71 research outputs found
Exploration des pratiques de classe inversée au postsecondaire québécois : adoption et prestation du dispositif pédagogique
Le prĂ©sent mĂ©moire explore lâenseignement en classe inversĂ©e, tel que rapportĂ© par 25 enseignants de niveau collĂ©gial et universitaire au QuĂ©bec en 2017-2018. LâĂ©tude dĂ©crite dans ce mĂ©moire documente lâusage de la classe inversĂ©e, dans le but dâen favoriser lâusage par la communautĂ© enseignante. Avec le dĂ©veloppement rapide de ressources Ă©ducatives en ligne en 2020-2021, le contexte technopĂ©dagogique est favorable Ă un plus grand usage de la classe inversĂ©e Ă tous les niveaux de lâĂ©ducation. La classe inversĂ©e est Ă©tudiĂ©e comme piste dâamĂ©lioration de la rĂ©ussite scolaire au postsecondaire, puisque la rĂ©ussite scolaire est une problĂ©matique sociale dâactualitĂ© qui a des rĂ©percussions sur la sociĂ©tĂ©, les Ă©tablissements et les individus. Ă lâaide dâapproches pĂ©dagogiques recourant Ă lâapprentissage actif, les enseignants peuvent concevoir des activitĂ©s motivantes et engageantes pour les Ă©tudiants ce qui a un effet positif sur la motivation. Lâapproche de la classe inversĂ©e, devenue trĂšs populaire au postsecondaire, exploite les avantages motivationnels connu de lâapprentissage actif sans sacrifier la capacitĂ© Ă transmettre beaucoup de contenus thĂ©oriques durant une session de cours. Le prĂ©sent mĂ©moire fait lâinventaire des pratiques technopĂ©dagogiques en classe inversĂ©e et comporte 3 angles dâanalyse : lâadoption de la classe inversĂ©e, les pratiques dâenseignement et la gestion de classe. Nous avons recours Ă un modĂšle de dĂ©veloppement professionnel afin de comprendre le contexte de la classe inversĂ©e, ses particularitĂ©s et lâĂ©volution des pratiques des rĂ©pondants. Ces questions spĂ©cifiques sont rĂ©pondues Ă lâaide dâune approche oĂč lâon compare 25 diffĂ©rents cas dâusage de la classe inversĂ©e pour en faire Ă©merger les convergences. Des entrevues semi-dirigĂ©es dâune heure et demie sont analysĂ©es Ă trois reprises pour rĂ©pondre spĂ©cifiquement Ă ces trois questions, permettant une triangulation par lâanalyse qui contribue Ă dresser un portrait comprĂ©hensif de la classe inversĂ©e. PremiĂšrement les rĂ©sultats dĂ©montrent que lâadoption de la classe inversĂ©e est faite par lâaccumulation des pratiques dâenseignement qui la composent au fil du temps. Dâun point de dĂ©part magistrocentrĂ©, on constate que cette accumulation dĂ©bute plus souvent par lâadoption de nouveaux dispositifs technologiques, puis ensuite de nouvelles approches pĂ©dagogiques, plutĂŽt que lâadoption des pĂ©dagogies actives, prĂ©cĂ©dant les dispositifs technologiques (Figure 6 Ă Figure 8). DeuxiĂšmement les rĂ©sultats permettent dâobserver que les pratiques dâenseignement de chaque phase de la sĂ©quence pĂ©dagogique sont rĂ©gies par des logiques de conception pĂ©dagogique sous-jacentes propres Ă la classe inversĂ©e. La prĂ©paration et lâamorce dâun cours sont complĂ©mentaires et jouent le rĂŽle de lâacquisition et de la consolidation-rĂ©activation des acquis. Les activitĂ©s sont davantage magistrocentrĂ© et mĂ©diatisĂ©s hors du cours. Les activitĂ©s dâapprentissage actif et lâenseignement magistrocentrĂ© sont complĂ©mentaires en classe, cependant lâenseignement est davantage pĂ©docentrĂ© et moins mĂ©diatisĂ© hors de la classe. Finalement la conclusion des sĂ©ances de classe permet gĂ©nĂ©ralement aux Ă©tudiants de recevoir une rĂ©troaction (ANNEXE VIII). TroisiĂšmement, les rĂ©sultats indiquent que la gestion de classe en classe inversĂ©e se prĂ©sente sous diverses formes mais favorise gĂ©nĂ©ralement le style interactionniste, avec quelques aspects plus interventionnistes ou plus non-interventionnistes (Figure 11). LâĂ©tude de la gestion de classe met en lumiĂšre les pratiques de contrĂŽle comportemental des Ă©tudiants par lâĂ©valuation en classe inversĂ©e, en plus de son rĂŽle principal Ă©valuatif et formatif (Figure 12).This thesis explores the use of flipped classroom teaching, as reported by 25 college and
university teachers in Quebec in 2017-2018. The study described in this thesis documents the use of the
flipped classroom, with the aim of promoting its use by the teaching community. With the rapid
development of online educational resources in 2020-2021, the technopedagogical context is favorable
to greater use of the flipped classroom at all levels of education.
The flipped classroom is being studied as an avenue for improving post-secondary academic
success, since academic success is a topical social issue that has repercussions on society, institutions
and individuals. Using active learning pedagogical approaches, teachers can design motivating and
engaging activities for students which has a positive effect on motivation. The flipped classroom
approach, which has become very popular in post-secondary education, harnesses the known
motivational benefits of active learning without sacrificing the ability to convey a lot of theoretical
content during a class session.
This thesis takes stock of technopedagogical practices in the flipped classroom and includes 3
angles of analysis: its adoption, teaching practices and classroom management. We use a professional
development framework to understand the context of the flipped classroom, its peculiarities and the
evolution of respondent practices.
These specific questions are answered using an approach where we compare 25 different use
cases to bring out the convergences. One-and-a-half-hour semi-structured interviews are analyzed three
times to specifically answer these three questions, allowing analytical triangulation that helps paint a
comprehensive portrait of the flipped classroom.
Firstly, the results show that the adoption of the flipped classroom is made by the accumulation
of teaching practices that compose it over time. From a teacher-centered point of origin, this
accumulation begins more often with the adoption of new technology, then new pedagogical approaches,
rather than the adoption of active learning preceding the use of technologies (Figure 6 to Figure 8).
Secondly, the results allow us to observe that the teaching practices of each phase of the teaching
sequence are governed by underlying teaching design logics specific to the flipped classroom. The
preparation and primer of a course are complementary and enable acquisition and consolidationreactivation
of acquired knowledge. The activities are more lecture-oriented outside the course. Active
learning activities and formal teaching are complementary in the classroom, however teaching is more
student-centric in the classroom. Classes concludes generally with feedback (APPENDIX VIII).
Thirdly and lastly, the results on classroom management states a variety of approaches but
generally favors the interactionist style, with some more interventionist or non-interventionist aspects
(Figure 11). Exploring classroom management sheds light on student behavioral control practices
through assessments, in addition to its primary evaluative and formative role (Figure 12)
Les pratiques de classe inversée, des vidéos aux activités pédagogiques réalisées en classe
La classe inversĂ©e consiste Ă inverser les tĂąches des Ă©tudiants en invitant ceux-ci Ă voir la thĂ©orie en dehors des cours pour pouvoir rĂ©aliser des activitĂ©s dâapprentissage actif en classe. Nous dresserons un portrait des pratiques de classe inversĂ©e dans les collĂšges Ă lâaide dâexemples et de modĂšles de classe inversĂ©e qui combinent de diverses façons la vidĂ©o et les mĂ©thodes actives. Les participants seront invitĂ©s Ă Ă©changer sur leurs propres pratiques de classe inversĂ©e
Cognitive behavioural therapy with optional graded exercise therapy in patients with severe fatigue with myotonic dystrophy type 1:a multicentre, single-blind, randomised trial
Background:
Myotonic dystrophy type 1 is the most common form of muscular dystrophy in adults and leads to severe fatigue, substantial physical functional impairment, and restricted social participation. In this study, we aimed to determine whether cognitive behavioural therapy optionally combined with graded exercise compared with standard care alone improved the health status of patients with myotonic dystrophy type 1.
Methods:
We did a multicentre, single-blind, randomised trial, at four neuromuscular referral centres with experience in treating patients with myotonic dystrophy type 1 located in Paris (France), Munich (Germany), Nijmegen (Netherlands), and Newcastle (UK). Eligible participants were patients aged 18 years and older with a confirmed genetic diagnosis of myotonic dystrophy type 1, who were severely fatigued (ie, a score of â„35 on the checklist-individual strength, subscale fatigue). We randomly assigned participants (1:1) to either cognitive behavioural therapy plus standard care and optional graded exercise or standard care alone. Randomisation was done via a central web-based system, stratified by study site. Cognitive behavioural therapy focused on addressing reduced patient initiative, increasing physical activity, optimising social interaction, regulating sleepâwake patterns, coping with pain, and addressing beliefs about fatigue and myotonic dystrophy type 1. Cognitive behavioural therapy was delivered over a 10-month period in 10â14 sessions. A graded exercise module could be added to cognitive behavioural therapy in Nijmegen and Newcastle. The primary outcome was the 10-month change from baseline in scores on the DM1-Activ-c scale, a measure of capacity for activity and social participation (score range 0â100). Statistical analysis of the primary outcome included all participants for whom data were available, using mixed-effects linear regression models with baseline scores as a covariate. Safety data were presented as descriptives. This trial is registered with ClinicalTrials.gov, number NCT02118779.
Findings:
Between April 2, 2014, and May 29, 2015, we randomly assigned 255 patients to treatment: 128 to cognitive behavioural therapy plus standard care and 127 to standard care alone. 33 (26%) of 128 assigned to cognitive behavioural therapy also received the graded exercise module. Follow-up continued until Oct 17, 2016. The DM1-Activ-c score increased from a mean (SD) of 61·22 (17·35) points at baseline to 63·92 (17·41) at month 10 in the cognitive behavioural therapy group (adjusted mean difference 1·53, 95% CI â0·14 to 3·20), and decreased from 63·00 (17·35) to 60·79 (18·49) in the standard care group (â2·02, â4·02 to â0·01), with a mean difference between groups of 3·27 points (95% CI 0·93 to 5·62, p=0·007). 244 adverse events occurred in 65 (51%) patients in the cognitive behavioural therapy group and 155 in 63 (50%) patients in the standard care alone group, the most common of which were falls (155 events in 40 [31%] patients in the cognitive behavioural therapy group and 71 in 33 [26%] patients in the standard care alone group). 24 serious adverse events were recorded in 19 (15%) patients in the cognitive behavioural therapy group and 23 in 15 (12%) patients in the standard care alone group, the most common of which were gastrointestinal and cardiac.
Interpretation:
Cognitive behavioural therapy increased the capacity for activity and social participation in patients with myotonic dystrophy type 1 at 10 months. With no curative treatment and few symptomatic treatments, cognitive behavioural therapy could be considered for use in severely fatigued patients with myotonic dystrophy type 1.
Funding:
The European Union Seventh Framework Programme
Theory of attentional operations in shape identification
This article presents a theory of selective attention that is intended to account for the identification of a visual shape in a cluttered display. The selected area of attention is assumed to be controlled by a filter that operates on the location information in a display. The location information selected by the filter in turn determines the feature information that is to be identified. Changes in location of the selected area are assumed to be governed by a gradient of processing resources. Data from three new experiments are fit more parsimoniously by a gradient model than by a moving-spotlight model. The theory is applied to experiments in the recent literature concerned with precuing locations in the visual field, and to the issue of attentional and automatic processing in the identification of words. Finally, data from neuroanatomical experiments are reviewed to suggest ways that the theory might be realized in the primate brain. The identification of shapes and objects in the environment plays an important adaptive role in our daily, moment-to-moment activities. A typical visual scene contains many objects, but there is a limit on the number of objects that we can process at one time. This limitation implies that, at some stage or stage
Effects of environmental conditions on the lap shear strength of resistance-welded carbon fibre/thermoplastic composite joints
Lap shear strength effects of temperature on the apparent lap shear strength of resistance-welded carbon fibre/thermoplastic composite joints
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