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

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

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

Endometrial cancer in elderly women: which disease, which surgical management? A systematic review of the literature

International audienceObjective: Endometrial cancer primarily affects elderly women. The aim of the present literature review is to define the population of elderly women with this disease and to define the characteristics of this cancer in elderly people as well as its surgical treatment. Materials and Methods: A systematic review of the English-language literature of the last 20 years indexed in the PubMed database. Results Endometrial cancer is more aggressive in elderly women. However, surgical staging performed in elderly patients is often not concomitant with the disease’s aggressiveness in this group. Mini-invasive surgery is performed less often, for no obvious reason. Of note, oncogeriatric evaluation was not usually ruled out to determine the most appropriate surgical modality. Conclusion: Studies are needed to evaluate surgical management of endometrial cancer in elderly women, notably with the aid of oncogeriatric scores to predict surgical morbidity

The CaliPhoto Method

International audienceWe propose an innovative method based on photography and image processing of interdisciplinary relevance, permitting the uncomplicated and inexpensive evaluation of material properties. This method-CaliPhoto-consists of using a dedicated colour plate with a specific design, placed in the field of view of a photograph of the material to be characterized. A specific image processing workflow is then applied to obtain colour vectors independent of illumination conditions. The method works using commercial colour cameras (e.g., smartphone cameras), and the colour plate can be printed on any colour printer. Herein, we describe the principle of the method and demonstrate that it can be used to describe and compare samples, identify materials or make relatively precise concentration measurements. The CaliPhoto method is highly complementary to any scientific research and may find applications across a range of domains, from planetary science to oceanography. The method may also be widely used in industry

New insights on the population genetic structure of the great scallop (Pecten maximus) in the English Channel coupling microsatellite data and demogenetic simulations.

International audienceThe great scallop (Pecten maximus) is a commercially important bivalve in Europe, particularly in the English Channel, where fisheries are managed at regional and local scales through the regulation of fishing effort. In the long term, knowledge about larval dispersal and gene flow between populations is essential to ensure proper stock management. Yet, previous population genetic studies have reported contradictory results. In this study, scallop samples collected across the main fishing grounds along the French and English coasts of the English Channel (20 samples with temporal replicates for three sites,n= 1059 individuals), and the population genetic structure was analysed using 13 microsatellite loci. Coupling empirical genetic data with demogenetic modelling based on a biophysical model simulating larval exchanges among scallop beds revealed a subtle genetic differentiation between south-west English populations and the rest of the English Channel, which was consistent with larval dispersal simulations. The present study provides a step forward in the understanding of great scallop population biology in the English Channel, underlining the fact that even in a context of potentially high gene flow and recent divergence times since the end of the last glacial maximum, weak but significant spatial genetic structure can be identified at a regional scale

Infections à virus herpes simplex résistant à l'aciclovir chez des patients infectés par le virus de l'immunodéficience humaine

L émergence de virus herpes simplex (VHS) résistants à l aciclovir (ACV) constitue un risque majeur chez les patients immunodéprimés compte tenu de la sévérité de l infection et de sa prise en charge difficile. Nous avons étudié les infections à VHS résistants à l ACV documentées par antivirogramme chez 15 patients infectés par le VIH. Quatorze patients ont une infection génitale liée au VHS de type 2 et 1 au VHS de type 1; 13 sont cliniquement résistants à l ACV. La majorité des patients (14/15) a eu des récurrences. La durée médiane entre le premier épisode d infection à VHS et l apparition d une résistance à l ACV est de 55 mois (0,5-192) avec une durée cumulée moyenne de traitement par ACV ou valaciclovir de 8 mois (0,5-24). Les patients ont un déficit immunitaire modéré (médiane des CD4 = 171/mm ; 3-850) et l infection par le VIH est le plus souvent contrôlée par le traitement antirétroviral (charge virale médiane = 200 copies/ml; 200-74 000). Sur 21 cures de foscavir (FSC), l efficacité est complète pour 12 (57%), partielle pour 4 (19%), nulle pour 4 (19%), 1 (5%) est arrêtée précocement pour intolérance. Deux patients ont développé une résistance secondaire au FSC. Sur 7 traitements par cidofovir (CDV) intraveineux, 2 (29%) ont une réponse complète, 2 (29%) une réponse partielle, 1 (13%) est un échec et 2 (29%) sont arrêtés précocement pour intolérance. Neuf traitements par CDV pommade montrent une efficacité complète pour 3 (33%), partielle pour 4 (44%) et nulle pour 2 (23%). La sensibilité à l ACV lors des récurrences n est pas prédictible. Parmi les 10 patients traités de nouveau par ACV, 4 avaient une souche cliniquement résistante et 6 une souche sensible.PARIS6-Bibl.Pitié-Salpêtrie (751132101) / SudocPARIS-BIUM (751062103) / SudocSudocFranceF