Patterns of Interaction Between Moderators and Learners during Synchronous Oral Discussions Online

This paper describes research with French university graduate student moderators in a Master's program on using technology to teach French as a foreign language and advanced undergraduate students learning French at an American university who used Second Life software and Moodle to carry out oral tasks synchronously. For fall 2011, the researchers designed five tasks (étapes) that paralleled the undergraduates' course curriculum. Transcripts of two of the six groups of moderators and learners show that the unintended different styles of moderator behaviors influenced learner interactions with each other and with the moderators. The authors show that students were less able to engage with each other independently when faced with more rigid questioning behaviors by the moderators

Comment étudier les interactions d'apprenants de langue dans les mondes virtuels ?

Article sans relecture mis en ligne suite à une communication acceptée sur résuméThe aim of this communication is to present some subjects of reflection on the methodology used to put in place a research protocol to study language learners' interactions within synthetic / virtual worlds. We seek to explorer different aspects of research in language learning within synthetic worlds. Focusing on the notion of avatar, we develop aspects of data collection, researcher's positioning, identity, ethics... from an epistemological perspective.L'objectif de cette communication est de proposer des pistes méthodologiques afin de mettre en place un protocole de recherche pour l'étude des interactions d'apprenants de langue dans les mondes virtuels ou synthétiques. Nous cherchons à explorer différents aspects de la recherche en didactique des langues-cultures dans les mondes synthétiques. Autour de la notion d'avatar, nous développons les aspects de recueil de données, positionnement du chercheur, identité, éthique... dans une perspective épistémologique

MANIFESTATIONS DE L'ENGAGEMENT DES ÉTUDIANTS ENVERS LE GROUPE DANS UN DISPOSITIF DE TELECOLLABORATION UTILISANT UN MONDE SYNTHETIQUE

National audienceL'importance de l'engagement des étudiants est souvent évoquée en lien avec la qualité des apprentissages réalisés. Cette étude porte sur la composante sociale de cet engagement dans la réalisation d'une tâche collaborative au sein d'un dispositif de télécollaboration. Nous appuyant sur les interactions de deux groupes d'étudiants lors d'une séance synchrone ayant lieu dans le monde synthétique Second Life, nous analysons la participation et la dynamique interactionnelle et repérons certains indicateurs d'engagement. Nous montrons également que le rôle particulier de l'animateur et le comportement qu'il adopte dans l'interaction ont une influence importante sur la construction du groupe en tant que communauté et sur la réalisation collective des tâches

Analyser les réponses aux questions ouvertes des questionnaires de MOOC : Considérations méthodologiques

Ce document a pour objectif de documenter la méthodologie d'analyse des questions ouvertes de nos questionnaires de satisfaction. Nous proposons une approche pragmatique, structurée et reproductible qui permet de prendre en compte les retours des participants à nos MOOC.Nous prenons le MOOC "Bioinformatique : algorithmes et génomes" comme appui pour illustrer notre démarche. En annexe se trouve une application de cette méthodologie à deux autres cours: Introduction to a Web of Linked Data et Accessibilité numérique

Analyse du livre "Décrire la conversation en ligne : le face à face distanciel"

Analyse de livre à paraître dans la revue ALSIC http://alsic.revues.org/Book review - Décrire la conversation en ligne : le face à face distanciel Décrire la conversation en ligne (2011) coordinated by Christine Develotte, Richard Kern and Marie-Noëlle Lamy is composed of different contributions which aim to provide a description of the specificities of online conversations. In order to compare face-to-face interaction (Décrire la conversation, Cosnier & Kerbrat-Orrechioni, 1987) with online interaction, a corpus was constituted from data collected in an online video conferencing environment. Each author studies the corpus data with reference to his research domain. Our analysis summarises each chapter's contents, before suggesting the pertinence of the approach adopted for the study. This approach allows readers to understand online conversations from different viewpoints in which practical and theoretical aspects are balanced. We show that the book presented here raises certain questions whilst offering a number of different perspectives for future research in the domain of computer-mediated communication.Décrire la conversation en ligne (2011) dirigé par Christine Develotte, Richard Kern et Marie-Noëlle Lamy présente différentes contributions qui cherchent à fournir une description des spécificités de la conversation en ligne. Afin de faire des comparaisons avec l'ouvrage Décrire la conversation (Cosnier & Kerbrat-Orrechioni, 1987), un corpus d'interactions en vidéo-conférence a été constitué. Chaque auteur étudie les données en fonction de son domaine de recherche. Notre analyse résume le contenu de chaque chapitre puis souligne l'intérêt de cette approche qui permet au lecteur d'appréhender la conversation en ligne selon des entrées différentes en gardant toutefois un équilibre entre théorie et pratique. Nous montrons également que l'ouvrage présentée soulève quelques questions et offre des perspectives d'élargissement de la recherche dans le domaine de la communication médiée par ordinateur

Studying pedagogical interactions in synthetic worlds

The aim of this communication is to present some subjects of reflection on the methodology used to put in place a research protocol to study language learners' interactions within synthetic worlds. Bell (2008: 3) defines a virtual or synthetic world as "a synchronous, persistent network of people, represented as avatars, facilitated by networked computers ". The main interest for language learning is that synthetic worlds provide similar social interactions as in the real world. This is of a particular interest for distance learning. On-line interactions as part of language learning have already been well explored in research (De Wever et al., 2006 ; Mangenot, 2007 ; Jeanneau & Ollivier, 2009, etc.). Synthetic worlds, as Second Life, are more and more used in education fields such as design, marketing, economy... The important presence of universities as well as the numerous training courses taking place "inworld" are proofs of this interest. However, if studies on practice in education do exist (Molka-Danielson & Deutschmann, 2009 ; Wankel & Kingsley, 2009, etc.), research is still emerging and a need is felt (Peachey et al, 2010). This is particularily true for the field of language learning which is only just beggining to be explored in a research perspective. Our communication will seek to explore different aspects of research in language learning within synthetic worlds. It will be based on a European project, ARCHI21 , in which CLIL (Content and Language Integrated Learning) formations mix architecture and language learning. In the context studied, multicultural groups of learners work on collaborative building tasks in Second Life. We will particularly develop the following points: - Data collection and analysis - Researcher's positioning - Ethical aspects Concerning data collection, problems can emerge as we deal with multimodal interactions. Indeed, a user can communicate simultaneously with several tools (chat, gestures, voice...). Chat logs can be automatically saved but, because of the 3D environment, it is difficult to record and exploit data concerning visual interaction, either between avatars or with objects (Moschini, 2010). If recording represents a delicate aspect, the presence and point of view of the researcher "inworld" are also parameters that need to be taken into account. Recording is often made from the point of view of the researcher's avatar. This avatar is visually present and needs to be close to what is being observed / recorded but at the same time, this presence should not disturb the interactions. Second Life enables the separation between the avatar's body and the look with the camera tool. This is something that needs to be explored as it may renew the position of the researcher in the research. Ethical aspects have to be dealt in a slightly different way given the issue of avatars' identity (Banakou, 2010, Macintyre, 2008, etc.). Do we study avatars' or people's interactions? What about anonymity? The methodological framework we are putting forward leans upon existing research on interactions in language learning while integrating the synthetic worlds' specificities and issues

MOOC Défis technologiques des villes intelligentes participatives - Session 3. Contributions aux activités de fin de semaine 2 : Des vélos connectés pour de meilleures pistes cyclables et de nombreux services

Contributions aux activités de fin de semaine 2 du MOOC Villes intelligentes. Document édité par l'équipe pédagogique du MOOC Villes Intelligentes sur la base des contributions des participants Session 3 - novembre 201

SLIC : Second Life as A Collaborative Tool For Graduate Teacher Training and Developing Intercultural Communicative Competences

SLIC (Second Life InterCulturel) was a collaboration between undergraduate students of French at Carnegie Mellon University and Masters students of FLE using ICT from Université Blaise Pascal. The project's intent was to extend the intercultural communicative competences of the undergraduates and of the graduate students as well as the teaching experiences of the latter using the synthetic world Second Life (SL). By interacting with each other in SL, students on both sides of the project collaborated in SL, where they were able to exchange cultural information on themes linked to the undergraduate course in asynchronous document exchanges via Moodle and during synchronous online meetings in SL

What learning scenarios for virtual worlds and CLIL?

There is a strong case to be made for using a CLIL approach in the learning of foreign languages: learners are exposed to authentic tasks and authentic samples of language whilst their language needs and interests in their specific fields of study are catered for in a very real way. This would result in learners being given optimum conditions for foreign language learning i.e. where language use is meaningful and also calls upon cognitive operations with real issues at stake. (Coyle et al., 2010). In addition, the use of virtual worlds for foreign language learning is today well researched. Sufficiently so that, in spite of the technical problems that may arise during virtual learning sessions and the cognitive overhead for both learners and teachers entering into these virtual worlds, the following advantages have been recognized: − reduced apprehension in expressing oneself in the FL (Schwienhorst, 2002) ; − richness of the target language input thanks to the physical presence of avatars providing verbal, para-verbal and non-verbal data (Schwienhorst, 2002) ; − the possibility of organizing collaborative group work allowing learner engagement and thus facilitating situated learning based on experience (Dalgarno & Lee, 2010). Connecting a CLIL approach to virtual worlds would therefore seem fertile in its principle. We would like to show the relevance of this connection whilst insisting, however, on the need for a rigorous learning scenario design which genuinely takes into account the potential advantages of virtual worlds whilst avoiding the pitfalls of language and content integration that has been insufficiently thought out (Coonan, 2003). To do this we will draw on experimentation undertaken in the European project Archi21 where collaborative tasks in the foreign language, set up with a CLIL approach, have been successfully completed by students of Architecture and Design in Second Life. Bibliography Coonan, M. (2003). Some issues in implementing CLIL. ELC Information Bulletin 9. http://userpage.fu-berlin.de/elc/bulletin/9/en/coonan.html Coyle, D, Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning, Cambridge University Press. Dalgarno, B., & Lee, M. J. W. (2010). What are the Learning Affordances of 3-D virtual Environments? British Journal of Educational Technology, 41. pp 10-32. Schwienhorst, K. (2002). Evaluating tandem language learning in the MOO: discourse repair strategies in a bilingual internet project. Computer-assisted Language Learning 15. pp. 135-145

A combination of real-time PCR and high-resolution melting analysis to detect and identify CpGV genotypes involved in type I resistance

Cydia pomonella granulovirus, in particular CpGV-M isolate, is used as a biological control against the codling moth (CM), Cydia pomonella. As a result of intensive control over the years, codling moth populations have developed resistance against this isolate. This resistance is now called type I resistance. Isolates, among them, CpGV-R5, have been found that are able to overcome type I resistance. Both CpGV-M and CpGV-R5 are used in orchards to control the codling moth. High resolution melting (HRM) has been adapted to differentiate between CpGV-M and CpGV-R5 isolates. Specific PCR primers have been designed for the CpGV p38 gene, encompassing the variable region responsible for the ability to overcome resistance. Because each amplicon has a specific melting point, it is possible to identify the CpGV-M and CpGV-R5 genotypes and to quantify their relative proportion. This method has been validated using mixtures of occlusion bodies of each isolate at various proportions. Then, the HRM has been used to estimate the proportion of each genotype in infected larvae or in occlusion bodies (OBs) extracted from dead larvae. This method allows a rapid detection of genotype replication and enables the assessment of either success or failure of the infection in field conditions