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Dissertation

Médiatisation et médiation pédagogique dans un environnement multimédia : Le cas de l'apprentissage de l'anglais en Histoire de l'Art à l'université

17 Dec 2001-
TL;DR: In this paper, the authors revisited the modeles ternaires de the situation pedagogique, d'abord pour y redefinir the place du processus d'enseignement puis for y introduceire les instruments d'ensignement, ce qui nous amene a proposer un modele nouveau, le carre pedagogiques.
Abstract: Cette these relate une recherche-action en didactique de l'anglais de specialite en lien avec les environnements d'apprentissage multimedias. Le versant “recherche” fait appel aux disciplines connexes de la philosophie de l'education, de la psychologie de l'apprentissage, de la linguistique appliquee et des sciences cognitives pour forger des outils theoriques. Nous revisitons les modeles ternaires de la situation pedagogique, d'abord pour y redefinir la place du processus d'enseignement puis pour y introduire les instruments d'enseignement, ce qui nous amene a proposer un modele nouveau, le carre pedagogique. Les concepts de mediatisation et de mediation sont redefinis a la lumiere de la theorie des situations d'activites instrumentees de Rabardel. Les conceptions et approches de la didactique des langues etrangeres de la seconde moitie du XXe siecle sont examinees du point de vue de la situation pedagogique et de la place qu'elles font aux instruments didactiques. Le versant “action” de la recherche conduit au developpement d'un didacticiel multimedia dont on fait l'hypothese qu'il amenera une amelioration de la motivation et des strategies d'apprentissage de la population cible. On formule une deuxieme hypothese selon laquelle la valeur de la mediation exercee par l'instrument multimedia est fonction de l'action de mediatisation exercee par l'enseignant. Le dispositif a fait l'objet d'une experimentation in situ pendant six ans, periode au cours de laquelle des donnees ont ete recueillies a) par enquetes et questionnaires, b) par enregistrement informatique de la trace du parcours des utilisateurs et c) par enregistrement audio d'interactions verbales. Les donnees des types a) et b) ont ete analysees par l'analyse factorielle de correspondances et celles de type c) par les methodes de l'analyse du discours.
Citations
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Journal Article
TL;DR: The role of the teacher in class nowadays is put forward, taking into consideration their role as a guide for students and parents equally, this last one also known as tutorial function.
Abstract: Title: The role of the teacher. Abstract The aim of this article is to put forward the essential role of teachers in class nowadays, taking into consideration their role as a guide for students and parents equally, this last one also known as tutorial function. Furthermore, this article leads readers to common misconceptions about how teachers, in the Spanish educational system, work and how they are seen in order to, later, raise them awareness of the teacher's implications and hard work they carry out facing diversity in class.

115 citations

Book
01 Jan 2003
TL;DR: In this paper, the authors propose an eclairage particulier sur l'utilisation des technologies de l'information and de la communication pour l'education (TICE), eclairages fonde on l'experience de la creation de materiel multimedia and sur les resultats des experimentations menees par la suite.
Abstract: Cet ouvrage a pour objectif de situer la didactique des langues, et plus specifiquement du FLE dans sa dimension historique, en evoquant la constitution du champ et les problemes rencontres au long de ce parcours. Il voudrait egalement proposer un eclairage particulier sur l'utilisation des technologies de l'information et de la communication pour l'education (TICE), eclairage fonde sur l'experience de la creation de materiel multimedia et sur les resultats des experimentations menees par la suite. Enfin, il voudrait creer un lien fort entre multimedia et dispositifs d'apprentissage de facon a exploiter au mieux les potentialites techniques en les adaptant aux interets des apprenants dans une synergie intelligente et efficace.

60 citations

Dissertation
14 Dec 2007
TL;DR: In this paper, a document video accompagne of sept aides multimodales is presented, in which they discuss the notion of multimodalite, d'apprentissage, and d'aide in the context of the environnement Amalia (Aide Multimedia a l'Appartissage des Langues Interactif et Autonomisant).
Abstract: Ce travail de recherche en sciences du langage s'interesse, d'un point de vue didactique principalement, au role et aux eventuels apports de la multimodalite en matiere d'aide a l'apprentissage d'une langue, en vue de la conception d'aides multimodales dans un environnement multimedia d'apprentissage du francais langue etrangere (FLE). Le cadre theorique definit les notions d'apprentissage, d'aide et de multimodalite. Notre reflexion se fonde sur des theories et des concepts emanant de differents domaines : la zone proximale de developpement empruntee a Vygotski et au socio-constructivisme, le concept d'etayage de Bruner, les modeles de comprehension issus de la psychologie cognitive, la theorie de la charge mentale selon Sweller et le modele d'apprentissage multimedia assorti de ses differents principes enonces par Mayer. Partant d'un inventaire et d'une typologie des aides presentes dans un corpus d'environnements multimedias d'apprentissage du francais langue etrangere, nous avons elabore un document video accompagne de sept aides multimodales. Cet ensemble integre l'environnement Amalia (Aide Multimedia a l'Apprentissage des Langues Interactif et Autonomisant), qui s'adresse aux adultes de niveau A1 a B2 et qui est destine a la comprehension et a l'apprentissage du FLE en autonomie. Enfin, nous presentons une experimentation, de type recherche qualitative, dont l'objectif est de connaitre, par l'observation et le questionnement, sur quelles aides precises les sujets portent leur choix, avec quelles intentions et quelles attentes, avec quelle satisfaction et quel jugement. De plus, nous leur avons demande de classer les aides multimodales (de la plus utile a la moins utile). Ceci afin d'etablir a terme une gradation des aides proposees a l'apprenant c'est-a-dire une integration progressive des aides a des tâches de comprehension.

40 citations

Dissertation
29 May 2019
TL;DR: HAL as mentioned in this paper is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not, which may come from teaching and research institutions in France or abroad, or from public or private research centers.
Abstract: HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Apprentissage des langues et numérique : contextualisations, interactions et immersions Hani Qotb

35 citations

References
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Journal ArticleDOI
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Abstract: Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.

14,006 citations


"Médiatisation et médiation pédagogi..." refers background in this paper

  • ...It may be useful to consider conceptual knowledge as similar to a set of tools (Brown et al., 1989)....

    [...]

Book
01 Jan 1980
TL;DR: The gears of my childhood as discussed by the authors were a source of inspiration for many of the ideas we use in our own work, such as the notion of assimilation of knowledge into a new model.
Abstract: The Gears of My Childhood Before I was two years old I had developed an intense involvement with automobiles. The names of car parts made up a very substantial portion of my vocabulary: I was particularly proud of knowing about the parts of the transmission system, the gearbox, and most especially the differential. It was, of course, many years later before I understood how gears work; but once I did, playing with gears became a favorite pastime. I loved rotating circular objects against one another in gearlike motions and, naturally, my first "erector set" project was a crude gear system. I became adept at turning wheels in my head and at making chains of cause and effect: "This one turns this way so that must turn that way so . . . " I found particular pleasure in such systems as the differential gear, which does not follow a simple linear chain of causality since the motion in the transmission shaft can be distributed in many different ways to the two wheels depending on what resistance they encounter. I remember quite vividly my excitement at discovering that a system could be lawful and completely comprehensible without being rigidly deterministic. I believe that working with differentials did more for my mathematical development than anything I was taught in elementary school. Gears, serving as models, carried many otherwise abstract ideas into my head. I clearly remember two examples from school math. I saw multiplication tables as gears, and my first brush with equations in two variables (e.g., 3x + 4y = 10) immediately evoked the differential. By the time I had made a mental gear model of the relation between x and y, figuring how many teeth each gear needed, the equation had become a comfortable friend. Many years later when I read Piaget this incident served me as a model for his notion of assimilation, except I was immediately struck by the fact that his discussion does not do full justice to his own idea. He talks almost entirely about cognitive aspects of assimilation. But there is also an affective component. Assimilating equations to gears certainly is a powerful way to bring old knowledge to bear on a new object. But it does more as well. I am sure that such assimilations helped to endow mathematics, for me, with a positive affective tone that can be traced back to my infantile experiences with cars. I believe Piaget really agrees. As I came to know him personally I understood that his neglect of the affective comes more from a modest sense that little is known about it than from an arrogant sense of its irrelevance. But let me return to my childhood. One day I was surprised to discover that some adults---even most adults---did not understand or even care about the magic of the gears. I no longer think much about gears, but I have never turned away from the questions that started with that discovery: How could what was so simple for me be incomprehensible to other people? My proud father suggested "being clever" as an explanation. But I was painfully aware that some people who could not understand the differential could easily do things I found much more difficult. Slowly I began to formulate what I still consider the fundamental fact about learning: Anything is easy if you can assimilate it to your collection of models. If you can't, anything can be painfully difficult. Here too I was developing a way of thinking that would be resonant with Piaget's. The understanding of learning must be genetic. It must refer to the genesis of knowledge. What an individual can learn, and how he learns it, depends on what models he has available. This raises, recursively, the question of how he learned these models. Thus the "laws of learning" must be about how intellectual structures grow out of one another and about how, in the process, they acquire both logical and emotional form. This book is an exercise in an applied genetic epistemology expanded beyond Piaget's cognitive emphasis to include a concern with the affective. It develops a new perspective for education research focused on creating the conditions under which intellectual models will take root. For the last two decades this is what I have been trying to do. And in doing so I find myself frequently reminded of several aspects of my encounter with the differential gear. First, I remember that no one told me to learn about differential gears. Second, I remember that there was feeling, love, as well as understanding in my relationship with gears. Third, I remember that my first encounter with them was in my second year. If any "scientific" educational psychologist had tried to "measure" the effects of this encounter, he would probably have failed. It had profound consequences but, I conjecture, only very many years later. A "pre- and post-" test at age two would have missed them. Piaget's work gave me a new framework for looking at the gears of my childhood. The gear can be used to illustrate many powerful "advanced" mathematical ideas, such as groups or relative motion. But it does more than this. As well as connecting with the formal knowledge of mathematics, it also connects with the "body knowledge," the sensorimotor schemata of a child. You can be the gear, you can understand how it turns by projecting yourself into its place and turning with it. It is this double relationship---both abstract and sensory---that gives the gear the power to carry powerful mathematics into the mind. In a terminology I shall develop in later chapters, the gear acts here as a transitional object. A modern-day Montessori might propose, if convinced by my story, to create a gear set for children. Thus every child might have the experience I had. But to hope for this would be to miss the essence of the story. I fell in love with the gears. This is something that cannot be reduced to purely "cognitive" terms. Something very personal happened, and one cannot assume that it would be repeated for other children in exactly the same form. My thesis could be summarized as: What the gears cannot do the computer might. The computer is the Proteus of machines. Its essence is its universality, its power to simulate. Because it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes. This book is the result of my own attempts over the past decade to turn computers into instruments flexible enough so that many children can each create for themselves something like what the gears were for me.

6,780 citations

Book
01 Jan 1982
TL;DR: It is concluded that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
Abstract: This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.

6,737 citations

Book
01 Nov 1993
TL;DR: This book analyzes teaching methods and media introduction - categories of media forms: audio-visual media hypermedia interactive media adaptive media discursive media effective teaching with multi-media methods.
Abstract: Part 1 What students need from educational technology: teaching as mediating learning what students bring to learning the complexity of coming to know generating a teaching strategy. Part 2 Analyzing teaching methods and media introduction - categories of media forms: audio-visual media hypermedia interactive media adaptive media discursive media. Part 3 The design methodology: designing teaching materials setting up the learning context effective teaching with multi-media methods.

2,878 citations

Book
16 Jun 1993
TL;DR: A World for Learning Anthology of Learning Stories Instructionism versus Constructionism Computerists Yearners and Schoolers Cybernetics What can be done? as discussed by the authors, a collection of learning stories.
Abstract: Yearners and Schoolers Personal Thinking School: Change and Resistance to Change Teachers A World for Learning An Anthology of Learning Stories Instructionism versus Constructionism Computerists Yearners and Schoolers Cybernetics What can be done?

1,799 citations