and digital citizenship elements (Villar-Onrubia et al., 2022).
By studying the case of digital competence integration in teacher education programmes in Quebec universities, with emphasis on critical digital competence and digital citizenship, we aim at providing insights into new ways of doing that could be useful for an European context and beyond, as well as at contributing to international research in this context.
Two research questions were posed in the study:
RQ1: How is the teacher reference framework being mobilized in terms of digital competence in teacher education programmes at Quebec universities?
RQ2: How are critical digital competence and digital citizenship considered among the development of digital competence in teacher education programmes at Quebec universities
Hibridação: entre sonho e pesadelo?
Get PDFHá vários anos, a educação híbrida é considerada como uma forma de combinar as vantagens do ensino-aprendizagem presencial e as do ensino a distância. No entanto, ela permaneceu relativamente pouco desenvolvida, muitas vezes restrita a alguns dispositivos específicos ou momentos de aula invertida, pois professores e alunos conheciam pouco sobre o aspecto “remoto” da hibridização. A pandemia embaralhou as cartas, fazendo com que tanto professores quanto alunos desenvolvessem habilidades de ensino a distância e criando expectativas em termos de flexibilidade de curso.
Então, até que ponto a educação está passando por um processo de hibridação? Para refletir sobre esta questão,
propomo-nos voltar à própria noção de educação híbrida, bem como às vantagens e desvantagens das diferentes
modalidades de formação. Lançaremos um olhar, então, sobre alguns exemplos de formações que combinam presença e distância. Veremos que muitos desafios ainda precisam ser superados e merecem ser discutidos
MoundCount: A Detection-Based Approach for Automatic Counting of Planting Microsites on UAV Images
Get PDFMultilevel analysis of matching behavior: A comparison of maximum likelihood and Bayesian estimation
Get PDFWhile trying to infer laws of behavior, accounting for both within-subjects and between-subjects variance is often overlooked. It has been advocated recently to use multilevel modeling to analyze matching behavior. Using multilevel modeling within behavior analysis has its own challenges though. Adequate sample sizes are required (at both levels) for unbiased parameter estimates. The purpose of the current study is to compare parameter recovery and hypothesis rejection rates of maximum likelihood (ML) estimation and Bayesian estimation (BE) of multilevel models for matching behavior studies. Four factors were investigated through simulations: number of subjects, number of measurements by subject, sensitivity (slope), and variance of the random effect. Results showed that both ML estimation and BE with flat priors yielded acceptable statistical properties for intercept and slope fixed effects. The ML estimation procedure generally had less bias, lower RMSE, more power, and false-positive rates closer to the nominal rate. Thus, we recommend ML estimation over BE with uninformative priors, considering our results. The BE procedure requires more informative priors to be used in multilevel modeling of matching behavior, which will require further studies
L'inclusion pédagogique et la conception universelle de l’apprentissage
Get PDFPrésentation sur l'inclusion et de la conception universelle de l'apprentissage dans le cadre d'une réflexion plus globale sur le fait de rendre accessibles et inclusives les formations à distance, cela permettant à toutes et tous de percevoir, comprendre, naviguer, interagir et collaborer en totale autonomie. Plus spécifiquement, il s'agit, par le biais du projet Erasmus + Ide@ porté par le GIP FCIP de l’académie de Créteil de proposer des réponses aux enjeux liés aux changements, aux compétences et aux outils nécessaire à la mise en place de cette vision
Compte rendu du colloque "Méthodes Quantitatives en Sciences Humaines (MQSH) 2023"
Get PDFLe vendredi 9 juin 2023 s’est tenu le 12e colloque annuel Méthodes quantitatives en sciences humaines à l’Université TÉLUQ, Montréal. Sept conférenciers ont présenté leurs résultats de recherche. Sébastien Béland a évalué l'efficacité de différents coefficients populaires sur des items unidimensionnels à réponse dichotomique. Félix Laliberté a présenté StepMix, un package Python et R pour le clustering basé sur des modèles et la modélisation de mélanges généralisés (classes latentes, profils latents) de données continues et catégorielles. Eric Frenette a fait part des défis méthodologiques et statistiques rencontrés lors de l'évaluation du programme longitudinal Gagnant pour la vie (version 1.0) implanté dans une école à concentration sport au Québec. André Achim a présenté une nouvelle technique de symétrisation de distributions asymétriques, même en présence de valeurs aberrantes. Pier-Olivier Caron a présenté une comparaison des propriétés statistiques (puissance, erreur de type I, biais) des modèles de médiations longitudinaux et transversaux. Denis Cousineau a présenté deux techniques entièrement analogues à l'ANOVA : l'analyse des proportions utilisant la transformation arcsine (ANOPA) et l'analyse des fréquences de données (ANOFA). Louis Laurencelle propose un test complet et vraisemblable sur le plan paramétrique de la différence entre deux proportions jumelées. Après trois ans d’absence, la résurrection du colloque MQSH a été un succès marqué de débats enthousiastes qui ont mis en lumière des problèmes originaux, l'importante approche critique pour les étudier, mais aussi l’originalité des solutions apportées pour les résoudre
Regulation and performance of microfinance institutions within the West African Economic and Monetary Union
Get PDFThis study assesses the performance of microfinance institutions (MFIs) in the West African Economic and Monetary Union (WAEMU) following changes in regulation in 2007, including the adoption of prudential capital and liquidity ratios. Analyses of data for the period 2002-2015 show that the 2007 law has had a global negative impact on financial performance, presumably due to the costs and constraints of implementation and the respect of all its provisions. The marginal effect of the minimum capital and the minimum liquidity requirements on financial performance was positive. The impact of regulation on social performance was positive, with a decreasing marginal effect for capital and liquidity. Overall, the net effect of the law on social performance was weakly positive. These results call regulators to avoid a ‘‘one size fits all’’ policy for MFIs in the WAEMU