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Ludification des apprentissages : des pratiques de classe à l’intégration dans la formation des enseignants
No full textتهدف هذه المساهمة، والتي هي نظرية بحتة، إلى إبراز ما يمكن أن يجلبه التلعيب، كأساس في تصميم البرامج، لعملية التعلم على المستويات المعرفية والنفسية والاجتماعية. لهذا، نعتمد على المساهمة النظرية لعلوم الأعصاب في مجال التعليم. الحداثة الرئيسية التي جلبها هذا العلم هو تجنب الفصل الذي كان قائماً بين اللعب في جانب والتعلم من الجانب الآخر. من هذا المنظور، لن تكون المدرسة بعد الآن مكانًا "للعمل" بمعناه الاشتقاقي الذي يشير إلى المعاناة. من الآن فصاعدًا، يمكن اعتبار المدرسة مكانًا يمكن أن يوفر المتعة للتعلم من خلال اللعب. يظهر من هذه الدراسة أن اللعب يسمح بالفعل للمتعلم بالتهوين من أهمية عملية التعلم من خلال الحد من الخوف من ارتكاب الأخطاء. في الواقع، يمكنه الانخراط بسهولة أكبر والمشاركة بنشاط في تعلمه دون أن يهدده شبح الفشل في كل مرة يقوم فيها بنشاط. وبالتالي، فإن عملية التعلم بالألعاب تجعل عملية التدريس / التعلم أكثر راحة لعقل المتعلم. المساهمة التي قدمها هذا الشكل الجديد من التدريس / التعلم تدعو إلى دمجها في عروض تكوين الأساتذة.La présente contribution, qui se veut purement théorique, vise à mettre en exergue ce que peut apporter la ludification, en tant que fondement dans la conception des programmes, au processus d’apprentissage sur le plan cognitif, psychologique, et social. Pour cela, nous nous basons sur l’apport théorique des neurosciences dans le domaine de l’éducation. La principale nouveauté apportée par cette science est le dépassement de la dichotomie existante jusque-là entre le jeu d’un côté et l’apprentissage de l’autre. Dans cette perspective, l’école ne sera plus un lieu de « travail » dans son sens étymologique renvoyant à la souffrance. Désormais, l’école peut être considérée comme un lieu pouvant procurer du plaisir à apprendre moyennant le jeu. Il ressort de cette étude qu’en effet le jeu permet à l’apprenant de dédramatiser le processus d’apprentissage en endiguant la peur de commettre des « fautes ». En effet, il peut s’engager plus facilement et participe activement dans son apprentissage sans que le spectre de l’échec ne le menace à chaque fois qu’il entreprend une tâche. Ainsi, la ludification des apprentissages rend le processus d’enseignement/apprentissage plus ergonomique pour le cerveau de l’apprenant. L’apport que constitue cette nouvelle forme d’enseignement/apprentissage plaide en faveur de son intégration dans les offres de formation des enseignants
From the Poetic Pluriverse to the Pedagogical Universe What Pedagogy, for what Learner
No full textThis article explores the pedagogical, linguistic, emotional, and critical dimensions of poetry in contemporary educational contexts. Through in-depth analysis, it demonstrates that poetry is not simply a subject of study, but a cross-disciplinary educational tool that stimulates creativity, develops self-expression, strengthens linguistic and oral skills, and cultivates critical thinking. Drawing on examples from great poets (Hugo, Éluard, Darwich, Prévert, etc.) and concrete pedagogical tools (writing workshops, expressive reading, interdisciplinary approaches), the article highlights the many contri-butions of poetry to a humanistic, inclusive, and sensitive education. Finally, it offers concrete perspectives for its sustainable integration into school and university practicesCet article explore les dimensions pédagogique, linguistique, émotionnelle et critique de la poésie dans les contextes éducatifs con-temporains. À travers une analyse approfondie, il démontre que la poésie n’est pas un simple objet d’étude, mais un levier de formation transversal qui stimule la créativité, développe l’expression de soi, renforce les compétences linguistiques et orales, et cultive la pensée critique. En s’appuyant sur des exemples de grands poètes (Hugo, Éluard, Darwich, Prévert, etc.) et des dispo-sitifs pédagogiques concrets (ateliers d’écriture, lecture expressive, approche interdisciplinaire), l’article met en lumière les multiples apports de la poésie pour une éducation humaniste, inclusive et sensible. Il propose enfin des perspectives concrètes pour son intégration durable dans les pratiques scolaires et universitaire
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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