Le cyber-étudiant en sciences de l'éducation : un "modèle" en évolution ?

http://sif2005.mshparisnord.org/pdf/Wallet.pdfA partir d'éléments d'observation recueillis sur la plateforme du campus numérique FORSE, en particulier au cours des années universitaires 2003 - 2005, les auteurs montrent comment l'usage des outils de communication et de mutualisation, par des étudiants en sciences de l'éducation, met en évidence le fait que les pratiques sociales d'utilisation d'internet peuvent faire évoluer les pratiques d'enseignement-apprentissage. Au regard de ces constats se pose la question des modes d'interaction dans un dispositif distant et plus généralement les modes de médiation pédagogique (circulation des savoirs, accompagnement, évaluation, conception de scénarios) dans un dispositif de formation hybride à l'université

Palavras e imagens

As questões colocadas pelas formas contemporâneas de ambientes de aprendizagem são em parte novas, por assentarem nas “novas tecnologias”, mas em parte antigas, por veicularem o fim (ou o mito) de uma nova pedagogia, cujos fundamentos radicam em Platão, Rousseau, Freinet e tantos outros. Porém, as questões colocadas pelas formas contemporâneas de ambientes de aprendizagem não são apenas pedagógicas, inscrevem-se nas práticas sociais e socioculturais dos formadores e dos formados, nos sistemas escolares, na evolução das tecnologias e da economia do digital

Outcome after allogeneic stem cell transplantation with haploidentical versus HLA-matched donors in patients with higher-risk MDS.

peer reviewedAllogeneic hematopoietic stem cell transplantation remains the best curative option for higher-risk myelodysplastic syndrome. The presence of monosomal karyotype and/or complex karyotype abnormalities predicts inferior survival after allo-SCT in MDS patients. Haploidentical allo-SCT has been increasingly used in acute leukemia (AL) and has similar results as using HLA-matched donors, but data on higher-risk MDS is sparse. We compared outcomes in 266 patients with higher-risk MDS after HLA-matched sibling donor (MSD, n = 79), HLA-matched unrelated donor (MUD, n = 139) and HLA haploidentical donor (HID, n = 48) from 2010 to 2019. Median donor age differed between the three groups (p < 0.001). The overall survival was significantly different between the three groups with a better OS observed in the MUD group (p = 0.014). This observation could be explained by a higher progression-free survival with MUD (p = 0.014). The cumulative incidence of grade 2-4 acute GvHD was significantly higher in the HID group (p = 0.051). However, in multivariable analysis, patients transplanted using an HID had comparable mortality to patients transplanted using a MUD (subdistribution hazard ratio [sHR]: 0.58 [0.32-1.07]; p = 0.080) and a MSD ([sHR]: 0.56 [0.28-1.11]; p = 0.094). MUD do not remain a significant positive predictor of survival, suggesting that beyond the donor-recipient HLA matching, the donor age might impact recipient outcome

Late relapse after hematopoietic stem cell transplantation for acute leukemia: a retrospective study by SFGM-TC.

peer reviewedLate relapse (LR) after allogeneic hematopoietic stem cell transplantation (AHSCT) for acute leukemia is a rare event (nearly 4.5%) and raises the questions of prognosis and outcome after salvage therapy. We performed a retrospective multicentric study between January 1, 2010, and December 31, 2016, using data from the French national retrospective register ProMISe provided by the SFGM-TC (French Society for Bone Marrow Transplantation and Cellular Therapy). We included patients presenting with LR, defined as a relapse occurring at least 2 years after AHSCT. We used the Cox model to identify prognosis factors associated with LR. During the study period, a total of 7582 AHSCTs were performed in 29 centers, and 33.8% of patients relapsed. Among them, 319 (12.4%) were considered to have LR, representing an incidence of 4.2% for the entire cohort. The full dataset was available for 290 patients, including 250 (86.2%) with acute myeloid leukemia and 40 (13.8%) with acute lymphoid leukemia. The median interval from AHSCT to LR was 38.2 months (interquartile range [IQR], 29.2 to 49.7 months), and 27.2% of the patients had extramedullary involvement at LR (17.2% exclusively and 10% associated with medullary involvement). One-third of the patients had persistent full donor chimerism at LR. Median overall survival (OS) after LR was 19.9 months (IQR, 5.6 to 46.4 months). The most common salvage therapy was induction regimen (55.5%), with complete remission (CR) obtained in 50.7% of cases. Ninety-four patients (38.5%) underwent a second AHSCT, with a median OS of 20.4 months (IQR, 7.1 to 49.1 months). Nonrelapse mortality after second AHSCT was 18.2%. The Cox model identified the following factors as associated with delay of LR: disease status not in first CR at first HSCT (odds ratio [OR], 1.31; 95% confidence interval [CI], 1.04 to 1.64; P = .02) and the use of post-transplantation cyclophosphamide (OR, 2.23; 95% CI, 1.21 to 4.14; P = .01). Chronic GVHD appeared to be a protective factor (OR, .64; 95% CI, .42 to .96; P = .04). The prognosis of LR is better than in early relapse, with a median OS after LR of 19.9 months. Salvage therapy associated with a second AHSCT improves outcome and is feasible, without creating excess toxicity

La médiatisation de la formation et de l’apprentissage : rôles et effets des dispositifs médiatiques

Sous la direction de Claire Peltier, cet ouvrage se différencie de la plupart des mélanges par le fait qu’il présente des études inédites et poursuit un objectif double : celui de mettre conjointement en valeur un collègue prestigieux et un (son) cadre de recherche multiréférencé. Cet ouvrage se situe donc au croisement de plusieurs disciplines « non pas comme une suite de textes cloisonnés dans leurs champs disciplinaires respectifs », mais plutôt comme une sorte dialogue avec Daniel Peraya,..

EIAH : Environnements Imaginaires pour l’Apprentissage Humain

Le présent texte propose une démarche peu habituelle en matière de technologies, fussent-elles pensées pour l'éducation : s'intéresser à de vieilles images. Des illustrations qui datent de la fin du XIXème siècle, une époque ou un saut technologique pour reprendre l'expression de A. T. Hall (Hall, 1996) lié aux progrès dans la communication déchaîne les imaginations : inventions du téléphone (1876), du phonographe (1878), tandis que l'invention1 du cinématographe (1895) est pressentie Entre anTICipation et " anTICipassion ", pourrait-on dire, qui y-a-t-il de commun entre ces images troublantes et le débat contemporain sur les usages des technologies dans l'éducation et la formation ? Les passerelles sont multiples. Le texte se propose d'extrapoler à partir de ces " inventions " imaginaires ; de questionner notre présent à la lumière d'un passé qui n'exista point..

De la synchronie médiatisée en formation à distance

Wallet Jacques. De la synchronie médiatisée en formation à distance. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 19, 2012. Individualisation, personnalisation et adaptation des Environnements Informatiques pour l’Apprentissage Humain. pp. 99-113