Modélisation d'une situation d'apprentissage en termes de connaissances et de règles pour rendre compte de l'activité de l'élève: Etude dans le contexte de l'apprentissage de la lecture en classe

International audienceIn this article, we note that an activity cannot be only defined by its effective form and knowledge of the field concerned which is brought into play. We propose to define an activity by knowledge of the field of training brought into play, by its form but also in what it can influence the state of knowledge of learning and the means that one has to check this impact. We propose here our results of multi-field research carried out around the specification and the modeling of teaching activities in the field of the reading with an aim of building an environment of follow-up of learning. We present the methodology of work practised in the team, the structure of the specifications of activities, the computational models deduced and finally their implementation in an environment from follow-up from learning.Dans cet article, nous constatons qu'une activité ne peut pas être définie uniquement par sa forme effective et les connaissances du domaine visé qui sont mises en jeu. Nous proposons de définir une activité par les connaissances du domaine d'apprentissage mises en jeu, par sa forme mais également en ce qu'elle peut influer l'état de connaissance de l'apprenant et les moyens que l'on a de vérifier cet impact. Nous proposons ici nos résultats de recherche pluridisciplinaire menés autour de la spécification et la modélisation d'activités pédagogiques dans le domaine de la lecture dans le but de construire un environnement de suivi de l'apprenant. Nous présentons la méthodologie de travail pratiquée dans l'équipe, la structure des spécifications d'activités, les modèles computationnels déduits et finalement leur mise en œuvre dans un environnement de suivi de l'apprenant

Poly(GP), neurofilament and grey matter deficits in C9orf72 expansion carriers

Objective: To evaluate poly(GP), a dipeptide repeat protein, and neurofilament light chain (NfL) as biomarkers in presymptomatic C9orf72 repeat expansion carriers and patients with C9orf72-associated frontotemporal dementia. Additionally, to investigate the relationship of poly(GP) with indicators of neurodegeneration as measured by NfL and grey matter volume. Methods: We measured poly(GP) and NfL levels in cerebrospinal fluid (CSF) from 25 presymptomatic C9orf72 expansion carriers, 64 symptomatic expansion carriers with dementia, and 12 noncarriers. We explored associations with grey matter volumes using region of interest and voxel-wise analyses. Results: Poly(GP) was present in C9orf72 expansion carriers and absent in noncarriers (specificity 100%, sensitivity 97%). Presymptomatic carriers had lower poly(GP) levels than symptomatic carriers. NfL levels were higher in symptomatic carriers than in presymptomatic carriers and healthy noncarriers. NfL was highest in patients with concomitant motor neuron disease, and correlated with disease severity and survival. Associations between poly(GP) levels and small grey matter regions emerged but did not survive multiple comparison correction, while higher NfL levels were associated with atrophy in frontotemporoparietal cortices and the thalamus. Interpretation: This study of C9orf72 expansion carriers reveals that: (1) poly(GP) levels discriminate presymptomatic and symptomatic expansion carriers from noncarriers, but are not associated with indicators of neurodegeneration; and (2) NfL levels are associated with grey matter atrophy, disease severity, and shorter survival. Together, poly(GP) and NfL show promise as complementary biomarkers for clinical trials for C9orf72-associated frontotemporal dementia, with poly(GP) as a potential marker for target engagement and NfL as a marker of disease activity and progression

Collaborative Indicators in Learning Games: An Immersive Factor

International audienceThe work reported here takes place in the educational domain. We propose an approach of a learning environment based on a graphical representation of a course: a pedagogical dungeon equipped with the capacity for collaboration in certain activities. The emergence of online multiplayer games led us to apply the metaphor of exploring a virtual world, a dungeon, where each student embarks on a quest in order to collect knowledge related to a learning activity. In the dungeon, each room represents a place, sometimes a collaborative place, where students are supposed to acquire a particular concept. Although the students appreciate this approach, there is an obvious need for awareness, especially for the teacher. Indeed, the teacher needs to adapt his/her pedagogical session according to what is going on during the collaborative activity. We thus need to provide the teacher with collaborative indicators, and this information must be part of the game in order to keep the immersion of the teacher inside the game. In this paper, we focus especially on the need for collaborative indicators concerning both the knowledge (success and failure for sub activities) and the behaviour (talkative, cooperative) of the different students during the pedagogical session. In the first part, we describe deal with the support of the observation task for the teacher during a learning session. We then propose a classification of collaborative indicators as well as concrete examples from a real experiment achieved with students in our University. For immersion purposes, we represente these indicators by particular symbols such as coloured “auras” inserted inside the game itself

New usages for knowledge management through collaborative platforms

International audienceThe work reported here relates to collaborative platforms used in the knowledge management domain. Although these environments provide substantial help, first-time users are disinclined to use them because they are data- (or document-) centred. In this article, we study how new collaborative platforms for knowledge management can be more “user-centred”. The approach is based on observation of the collaborative activities in which the users are involved, in order to regulate the process better. The “traces” of the activity left by the different users of the platform are central in our approach, in order to exhibit specific indicators. Opposing a techno-centred and a user-centred approach, based on a real case study, a methodological framework to construct these indicators according to the real users’ needs is thus proposed, as well as a tool

Collaborative Indicators in Learning Games: An Immersive Factor

International audienceThe work reported here takes place in the educational domain. We propose an approach of a learning environment based on a graphical representation of a course: a pedagogical dungeon equipped with the capacity for collaboration in certain activities. The emergence of online multiplayer games led us to apply the metaphor of exploring a virtual world, a dungeon, where each student embarks on a quest in order to collect knowledge related to a learning activity. In the dungeon, each room represents a place, sometimes a collaborative place, where students are supposed to acquire a particular concept. Although the students appreciate this approach, there is an obvious need for awareness, especially for the teacher. Indeed, the teacher needs to adapt his/her pedagogical session according to what is going on during the collaborative activity. We thus need to provide the teacher with collaborative indicators, and this information must be part of the game in order to keep the immersion of the teacher inside the game. In this paper, we focus especially on the need for collaborative indicators concerning both the knowledge (success and failure for sub activities) and the behaviour (talkative, cooperative) of the different students during the pedagogical session. In the first part, we describe deal with the support of the observation task for the teacher during a learning session. We then propose a classification of collaborative indicators as well as concrete examples from a real experiment achieved with students in our University. For immersion purposes, we represente these indicators by particular symbols such as coloured “auras” inserted inside the game itself

Towards a structured approach to the definition of indicators for collaborative activities in engineering design

International audienceThe work reported here relates to the need for collaborative platforms for sharing knowledge in engineering design. Such platforms often integrate different indicators for describing or measuring the characteristics of current or past activities in order to improve collaboration. These collaboration indicators are intended to promote the interaction between the users of those platforms, and to provide engineers with different forms of awareness. In this paper, the issue of defining a structured approach for building a consistent set of indicators for an efficient collaborative platform in engineering design is investigated. A possible classification for these indicators is put forward and is based on several dimensions, such as the social aspects. This classification provides a broad view of indicator requirements, through grid, making it possible both to analyse existing indicators and to characterise users' needs in order to define new ones. The proposed classification is tested in two different companies using a collaborative platform for their engineering activities. It is shown that the classification makes it possible to reveal the strengths and weaknesses of an existing set of indicators, and how it can support the elicitation process of new ones. Finally, a definition of co-design methodology for collaboration indicators is suggested. Here, particular attention is paid to users' needs and to the systematic consideration of all relevant dimensions

Questionnement de la jeunesse

Réunion: World Commission on Environment and Development, Public Hearing, 26-27 May 1986, Ottawa, ON, CAEn se référant aux détails du projet 87-4249, le CRDI a appuyé la Commission Mondiale sur l’environnement et le Développement (CMED) afin d'acquérir et de reproduire les originaux des communications, des enregistrements et des transcriptions de témoignages lors des séances publiques de la commission. En vertu de cette entente le CRDI est devenu le dépositaire de tous les documents originaux et il a le droit de reproduire cette collection en microfiches pour des fins de large diffusion

Disease progression models of familial frontotemporal lobar degeneration and the temporal ordering of biomarker changes in an international cohort

Background: Clinical trials are underway to treat familial frontotemporal lobar degeneration (f-FTLD). This is a rare disease, and a limited number of mutation carriers have been identified; thus, efficient trial design is critical. Multimodal, latent disease progression models (DPM) can estimate time to symptom onset and define the temporal ordering of biomarker changes. DPMs can also be leveraged to select endpoints and potentially supplement analyses by integrating historical data. Recent draft FDA guidance for gene therapy trials in neurological disease supports these novel approaches to clinical trials. Method: Participants included 1,049 members of families affected by f-FTLD, due to mutations in GRN, MAPT, or C9orf72 genes, who were enrolled in ALLFTD or GENFI. A Bayesian repeated measures model incorporated multimodal data to estimate disease progression, conditional on latent disease age (proximity to symptom onset), in 677 mutations carriers (GRN (n=233), MAPT (n=151) and C9orf72 (n=293)). Family members without pathogenic mutations were used as the reference group. Mean follow-up was 1.1 (SD=1.1) years. Jointly modeled longitudinal variables included neuropsychological scores, CDR®+NACC-FTLD Box Score, MRI volumes of brain regions affected by f-FTLD, and plasma levels of neurofilament light chain (NfL). Result: Disease progression curves were similar across ALLFTD and GENFI cohorts. Plasma NfL elevations occurred earliest, up to 10 years before symptom onset, and NfL was the most powerful endpoint in the asymptomatic stage. MRI abnormalities occurred next, closer to symptom onset. The earliest MRI changes relative to symptom onset were observed in C9orf72+. GRN mutation carriers showed the most rapid acceleration in all biomarkers, and this acceleration occurred in close proximity to symptom onset. Neuropsychological measures and CDR®+NACC-FTLD Box Score were among the most promising endpoints in the symptomatic stage. Trial simulations indicated that using latent disease age as an enrollment criterion would allow some asymptomatic mutation carriers to be enrolled without sacrificing power. Conclusion: Similarity in disease progression across ALLFTD and GENFI participants suggests these models will apply to international trials. Model-derived estimates of disease progression curves indicate that endpoint selection should be specific to disease stage and mutation, and DPMs would facilitate greater participant enrollment