Between Tradition and Customization. À la carte Engraved Title Pages in Louvain Student Notebooks (1630-1797)

In the seventeenth and eighteenth centuries, the practice of notetaking was in use at the faculty of Arts in Louvain. Students developed a habit of inserting factotum title pages published on loose leaves in their handwritten lecture notes. Some engraved title pages were created specifically for Louvain students, whereas some others were the result of a process of recycling and adaptation. Such parerga act as framing devices, allowing a play between inside and outside, between the space of academic knowledge and the space of the viewer/reader. Structured around a classification into four formal categories of printed title pages incorporated in student notes, this contribution presents the tradition within the context of the Louvain print market; focuses on the various framing devices that make up the title pages (cartouches but also medallions, banderoles, escutcheons) and those they establish as the entry to the book; considers the copying practice from one engraver or printer to another; and examines the recycling process at play in several manuscripts presenting cut and pasted engraved frames

The Missing Ecology in Affordance Management

Ko and Neuberg’s framework links life-history priorities to ecological affordances but foregrounds conditions of relative stability, thereby underrepresenting volatility. Volatility is a constitutive ecological parameter, altering affordance availability and reliability. Incorporating anticipated affordances, stratified resilience, and volatility as a higher-order constraint sharpens the model’s theoretical scope and ecological validity under conditions of systemic crisis

A meta-analytic review of cultural variation in affect valuation

What affective states do people ideally want to feel, and why? In Affect Valuation Theory (AVT), Tsai, Knutson, & Fung (2006) proposed and observed that (1) how people would ideally like to feel (their “ideal affect”) differs from how they actually feel (their “actual affect”), and (2) cultural factors shape people’s ideal affect even more than their actual affect. In this individual participant data (IPD) metaanalysis, we re-examined these two premises in a combined data file of over 31,000 participants from 124 datasets collected by different research teams across the world. Consistent with Tsai et al. (2006), we observed that: (1) actual affect and ideal affect are empirically distinct constructs, and (2) cultural differences in ideal affect are larger in magnitude than cultural differences in actual affect. These findings held across research teams, participant populations, and publication status. Importantly, most cultural differences in ideal affect endured over time, including European Americans’ greater valuation of high arousal positive (HAP) states compared to East Asian Americans and East Asians. New patterns also emerged: European Americans valued low arousal positive states more over time; differences in ideal affect emerged among specific East Asian cultural groups; and socioeconomic status, gender, and age were also associated with differences in ideal affect

ἑκουσιάζομαι – ἑκουσιασμός – ἑκούσιος

with Hans Ausloo

Les MOOCs sont-ils vraiment accessibles ? Motivations, attitudes, et défis des participants non-anglophones

Lors de leur lancement, les MOOCs (« Massive Open Online Courses ») visaient à démocratiser l’éducation grâce à un apprentissage gratuit et flexible. Toutefois, cette promesse reste inachevée, avec notamment un taux élevé d’abandon. Un frein majeur réside dans la langue d’enseignement : environ 75% des MOOCs sont proposés en anglais, alors que la majorité des participants sont non-anglophones. Cette situation crée des barrières linguistiques et culturelles susceptibles d’affecter l’engagement et la qualité de l’apprentissage. Malgré ce constat, peu d’études ont examiné l’expérience des participants non-anglophones, en particulier dans les MOOCs disciplinaires (ex. « International Law »), et encore moins en tenant compte de leur niveau d’anglais. Pour combler cette lacune, la présente étude explore les motivations, attitudes et difficultés rencontrées par ces participants selon leur niveau d’anglais. L’analyse repose sur un questionnaire mixte (items à échelle de Likert et questions ouvertes) intégrant des données sociodémographiques et le niveau d’anglais autoévalué (B1-C2). Une étude pilote préalable menée auprès de 87 participants a permis de tester le questionnaire et d’identifier des premières tendances. Par exemple, comparés aux participants de niveau C2, les participants de niveau B2 suivent davantage les MOOCs pour améliorer leur anglais et utilisent plus fréquemment des outils de soutien linguistique. Sur cette base, une enquête est actuellement en cours, ciblant environ 600 participants de sept pays. Les résultats de l'enquête à plus grande échelle permettront de vérifier la diversité de profils non-anglophones, et d’identifier des leviers pour rendre les MOOCs plus adaptés aux besoins linguistiques de ces publics. Duru, I., Sunar, A.S., White, S., Diri, B. & Dogan, G. (2019). A case study on English as a Second Language speakers for sustainable MOOC study. Sustainability, 11(10), 2808. Goopio, J. & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal of Teaching in Travel & Tourism, 21(2). Liu, L. (2017). An empirical analysis of Chinese college learners’ obstacles to MOOC learning in an English context. English Language Teaching, 10(3), 136-150. Rahimi, A. & Tafazoli, D. (2022). EFL learners’ attitudes toward the usability of LMOOCs: A qualitative content analysis. The Qualitative Report, 27(1), 158-173. Uchidiuno, J., Ogan, A., Yarzebinski, E. & Hammer, J. (2018). Understanding ESL students’ motivations to increase MOOC accessibility. Proceedings of the Third (2016) ACM Conference on Learning @ Scale, New York, 169-172. Weinhardt, J. & Sitzmann, T. §2019). Revolutionizing training and education? Three questions regarding massive open online courses (MOOCs). Human Resource Management Review, 29(2), 218-225

Vivencia de la pandemia en una población de los Andes peruanos: la resiliencia comunitaria desde el campo

Este articulo presenta los resultados de un estudio etnográfico sobre la crisis sanitaria por la COVID-19 en una Comunidad Campesina de la provincia de Paucartambo (Cusco) y los aportes de este caso para entender el carácter comunitario de la resiliencia. Esta investigación estudio se realizó a inicios del año 2022 (marzo a mayo): recogiendo mediante entrevistas y mapas parlantes, las experiencias que miembros y autoridades residentes de la comunidad tenían sobre la gestión de la pandemia de marzo 2020 a mayo 2022. A partir de eso, se identificaron cinco tácticas de resiliencia comunitaria organizadas en dos dimensiones: la primera referida a la interconexión y construcción de redes familiares y sociales, mientras que la segunda trata sobre las transformaciones y adaptaciones de las formas de gobernabilidad para la gestión de la comunidad. De manera conclusiva y transversal, se reflexiona sobre la dimensión comunitaria de la resiliencia. Se presenta finalmente los principales aportes a nivel de políticas públicas de la investigación