Experimentation of ICT for the Benefit of French as a Foreign Language Teachers

In a rapidly changing world where technology is advancing and digital integration is affecting all aspects of life, schools are no exception. To provide a quality education, they must address the needs of their students in order to prepare them for daily life. This has raised questions about the relationship between schools and technology. In the context of French as a Foreign Language (FFL) teaching, the use of ICT presents a promising opportunity to enhance language learning outcomes and support instructional practices. An examination of the current situation revealed that many French as a foreign language (FFL) teachers are uncertain about using Information and communication technology (ICT) in their lessons. As an experiment, we proposed providing training sessions to help participants understand and use MOOCs. The results showed that a combination of technological and pedagogical training can have a positive impact on the teacher's practices and the students' learning outcomes. To ensure the success of this approach, continued support is necessary to help teachers make the best use of digital tools such as e-learning, MOOCs, and the flipped classroom. Keywords: ICT, E-learning, MOOC, Flipped classroom, FFL, Didactics. DOI: 10.7176/JEP/14-9-04 Publication date:March 31st 202

Influence of the postoperative inflammatory response on cognitive decline in elderly patients undergoing on-pump cardiac surgery: a controlled, prospective observational study

BACKGROUND: The role of non-infective inflammatory response (IR) in the aetiology of postoperative cognitive dysfunction (POCD) is still controversial. The aim of this controlled, prospective observational study was to assess the possible relationship between the grade of IR, defined by procalcitonin (PCT) changes, and development of POCD related to cardiac surgery. METHODS: Forty-two patients, who were >/= 60 years of age and scheduled for elective cardiac surgery, were separated into the low inflammatory (LIR) and high inflammatory (HIR) response groups based on their PCT levels measured on the first postoperative day. A matched normative control group of 32 subjects was recruited from primary care practice. The PCT and C-reactive protein (CRP) levels were monitored daily during the first five postoperative days. The cognitive function and mood state were preoperatively tested with a set of five neurocognitive tests and two mood inventories and at the seventh postoperative day. The Reliable Change Index modified for practice (RCIp) using data from normative controls was applied to determine the significant decline in test performance. RESULTS: The LIR (n = 20) and HIR (n = 22) groups differed significantly in the PCT (p 0.05). Additionally, there was no difference in the mood states, anxiety levels and perioperative parameters known to influence the development of POCD. CONCLUSIONS: In this study, the magnitude of the non-infective inflammatory response generated by on-pump cardiac surgery did not influence the development of POCD in the early postoperative period in elderly patients

Learners' video clics

this dataset was collected from learners' interactions with video courses . The recorded clicks are play, pause, jump forward, jump backward, and end. The total number of clicks recorded is (N=14604). Each file contains the clicks made by the learners for each video course. Each file contains 3 fields which are ID, sequences, and GRADE. The Sequences field contains learners' interactions with a video course, and they are represented as a series of text data, for example (\{seq1, seq2, seq3, seq1, seq5\}, \{seq2, seq2, seq4, seq5, seq5, seq3, seq1\})

Learners' video clics

this dataset was collected from learners' interactions with video courses . The recorded clicks are play, pause, jump forward, jump backward, and end. The total number of clicks recorded is (N=14604). Each file contains the clicks made by the learners for each video course. Each file contains 3 fields which are ID, sequences, and GRADE. The Sequences field contains learners' interactions with a video course, and they are represented as a series of text data, for example (\{seq1, seq2, seq3, seq1, seq5\}, \{seq2, seq2, seq4, seq5, seq5, seq3, seq1\})

Learners' video clics

this dataset was collected from learners' interactions with video courses . The recorded clicks are play, pause, jump forward, jump backward, and end. The total number of clicks recorded is (N=14604). Each file contains the clicks made by the learners for each video course. Each file contains 3 fields which are ID, sequences, and GRADE. The Sequences field contains learners' interactions with a video course, and they are represented as a series of text data, for example (\{seq1, seq2, seq3, seq1, seq5\}, \{seq2, seq2, seq4, seq5, seq5, seq3, seq1\})

Learners' video clics

this dataset was collected from learners' interactions with video courses . The recorded clicks are play, pause, jump forward, jump backward, and end. The total number of clicks recorded is (N=14604). Each file contains the clicks made by the learners for each video course. Each file contains 3 fields which are ID, sequences, and GRADE. The Sequences field contains learners' interactions with a video course, and they are represented as a series of text data, for example (\{seq1, seq2, seq3, seq1, seq5\}, \{seq2, seq2, seq4, seq5, seq5, seq3, seq1\})