1,720,956 research outputs found
Un réseau de variables : une analyse sociocritique et ergonomique de l’usage de Twitter pour l’acquisition du français
Get PDFThis thesis offers a sociocritical (Collin, Guichon et Ntébutsé, 2015) and ergonomic (Bertin, 2015; Caws & Hamel, 2016; Rabardel, 1995) analysis of an online language learning activity using Twitter, in order to better understand the complex network of variables influencing the success or failure this digital platform in an educational context. Since the creation of Twitter in 2006, researchers in technology-mediated education have been re-purposing the platform for language learning in order to understand its impact on the learner experience (Hattem & Lomicka, 2016). Most studies investigate the benefits of using Twitter as a way to expose students to real-life social interaction (Reinhardt, 2019); they suggest that this social network motivates students (Albadi, 2016), providing the opportunity for language contextualisation (Antenos-Conforti, 2009), digital literacy development and learner autonomy (Leis, 2014). However, in doing so, many of these studies rely on a deterministic approach, assuming that Twitter has inherent educational potential that can be equally accessed by all students when it is asked of them (Collin et al.). Instead, this thesis deconstructs a network of factors and perceptions acting on a student’s ability and willingness to use Twitter to learn French. In particular, this thesis focuses on the participation and the experience of 10 first-year university French students that were invited to publish tweets and to interact with their peers on Twitter over a period of one semester (12 weeks). Drawing from direct observations, interviews and survey data, the results of my mixed-method case study indicate a possible correlation between learner beliefs, participation, and experience, thus highlighting the importance of designing digital learning activities around the diverse needs and perspectives of learners, rather than the expected outcomes that Twitter can offer.Graduat
Honouring and incorporating diverse Indigenous decision-making traditions
No full textBill C-92: An Act respecting First Nations, Inuit and Métis children, youth and families confirms the jurisdiction of Indigenous communities over children and family services. Honouring and incorporating Indigenous decision-making traditions in co-developed processes for services is an important step towards supporting the principles of Bill C-92 and working towards reconciliation.GraduateUnreviewe
The network of words: An analysis of the collocate PETIT in French collocations
No full textAcquiring a language, such as French, requires the use and manipulation of sometimes complicated word combinations called collocations. Despite the importance of their role in the comprehension and fluency of language, collocations are not well understood or explored. Their main obstacle being a lack of semantic composition, these binary word pairings cannot always be conceived by the addition of their constituents (the base and the collocate). Due to the more evident semantic transparency of the base, it is the focus of most collocation research. As a result, the collocate is often neglected and thought of as ambiguous. Our study aims not only to better understand collocates, but also to understand the different syntactico-semantic relationships of collocations. Drawing from Igor Mel’čuk’s Meaning-Text Theory (MTT), which uses Lexical Functions (LF) to analyze the nature of words and their combinations (Mel’čuk, 2003), our research addresses two goals: (1) To identify a way to systematize collocations by the semantic and syntactical nature of their collocates and (2) To explore the advantages of this system in comparison to the system of modern dictionaries. By manipulating already established LF, as well as identifying our own LF, our study uses the MTT to understand the semantic and syntactical breakdown of French collocations whose adjectival collocate is PETIT. By means of a series of ten micro-analyses, we underline features of the collocate PETIT in hopes to propose a systematic model that can be used to understand and define collocates and collocations.Jamie Cassels Undergraduate Research AwardUndergraduateReviewe
Une analyse sociocritique de l’usage de Twitter pour le développement de compétences socio-interactionnelles et numériques
No full textCet article présente une étude de cas menée dans un cours de langue universitaire de niveau débutant/intermédiaire au sein duquel l’application Twitter a été utilisée pour encourager des interactions en contexte authentique. En nous appuyant sur l’approche sociocritique du numérique en éducation, sur l’approche socio-interactionnelle et sur l’approche ergonomique, nous avons mené une analyse qualitative des facteurs qui ont eu des incidences sur la participation des apprenantes et des apprenants (N = 10) qui utilisaient Twitter dans le cours, et sur leur expérience.Les résultats de cette étude de cas nous ont permis d’observer des postures permettant de mieux appréhender les rapports des apprenantes et des apprenants au numérique. En guise de conclusion, nous revisitons la place qu’occupent les médias sociaux en éducation, tant pour le développement des compétences numériques que pour l’éducation à la citoyenneté numérique.This article presents a case study conducted in a university beginner/intermediate language course that used Twitter to encourage interactions in a realistic context. Relying on the socio-critical approach of computers in education, the socio-interactional approach and the ergonomic approach, we conducted a qualitative analysis of the factors having an impact on learners (N = 10) who used Twitter in the course, and on their experience.The results of this case study enabled us to observe attitudes that provided a better understanding of relationships between digital learners. In conclusion, we re-examine how social media fits into education, both for the development of computer skills and for digital citizenship education.Este artículo presenta un estudio realizado en un curso de lengua universitario de nivel principiante/intermedio en el cual la aplicación Twitter fue utilizada para estimular las interacciones en un contexto real. Apoyándonos en un enfoque socio-crítico de lo digital en educación, socio-interaccional y ergonómico, realizamos un análisis cualitativo de los factores que tuvieron incidencia en la participación de los alumnos y alumnas (N=10) que utilizaron Twitter en el curso y acerca de su experiencia. Los resultados de este estudio de caso nos permitieron observar actitudes que permiten aprender más cabalmente las relaciones entre los alumnos y alumnas hacia lo digital. Como conclusión hemos revisado el lugar que ocupan los medios sociales en educación, tanto en el desarrollo de competencias digitales como en la educación a la ciudadanía digital
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
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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