MOOCs zetten e-leren in de schijnwerper

The New York Times doopte 2012 tot “The Year of the MOOC”. Sindsdien staan MOOCs, voluit Massive Open Online Courses, bovenaan menig trendlijstje. Een MOOC is een vorm van online leren. Net zoals bij andere vormen van afstandsonderwijs volgt de cursist enkel online lessen

Using a learning management system in secondary education : design and implementation characteristics of learning paths

The general aim of this dissertation was to increase the knowledge on how Learning Management Systems (LMS) are used by secondary school teachers and to examine the design and implementation of learning paths

Assessment of co-creativity in the process of game design

We consider game design as a sociocultural and knowledge modelling activity, engaging participants in the design of a scenario and a game universe based on a real or imaginary socio-historical context, where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co-creation activity are Malaysian students who were working in groups to design game-based learning resources for rural school children. After the co-creativity activity, the students were invited to answer the co-creativity scale, an adapted version of the Assessment Scale of Creative Collaboration (ASCC), combining both the co-creativity factors and learners’ experiences on their interests, and difficulties they faced during the co-creativity process. The preliminary results showed a high diversity on the participants’ attitudes towards collaboration, especially related to their preferences towards individual or collaborative work

ANR #CreaMaker workshop : Co-creativity, robotics and maker educationProceedings

International audienceWe’re living exciting but also challenging times at the worldwide level. From one side, there are environmental challenges that can compromise our future as humanity and the socio economic tensions generated in a context of mass consumption within a model of fossil and nuclear energy which endangers a sustainable development. From the other side, we have a growing number of citizen-based initiatives aiming to improve the society and the technological infrastructures making possible to cooperate at large scale and not only at a small-group level. Younger becomes empowered for their future. In their initiatives such #FridaysForFuture they are no longer (interactive) media consumers but move forward as creative activists to make older generations change the system in order to save the planet. At the same time, we have observed in the last years the emergence of a wide diversity of third places (makerspace, fablab, living lab…) aiming to empower communities to design and develop their own creative solutions. In this context, maker-based projects have the potential to integrate tinkering, programming and educational robotics to engage the learner in the development of creativity both in individual and collaborative contexts (Kamga, Romero, Komis, & Mirsili, 2016). In this context, the ANR #CreaMaker project aims to analyse the development of creativity in the context of team-based maker activities combining tinkering and digital fabrication (Barma, Romero, & Deslandes, 2017; Fleming, 2015). This first workshop of the ANR #CreaMaker project aims to raise the question on the concept, activities and assessment of creativity in the context of maker education and its different approaches : computational thinking (Class’Code, AIDE), collective innovation (Invent@UCA), game design (Creative Cultures), problem solving (CreaCube), child-robot interactions and sustainable development activities. Researchers from Canada, Brazil, Mexico, Germany, Italy and Spain will reunite with LINE researchers and the MSc SmartEdTech students in order to advance in how we can design, orchestrate and evaluate co-creativity in technology enhanced learning (TEL) contexts, and more specifically, in maker based education

Proceedings of the ANR ​#CreaMaker​ workshop: co-creativity, robotics and maker education.

International audienc

Ontwerp- en implementatiekenmerken van leerpaden binnen een Elektronische Leeromgeving

Deze paper beschrijft vier studies die werden uitgevoerd in het kader van een doctoraatsonderzoek naar de ontwerp- en implementatiekenmerken van leerpaden binnen een ELO (Elektronische Leeromgeving). De eerste studie, een technologieacceptatie onderzoek, stelde vast dat leerkrachten secundair onderwijs hun ELO weinig gebruiken en dat ze zich meestal beperken tot de meer administratief gerelateerde activiteiten binnen hun ELO. De twee interventiestudies die daaruit volgden en die zich richtten op het studeren via leerpaden in de ELO, suggereren dat ontwerpkenmerken van leerpaden belangrijk zijn, dat het geslacht binnen de samenstelling van een groep een rol speelt en dat de implementatie van samenwerkend leren niet vanzelfsprekend is. Het kwalitatief onderzoek toont aan dat verschillende factoren op leerkracht- en schoolniveau de implementatie van leerpaden belemmeren

Proceedings of the ANR ​#CreaMaker​ workshop: co-creativity, robotics and maker education.

International audienc

Tissue specific analysis reveals a differential organization and regulation of both ethylene biosynthesis and E8 during climacteric ripening of tomato

Background: Solanum lycopersicum or tomato is extensively studied with respect to the ethylene metabolism during climacteric ripening, focusing almost exclusively on fruit pericarp. In this work the ethylene biosynthesis pathway was examined in all major tomato fruit tissues: pericarp, septa, columella, placenta, locular gel and seeds. The tissue specific ethylene production rate was measured throughout fruit development, climacteric ripening and postharvest storage. All ethylene intermediate metabolites (1-aminocyclopropane-1-carboxylic acid (ACC), malonyl-ACC (MACC) and S-adenosyl-L-methionine (SAM)) and enzyme activities (ACC-oxidase (ACO) and ACC-synthase (ACS)) were assessed. Results: All tissues showed a similar climacteric pattern in ethylene productions, but with a different amplitude. Profound differences were found between tissue types at the metabolic and enzymatic level. The pericarp tissue produced the highest amount of ethylene, but showed only a low ACC content and limited ACS activity, while the locular gel accumulated a lot of ACC, MACC and SAM and showed only limited ACO and ACS activity. Central tissues (septa, columella and placenta) showed a strong accumulation of ACC and MACC. These differences indicate that the ethylene biosynthesis pathway is organized and regulated in a tissue specific way. The possible role of inter- and intra-tissue transport is discussed to explain these discrepancies. Furthermore, the antagonistic relation between ACO and E8, an ethylene biosynthesis inhibiting protein, was shown to be tissue specific and developmentally regulated. In addition, ethylene inhibition by E8 is not achieved by a direct interaction between ACO and E8, as previously suggested in literature. Conclusions: The Ethylene biosynthesis pathway and E8 show a tissue specific and developmental differentiation throughout tomato fruit development and ripening

Analyse comparative d’une activité d’apprentissage de la programmation en mode branché et débranché

International audienceL’introduction de la programmation à l’école peut être un levier pour développer la penséeinformatique en lien avec une démarche de résolution de problèmes. Dans ce contexte, nous nous intéressonsaux différents types d’activités d’apprentissage de la programmation dans le but d’établir un protocole pourcomparer les activités branchées et débranchées à l’école, et plus particulièrement de voir dans quelle mesureune activité débranchée permet un transfert de compétences vers l’apprentissage de la programmation. Nousdiscutons la méthodologie et les résultats en lien aux observations réalisées au cours des activités deformation Class’Code