61 research outputs found
Gestionnaire de vie privée : un cadre pour la protection de la vie privée dans les interactions entre apprenants
LâĂ©volution continue des besoins dâapprentissage vers plus dâefficacitĂ© et plus de personnalisation a favorisĂ© lâĂ©mergence de nouveaux outils et dimensions dont lâobjectif est de rendre lâapprentissage accessible Ă tout le monde et adaptĂ© aux contextes technologiques et sociaux. Cette Ă©volution a donnĂ© naissance Ă ce que lâon appelle l'apprentissage social en ligne mettant l'accent sur lâinteraction entre les apprenants.
La considĂ©ration de lâinteraction a apportĂ© de nombreux avantages pour lâapprenant, Ă savoir Ă©tablir des connexions, Ă©changer des expĂ©riences personnelles et bĂ©nĂ©ficier dâune assistance lui permettant dâamĂ©liorer son apprentissage. Cependant, la quantitĂ© d'informations personnelles que les apprenants divulguent parfois lors de ces interactions, mĂšne, Ă des consĂ©quences souvent dĂ©sastreuses en matiĂšre de vie privĂ©e comme la cyberintimidation, le vol dâidentitĂ©, etc.
MalgrĂ© les prĂ©occupations soulevĂ©es, la vie privĂ©e en tant que droit individuel reprĂ©sente une situation idĂ©ale, difficilement reconnaissable dans le contexte social dâaujourdâhui. En effet, on est passĂ© d'une conceptualisation de la vie privĂ©e comme Ă©tant un noyau des donnĂ©es sensibles Ă protĂ©ger des pĂ©nĂ©trations extĂ©rieures Ă une nouvelle vision centrĂ©e sur la nĂ©gociation de la divulgation de ces donnĂ©es.
Lâenjeu pour les environnements sociaux dâapprentissage consiste donc Ă garantir un niveau maximal dâinteraction pour les apprenants tout en prĂ©servant leurs vies privĂ©es. Au meilleur de nos connaissances, la plupart des innovations dans ces environnements ont portĂ© sur l'Ă©laboration des techniques dâinteraction, sans aucune considĂ©ration pour la vie privĂ©e, un Ă©lĂ©ment portant nĂ©cessaire afin de crĂ©er un environnement favorable Ă lâapprentissage.
Dans ce travail, nous proposons un cadre de vie privĂ©e que nous avons appelĂ© « gestionnaire de vie privĂ©e». Plus prĂ©cisĂ©ment, ce gestionnaire se charge de gĂ©rer la protection des donnĂ©es personnelles et de la vie privĂ©e de lâapprenant durant ses interactions avec ses co-apprenants.
En sâappuyant sur lâidĂ©e que lâinteraction permet dâaccĂ©der Ă lâaide en ligne, nous analysons lâinteraction comme une activitĂ© cognitive impliquant des facteurs contextuels, dâautres apprenants, et des aspects socio-Ă©motionnels. L'objectif principal de cette thĂšse est donc de revoir les processus dâentraide entre les apprenants en mettant en oeuvre des outils nĂ©cessaires pour trouver un compromis entre lâinteraction et la protection de la vie privĂ©e.
ii
Ceci a Ă©tĂ© effectuĂ© selon trois niveaux : le premier Ă©tant de considĂ©rer des aspects contextuels et sociaux de lâinteraction telle que la confiance entre les apprenants et les Ă©motions qui ont initiĂ© le besoin dâinteragir. Le deuxiĂšme niveau de protection consiste Ă estimer les risques de cette divulgation et faciliter la dĂ©cision de protection de la vie privĂ©e. Le troisiĂšme niveau de protection consiste Ă dĂ©tecter toute divulgation de donnĂ©es personnelles en utilisant des techniques dâapprentissage machine et dâanalyse sĂ©mantique.The emergence of social tools and their integration in learning contexts has fostered interactions and collaboration among learners. The consideration of social interaction has several advantages for learners, mainly establishing new connections, sharing personal experiences and receiving assistance which may improve learning. However, the amount of personal information that learners disclose in these interactions, raise several privacy risks such as identity theft and cyberbullying which may lead to serious consequences.
Despite the raised concerns, privacy as a human fundamental right is hardly recognized in todayâs social context. Indeed, the conceptualization of privacy as a set of sensitive data to protect from external intrusions is no longer effective in the new social context where the risks come essentially from the self-disclosing behaviors of the learners themselves.
With that in mind, the main challenge for social learning environments is to promote social interactions between learners while preserving their privacy. To the best of our knowledge, innovations in social learning environments have only focused on the integration of new social tools, without any consideration of privacy as a necessary factor to establish a favorable learning environment. In fact, integrating social interactions to maintain learnersâ engagement and motivation is as necessary as preserving privacy in order to promote learning. Therefore, we propose, in this research, a privacy framework, that we called privacy manager, aiming to preserve the learnersâ privacy during their interactions.
Considering social interaction as a strategy to seek and request peersâ help in informal learning contexts, we analyze learnersâ interaction as a cognitive activity involving contextual, social and emotional factors. Hence, our main goal is to consider all these factors in order to find a tradeoff between the advantages of interaction, mainly seeking peer feedback, and its disadvantages, particularly data disclosure and privacy risks.
This was done on three levels: the first level is to help learners interact with appropriate peers, considering their learning competency and their trustworthiness. The second level of protection is to quantify potential disclosure risks and decide about data disclosure. The third level of protection is to analyze learnersâ interactions in order to detect and discard any personal data disclosure using machine learning techniques and semantic analysis
An Interpretive Phenomenological Analysis exploring the experiences of language needs and Special Educational Needs and Disabilities (SEND) for secondary school teachers of English
Government policy and publications have reiterated the message that all teachers should be teachers of Special Educational Needs and Disabilities (SEND) and meet the varying and diverse needs of all learners within a mainstream classroom (HM Government 2022a; 2022b). Language needs, a feature of a communication and interaction difficulty, is one area of SEND. Within the secondary school context, these difficulties have received little research attention and focus. This research with secondary school teachers of English (N=5) utilised semi-structured interviews and vignettes which provide written case study descriptions of how language needs may present in the classroom (Starling et al., 2011; Ramsey, 2015). Interpretative Phenomenological Analysis (IPA) was used to explore participantsâ experiences. IPA is a qualitative methodology in which the central tenets focus on phenomenology (experience), hermeneutics (interpretation) and idiography (individual, nomothetic data) (Smith et al., 2022). Four group experiential themes were identified which depicted participantsâ experiences of being a teacher and supporting language needs and SEND; Expertise; Interactions; Feeling Challenged; and Interpretation. How participants each related to these individual constructs varied and similarities (convergence) and differences (divergence) in their individual experiences were noted. The research provides a descriptive and interpretive account of the experiences of participants when teaching and supporting students with SEND and language needs. Situating these experiences within an ecological framework of the classroom, appreciates the contextualised experience of being a teacher and the interactions between students, other professionals, systems and structures and the emotive elements that accompanies this experience. Continued and renewed focus and awareness of the presentation of language needs in the secondary context remains pertinent as some teachers felt that they lacked expertise and confidence in this area. Educational Psychology as a profession may be unique in its contribution when supporting schools to consider holistic and ecological influences on the presentation of SEND and support the problem-solving capacity of the school workforce, particularly in an educational context where access to specialist services is hindered due to scarcity of resources
An Interpretive Phenomenological Analysis exploring the experiences of language needs and Special Educational Needs and Disabilities (SEND) for secondary school teachers of English
Government policy and publications have reiterated the message that all teachers should be teachers of Special Educational Needs and Disabilities (SEND) and meet the varying and diverse needs of all learners within a mainstream classroom (HM Government 2022a; 2022b). Language needs, a feature of a communication and interaction difficulty, is one area of SEND. Within the secondary school context, these difficulties have received little research attention and focus. This research with secondary school teachers of English (N=5) utilised semi-structured interviews and vignettes which provide written case study descriptions of how language needs may present in the classroom (Starling et al., 2011; Ramsey, 2015). Interpretative Phenomenological Analysis (IPA) was used to explore participantsâ experiences. IPA is a qualitative methodology in which the central tenets focus on phenomenology (experience), hermeneutics (interpretation) and idiography (individual, nomothetic data) (Smith et al., 2022). Four group experiential themes were identified which depicted participantsâ experiences of being a teacher and supporting language needs and SEND; Expertise; Interactions; Feeling Challenged; and Interpretation. How participants each related to these individual constructs varied and similarities (convergence) and differences (divergence) in their individual experiences were noted. The research provides a descriptive and interpretive account of the experiences of participants when teaching and supporting students with SEND and language needs. Situating these experiences within an ecological framework of the classroom, appreciates the contextualised experience of being a teacher and the interactions between students, other professionals, systems and structures and the emotive elements that accompanies this experience. Continued and renewed focus and awareness of the presentation of language needs in the secondary context remains pertinent as some teachers felt that they lacked expertise and confidence in this area. Educational Psychology as a profession may be unique in its contribution when supporting schools to consider holistic and ecological influences on the presentation of SEND and support the problem-solving capacity of the school workforce, particularly in an educational context where access to specialist services is hindered due to scarcity of resources
Social cognitive consequences of differences in the emotional grounding of concepts: the role of embodiment
American Psychological Association (PsycINFO Classification Categories and Codes): 2300 Human Experimental Psychology; 2340 Cognitive Processes; 2560 Psychophysiology; 2720 Linguistics & Language & Speech; 3000 Social PsychologyThe present work examines the affective grounding of first-native (L1) and secondlearned
(L2) languages, and how they differently impact intra-individual, inter-individual and
intergroup processes. In the first chapter we framed our work in the Socially Situated
Cognition approach, and proposed the application of its assumptions to linguistic
communication. In the second chapter we reviewed literature showing the differences in
processing L1-L2, and concluded that these languages are not likely to be grounded in the
same way.
In the first empirical chapter we examined this assumption in two affective priming
experiments. Congruency effects were observed only in L1 for prime/target word pairs, and
in L1-L2 for pairs of word/photos (facial expressions). These results suggest different
groundings of L1-L2, and that the presence of facial expressions, that facilitate affective
simulation processes, may overrule L2 constraints. The second set of three experiments
revealed that L2 induces social distance and a more abstract type of processing. Moreover,
the social distance induced by L2 was mediated by a more abstract construal-level that is
consistent with the disembodied nature of L2. The last set of two experiments indicates that
the evaluation of sentences with affective content, presented in L1-L2, depends on their
valence and on the group membership of the described targets. Affective simulation
(measured with EMG) was more intense in L1, and for the in-group, and differences in
simulation of in-group/out-group sentences were enhanced in L2. The last chapter presents a
summary of the main findings, their contributions and limitations, and suggests future
research directions.O presente trabalho examina a ancoragem afectiva da lĂngua-nativa (L1) e da
segunda-lĂngua (L2), e como estas influenciam de forma diferente processos intraindividuais,
inter-individuais e intergrupais. No primeiro capĂtulo enquadramos o trabalho na
abordagem da Cognição Social Situada propondo a aplicação das suas premissas Ă
comunicação linguĂstica. No segundo capĂtulo revemos estudos que mostram diferenças no
processamento de L1-L2 concluĂndo que, provavelmente, estas lĂnguas nĂŁo sĂŁo
corporalizadas da mesma maneira.
No primeiro capĂtulo empĂrico examinamos esta premissa em dois experimentos de
primação afectiva. ObservĂĄmos efeitos de congruĂȘncia apenas em L1 para pares de palavras
primo-alvo, e em L1-L2 para pares de palavras/fotos (expressÔes faciais). Estes resultados
sugerem diferenças na ancoragem afectiva de L1-L2 e que a presença de expressÔes faciais,
facilitadoras de processos de simulação afectiva, anula os constrangimentos impostos por L2.
O segundo conjunto de trĂȘs experimentos revelou que L2 induz distĂąncia social e um
processamento mais abstracto. Para além disso, a distùncia social induzida por L2 foi
mediada por um construal-level mais abstracto, o que Ă© consistente com a natureza
descorporalizada de L2. No Ășltimo conjunto de dois experimentos observou-se que a
avaliação de frases de conteĂșdo afectivo, apresentadas em L1-L2, depende da sua valĂȘncia e
da pertença grupal dos alvos descritos. A simulação afectiva (medida com EMG) foi mais
intensa em L1, e para o in-group, e as diferenças na simulação de frases do in-group/outgroup
foram realçadas em L2. O Ășltimo capĂtulo apresenta os resultados principais, seus
contributos e limitaçÔes, e sugestÔes para investigação futura
Digital competence as interactional accomplishment: An ethnography of early enactments of the DCF
Recent years have witnessed the reform of UK national education curriculums, with an
emphasis on rethinking ICT and computing as teaching subjects. In Wales, the Digital
Competence Framework (DCF), a cross-curricular framework, was the first element of
the Curriculum for Wales 2022 made available to schools. Drawing from an ethnographic
study of a primary school in Wales, I explore how this framework is enacted, what sort
of troubles arise, and the methods for solving these in situ. Bringing together tropes and
sentiments from science and technology studies (STS), digital sociology, and the sociology
of education, I consider the classroom as a site ripe for examining setting-specific
dynamics and practices of knowledge production. This primarily involves combining an
ethnographic sensibility with an ethnomethodological orientation to the study of
knowledge as an interactional accomplishment.
First, I show how pedagogical dialogues enable the introduction of technical vocabulary,
and how pupils and teachers rely on occasioned interpretive procedures for this. Second,
I explore the production of instructions for an ICT independent learning activity, in
particular, the collaborative accomplishment of understanding instructions in-action.
Third, I capture an instance in which insufficient instruction to access an online
assignment unveils the delicacy of classroom order, and the practical and moral
implications of producing an instructional repair. Taken together, these occasions offer
an account of the interactional work involved in accomplishing classroom-specific-work,
with special attention afforded to the situated detail of classroom activities as instances of
DCF enactments. I show, then, how a new policy is translated into practice, and examine
ways in which digital competence is locally and interactionally accomplished.
As Wales looks to pioneer digital education, this study provides an early portrait and
analysis of just how this happens, and how it is made possible, within Welsh primary
education. It contributes theoretical and methodological debates about the study of
technology in use and digital education in practice, whilst prioritising practical details, it
proves to be informative for teachers and policy makers alike
ĐĐ”ĐŽĐ°ĐłĐŸĐłŃĐșĐ° ŃŃĐżŃŃ Ń
The content and main directions of pedagogy of success study are considered. Authors show the necessity of professional self-conscience formation, which includes formation of self-know-ledge, positive self-image, awareness of self-concept and their role during the self-development process. Effectiveness of pedagogical conditions, which are required for the students focus on successful professional activity formation, is justified and experimentally verified. Various techniques that can be used for self-development and self-perfection are provided. Book is intended for graduate and postgraduate students, teachers of all specialties.Đ ĐŸĐ·ĐłĐ»ŃĐœŃŃĐŸ Đ·ĐŒŃŃŃ ĐżĐ”ĐŽĐ°ĐłĐŸĐłŃĐșĐž ŃŃĐżŃŃ
Ń ŃĐ° ĐŸŃĐœĐŸĐČĐœŃ ĐœĐ°ĐżŃŃĐŒĐșĐž ŃŃ ĐČĐžĐČŃĐ”ĐœĐœŃ. ĐĐŸĐșĐ°Đ·Đ°ĐœĐŸ ĐœĐ”ĐŸĐ±-Ń
ŃĐŽĐœŃŃŃŃ ŃĐŸŃĐŒŃĐČĐ°ĐœĐœŃ ĐżŃĐŸŃĐ”ŃŃĐčĐœĐŸŃ ŃĐ°ĐŒĐŸŃĐČŃĐŽĐŸĐŒĐŸŃŃŃ: ŃĐ°ĐŒĐŸĐżŃĐ·ĐœĐ°ĐœĐœŃ, ĐżĐŸĐ·ĐžŃĐžĐČĐœĐŸŃ ŃĐ°ĐŒĐŸĐŸŃŃĐœĐșĐž, ŃŃĐČŃĐŽĐŸĐŒĐ»Đ”ĐœĐœŃ ĐŻ-ĐșĐŸĐœŃДпŃŃŃ ŃĐ° ŃŃ
ŃĐŸĐ»Ń Ń ĐżŃĐŸŃĐ”ŃŃ ŃĐ°ĐŒĐŸŃĐŸĐ·ĐČĐžŃĐșŃ. ĐбÒŃŃĐœŃĐŸĐČĐ°ĐœĐŸ, Đ”ĐșŃпДŃĐžĐŒĐ”Đœ-ŃĐ°Đ»ŃĐœĐŸ пДŃĐ”ĐČŃŃĐ”ĐœĐŸ Đ”ŃĐ”ĐșŃĐžĐČĐœŃŃŃŃ ĐżĐ”ĐŽĐ°ĐłĐŸĐłŃŃĐœĐžŃ
ŃĐŒĐŸĐČ, ĐœĐ”ĐŸĐ±Ń
ŃĐŽĐœĐžŃ
ĐŽĐ»Ń ŃĐŸŃĐŒŃĐČĐ°ĐœĐœŃ ŃĐżŃŃĐŒĐŸ-ĐČĐ°ĐœĐŸŃŃŃ ŃŃŃĐŽĐ”ĐœŃŃĐČ ĐœĐ° ŃŃĐżŃŃĐœŃ ĐżŃĐŸŃĐ”ŃŃĐčĐœŃ ĐŽŃŃĐ»ŃĐœŃŃŃŃ. ĐĐ°ĐČĐ”ĐŽĐ”ĐœĐŸ ŃŃĐ·ĐœŃ ĐŒĐ”ŃĐŸĐŽĐžĐșĐž, ŃĐșŃ ĐŒĐŸĐ¶ŃŃŃ Đ±ŃŃĐž ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœŃ ĐŽĐ»Ń ŃĐ°ĐŒĐŸŃĐŸĐ·ĐČĐžŃĐșŃ Ń ŃĐ°ĐŒĐŸĐČĐŽĐŸŃĐșĐŸĐœĐ°Đ»Đ”ĐœĐœŃ ĐŸŃĐŸĐ±ĐžŃŃĐŸŃŃŃ. ĐŃĐžĐ·ĐœĐ°ŃĐ”ĐœĐŸ ĐŽĐ»Ń ŃŃŃĐŽĐ”ĐœŃŃĐČ, ĐŒĐ°ĐłŃŃŃŃŃĐČ, Đ°ŃĐżŃŃĐ°ĐœŃŃĐČ Ń ĐČĐžĐșлаЎаŃŃĐČ ŃŃŃŃ
ŃпДŃŃĐ°Đ»ŃĐœĐŸŃŃĐ”Đč
Listening to the unheard voices of children who present with SEBD through journal writing and drawing
This thesis presented the narratives of six children and two nurture group educators. It also discussed the challenges faced by children who present with SEBD (social, emotional and behaviour difficulties) and discussed the need for practices and educators that promote the inclusion of learners who exhibit SEBD. The study explored a support service, a nurture group, and a strategy, journaling, which were used to support children who exhibited SEBD. Through the use of case studies, this research shed light on the importance of listening to the childâs voice through journaling. It explored how children made sense of experiences through journal writing and drawing and how these activities were followed by conversations they had with a trusted educator during a nurture group programme in a primary state school in Malta. This study compared and discussed the journal entries and conversations between the child and educator through four theoretical frameworks (Bronfenbrennerâs Systems Theory, Maslowâs Hierarchy of Needs, Bowlbyâs Attachment Theory and Fonagyâs Mentalisation). Findings highlighted the different themes that emerged from the childrenâs drawings, writings and conversations. Outcomes also presented the work and approaches the educators used to support the children who were experiencing the nurture approach. Findings presented ways in which journal writing and drawing could be used as a tool to facilitate voice in children who present with SEBD. Implications support the importance of listening to the unheard voices of children to ensure a holistic manner of support. Suggestions for supporting children who exhibit SEBD were also advocated
Educational work with factory women in Malaysia
Most women workers' education focuses on women's objective-material
situation namely employment conditions and rights as workers. Hence,
consciousness-raising on exploitation and the importance of workers unity are the
usual agendas. Women's subjectivities, their individual personally lived experiences
are rarely taken on board. Even in situations where gender agendas are covered,
their unspoken thoughts, repressed feelings and pains, especially the personally felt
emotional subordination tend to be overlooked. This thesis explores how silenced
experiences of emotional subordination, powerlessness and inferiority can be taken
on board in and as educational work with factory women.
Guided by principles of participatory research and feminist research I used
multiple methods to review current and past educational work with factory women in
Malaysia, to explore a way of approaching and doing educational work that is
empowering for factory women and that is based on their lived experiences.
Specifically the research (i) undertook a historical and critical review of women
workers education in Malaysia and identified the neglected dimensions 1 (ii) probed
the lived gendered experiences of factory women, and (iii) evolved a pedagogy that
can evoke and reconstitute silenced experiences of emotional subordination. Storying,
as a narrative methodology for negotiating and constructing meaning from experience
(and practice) frames the epistemological and methodological approach to this study.
The study established that although emotional suffering is only one dimension
of factory women's lived experiences and one dimension of women's subordination,
it is however, a critical area to address in educational work concerned with factory
women's empowerment, given the pervasiveness of debilitating emotional
subjectivities amongst them. Story-telling-sharing in small groups was found to be
effective in facilitating the constructive unfolding of differences and commonalities
while also fostering an emotionally safe space in which women can rebuild self-esteem
and confidence and discover solidarity. Indeed, story-telling-sharing that
incorporates processes of reflective talking and making sense is the educational
method par excellence. It commences with lived experiences and experienced feelings
to reconstitute women's subjectivities. These findings bring significant insights to the
pedagogy and content of educational work with women on the global assembly line,
and for women and workers' education in general
Proceedings of the Fifth Italian Conference on Computational Linguistics CLiC-it 2018 : 10-12 December 2018, Torino
On behalf of the Program Committee, a very warm welcome to the Fifth Italian Conference on Computational Linguistics (CLiC-Ââit 2018). This edition of the conference is held in Torino. The conference is locally organised by the University of Torino and hosted into its prestigious main lecture hall âCavallerizza Realeâ. The CLiC-Ââit conference series is an initiative of the Italian Association for Computational Linguistics (AILC) which, after five years of activity, has clearly established itself as the premier national forum for research and development in the fields of Computational Linguistics and Natural Language Processing, where leading researchers and practitioners from academia and industry meet to share their research results, experiences, and challenges
Attention Restraint, Working Memory Capacity, and Mind Wandering: Do Emotional Valence or Intentionality Matter?
Attention restraint appears to mediate the relationship between working memory capacity (WMC) and mind wandering (Kane et al., 2016). Prior work has identifed two dimensions of mind wanderingâemotional valence and intentionality. However, less is known about how WMC and attention restraint correlate with these dimensions. Te current study examined the relationship between WMC, attention restraint, and mind wandering by emotional valence and intentionality. A confrmatory factor analysis demonstrated that WMC and attention restraint were strongly correlated, but only attention restraint was related to overall mind wandering, consistent with prior fndings. However, when examining the emotional valence of mind wandering, attention restraint and WMC were related to negatively and positively valenced, but not neutral, mind wandering. Attention restraint was also related to intentional but not unintentional mind wandering. Tese results suggest that WMC and attention restraint predict some, but not all, types of mind wandering
- âŠ