1,720,958 research outputs found
Movement education using an open source digital environment
No full textLe projet était de réaliser un environnement numérique permettant de rendre visible et tangible l'activité motrice des élèves en contexte scolaire. L'expérimentation, basée sur un cycle de course d'orientation, prend appui sur la théorie de l'énaction pour définir la relation circulaire entre l'action et l'émergence de la perception de l'environnement. Cette relation du point de vue du pratiquant est observée dans le contexte de l'action. Elle est évolutive tout au long du cours d'expérience du cycle d'apprentissage de l'activité motrice support. L'énaction prend appui sur une vision phénoménale du monde qui incorpore l'esprit dans les gestes techniques et le corps dans l'environnement et inversement si bien que la séparation entre le corps et la cognition, entre l'activité corporelle et l'environnement du modèle cartésien est interrogée, notamment dans le système éducatif français. Dans ce paradigme, les instruments de mesure du mouvement et les outils, notamment numériques, d'action sur ce monde donnent de nouveaux paramètres didactiques et pédagogiques pour l'enseignant pour agir sur le milieu d'apprentissage au plus proche des ressources de chaque élève. La création de l'environnement numérique D.O.R.A. agrège les connaissances théoriques et pratiques d'une équipe d'acteurs interdisciplinaires, fondement de cette recherche action. La volonté de créer un environnement open source, s'appuyant sur le capteur G.P.S. Movuino et sur une évolution documentée et argumentée par le contexte des fonctions et algorithmes de l'interface D.O.R.A. légitime le cadre théorique utilisé. Le résultat est un design de l'interface au service des apprentissages des élèves par une captation de l'attention sur les données cibles pour progresser. L'acculturation des élèves à l'instrument de quantification de leur activité, puis à l'outil leur permet de modifier leur stratégie de construction d'itinéraire en élargissant les ressources du paysage pour faire émerger des jalons et les suivre lors de l'itinéraire. Les connaissances en neuroscience nous permettent de créer des profils d'activités d'élèves et de proposer des exercices et des aménagements permettant d'augmenter les ressources d'actions et d'artefacts sur l'environnement. L'engagement des élèves est complet dans l'activité, le dispositif ne pose pas de gène après une adaptation pédagogique. Les objectifs didactiques et les modalités de pratique de la course d'orientation restent identiques. Les élèves ont la possibilité d'écrire leur ressenti après chaque séance. Il en ressort un intérêt pour l'individualisation et la précision des données après chaque course d'orientation, au-delà du temps et du nombre de postes validés. Le nombre de séances et la taille du groupe n'a pas permis de valider l'effet du dispositif sur les apprentissages en course d'orientation par rapport au groupe témoin. L'apport de l'environnement numérique D.O.R.A. permet à l'enseignant un guidage plus précis des éléments de progression pour l'élève. Au-delà de l'instrument, D.O.R.A. inclus la construction et la mise en oeuvre de cet outil pédagogique au service des élèves, des enseignants et des chercheurs. Pour que l'usage soit pertinent, il faut que les enseignants contextualisent l'outil à leur problématique pédagogique et acculturent les élèves à l'apport de données plus précises. En référence à la notion de quasi-objet développée par M. Serres puis B. Latour, nous prônons une éducation physique phygital afin de prendre en compte l'hybridation du physique et du digital pour développer et utiliser les ressources de tous les élèves dans un environnement scolaire. La perspective de construire des outils « open source » au service de l'éducation physique par un partage des savoirs et une construction d'une communauté d'acteurs au service des communs constitue un projet ambitieux mais vitalisant pour la recherche en sciences et techniques des activités physiques et sportives.The project was to create a digital environment that would make pupils' motor activity visible and tangible in a school context. The experiment, based on an orienteering cycle, draws on the theory of enaction to define the circular relationship between action and perception of the environment. This relationship, from the point of view of the participant, is observed in the context of the action. It evolves throughout the course of experience of the learning cycle of the supporting motor activity. Enaction is based on a phenomenal vision of the world that incorporates the mind into technical gestures and the body into the environment, and vice versa, so that the Cartesian model's separation between body and cognition, between bodily activity and the environment, is called into question, particularly in the French education system. In this paradigm, the instruments for measuring movement and the tools, particularly digital tools, for acting on this world provide new didactic and pedagogical parameters for the teacher to act on the learning environment as closely as possible to the resources of each pupil. The creation of the D.O.R.A. digital environment brings together the theoretical and practical knowledge of a team of interdisciplinary players, the foundation of this action research. The desire to create an open source environment, based on the Movuino G.P.S. sensor and on a documented evolution of the functions and algorithms of the D.O.R.A. interface, legitimises the theoretical framework used. The result is an interface designed to support the pupils' learning by focusing their attention on the data they need to progress. By familiarising the pupils with the tool for quantifying their activity, and then with the tool itself, they can modify their route-building strategy by extending the resources of the landscape to help them identify milestones and follow them along the route. Our knowledge of neuroscience enables us to create profiles of pupils' activities and to propose exercises and layouts that increase the resources of actions and artefacts in the environment. Pupils are fully engaged in the activity, and the system does not pose any problems once the teaching has been adapted. The didactic objectives and methods for practising orienteering remain the same. The pupils were given the opportunity to write down their feelings after each session. This shows an interest in the individualisation and accuracy of the data after each orienteering race, over and above the time and number of validated points. The number of sessions and the size of the group meant that it was not possible to validate the effect of the system on learning in orienteering compared with the control group, but the teacher's contribution enabled more precise guidance of the elements of progress for the pupil. The D.O.R.A. digital environment includes the construction and implementation of this educational tool for students, teachers and researchers. For the tool to be relevant, teachers need to contextualise it to their teaching problems and encourage their students to provide more precise data. With reference to the notion of quasi-object developed by M. Serres and B. Latour, we are advocating phygital physical education to take account of the hybridisation of the physical and the digital in order to develop and use the resources of all pupils in a school environment. The prospect of building 'open source' tools for physical education by sharing knowledge and building a community of players to serve the common good is an ambitious but vital project for research into the sciences and techniques of physical activities and sports
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Donner du corps à l’attention dans un environnement numérique : un exemple en course d’orientation : pour une éthique éducative open source
No full textLe corps est une interface identitaire de sa relation au monde et par son incorporation des mœurs, une manière de vivre selon son éthos. Cette interface est augmentée dans toutes ses dimensions par les environnements numériques qui comme le corps sont sources et réceptacles de nos actions dans une vision énactive du monde. L’éducation physique avec un environnement numérique open source postule l’idée d’une connaissance de soi éthique par l’action. La transparence de la démarche open source doit permettre une vigilance sur les développements de l’outil numérique au service de l’apprentissage. Face à une population vulnérable, car en phase de construction et de recherche identitaire, l’enseignant concepteur se doit de faire vivre un cadre éthique.The body is an interface of identity for its relationship to the world, and through its incorporation of mores a way of living according to its ethos. This interface is enhanced in all its dimensions by digital environments which, like the body, are sources and receptacles of our actions in an enactive vision of the world. Physical education with an open source digital environment postulates the idea of ethical self-knowledge through action. The transparency of the open source approach should enable us to monitor developments in the use of digital tools for learning. Confronted with a population that is vulnerable because it is in a phase of identity construction and research, the teacher-designer must ensure that an ethical framework is in place
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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