Daniel Peraya

Bio: Daniel Peraya is an academic researcher from University of Geneva. The author has contributed to research in topics: Distance education & Political science. The author has an hindex of 22, co-authored 198 publications receiving 1898 citations. Previous affiliations of Daniel Peraya include Geneva College.

Apprendre en présence et à distance : une définition des dispositifs hybrides

Abstract: La formation superieure universitaire initiale et continuee voit se developper depuis quelques annees des dispositifs articulant a des degres divers des phases de formation en presentiel et des phases de formation a distance, soutenues par un environnement technologique comme une plate-forme de formation. L'objet de cet article consiste en une tentative de definition de ces dispositifs dits « hybrides » pour en proposer des dimensions descriptives. Une grille d'analyse est ainsi detaillee et illustree par deux cas contrastes. Par la suite, elle soutiendra la comparaison de dispositifs et la recherche de leurs effets.

Médiation et médiatisation : le campus virtuel

Abstract: Le texte propose une definition generale du concept de dispositif et montre sa pertinence pour decrire tout media educatif, tout dispositif de communication et de formation mediatisees. Il identifie ensuite les caracteristiques communicationnelles fondamentales de ce type de dispositif : la mediatisation et la mediation d’une part et l’interactivite d’autre part. Il propose enfin une modelisation des composantes de tout dispositif mediatique : technoculturelles, semicognitives et relationnelles. La seconde partie du texte cherche a montrer la pertinence de ce modele pour l’analyse, mais aussi pour la conception, des campus virtuels.

Vers une typologie des dispositifs hybrides de formation en enseignement supérieur

Abstract: L’evaluation des effets des dispositifs hybrides de formation en enseignement superieur necessite un cadre descriptif pour en comprendre les effets differencies. Dans cette perspective, le present article propose d’etablir une typologie des dispositifs hybrides de formation a partir de leurs caracteristiques pedagogiques, organisationnelles et materielles (modalites d’articulation des phases presentielles et distantes, accompagnement humain, formes de mediatisation et mediation liees a l’utilisation d’un environnement technopedagogique, degre d’ouverture). Il rend egalement compte d’un point de vue methodologique, de la maniere dont les chercheurs investis dans le projet europeen HySup (2009-12) ont progressivement elabore ce cadre et en ont fait une premiere experimentation.

Constructing a language: A usage-based theory of language acquisition

Abstract: Child psychiatrists, pediatricians, and other child clinicians need to have a solid understanding of child language development. There are at least four important reasons that make this necessary. First, slowing, arrest, and deviation of language development are highly associated with, and complicate the course of, child psychopathology. Second, language competence plays a crucial role in emotional and mood regulation, evaluation, and therapy. Third, language deficits are the most frequent underpinning of the learning disorders, ubiquitous in our clinical populations. Fourth, clinicians should not confuse the rich linguistic and dialectal diversity of our clinical populations with abnormalities in child language development. The challenge for the clinician becomes, then, how to get immersed in the captivating field of child language acquisition without getting overwhelmed by its conceptual and empirical complexity. In the past 50 years and since the seminal works of Roger Brown, Jerome Bruner, and Catherine Snow, child language researchers (often known as developmental psycholinguists) have produced a remarkable body of knowledge. Linguists such as Chomsky and philosophers such as Grice have strongly influenced the science of child language. One of the major tenets of Chomskian linguistics (known as generative grammar) is that children’s capacity to acquire language is “hardwired” with “universal grammar”—an innate language acquisition device (LAD), a language “instinct”—at its core. This view is in part supported by the assertion that the linguistic input that children receive is relatively dismal and of poor quality relative to the high quantity and quality of output that they manage to produce after age 2 and that only an advanced, innate capacity to decode and organize linguistic input can enable them to “get from here (prelinguistic infant) to there (linguistic child).” In “Constructing a Language,” Tomasello presents a contrasting theory of how the child acquires language: It is not a universal grammar that allows for language development. Rather, human cognition universals of communicative needs and vocal-auditory processing result in some language universals, such as nouns and verbs as expressions of reference and predication (p. 19). The author proposes that two sets of cognitive skills resulting from biological/phylogenetic adaptations are fundamental to the ontogenetic origins of language. These sets of inherited cognitive skills are intentionreading on the one hand and pattern-finding, on the other. Intention-reading skills encompass the prelinguistic infant’s capacities to share attention to outside events with other persons, establishing joint attentional frames, to understand other people’s communicative intentions, and to imitate the adult’s communicative intentions (an intersubjective form of imitation that requires symbolic understanding and perspective-taking). Pattern-finding skills include the ability of infants as young as 7 months old to analyze concepts and percepts (most relevant here, auditory or speech percepts) and create concrete or abstract categories that contain analogous items. Tomasello, a most prominent developmental scientist with research foci on child language acquisition and on social cognition and social learning in children and primates, succinctly and clearly introduces the major points of his theory and his views on the origins of language in the initial chapters. In subsequent chapters, he delves into the details by covering most language acquisition domains, namely, word (lexical) learning, syntax, and morphology and conversation, narrative, and extended discourse. Although one of the remaining domains (pragmatics) is at the core of his theory and permeates the text throughout, the relative paucity of passages explicitly devoted to discussing acquisition and proBOOK REVIEWS

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

The adult learner.

Abstract: 3. Do I use effective communication strategies? Is there always “time just to talk”? Do I seek family observations/information in assessment? In monitoring? Do family members have opportunities to ask questions or seek clarification? Do I present information at a time and in a format preferred by the family members? Do I keep my work with family members respectful, yet informal, and free of professionally precious jargon?

Computer‐mediated communication: Linguistic, social, and cross‐cultural perspectives

Abstract: Following your need to always fulfil the inspiration to obtain everybody is now simple. Connecting to the internet is one of the short cuts to do. There are so many sources that offer and connect us to other world condition. As one of the products to see in internet, this website becomes a very available place to look for countless computer mediated communication linguistic social and cross cultural perspectives sources. Yeah, sources about the books from countries in the world are provided.

Understanding and analysing activity and learning in virtual communities

Abstract: The purpose of this study is to provide a preliminary framework to observe, analyse and evaluate both activity and learning in virtual communities. So various types of virtual communities will be studied by examining their relationship to socialisation and learning. After a presentation of the main ideas of Wenger's social learning theory, the principal components of the social context of the emergence and evolution of virtual communities will be described. It will show how taking this context into account enables the definition of four principal types of virtual communities: community of interest, goal-oriented community of interest, learners' community and community of practice and describe how the activity of these communities develops according to the goals they set for themselves and to the strategies they adopt to reach them. For each type of virtual community, an attempt will be made to determine the process of negotiation of meaning at the base of learning, and to describe the learning performed in terms of participation and reification processes.