29 research outputs found
Playing with geomedia to understand the complexity of the world
International audienceThe purpose of this chapter published in a book dedicated to the use of geomedia in secondary education is to emphasize the role of geomedia for designing a playful learning situation. We describe Clim@ction, a French-Canadian online role-play game about land use management. Clim@ction involves the students in collaboration and competition for a project designed for implementing green energies in a local territory. The learning situation offers secondary students a complex and non-deterministic problem. Therefore, it is expected that they develop a broad and realistic view regarding the issue of sustainable development. In this chapter, we describe the background of our project related to personal epistemology and to Game-Based Learning. We also underline the use of geomedia for designing the game, and we present the results of an experimentation carried out by teachers and researchers in France and Québec
Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums
Tumor burden kinetics and estimation of TTP for the evaluation of response and resistance to therapy in phase II clinical trials.
janvier-février 2020
AnthropocĂšne, quel rĂŽle pour les institutions musĂ©ales et culturelles ? LâAnthropocĂšne, sujet Ă dĂ©battre ? Câest une des thĂ©matiques qui, depuis plusieurs annĂ©es, trouve sa place au sein des musĂ©ums, des musĂ©es et centres de sciences, des musĂ©es dâart et des musĂ©es de sociĂ©tĂ©. Le sujet en soi questionne mais il interroge Ă©galement le rĂŽle de lâinstitution musĂ©ale aujourdâhui dans notre sociĂ©tĂ©, les façons de porter cette thĂ©matique auprĂšs, ou avec, des publics. Au moment dâĂ©crire ces quelques lignes, la COP 25, sommet international sur le climat organisĂ© par lâONU, se tient Ă Madrid en Espagne. La communautĂ© scientifique internationale reconnaĂźt lâimpact de lâactivitĂ© humaine sur le climat et les dĂ©cideurs peinent, collectivement, Ă imaginer des solutions pour rĂ©duire le rĂ©chauffement climatique. Depuis une dizaine dâannĂ©es, plusieurs institutions musĂ©ales se sont saisies de cette thĂ©matique pour mettre en scĂšne et en public ces enjeux. Ce numĂ©ro 187 fait une large place aux points de vue et expĂ©riences de professionnels qui incluent lâAnthropocĂšne dans leurs rĂ©flexions et leurs pratiques. Il fait Ă©cho aux rendez-Âvous franco-suisses organisĂ©s depuis 2015 par lâOcim et le musĂ©um de NeuchĂątel et notamment au dernier, qui sâest tenu en juin 2019, et qui portait sur « LâAnthropocĂšne, quelle mise en public ? ». Nous remercions Ludovic Maggioni, directeur du musĂ©um dâHistoire naturelle de NeuchĂątel, pour la coordination de ce numĂ©ro avec lâOcim et lâensemble des auteurs pour leurs contributions, leur gĂ©nĂ©rositĂ© Ă partager leurs rĂ©flexions et leurs engagements. Et quâen est-il de vous, chers lecteurs et lectrices ? Cette thĂ©matique vous inspire-t-elle dans vos actions et vos pratiques ? Vos retours dâexpĂ©rience sont prĂ©cieux et nous souhaitons les valoriser Ă travers cette revue qui est la vĂŽtre. Ainsi, nâhĂ©sitez pas Ă contacter Isaline JĂ©rĂŽme qui a rejoint lâĂ©quipe de lâOcim et qui reprend la responsabilitĂ© de la lettre de lâOcim dĂšs ce numĂ©ro pour proposer vos contributions. Et puisque câest Ă©galement le dĂ©but dâune nouvelle annĂ©e, toute lâĂ©quipe de lâOcim se joint Ă moi pour vous souhaiter une annĂ©e 2020 en bonne santĂ© et pleine de projets enrichissants pour vous et vos institutions ! Ă bientĂŽt pour poursuivre nos coopĂ©rations. Ewa MACZEK, directrice par intĂ©rim de l'Oci
Fostering Epistemic Interactions with a Digital Game. A Case Study about Sustainable Development for Secondary Education
International audienceThis paper relates to an empirical study about the use of a Game-Based Learning approach for Sustainable Development Education. We de signed Clim@ction, an online multiplayer game which aims at fostering epistemic interactions between French and Canadian secondary students that are involved in designing an innovative project for the implementation of âGreenâ energy. The study aims at addressing the following questions: How to design a realistic situation which allows the students to be engaged as citizens and to grasp the complexity of the world? Which elements should be taken into account for the game design in order to permit the learner/gamer to be engaged in epistemic activities? The digital records of studentsâ interactions with the digital platform permits to draw an epistemic models of students (Wenger, 1987). The data collected during the study include as well the recording of the teachers during the focus groups dedicated to the design of the game and the recording of the students after the game session. Our preliminary results permit to identify several key factors that should be taken into account in order to foster epistemic interactions between students