Dictionnaire actuel de l'éducation
About: This article is published in Canadian Journal of Education.The article was published on 1989-01-01. It has received 449 citations till now.
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12 Jun 1996
TL;DR: Une approche de modelisation de la connaissance de the matiere a enseigner, dans un systeme tutoriel intelligent (STI) a grande echelle permet d'organiser la matiere sur trois aspects: domaine, pedagogie et didactique.
Abstract: Nous presentons dans cet article une approche de modelisation de la connaissance de la matiere a enseigner, dans un systeme tutoriel intelligent (STI) a grande echelle. Cette approche nommee CREAM (Curriculum REpresentation and Acquisition Model) permet d'organiser la matiere sur trois aspects: domaine, pedagogie et didactique. L'aspect relie au domaine est mise en oeuvre par un modele des capacites (CREAM-C) qui represente et organise les connaissances du domaine suivant des liens logiques existant entre elles. Le volet pedagogique cree un cadre de definition et d'organisation des objectifs d'enseignement (CREAM-O et CKTN). L'organisation des objectifs consiste notamment a modeliser les predispositions necessaires a leur realisation et a etudier l'impact que peut avoir l'atteinte d'un objectif sur les connaissances du domaine. Enfin, la dimension didactique revient a produire un modele qui definit et organise les differents moyens necessaires pour l'enseignement de la matiere consideree (CREAM-R).
9 citations
Dissertation•
05 May 2010
TL;DR: In this paper, a case study of third cycle elementary pupils (5th and 6th grade in Québec) in the context of the pedagogical use of Information and Communication Technologies (ICT) at school was conducted.
Abstract: Conducted in low socio-economic environments, this study looks at student engagement among third cycle elementary pupils (5th and 6th grade in Québec) in the context of the pedagogical use of Information and Communication Technologies (ICT) at school. The goal of this multiple case study was to analyze the engagement of those students using ICTs at school. Thereby we have attempted to describe ten teachers’ pedagogical ICT integration practices, to report the quality of engagement of their 230 students during ICT tasks, and to measure the evolution and quality of their engagement in accordance with the school’s socio-economic status. A crosscultural exploratory validation of a psychometric questionnaire was therefore carried out. This essentially interpretive and descriptive research employed a mixed methodology of data collection and analysis. This research notes that the concerned teachers granted an important pedagogical value to the use of ICTs varying in the frequency of their use, those uses most valued, and in the manner in which they are integrated in class. They largely privilege word processing and Internet research, yet few other significant uses are steadily applied. The majority preferred using four in-class computers for easier use of ICTs, rather than only having access to the school laboratory. Furthermore, they unanimously perceive that the use of ICTs has an important influence on their students’ emotional dimension during planned activities, a moderate influence on their behavioral dimension, and a more disputable influence on their cognitive dimension. More globally, the students themselves display a relatively high academic engagement. In six months, the quality of their emotional engagement remained stable, the behavioral aspect was on the rise, but the cognitive engagement declined. The results also demonstrate that those students from underprivileged environments displayed a different evolution in the quality of their engagement in accordance with their school’s level of income. This research therefore demonstrates the importance the use of ICTs has on the quality of engagement during ICT tasks, the latter often proving to be better than in other types of learning tasks. Without being able to generalize, this study also allows one to greater grasp how student engagement is qualified and evolves for pupils at the end of elementary school in underprivileged settings. Recommendations for the setting and paths for future research are presented taking into account the limits and strengths of this doctoral thesis presented by articles.
9 citations
01 Jan 1998
TL;DR: In this article, the authors define the terms "multimedia", "hypertexte" and "hypermedia" to define a continuum entre l'apparition du multimedia and the hypertexte dans les TIC and le developpement des reseaux informatiques a structure hypertextuelle.
Abstract: Nous commencons par definir les termes "multimedia", "hypertexte" et "hypermedia" afin d'etablir un continuum entre l'apparition du multimedia et de l'hypertexte dans les TIC et le developpement des reseaux informatiques a structure hypertextuelle, dont la Toile fait partie. Puis nous brossons une synthese des resultats des recherches mesurant l'impact des hypertextes sur l'apprentissage, toutes disciplines confondues. Nous definissons alors un cadre global permettant d'apprehender l'utilisation de l'hypertexte comme un travail collaboratif ou interviennent le systeme, la tâche et le groupe d'apprentissage. Dans la conclusion, nous offrons quelques pistes de lecture sur l'aspect hypermedia et apprentissage collaboratif autour des systemes de communications offerts par Internet.
9 citations
TL;DR: The authors examined the relative effectiveness of different teaching models (supply, demand, and competence models) and specific academic activities in developing entrepreneurial intentions (EI) and found differences in the impact of teaching models on students' EI depending on activity characteristics, as well as student educational stage and gender.
Abstract: Entrepreneurial education (EE) has proliferated in recent years, however, while previous research has extensively analyzed the impact of EE on students’ entrepreneurial intentions (EI), studies tend to analyze EE as a monolithic concept without distinguishing between different types of academic activities and hence under examining how EE achieves its goals. To fill this gap in the literature, drawing on Ajzen’s (1991) Theory of Planned Behavior and EE theory, we examine the relative effectiveness of different teaching models (supply, demand, and competence models) and specific academic activities in developing entrepreneurial intentions (EI). In particular, we focus on interdisciplinary activities (i.e., activities involving students from varying profiles and career fields), a type of academic activity that has been neglected by previous literature. We also explore potential differences in the effectiveness of these models depending on students’ educational stage and gender, factors which have also been overlooked by the literature. Using survey data from 859 business school students, a structural model, and partial least squares technique, we found differences in the impact of teaching models on students’ EI depending on activity characteristics, as well as student educational stage and gender. The results have important implications for educational practice and for public and private organizations interested in promoting entrepreneurship: i) the importance of autonomy, experiential learning, and exploratory learning in entrepreneurship-promotion activities, and ii) the convenience of tailoring these activities according to the gender, year of education, and academic field of the students.
9 citations
01 Jan 2011
TL;DR: In this paper, a memoire vise a mettre en parallele les recherches realisees par les traductologues specialises en pedagogie and le contenu des manuels concus pour l'enseignement professionnel de la traduction.
Abstract: Ce memoire vise a mettre en parallele les recherches realisees par les traductologues specialises en pedagogie et le contenu des manuels concus pour l’enseignement professionnel de la traduction. Il a pour objet l’analyse des manuels de formation a la traduction pragmatique (generale ou specialisee) de l’anglais vers le francais publies en Amerique du Nord et en Europe depuis 1992. Dans cette recherche, l’examen des principales approches en enseignement de la traduction a d’abord permis de degager un ensemble de propositions pedagogiques. Celles-ci ont ete regroupees pour former un noyau conceptuel dont certaines composantes sont a la base d’une definition du contenu pedagogique des ouvrages et ont servi de criteres d’analyse pour les manuels recenses. Le noyau conceptuel employe pour l’analyse des ouvrages pourra eventuellement etre utile dans le cadre de recherches portant sur les manuels concus pour l’enseignement de la traduction dans d’autres paires de langues. L’analyse comparative des ouvrages recenses a permis de son cote de brosser un portrait actuel du manuel de traduction professionnelle tout en mettant en evidence les aspects du contenu pedagogique qui pourraient etre exploites davantage dans la prochaine generation de manuels de traduction. L’etude donne egalement une idee du nombre de manuels offerts sur les marches nord-americain et europeen qui sont destines aux apprenants de la traduction professionnelle. En plus de preciser la place qu’occupent les manuels de traduction au sein de la traductologie, les observations fournies dans cette etude constituent des pistes de reflexion pour la confection de nouveaux outils pedagogiques adaptes a la formation universitaire des futurs traducteurs de metier.
9 citations