Création de REL par les professionnels : changement de culture et défis organisationnels

Communication présenté dans le cadre d'un atelier i-Mersion CP de PERFORMA, 202

Création de REL par les professionnelles : atelier 2 : mise en pratique

Communication présenté dans le cadre d'un atelier i-Mersion CP de PERFORMA, 202

La classe inversée comme approche pédagogique en enseignement supérieur : état des connaissances scientifiques et recommandations

De nombreuses sphères de la société font pression sur l’enseignement supérieur pour que les besoins de l’apprenant soient mieux pris en compte. La classe inversée pourrait avoir des impacts positifs tant sur l’apprentissage que sur la satisfaction des apprenants. Cet article a pour but de présenter une vue d’ensemble de la recherche réalisée sur la classe inversée en enseignement supérieur. Une recension des écrits publiés sur une période de 15 ans soit de l’an 2000 à 2015 a été réalisée. Les constats sont présentés en mettant en évidence à la fois les bénéfices et les limites d’une telle approche, du point de vue des étudiants comme des enseignants. Des recommandations pour les enseignants et les institutions d’enseignement supérieur sont ensuite dégagées. Cet article contribue à mieux connaitre la classe inversée, telle qu’elle a été documentée empiriquement, et d’éclairer les praticiens qui souhaiteraient la mobiliser le plus efficacement possible, et ce, peu importe le contexte disciplinaire.Many spheres of society put pressure on higher education so that the needs of the learner are better taken into account. The flipped classroom could have positive impacts on both learning and learner satisfaction. This article presents an overview of the research on flipped classroom in higher education. For this review we have selected articles related to the post-secondary level in a variety of disciplines from the years 2000 to 2015. The results show the positive impacts and the limits of such an approach with an emphasis on the point of view of teachers and students. Recommendations have been formulated based on the survey of literature. The article provides a theoretical base to fully understand the flipped classroom in action and a tool to ease its mobilization in any discipline

Rendezvous of Heterogeneous Mobile Agents in Edge-weighted Networks

We introduce a variant of the deterministic rendezvous problem for a pair of heterogeneous agents operating in an undirected graph, which differ in the time they require to traverse particular edges of the graph. Each agent knows the complete topology of the graph and the initial positions of both agents. The agent also knows its own traversal times for all of the edges of the graph, but is unaware of the corresponding traversal times for the other agent. The goal of the agents is to meet on an edge or a node of the graph. In this scenario, we study the time required by the agents to meet, compared to the meeting time $T_{OPT}$ in the offline scenario in which the agents have complete knowledge about each others speed characteristics. When no additional assumptions are made, we show that rendezvous in our model can be achieved after time $O(n T_{OPT})$ in a $n$-node graph, and that such time is essentially in some cases the best possible. However, we prove that the rendezvous time can be reduced to $\Theta (T_{OPT})$ when the agents are allowed to exchange $\Theta(n)$ bits of information at the start of the rendezvous process. We then show that under some natural assumption about the traversal times of edges, the hardness of the heterogeneous rendezvous problem can be substantially decreased, both in terms of time required for rendezvous without communication, and the communication complexity of achieving rendezvous in time $\Theta (T_{OPT})$

Byzantine Gathering in Networks

This paper investigates an open problem introduced in [14]. Two or more mobile agents start from different nodes of a network and have to accomplish the task of gathering which consists in getting all together at the same node at the same time. An adversary chooses the initial nodes of the agents and assigns a different positive integer (called label) to each of them. Initially, each agent knows its label but does not know the labels of the other agents or their positions relative to its own. Agents move in synchronous rounds and can communicate with each other only when located at the same node. Up to f of the agents are Byzantine. A Byzantine agent can choose an arbitrary port when it moves, can convey arbitrary information to other agents and can change its label in every round, in particular by forging the label of another agent or by creating a completely new one. What is the minimum number M of good agents that guarantees deterministic gathering of all of them, with termination? We provide exact answers to this open problem by considering the case when the agents initially know the size of the network and the case when they do not. In the former case, we prove M=f+1 while in the latter, we prove M=f+2. More precisely, for networks of known size, we design a deterministic algorithm gathering all good agents in any network provided that the number of good agents is at least f+1. For networks of unknown size, we also design a deterministic algorithm ensuring the gathering of all good agents in any network but provided that the number of good agents is at least f+2. Both of our algorithms are optimal in terms of required number of good agents, as each of them perfectly matches the respective lower bound on M shown in [14], which is of f+1 when the size of the network is known and of f+2 when it is unknown

La classe inversée comme approche pédagogique en enseignement supérieur : état des connaissances scientifiques et recommandations

Many spheres of society put pressure on higher education so that the needs of the learner are better taken into account. The flipped classroom could have positive impacts on both learning and learner satisfaction. This article presents an overview of the research on flipped classroom in higher education. For this review we have selected articles related to the post-secondary level in a variety of disciplines from the years 2000 to 2015. The results show the positive impacts and the limits of such an approach with an emphasis on the point of view of teachers and students. Recommendations have been formulated based on the survey of literature. The article provides a theoretical base to fully understand the flipped classroom in action and a tool to ease its mobilization in any discipline