Apprentissage résultant de la modélisation vs. l’instruction régulière dans un cours de physique introductoire au cégep

Essai présenté à la Faculté d’éducation en vue de l’obtention du grade de Maître en enseignement (M.Éd.) Maîtrise en enseignement au collégial.Comprend des références bibliographiques

GOTRIPLE:a user-centric process to develop a discovery platform

Social sciences and humanities (SSH) research is divided across a wide array of disciplines, sub-disciplines and languages. While this specialization makes it possible to investigate the extensive variety of SSH topics, it also leads to a fragmentation that prevents SSH research from reaching its full potential. The TRIPLE project brings answers to these issues by developing an innovative discovery platform for SSH data, researchers’ projects and profiles. Having started in October 2019, the project has already three main achievements that are presented in this paper: (1) the definition of main features of the GOTRIPLE platform; (2) its interoperability; (3) its multilingual, multicultural and interdisciplinary vocation. These results have been achieved thanks to different methodologies such as a co-design process, market analysis and benchmarking, monitoring and co-building. These preliminary results highlight the need for respecting diversity of practices and communities through coordination and harmonization

Exploring and conceptualizing teacher formative assessment practices and digital applications within a technology-enhanced high school classroom

Field of study: Learning, teaching and curriculum.Dr. Marcelle A. Siegel, Dissertation Supervisor.Includes vita."December 2017."Formative assessment is essential for improving student learning. Formative assessment research has predominantly used cognitive learning theories. In this dissertation study, I used sociocultural learning perspectives to understand how formative assessment supported student learning during interaction and how it empowered students. This dissertation included three manuscripts. The first manuscript was a conceptual study. I developed a new formative assessment cycle that was built on sociocultural perspectives and prior formative assessment cycles. The model included four steps: building community, monitoring community, community mediation, and redefining goals. These steps were described in detail with examples, and the roles of the teacher, learners, and peers were discussed. Future researchers may potentially use the model to understand formative assessment practices. Practicing teachers and teacher educators may benefit from the provided examples for classroom implementation of the model. In the empirical part of the dissertation, Chapter Three and Chapter Four, the participant teacher, who was a high school physics teacher, was selected from teachers that had been actively using iPads in their classrooms. This study was conducted at a public high school in the Midwest United States that had a diverse student population. Data were collected across eighteen class sessions. Primary data sources included video recorded observation of class sections, iPad applications, and teacher interviews. Supporting secondary sources included pictures taken during observations, lesson plans, assessment examples, student-works, and student interviews. In the second manuscript, I examined a high school physics teacher's technology enhanced classroom to understand the impact of technology on the teacher's formative assessment practices, and how the iPad influenced the formative assessment process, by using sociocultural learning perspectives. The participant teacher's formative assessment practices were described (members, tools, and classroom norms). Results showed that influences of the iPad on the formative assessment process were: 1) transforming classroom community, 2) empowering students, and 3) facilitating evidence-based discussions. This study shed light on: the impact of technology use on the teacher's formative assessment practice, how the impact rebuilt the classroom norms, and how technology use impacted student identity development. In the third manuscript, I focused on the most important aspect of formative assessment - feedback. I examined how well iPad applications (apps) supported providing feedback. Then, I compared the app affordances with teacher practice. To enable analysis of data, I enhanced Hatzipanagos and Warburton's (2009) feedback dimensions. Analysis revealed app diversity in supporting different feedback dimensions, and the teacher, through additional discussion and interactions with students, was able to support dimensions that an app did not. The provided examples of app affordances and teacher practices may be beneficial to prospective and practicing teachers. Application designers may benefit from this study towards improving their apps to support effective feedback.Includes bibliographical references

IT-Enabled Service Innovation—A Field Study of Agile Approaches to Value Co-Creation

Service organizations need to respond rapidly to both changes in the market and customer expectations. One way of accomplishing this is through service innovation enacted to achieve competitive advantage. This study applies a service-dominant logic (SDL) lens to describe how a service organization may achieve service innovation through value co-creation that is facilitated by agile distributed methods. Literature on value co-creation is somewhat limited; although a few studies have provided guidance on what is needed to achieve value co-creation, no study has yet presented how this might be achieved. Therefore, using a single-site case study in the context of a large service organization, this study examines how value is co-created and the role that agile distributed methods play in this process. This research seeks to contribute to practice by providing service organizations with recommendations for achieving value co-creation. It contributes to theory by advancing our understanding of value co-creation processes; moreover, by using the context of an SDL, it presents a framework that maps elements of service innovation to agile distributed practices

Jahresbericht Forschung und Entwicklung 2006

Forschungsjahresbericht 2006 der Hochschule Konstanz Technik, Wirtschaft und Gestaltun

Digital creativity - an investigation into architectural design in the electronic age

A dissertation submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Master of Philosophy.This study explores approaches to architectural creativity and collaborative design in the contemporary digital design context. The thesis identifies key trends and developments in the historical and present-day evolution of the creative use of computers by architects in education and practice. It examines the current manifestations of digitally supported architectural design, and investigates the ways in which computers and electronic communication technologies are being utilised in the design process. In the context of, and informed by, this investigative survey the author evolves three key models or analogues for the application of computer based techniques in the creative design process. Each design analogue has been tested with the collaboration of undergraduate architecture students and their academic teaching staff through experimental pedagogic design projects, which have been used to evaluate their validity and effectiveness. The working principles developed through these projects have also been applied in a realworld context, through a live professional case study architectural project undertaken by the author in commercial architectural practice. The concluding section examines the current state of play in the relationship between theoretical ideas and the practice of architectural design using digital techniques, to assess the methodological validity of the design analogues in the educational and practice spheres, and to make recommendations for future areas of research

A Multi-user storyboard-based authoring system.

by Steve Tai-Man Wong.Thesis (M.Phil.)--Chinese University of Hong Kong, 1997.Includes bibliographical references (leaves 64-65).TABLE OF FIGURES --- p.iChapter 1 --- INTRODUCTION --- p.1Chapter 1.1 --- Contributions --- p.4Chapter 1.2 --- Thesis Organization --- p.5Chapter 2 --- BACKGROUND --- p.6Chapter 3 --- THE MUSAS AUTHORING SYSTEM --- p.11Chapter 3.1 --- The Storyboard-based Authoring System and Extension --- p.11Chapter 3.2 --- The Editor-Authors Hierarchy --- p.18Chapter 3.3 --- The Multi-agents Architecture --- p.22Chapter 3.3.1 --- The RESAgent --- p.22Chapter 3.3.2 --- The SalesAgent --- p.31Chapter 3.3.3 --- The WatcherAgent --- p.36Chapter 3.3.4 --- The NeedleAgent --- p.38Chapter 4 --- IMPLEMENTATION --- p.42Chapter 4.1 --- The Project Builder --- p.42Chapter 4.2 --- The Timetable Editor --- p.46Chapter 4.3 --- The Multi-agents Architecture --- p.47Chapter 4.4 --- The WatcherAgent --- p.49Chapter 4.5 --- The SalesAgent --- p.49Chapter 4.6 --- The RESAgent --- p.50Chapter 5 --- CASE STUDY --- p.53Chapter 6 --- FUTURE WORK --- p.60Chapter 7 --- CONCLUSION --- p.62REFERENCES --- p.64Chapter APPENDIX A --- INSTALLATION PROCEDURE --- p.66Chapter APPENDIX B --- THE USER'S MANUAL --- p.67Chapter APPENDIX C --- CLASS DIAGRAMS --- p.90Chapter APPENDIX D --- THE PROGRAMMER'S GUIDE --- p.9

Bayesian Structural Causal Inference with Probabilistic Programming

Reasoning about causal relationships is central to the human experience. This evokes a natural question in our pursuit of human-like artificial intelligence: how might we imbue intelligent systems with similar causal reasoning capabilities? Better yet, how might we imbue intelligent systems with the ability to learn cause and effect relationships from observation and experimentation? Unfortunately, reasoning about cause and effect requires more than just data: it also requires partial knowledge about data generating mechanisms. Given this need, our task then as computational scientists is to design data structures for representing partial causal knowledge, and algorithms for updating that knowledge in light of observations and experiments. In this dissertation, I explore the Bayesian structural approach to causal inference in which probability distributions over structural causal models are one such data structure, and probabilistic inference in multi-world transformations of those models as the corresponding algorithmic task. Specifically, I demonstrate that this approach has two distinct advantages over the dominant computational paradigm of causal graphical models: (i) it expands the breadth of compatible assumptions; and (ii) it seamlessly integrates with modern Bayesian modeling and inference technologies to facilitate quantification of uncertainty about causal structure and the effects of interventions. Specifically, doing so allows the emerging and powerful technology of probabilistic programming to be brought to bear on a large and diverse set of causal inference problems. In Chapter 3, I present an example-driven pedagogical introduction to the Bayesian structural approach to causal inference, demonstrating how priors over structural causal models induce joint distributions over observed and latent counterfactual random variables, and how the resulting posterior distributions capture common motifs in causal inference. In particular, I show how various assumptions about latent confounding influence our ability to estimate causal effects from data and I provide examples of common observational and quasi-experimental designs expressed as probabilistic programs. In Chapter 4, I present an advanced application of the Bayesian structural approach for modeling hierarchical relational dependencies with latent confounders, and how to combine such assumptions with flexible Gaussian process models. In Chapter 5, I present a prototype software implementation for causal inference using probabilistic programming, accommodating a broad class of multi-source observational and experimental data. Finally, in Chapter 6, I present Simulation-Based Identifiability, a gradient-based optimization method for determining if any differentiable and bounded prior over structural causal models converges to a unique causal conclusion asymptotically

A Gaming Laboratory to Study Distributed Collaboration Processes.

Current events present many examples of situations where a fast and coordinated response is required from many and diverse organizations and stakeholders. Technology-mediated communication and collaboration may be the only option for getting things done in situations like these. There is a real need for research on the kinds of environments and processes that best support fast response on urgent tasks for virtual teams. The paper presents the development and initial test of a gaming laboratory to study such processes. The laboratory is adaptable to different kinds of situations. We discuss the design principles and implementation of the laboratory environment, along with lessons learned from the first experiences with it