1,940 research outputs found

    Accompagner des étudiant·e·s qui travaillent en groupe

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    Comprend des rĂ©fĂ©rences bibliographiquesDe nombreux enseignements recourent aujourd’hui aux travaux de groupes pour dĂ©velopper les acquis d’apprentissage d’un programme ou d’une formation. Le travail collaboratif repose sur la mise en Ɠuvre d’une pĂ©dagogie active, de nature socioconstructiviste, dans laquelle les Ă©tudiant·e·s contribuent non seulement Ă  leur propre apprentissage (elles et ils construisent les connaissances plutĂŽt qu’elles et ils ne les reçoivent), mais aussi Ă  l’apprentissage de leurs pairs, grĂące aux discussions sur la tĂąche Ă  accomplir. En plus de soutenir le dĂ©veloppement de savoirs disciplinaires, l’apprentissage collaboratif favorise l’acquisition d’habiletĂ©s transversales trĂšs recherchĂ©es dans les milieux professionnels (capacitĂ© Ă  travailler en groupe, Ă  s’exprimer avec logique et clartĂ©, Ă  assumer des responsabilitĂ©s, Ă  exercer une pensĂ©e critique, notamment). Si cette modalitĂ© d’apprentissage est de plus en plus plĂ©biscitĂ©e dans les formations universitaires, sa mise en place pose toutefois une sĂ©rie de problĂšmes pratiques. Comment, par exemple, tenir compte, au moment de l’évaluation d’un travail de groupe, des passagĂšres et passagers clandestin·e·s, ces Ă©tudiant·e·s qui se reposent sur le travail de leurs pairs ? Comment initier une dynamique de groupe propice Ă  l’apprentissage ? L’enseignant doit-il/elle se prĂ©occuper des conflits relationnels qui surgissent parfois au sein des Ă©quipes d’étudiant·e·s ? Ce cahier se propose d’offrir quelques pistes de rĂ©solutions Ă  ces questions. Il s’appuie sur les travaux qu’une communautĂ© d’apprentissage et de recherche a menĂ©s sur la thĂ©matique de l’accompagnement des groupes d’apprentissage entre mai 2015 et 2017, avec le soutien du Fonds de DĂ©veloppement PĂ©dagogique de l’UniversitĂ© (FDP2). AncrĂ© dans des pratiques enseignantes de plusieurs facultĂ©s, Ă©tayĂ© par des recherches scientifiques, ce guide vise Ă  faciliter le travail des enseignant·e·s qui souhaiteraient Ă  leur tour accompagner des Ă©quipes d’étudiant·e·s dans leurs formations

    Evaluation d’un dispositif d’ePortfolio universitaire en archĂ©ologie et histoire de l’art

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    Depuis l’annĂ©e acadĂ©mique 2008-2009, le dĂ©partement d’histoire de l’art et d’archĂ©ologie de l’UniversitĂ© catholique de Louvain (UCL) a instaurĂ© un dispositif d’apprentissage auto-dirigĂ© pour ses Ă©tudiants du premier cycle. Ce dispositif s’appuie sur l’engagement individuel de l’étudiant dans des activitĂ©s culturelles et patrimoniales, dont il rend compte de maniĂšre critique et rĂ©flexive dans un portfolio Ă©lectronique qui fait l’objet d’une Ă©valuation formative rĂ©guliĂšre et d’une Ă©valuation certificative Ă  la fin des trois annĂ©es du cycle. L’évaluation du dispositif, aprĂšs deux annĂ©es de pratique, dĂ©montre que les modalitĂ©s d’accompagnement de la prise d’autonomie des Ă©tudiants, ainsi que l’évaluation formative de leur travail, contribuent largement Ă  l’apprentissage de plusieurs compĂ©tences gĂ©nĂ©riques essentielles dans la formation universitaire : l’esprit analytique, critique et de synthĂšse, la capacitĂ© Ă  rĂ©diger un texte de niveau universitaire et Ă  argumenter. En revanche, les progrĂšs rĂ©alisĂ©s en termes d’autonomie et de compĂ©tence rĂ©flexive apparaissent plus contrastĂ©s au sein de la population d’étudiants interrogĂ©s.The department of Archaeology and History of Art of the University of Louvain, Louvain-la-Neuve (UCL) established a self-directed learning project for its bachelor degree. The project is based on the commitment of each student in cultural and patrimonial activities. The students must report in a critical and reflexive way in an electronic portfolio which is gradualy and formatively assessed. At the end of the three years of the university degree, the portfolio is summatively assessed. After two years of implementation, the entire process has been surveyed. The results show that the modalities of supervision and evaluation contribute significantly to the learning of several core-competencies in university education: the ability to analyse, criticize and synthetize the information, to bring in appropriate arguments, and their skill to write universitary quality reports. However, the progress achieved in terms of autonomy and reflective capacity is more mixed in the population of surveyed students

    Evaluation d’un dispositif d’ePortfolio universitaire en archĂ©ologie et histoire de l’art

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    Depuis l’annĂ©e acadĂ©mique 2008-2009, le dĂ©partement d’histoire de l’art et d’archĂ©ologie de l’UniversitĂ© catholique de Louvain (UCL) a instaurĂ© un dispositif d’apprentissage auto-dirigĂ© pour ses Ă©tudiants du premier cycle. Ce dispositif s’appuie sur l’engagement individuel de l’étudiant dans des activitĂ©s culturelles et patrimoniales, dont il rend compte de maniĂšre critique et rĂ©flexive dans un portfolio Ă©lectronique qui fait l’objet d’une Ă©valuation formative rĂ©guliĂšre et d’une Ă©valuation certificative Ă  la fin des trois annĂ©es du cycle. L’évaluation du dispositif, aprĂšs deux annĂ©es de pratique, dĂ©montre que les modalitĂ©s d’accompagnement de la prise d’autonomie des Ă©tudiants, ainsi que l’évaluation formative de leur travail, contribuent largement Ă  l’apprentissage de plusieurs compĂ©tences gĂ©nĂ©riques essentielles dans la formation universitaire : l’esprit analytique, critique et de synthĂšse, la capacitĂ© Ă  rĂ©diger un texte de niveau universitaire et Ă  argumenter. En revanche, les progrĂšs rĂ©alisĂ©s en termes d’autonomie et de compĂ©tence rĂ©flexive apparaissent plus contrastĂ©s au sein de la population d’étudiants interrogĂ©s.The department of Archaeology and History of Art of the University of Louvain, Louvain-la-Neuve (UCL) established a self-directed learning project for its bachelor degree. The project is based on the commitment of each student in cultural and patrimonial activities. The students must report in a critical and reflexive way in an electronic portfolio which is gradualy and formatively assessed. At the end of the three years of the university degree, the portfolio is summatively assessed. After two years of implementation, the entire process has been surveyed. The results show that the modalities of supervision and evaluation contribute significantly to the learning of several core-competencies in university education: the ability to analyse, criticize and synthetize the information, to bring in appropriate arguments, and their skill to write universitary quality reports. However, the progress achieved in terms of autonomy and reflective capacity is more mixed in the population of surveyed students

    Accompagner les étudiants bacheliers bioingénieurs dans le développement de leurs compétences transversales

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    Cet article propose de dĂ©crire la conception, le dĂ©roulĂ© et l’évaluation de quatre modules de formation aux compĂ©tences transversales instaurĂ©s dans le cadre d’une rĂ©forme du programme de bachelier dans la FacultĂ© des bioingĂ©nieurs de l’UCLouvain en rĂ©ponse Ă  deux enjeux facultaires : 1) intĂ©grer les disciplines dans un contexte plus appliquĂ© et 2) dĂ©velopper les compĂ©tences transversales des futurs bioingĂ©nieurs. Le scĂ©nario des modules prenait pour point d’ancrage la connaissance de soi et la conscience des diffĂ©rences interpersonnelles et visait un dĂ©veloppement progressif des compĂ©tences de collaboration, d’organisation et de communication, en articulation directe Ă  la rĂ©alisation d’un projet. Quarante-quatre Ă©quipes d’étudiants ont pris part au dispositif. Celui-ci a fait l’objet d’une Ă©valuation quantitative (enquĂȘte) et qualitative (focus group). Les rĂ©sultats intĂšgrent des mesures de l’efficacitĂ© du groupe et des Ă©motions vĂ©cues

    Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

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    Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð„with constraintsð ð ð„ „ ðandðŽð„ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis

    Differential cross section measurements for the production of a W boson in association with jets in proton–proton collisions at √s = 7 TeV

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    Measurements are reported of differential cross sections for the production of a W boson, which decays into a muon and a neutrino, in association with jets, as a function of several variables, including the transverse momenta (pT) and pseudorapidities of the four leading jets, the scalar sum of jet transverse momenta (HT), and the difference in azimuthal angle between the directions of each jet and the muon. The data sample of pp collisions at a centre-of-mass energy of 7 TeV was collected with the CMS detector at the LHC and corresponds to an integrated luminosity of 5.0 fb[superscript −1]. The measured cross sections are compared to predictions from Monte Carlo generators, MadGraph + pythia and sherpa, and to next-to-leading-order calculations from BlackHat + sherpa. The differential cross sections are found to be in agreement with the predictions, apart from the pT distributions of the leading jets at high pT values, the distributions of the HT at high-HT and low jet multiplicity, and the distribution of the difference in azimuthal angle between the leading jet and the muon at low values.United States. Dept. of EnergyNational Science Foundation (U.S.)Alfred P. Sloan Foundatio

    Juxtaposing BTE and ATE – on the role of the European insurance industry in funding civil litigation

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    One of the ways in which legal services are financed, and indeed shaped, is through private insurance arrangement. Two contrasting types of legal expenses insurance contracts (LEI) seem to dominate in Europe: before the event (BTE) and after the event (ATE) legal expenses insurance. Notwithstanding institutional differences between different legal systems, BTE and ATE insurance arrangements may be instrumental if government policy is geared towards strengthening a market-oriented system of financing access to justice for individuals and business. At the same time, emphasizing the role of a private industry as a keeper of the gates to justice raises issues of accountability and transparency, not readily reconcilable with demands of competition. Moreover, multiple actors (clients, lawyers, courts, insurers) are involved, causing behavioural dynamics which are not easily predicted or influenced. Against this background, this paper looks into BTE and ATE arrangements by analysing the particularities of BTE and ATE arrangements currently available in some European jurisdictions and by painting a picture of their respective markets and legal contexts. This allows for some reflection on the performance of BTE and ATE providers as both financiers and keepers. Two issues emerge from the analysis that are worthy of some further reflection. Firstly, there is the problematic long-term sustainability of some ATE products. Secondly, the challenges faced by policymakers that would like to nudge consumers into voluntarily taking out BTE LEI

    Penilaian Kinerja Keuangan Koperasi di Kabupaten Pelalawan

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    This paper describe development and financial performance of cooperative in District Pelalawan among 2007 - 2008. Studies on primary and secondary cooperative in 12 sub-districts. Method in this stady use performance measuring of productivity, efficiency, growth, liquidity, and solvability of cooperative. Productivity of cooperative in Pelalawan was highly but efficiency still low. Profit and income were highly, even liquidity of cooperative very high, and solvability was good

    Search for stop and higgsino production using diphoton Higgs boson decays

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    Results are presented of a search for a "natural" supersymmetry scenario with gauge mediated symmetry breaking. It is assumed that only the supersymmetric partners of the top-quark (stop) and the Higgs boson (higgsino) are accessible. Events are examined in which there are two photons forming a Higgs boson candidate, and at least two b-quark jets. In 19.7 inverse femtobarns of proton-proton collision data at sqrt(s) = 8 TeV, recorded in the CMS experiment, no evidence of a signal is found and lower limits at the 95% confidence level are set, excluding the stop mass below 360 to 410 GeV, depending on the higgsino mass
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