L'évaluation du travail en équipe

Titre de l'écran-titre (visionné le 4 juil. 2011

Une analyse exploratoire d’un modèle prédictif de la participation verbale en classe universitaire

La présente étude vise, d’une part, à identifier les effets directs et indirects des variables d’influence de la participation verbale, et à examiner la valeur prédictive d’un modèle théorique, d’autre part. Pour ce faire, un questionnaire auto-rapporté a été rempli par 538 étudiants (344 femmes). Des analyses de régression ont permis d’identifier des effets directs quant au sexe, à la période de la journée et aux buts d’apprentissage. Par ailleurs, l’influence des variables âge, nombre de sessions terminées et réaction de l’enseignant semble être médiatisée par les buts d’apprentissage. De façon générale, les résultats permettent d’apprécier la valeur heuristique du modèle.The present study aims to identify the direct and indirect effects of variables affecting classroom verbal participation, and to examine the predictive value of a theoretical model. A self-reported questionnaire was administered to 538 students (344 women). Multiple regression analyses revealed direct effects for gender, time of day, and mastery goals. In addition, the influence of variables such as age, number of completed semesters, and instructor’s reaction seems to be mediated by mastery goals. All in all, the results show a reasonable heuristic value of the model.El presente estudio tiene por propósito, por una parte, identificar los efectos directos e indirectos de las variables que influyen la participación verbal y, por otra, examinar el valor predictivo de un modelo teórico. Para lograrlo, 538 estudiantes (344 mujeres) completaron un cuestionario auto-aplicado. Algunos análisis de regresión posibilitaron la identificación de los efectos directos en cuanto al sexo, al periodo del día y a las metas de aprendizaje. Por otro lado, la influencia de las variables edad, número de semestres terminados y reacción del profesor parece ser mediatizada por los objetivos de aprendizaje. De manera general, los resultados permiten apreciar el valor heurístico del modelo

Influence de la relation pédagogique sur la motivation scolaire en contexte postsecondaire : une revue de la littérature

Conférence présentée lors du colloque « Journée de la recherche sur la motivation au collégial » Acfas, Montréal, 10 mai 201

Simulation analysis of FDDI network using NETWORK II.5 software package

In recent years, one of the most exciting advances in media has been the use of fiber optics in LANs. The bandwidth provided by Fiber Optic Technology has drastically increased the number of new applications that can be supported by communication networks. In order to support a variety of services, in 1986, the American National Standard Institute (ANSI) Accredited Standards Committee (ASC) X3, and the ASC X3T9.5 Task Group developed a new standard; the Fiber Distributed Data Interface (FDDI) [1]. This is a high speed (100 Mbps) optical communication network based on a token passing mode of operation. The Medium Access Control (MAC) Protocol selected for this network attempts to provide priority services, as well as bounded delay transmission for real time applications [2]. This thesis presents results for the Voice-Data performance of the Medium Access Control (MAC) protocol, selected for the FDDI network, using the NETWORK 11.5 [6] software package. This protocol can provide priority services to different types of traffic, as well as guarantee bounded delays for real-time applications. The effect of various system parameters on performance is investigated

ProteinCCD with construct scoring and ranking

The Protein Crystallographic Construct Design [1] ProteinCCD (https://xtal.nki.nl/ccd/) software we previously described in deliverable 7.2 aims to increase the efficiency of researchers producing soluble protein in amounts suitable for structural studies, by facilitating the design of several truncation constructs of a protein under investigation. ProteinCCD functions as a meta server that collects information from (web-based) external software that predicts from sequence secondary structure, disorder, coiled coils, transmembrane segments, domains and domain linkers. Viewing the protein sequence annotated with the prediction results allows users to interactively choose possible starts and ends for suitable protein constructs and designing primers needed for PCR amplification. ProteinCCD outputs a comprehensive view of all constructs and all primers needed for bookkeeping and/or ordering of the designed primers. The functionality of ProteinCCD has been extended under 7.1 to a new computational platform allowing a more interactive and efficient interface to the user, and providing new analysis options. These include parallel processing of server requests, more efficient interface for construct design, more cloning methods, an extended collection of existing vectors, local execution of some algorithms for improving response time, new servers for meta-analysis, easy bookkeeping, and better data security. Working towards the goal of this deliverable, to provide construct scoring and ranking we implemented several features to reach this goal. Automated alignments of the “work” protein to orthologues present in typical model species, are now provided to the user to facilitate better choices for constructs. All constructs can now be given to the users not only as the “native” protein sequence (as before) but also in the specific context of the cloning vector used for production, including purification tags, and the sequence after enzymatic cleavage of the tags. This is important, as each proteins version has different properties. The molecular weight, isoelectric point, and absorption coefficient for every construct is also computed, enabling the users to understand the properties of the produced proteins. The final goal to rank the chances of successfully producing the proteins, is realized by assessing the chances to produce soluble proteins for each protein. A score from 0-1 is given by different servers, and provided to the users. The constructs can then be ranked according to these scores

Accompagner les étudiants à distance

Présentation dans le cadre d'un webinaire du Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), le 9 juin 2020

Students as Forensic Engineers: An Innovative Approach to Teaching Soil Mechanics

Civil engineers are everyday faced with multidisciplinary problems. Their tasks are not only related to technical aspects, but also involve ethical and environmental issues, economic considerations and, nowadays, international collaborations. This broad spectrum of aspects requires a strong technical knowledge, as well as many interpersonal skills and an interest in societal related issues. When traditional courses are simply adapted to the development of technical competences, introducing students to non-technical (although civil engineering-related) aspects remains a challenge. To remediate to this difficulty, an innovative approach was implemented in the undergraduate course of Soil Mechanics at Polytechnique Montreal. The originality of our approach relies on the study of failure case studies from a forensic point of view and on the challenge of students with real world multidisciplinary applications. Students are thus entirely involved in the case study and act as investigators recruited to find the cause of a failure and its impact on social and environmental issues. This methodology prevents student passivity and the role of the professor is only to guide students towards a holistic understanding of the events, rather than suggesting solutions for them. The paper will present the overall course design and outline, from the selection of the failure case study to its implementation into the curriculum

L’engagement cognitif d’étudiants du postsecondaire

Comprend des références bibliographiquesL’engagement cognitif se définit par le déploiement de stratégies d’étude et d’apprentissage qui visent une maitrise plus ou moins élevée des notions abordées durant les cours (Fredericks et McColskey, 2012; Greene, 2015). Il est lié au contexte d’enseignement-apprentissage dans lequel il prend place et il peut être observé notamment par l’intermédiaire des stratégies d’apprentissage cognitives et métacognitives de l’étudiant. Déterminant pour la persévérance scolaire, il fait l’objet de plusieurs recherches qui établissent un consensus sur son importance pour l’apprentissage. L’engagement cognitif peut être étudié en fonction de deux modes : en profondeur et en surface. Dans le premier cas, il est corrélé à un désir de maitrise de la part de l’étudiant et à un effort conscient pour intégrer les informations en déployant ses facultés cognitives de haut niveau. Dans le second cas, il est corrélé à un apprentissage en surface issu d’un désir de performer (Dinsmore et Alexander, 2012). Dans le cadre de nos travaux, nous étudions l’engagement cognitif au postsecondaire, mais l’outil le plus connu pour le mesurer, soit le questionnaire Cognitive engagement scale de Miller, Greene, Montalvo, Ravindran & Nichols (1996), n’est disponible qu’en anglais. Nous avons conséquemment entrepris de le traduire en français et de valider la traduction auprès de 500 étudiants québécois de collège et d’université. La communication décrira toutes les étapes de la traduction de l’anglais vers le français ainsi que les résultats de la validation

Accelerated X-ray Structure Elucidation of a 36 kDa Muramidase/Transglycosylase Using wARP

The X-ray structure of the 36kDa soluble lytic transglycosylase from Escherichia coli has been determined starting with the multiple isomorphous replacement method with inclusion of anomalous scattering at 2.7 Å resolution. Subsequently, before any model building was carried out, phases were extended to 1.7 Å, resolution with the weighted automated refinement procedure wARP, which gave a dramatic improvement in the phases. The electron-density maps from wARP were of outstanding quality for both the main chain and the side chains of the protein, which allowed the time spent on the tracing, interpretation and building of the X-ray structure to be substantially shortened. The structure of the soluble lyric transglycosylase was refined at 1.7 Å, resolution with X-PLOR to a final crystallographic R factor of 18.9%. Analysis of the wARP procedure revealed that the use of the maximum-likelihood refinement in wARP gave much better phases than least-squares refinement, provided that the ratio of reflections to protein atom parameters was approximately 1.8 or higher. Furthermore, setting aside 5% of the data for an Rfree test set had a negative effect on the phase improvement. The mean WwARP, a weight determined at the end of the wARP procedure and based on the variance of structure factors from six individually refined wARP models, proved to be a better indicator than the Rfree factor to judge different phase improvement protocols. The elongated Slt35 structure has three domains named the alpha, beta and core domains. The alpha domain contains mainly α-helices, while the beta domain consists of a five-stranded antiparallel β-sheet flanked by a short α-helix. Sandwiched between the alpha and beta domains is the core domain, which bears some resemblance to the fold of the catalytic domain of the previously elucidated 70 kDa soluble lytic transglycosylase from E. coli. The putative active site is at the bottom of a large deep groove in the core domain.

Efecto de la relación pedagógica sobre el compromiso cognitivo de estudiantes universitarios en contexto de cursos en línea mixtos

L'objectiu d'aquest estudi és examinar com la relació pedagògica influeix en el compromís cognitiu dels estudiants d'educació superior en cursos mixtos en línia que combinen activitats d'ensenyament i aprenentatge en modes sincrònics i asincrònics. Les anàlisis estadístiques permeten verificar limpacte de la relació pedagògica sobre les dimensions del compromís cognitiu, en particular la relació de confiança i el suport emocional que brinda el docent. Un ambient de confiança condueix a interaccions i comportaments col·laboratius, que al seu torn influeix sobre el compromís cognitiu.The aim of this study is to examine how the pedagogical relationship influences the cognitive engagement of higher education students in blended online courses that combine teaching and learning activities in synchronous and asynchronous modes. Statistical analyses allow us to verify the impact of the pedagogical relationship on the dimensions of cognitive engagement, in particular the trusting relationship and the emotional support provided by the teacher. A trusting environment leads to collaborative interactions and behaviour, which in turn influences cognitive engagement.El objetivo de este estudio es de examinar cómo la relación pedagógica influye en el compromiso cognitivo de los estudiantes de educación superior en cursos en línea mixtos que combinan actividades de enseñanza y aprendizaje en modos sincrónicos y asincrónicos. Los análisis estadísticos permiten verificar el impacto de la relación pedagógica sobre las dimensiones del compromiso cognitivo, en particular la relación de confianza y el apoyo emocional que brinda el docente. Un ambiente de confianza conduce a interacciones y comportamientos colaborativos, que a su turno influye sobre el compromiso cognitivo