1,720,954 research outputs found
Active learning practices and blended learning in higher education : the case of EPITECH
No full textFondée sur une pédagogie par projet, l'école française d'informatique EPITECH revendique une rupture radicale avec le modèle d'enseignement traditionnel. Notre thèse analysera cette revendication à la lumière des pratiques de l'école et de leur réception par les étudiants et par la communauté pédagogique. En étudiant le fonctionnement d'EPITECH, nous souhaitons répondre à une double question. Premièrement, quelles sont les expériences des étudiants d'EPITECH dans cet environnement d'apprentissage actif et hybride ? Deuxièmement, ces expériences sont-elles dépendantes de leurs caractéristiques socio-économiques ? En accord avec les questions de recherche et avec l'approche globale choisie, nous avons choisi pour notre méthodologie d'effectuer une ethnographie monographique. Celle-ci est alimentée par une enquête fondée sur une méthode combinant approche qualitative (observations et entretiens) et approche quantitative (enquêtes et bases de données). Les résultats de l'étude semblent indiquer que d'une part ce modèle spécifique de pédagogie active peut faciliter la progression et la planification du parcours des étudiants. D'autre part, il semble que cette pédagogie fonctionne de manière relativement indépendante des caractéristiques socio-économiques des étudiants lorsque ces derniers disposent d'un environnement et d'un matériel techno-pédagogique adéquats. A travers l'étude du cas particulier d'EPITECH, notre recherche vise ainsi à contribuer à une meilleure compréhension des pédagogies dites actives dans l'enseignement supérieur.Based on a project-based pedagogy, the French computer science school EPITECH claims a radical break with the traditional teaching model. Our thesis analyze this claim in the light of the school's practices and their reception by students and the teaching community. By studying the functioning of EPITECH, we wish to answer a double question. Firstly, what are the experiences of EPITECH students in this active and hybrid learning environment? Second, do these experiences dependent on their socio-economic characteristics? In line with the research questions and the chosen global approach, we opted for our methodology to conduct an ethnographic monograph. This is fed by an investigation based on a combined method of a qualitative (observations and interviews) and a quantitative approach (surveys and databases). The results of the study seem to indicate that on one hand this specific model of active learning can facilitate the progression and planning of the students' pathway. On the other hand, it seems that this pedagogy works relatively independently of the socio-economic characteristics of the students when the latter have an adequate environment and technical-pedagogical material. Through the study of the particular case of EPITECH our research aims to contribute to a better understanding of the so-called active learning in higher education
L’hybridation numérique dans un établissement en pédagogie active : l’expérience des étudiants de EPITECH
No full textCette étude a pour cadre l’école EPITECH, un établissement d’enseignement supérieur en informatique, fonctionnant en pédagogie active. Comme les autres établissements scolaires, cette école a dû faire face à la nécessité de recourir massivement à l’hybridation numérique avec un temps d’adaptation relativement court. La question posée est de savoir si, au-delà des aspects disciplinaires et du public concerné, la dimension constructiviste de la pédagogie a effectivement favorisé cette transition. Dans ce papier nous proposons une cartographie des méthodes déployées et de l’expérience étudiante dans le cadre de l’hybridation, en nous basant sur les observations réalisées sur le terrain et les témoignages des étudiants et des pédagogues. Notre conclusion est que les méthodes de pédagogie active, une fois intégrées, sont un outil favorisant le passage à l’hybridation numérique. Nous pensons que cette étude contribue à étayer à la fois l’existence de l’effet établissement, et l’intérêt spécifique de la pédagogie active à des fins de transition numérique et hybride.This study is taking place in EPITECH, a school of higher education in computer science, with an active pedagogy approach. Like other educational institutions, this school faced the need to make extensive use of blended learning with a relatively short time to adapt. The question is whether the constructivist dimension of pedagogy, beyond the disciplinary aspects and the public concerned, has indeed favored this transition. In this paper we propose a mapping of the methods deployed and the student experience of blended learning based on field observations and testimonies of students and pedagogues. Our conclusion is that active pedagogy approach, once integrated, enable the transition to blended learning. We believe that this study contributes to demonstrate both the existence of the school effect, and the specific interest of active pedagogy during a digital and hybrid transition
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
- …
