À quoi s'intéressent les enseignants dans les exemples en formation ? Étude de l'utilisation par des stagiaires de ressources basées sur la vidéo

International audienceThis article reports on a case study on teachers’ video-enhanced education. Considering the fact that video exemplification is a thriving practice in the field although there is little consensus in the literature regarding its instructional issues, it seems appropriate to focus on the activity carried out by teachers in video-enhanced devices in order to identify promising characteristics (nature of the examples, types of associations between them, documentation methods, organization and scenarization, etc.). This study involved six trainees who used, during two sessions of 45 minutes, a digital device based on a « pedagogy of typical professional paths » (Durand, 2014; Ria & Leblanc, 2011). The goal was to better understand their use of video exemplification and sense-making. The results indicate that student teachers (i) preferentially target resources about "economic rules"; (ii) plebiscite classroom situations, always consulted; (iii) are particularly interested (even if they are sometimes disappointed) in the experts’ testimonies; (iv) initially show a distrust toward resources assumed to be theoretical; (v) get gradually interested in these resources during the second session. We conclude with several empirical and technological prospects for the design of video-enhanced devices for teacher induction.Cet article rend compte d'une étude de cas en vidéoformation des enseignants. Considérant le fait que l'exemplification vidéo est une pratique en plein essor bien qu'il y ait peu de consensus dans la littérature concernant sa scénarisation pédagogique, il paraît pertinent de s'intéresser à l'activité déployée par les enseignants dans les dispositifs afin d'en identifier les caractéristiques prometteuses (nature des exemples, types d'association entre eux, modes de documentation, organisation et scénarisation, etc.). Menée dans la théorie sémiologique du cours d'action (Theureau, 2006), notre étude a consisté à confronter six stagiaires, durant deux sessions de 45 minutes, à un dispositif numérique basé sur une pédagogie des trajectoires professionnelles typiques (Durand, 2014 ; Ria & Leblanc, 2011). L'objectif était de mieux comprendre leur utilisation des exemplifications vidéos et les significations qu'elle fait émerger. Les résultats indiquent que les enseignants stagiaires ciblent préférentiellement les ressources relatives aux « règles économiques » ; privilégient les situations de classe, toujours consultées ; s'intéressent particulièrement (même s'ils sont parfois déçus) aux témoignages d'experts ; manifestent initialement une défiance envers les ressources perçues a priori comme théoriques ; s'intéressent progressivement à ces ressources lors de la seconde session. Les résultats sont discutés dans une perspective de conception de dispositifs de vidéoformation des enseignants

Spectralités dans le roman contemporain : Italie, Espagne, Portugal

L’ambition de ce volume, qui rassemble des études sur des écrivains de la deuxième moitié du XXe siècle (Italo Calvino, Antonio Tabucchi) et du début du XXIe siècle (Bruno Arpaia, Rafael Chirbes, Julio Llamazares, Walter Siti, Gonçalo M. Tavares, Giorgio Vasta), est d’interroger le retour du refoulé historique dans la littérature contemporaine de l’Italie, de l’Espagne et du Portugal à partir du concept de spectralité forgé par Jacques Derrida. De nombreuses œuvres littéraires semblent recourir au spectre pour figurer un nouveau régime d’historicité mais aussi un temps présent désarticulé et hétérogène et perçu comme de plus en plus en manque de réel. En effet, « revenant » du passé ou projection paradoxale du présent, le spectre marque un point irrésolu de l’histoire tout en révélant les enjeux fondamentaux de notre temps

Étude de l’utilisation d’un environnement numérique de formation : méthode de remise en situation à l’aide de traces numériques de l’activité

This article is an empirical contribution to the field of educational technology but also — and above all — a methodological contribution to the analysis of the activities enacted in this field. It takes account of a pilot study conducted within the framework of doctoral research and consisted in describing, analysing and modelling the activity of a trainee teacher in a situation of autonomous use of a video-based digital learning environment (DLE). We were particularly careful to describe the method in great detail. Two types of data were collected and processed within the framework of “course-of-action”: (i) activity observation data (dynamic screen capture) and (ii) data from resituating interviews supported by digital traces of that activity. The findings (i) validate the method’s relevance in relation to the object and issues of the research; (ii) show different levels of organization in the activity deployed in the situation of use; (iii) highlight four registers of concerns orienting use of the DLE. We conclude from a perspective of educational technology, by discussing how, according to certain conditions and different time scales, the findings inform a process of continuous DLE design

À quoi s'intéressent les enseignants dans les exemples en formation ? Étude de l'utilisation par des stagiaires de ressources basées sur la vidéo

International audienceThis article reports on a case study on teachers’ video-enhanced education. Considering the fact that video exemplification is a thriving practice in the field although there is little consensus in the literature regarding its instructional issues, it seems appropriate to focus on the activity carried out by teachers in video-enhanced devices in order to identify promising characteristics (nature of the examples, types of associations between them, documentation methods, organization and scenarization, etc.). This study involved six trainees who used, during two sessions of 45 minutes, a digital device based on a « pedagogy of typical professional paths » (Durand, 2014; Ria & Leblanc, 2011). The goal was to better understand their use of video exemplification and sense-making. The results indicate that student teachers (i) preferentially target resources about "economic rules"; (ii) plebiscite classroom situations, always consulted; (iii) are particularly interested (even if they are sometimes disappointed) in the experts’ testimonies; (iv) initially show a distrust toward resources assumed to be theoretical; (v) get gradually interested in these resources during the second session. We conclude with several empirical and technological prospects for the design of video-enhanced devices for teacher induction.Cet article rend compte d'une étude de cas en vidéoformation des enseignants. Considérant le fait que l'exemplification vidéo est une pratique en plein essor bien qu'il y ait peu de consensus dans la littérature concernant sa scénarisation pédagogique, il paraît pertinent de s'intéresser à l'activité déployée par les enseignants dans les dispositifs afin d'en identifier les caractéristiques prometteuses (nature des exemples, types d'association entre eux, modes de documentation, organisation et scénarisation, etc.). Menée dans la théorie sémiologique du cours d'action (Theureau, 2006), notre étude a consisté à confronter six stagiaires, durant deux sessions de 45 minutes, à un dispositif numérique basé sur une pédagogie des trajectoires professionnelles typiques (Durand, 2014 ; Ria & Leblanc, 2011). L'objectif était de mieux comprendre leur utilisation des exemplifications vidéos et les significations qu'elle fait émerger. Les résultats indiquent que les enseignants stagiaires ciblent préférentiellement les ressources relatives aux « règles économiques » ; privilégient les situations de classe, toujours consultées ; s'intéressent particulièrement (même s'ils sont parfois déçus) aux témoignages d'experts ; manifestent initialement une défiance envers les ressources perçues a priori comme théoriques ; s'intéressent progressivement à ces ressources lors de la seconde session. Les résultats sont discutés dans une perspective de conception de dispositifs de vidéoformation des enseignants

Disentangling ecosystem engineering from short-term biotic effects of a strong invader on a native foundation species

Ecosystem engineering effects of dominant species on habitats and consequently on other species are likely to propagate through time at longer distance than the close neighbourhood. Such effects are important to disentangle from short-term biotic effects, especially in biological invasions, as engineering can explain changes in invasion rates over the course of the invasion. We assessed the contribution and spatial dynamics of ecosystem engineering effects of a strong invader, the cordgrass Spartina anglica, on Zostera noltei, a foundation seagrass species of muddy intertidal systems in Europe. Z. noltei transplants were grown at different positions along transects crossing intact S. anglica patches, cut patches and nearby bare sediment on tidal flats in the Bay of Arcachon (France), in order to separate ecosystem engineering effects from short-term biotic effects and evaluate their likely spatial propagation. Bed altimetry, sediment redox potential and granulometry were measured in all treatments. Within Spartina patches, we found strong negative ecosystem engineering effects of the cordgrass on the seagrass associated with increased sediment elevation and relative fine sediment content. Up to 2 m outside the patch, we found significant negative ecosystem engineering effects and positive short-term biotic effects, but they were weak and counterbalanced each other. We conclude that S. anglica can transform a marine muddy intertidal habitat into a drier and more oxidized terrestrial habitat, no longer suitable for the seagrass. Although these effects may propagate at several metres from a patch, they appeared to be too weak to likely affect the seagrass at the scale of a whole bay

Environmental filtering and biotic interactions act on different facets of the diversity of benthic assemblages associated with eelgrass

Eelgrass supports diverse benthic communities that ensure a variety of ecosystem functions. To better understand the ecological processes that shape community composition in eelgrass at local and regional scales, taxonomic and functional α‐ and β‐diversity were quantified for communities inhabiting five meadows in France. The extent to which environmental factors affected local and regional benthic communities was quantified by considering their direct and indirect effects (through morphological traits of eelgrass) using piecewise structural equation modeling (pSEM). Communities supported by eelgrass had higher species abundances, as well as taxonomic and functional diversity compared to nearby bare sediments. No significant differences were found between communities from the center relative to the edges of meadows, indicating that both habitats provide similar benefits to biodiversity. The presence of a few abundant species and traits suggests moderate levels of habitat filtering and close associations of certain species with eelgrass. Nevertheless, high turnover of a large number of rare species and traits was observed among meadows, resulting in meadows being characterized by their own distinct communities. High turnover indicates that much of the community is not specific to eelgrass, but rather reflects local species pools. pSEM showed that spatial variation in community composition (β‐diversity) was primarily affected by environmental conditions, with temperature, current velocity, and tidal amplitude being the most significant explanatory variables. Local richness and abundance (α‐diversity) were affected by both environment and morphological traits. Importantly, morphological traits of Zostera marina were also influenced by environmental conditions, revealing cascading effects of the environment on assemblages. In sum, the environment exerted large effects on community structure at both regional and local scales, while plant traits were only pertinent in explaining local diversity. This complex interplay of processes acting at multiple scales with indirect effects should be accounted for in conservation efforts that target the protection of biodiversity

L’usage du cas et de l’exemple dans l’enseignement supérieur : pratiques, apprentissages et rapport aux savoirs

Ce numéro de la revue Recherche en Education est dédié à l’usage des cas et des exemples dans l’enseignement supérieur. Les travaux de recherche sur l’exemple sont peu nombreux et sont surtout centrés sur le secondaire. À l’inverse, les publications sur les études de cas sont nombreuses mais décrivent des pratiques diverses. Il s’agit ici de comprendre ce qui fait « exemple » ou « cas » dans le cadre d’un enseignement universitaire et les différences entre eux. Ce numéro cherche aussi à identifier les finalités assignées à l’usage des exemples et des cas. Le questionnement que nous proposons d’explorer ici repose sur le postulat que les usages de cas et d’exemples sont révélateurs des pratiques des enseignants du supérieur, des enjeux en termes d’apprentissage et des rapports des étudiants et des enseignants aux contenus enseignés. L’usage des cas et des exemples permet ainsi d’aborder des thématiques diverses : la professionnalisation, l’identité des enseignants-chercheurs, le raisonnement, etc. This review is dedicated to the use of case studies and examples in undergraduate courses. Few academic papers deal with the use of example in pedagogy and they are mainly dedicated to secondary school. On the contrary, many academic papers refer to the use of case studies but under different practices. The purpose here is to identify and understand what defines an "example" of a "case study" in undergraduate studies. This review aims to identify the assigned keys of both. Case studies and examples reveal teacher practices at university and pedagogical content knowledge. It is a way to understand what and how students learn. Case studies and examples afford to question higher education across professionalization, reasoning, the identity of professor, etc

Sequential versus combination chemotherapy for the treatment of advanced colorectal cancer (FFCD 2000-05): an open-label, randomised, phase 3 trial

International audienceBACKGROUND: The optimum use of cytotoxic drugs for advanced colorectal cancer has not been defined. Our aim was to investigate whether combination treatment is better than the sequential administration of the same drugs in patients with advanced colorectal cancer.METHODS: In this open-label, randomised, phase 3 trial, we randomly assigned patients (1:1 ratio) with advanced, measurable, non-resectable colorectal cancer and WHO performance status 0-2 to receive either first-line treatment with bolus (400 mg/m(2)) and infusional (2400 mg/m(2)) fluorouracil plus leucovorin (400 mg/m(2)) (simplified LV5FU2 regimen), second-line LV5FU2 plus oxaliplatin (100 mg/m(2)) (FOLFOX6), and third-line LV5FU2 plus irinotecan (180 mg/m(2)) (FOLFIRI) or first-line FOLFOX6 and second-line FOLFIRI. Chemotherapy was administered every 2 weeks. Randomisation was done centrally using minimisation (minimisation factors were WHO performance status, previous adjuvant chemotherapy, number of disease sites, and centre). The primary endpoint was progression-free survival after two lines of treatment. Analyses were by intention-to-treat. This trial is registered at ClinicalTrials.gov, NCT00126256.FINDINGS: 205 patients were randomly assigned to the sequential group and 205 to the combination group. 161 (79%) patients in the sequential group and 161 (79%) in the combination group died during the study. Median progression-free survival after two lines was 10·5 months (95% CI 9·6-11·5) in the sequential group and 10·3 months (9·0-11·9) in the combination group (hazard ratio 0·95, 95% CI 0·77-1·16; p=0·61). All six deaths caused by toxic effects of treatment occurred in the combination group. During first-line chemotherapy, significantly fewer severe (grade 3-4) haematological adverse events (12 events in 203 patients in sequential group vs 83 events in 203 patients in combination group; p&lt;0·0001) and non-haematological adverse events (26 events vs 186 events; p&lt;0·0001) occurred in the sequential group than in the combination group.INTERPRETATION: Upfront combination chemotherapy is more toxic and is not more effective than the sequential use of the same cytotoxic drugs in patients with advanced, non-resectable colorectal cancer.FUNDING: Sanofi-Aventis France.</p