Scénariser les 4 piliers de la pédagogie

International audienceLa scénarisation des activités pédagogiques constitue un domaine de recherche stimulant à la croisée de l'informatique et des sciences humaines. Nous constatons que les activités pédagogiques traditionnelles relèvent de plusieurs niveaux de préoccupation : l'organisation générale de l'activité, les étapes d'apprentissage proprement dit, l'observation des comportements des apprenants et de leur appropriation des enseignements, et enfin de l'évaluation de l'activité autant sur le plan des connaissances acquises ou confortées, que des méthodes de travail mises en jeu pour cela ou de la façon de collaborer pour y parvenir. Nous formulons l'hypothèse que les activités pédagogiques en ligne peuvent être modélisées de façon modulaire selon ces quatre piliers fondamentaux « organisation, apprentissage, observation et évaluation » et qu'en corollaire il est possible d'exprimer ces différents points de vue avec un seul et même langage de modélisation pédagogique, LDL répondant pour sa part à cette proposition

ODD Symptom Network During Preschool

Several different conceptualizations of Oppositional Defiant Disorder (ODD) symptoms have been proposed, including one undivided set of symptoms (DSM-IV-TR; APA 2000); two domains of symptoms subdivided into affective and behavioral; and three domains of symptoms subdivided as angry/irritable, argumentative/defiant, and spiteful. The current study utilizes a novel approach to examining the division of ODD symptoms through use of network analysis. Participants were 109 preschoolers (64 male) between the ages of three and six (M = 4.34 years, SD = 1.08) and their parents and teachers/caregivers, who provided ratings of ODD symptoms. Results are consistent with one-, two-, and three- cluster solutions of ODD, but perhaps provide most support for the three-cluster solution. In addition, results support the idea that negative affect, particularly anger, forms the core of the ODD symptom network during preschool. These results suggest the importance of targeting anger in preschool interventions for ODD

Impulsivity Symptoms as Core to the Developmental Externalizing Spectrum

Impulsivity is posited to be a key part of the externalizing spectrum during childhood, but this idea has received minimal empirical attention. The goal of the present investigation was to utilize network analysis to determine whether behavioral impulsivity symptoms are key components of the externalizing network across several developmental periods from preschool into adolescence. Participants were 109 preschoolers (64 % male) ages 3 to 6, 237 children (59 % male) ages 6 to 9, 372 children (59 % male) ages 10 to 13, and 357 adolescents (59 % male) ages 13 to 17 and their parents. Parents completed ratings of Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) symptoms on a well-validated rating scale. Network analyses indicated that ADHD and ODD were somewhat differentiated in preschool, becoming united by behavioral impulsivity symptoms during early childhood, and then differentiating into inattention versus externalizing clusters later during childhood and in adolescence. Behavioral impulsivity symptoms were core to the externalizing spectrum across most developmental periods, but core inattentive and ODD symptoms were also identified in line with progressive differentiation. These results suggest the increasing importance of impulsivity symptoms across development, explaining externalizing comorbidity and potentially serving as a viable target for childhood interventions for externalizing problems

Self-assembly Controls Self-cleavage of HHR from ASBVd (−): a Combined SANS and Modeling Study

International audienceIn the Avocado Sunblotch Viroid (ASBVd: 249-nt) from the Avsunviroidae family, a symmetric rolling-circle replication operates through an autocatalytic mechanism mediated by hammerhead ribozymes (HHR) embedded in both polarity strands. The concatenated multimeric ASBVd (+) and ASBVd (−) RNAs thus generated are processed by cleavage to unit-length where ASBVd (−) self-cleaves with more efficiency. Absolute scale small angle neutron scattering (SANS) revealed a temperature-dependent dimer association in both ASBVd (−) and its derived 79-nt HHR (−). A joint thermodynamic analysis of SANS and catalytic data indicates the rate-determining step corresponds to the dimer/monomer transition. 2D and 3D models of monomeric and dimeric HHR (−) suggest that the inter-molecular contacts stabilizing the dimer (between HI and HII domains) compete with the intra-molecular ones stabilizing the active conformation of the full-length HHR required for an efficient self-cleavage. Similar competing intra- and inter-molecular contacts are proposed in ASBVd (−) though with a remoter region from an extension of the HI domain

Description of the 'Planet Game' Case Study and guidelines to the authors

This paper describes the 'Planet Game' case study, also called the 'Astronomy Game', initially proposed to the participants of the workshop "Comparing Educational Modelling Languages on a Case Study" which was held in Heerlen, The Netherlands, during ICALT 2006. This case study is supposed to facilitate the comparison of approaches (model/tool/...). This is only a « framework » that has been sometimes adapted by the authors of the papers of the special issue. This paper gives also guidelines to structure the paper, again to improve the comparison of the approaches for the reader of the special issue.Editors: Laurence Vignollet (Université de Savoie, France)

Accompagner le personnel enseignant dans les choix d’utilisation d’une ressource technopédagogique : Un questionnement technopédagogique utile à l’intégration des technologies en enseignement dans les programmes d’études au collégial

À l’heure où la pertinence de l’intégration des TIC en éducation n’est plus à démontrer, la difficulté de faire valoir ces technologies auprès du personnel enseignant demeure un constat fréquent. Cette réticence à les inclure dans l’axe enseignement-apprentissage prend différentes formes, la première étant l’impression d’une inefficacité pédagogique. En effet, malgré l’existence d’outils technopédagogiques novateurs, ces derniers sont encore peu utilisés, l’enseignement magistral demeurant encore la méthode privilégiée. Or, innover signifie être en rupture avec des habitudes, avec des modèles bien ancrés et éprouvés. Par conséquent, comment favoriser cette rupture avec l’approche traditionnelle dominante auprès des enseignantes et enseignants ? L’expérimentation que nous avons réalisée auprès de trois groupes de participants composés d’enseignants et de conseillers pédagogiques de l’ordre collégial* dont cet article rend compte, nous permet de proposer une façon d’y arriver en stimulant un questionnement intégrant les dimensions liées aux connaissances disciplinaires et à la pédagogie, à l’instar du cadre de référence appelé le TPaCK (Mishra et Koehler, 2006). Les collectes de données se sont déroulées en juin 2013 et en février 2014. Grâce à cet exercice, un répertoire de ressources numériques technopédagogiques a non seulement été créé, mais la pertinence d’un outil réflexif favorisant l’identification et l’intégration des technologies dans l’enseignement a également été évaluée. L’analyse des scénarios identifiés a permis de tirer quelques constats et recommandations permettant d’optimiser l’utilisation du TPaCK.* L’ordre collégial au Québec fait partie, au même titre que l’ordre universitaire, de l’enseignement supérieur et correspond à la dernière ou aux deux années de lycée français et à une année préuniversitaire.At a time when the relevance of ICT integration in education is well established, there remains the difficulty of promoting such technologies among teachers. This reluctance on the teachers’ part to include these technologies in the teaching-learning continuum takes various forms, beginning with their impression of its being an ineffective pedagogy. Indeed, despite the existence of innovative pedagogical tools promoting digital education, these tools are still little used, and lectures remain the preferred method of instruction. Innovation means breaking with habits and with well-entrenched, proven models. Consequently, how can this change be promoted among teachers? The experimentation we carried out with three groups of participants composed of college-level teachers and pedagogical counsellors [1] on which this article reports, enables us to propose a solution by integrating into their questioning the didactic and pedagogical dimensions, as in the TPACK framework (Mishra and Koehler, 2006). Data collection took place in June 2013 and February 2014.This exercise not only helped create a directory of techno-pedagogical resources, it also allowed for the evaluation of a reflective tool that promotes the identification and integration of technologies in teaching. The analysis of the resources identified gave rise to some observations and recommendations for optimizing the use of TPACK

A Transversal Analysis of Different Learning Design Approaches

The goal of the ICALT workshop "Comparing Educational Modelling* Languages on a Case Study" was to compare different Learning Design approaches. Various teams were asked to design and implement a common case study and to answer common given challenges. Then, a special issue on "Comparing Educational Modelling Languages on the "Planet Game Case Study"" was proposed to give the workshop challengers the opportunity to describe their solution in more detail. It is now time to make the comparison. Based on an in-depth analysis and many exchanges with the teams involved, this paper introduces the approaches and highlights current challenges in the Learning Design field in connection with the pitfalls included in the case study and the given challenges.Editors: Laurence Vignollet (Université de Savoie, France)

(Post-)queer citizenship in contemporary republican France

1996 saw the publication of Frédéric Martel’s Le Rose et le noir, a comprehensive study of three decades of gay life in metropolitan France. The predominantly anti-communitarian stance adopted by Martel in the epilogue to the first edition of his work had evolved, by the time of the book’s publication en poche in 2000, into a more nuanced view of the interactions and intersections between queer and republican identities in contemporary France. This development was influenced, in large part, by concrete changes which took place over the second half of the 1990s, centring around the introduction of the PACS in 1999, and leading to an ever-broadening debate. This paper will begin by setting forth the ways in which Martel’s position changed and analysing the attitudinal, social, and legislative backdrop which paved the way for such a change to occur. It will then bring Martel’s work into a dialogue with the writings of Eric Fassin and Maxime Foerster, both of whom have, like Martel, offered crucial analyses of the place of queer citizens within the contemporary French republic. Particular attention will first be paid to the ways in which Fassin, in his writings, has underlined the salience of the ‘droit du sol/droit du sang’ debate, traditionally associated with questions of ethnic belonging, in light of public and political discussions revolving around questions of queer kinship raised by the introduction of the PACS. This will lead into an examination of Foerster’s assertion that gay citizens of the Republic, in the era of the PACS, find themselves in a role previously held by women, in other words, as elements that require integration within a republican model. Foerster argues that this requirement to integrate is indicative of the fact that the traditional republican claim that the citizen is a blank canvas is at best misguided, and, at worst, has been deliberately subverted. This paper will examine the manner in which Martel and Fassin’s observations can be used to further strengthen the points raised by Foerster, concluding with the latter that a true engagement with the issues raised by debates around queer citizenship over the past decade can, in fact, allow the contemporary republican citizen to ‘devenir ceux [qu’il] est’. In other words, the article will conclude that the potential impact of the PACS legislation and the broader discussions it has provoked could be a renegotiation of the relationship between queer citizens and the republic

Uptrend in distress and psychiatric symptomatology in pregnant women during the coronavirus disease 2019 pandemic

Introduction: Prenatal maternal distress has a negative impact on the course of pregnancy, fetal development, offspring development, and later psychopathologies. The study aimed to determine the extent to which the coronavirus disease 2019 (COVID-19) pandemic may aggravate the prenatal distress and psychiatric symptomatology of pregnant women. Material and methods: Two cohorts of pregnant volunteer women were evaluated, one that was recruited before the COVID-19 pandemic (n = 496) through advertisements in prenatal clinics in Quebec, Canada, from April 2018 to March 2020; the other (n = 1258) was recruited online during the pandemic from 2 April to 13 April 2020. Prenatal distress and psychiatric symptomatology were measured with the Kessler Distress Scale (K10), Post-traumatic Checklist for DSM-5 (PCL-5), Dissociative Experiences Scale (DES-II), and Positive and Negative Affect Schedule (PANAS). Results: The 1754 pregnant women (Mage = 29.27, SD = 4.23) were between 4 and 41 gestational weeks (M = 24.80, SD = 9.42), were generally educated (91.3% had post-high-school training), and financially well-resourced (85.3% were above the low-income cut-off). A multivariate analysis of covariance controlling for age, gestational age, household income, education, and lifetime psychiatric disorders showed a large effect size (ES) in the difference between the two cohorts on psychiatric symptoms (Wilks’ λ = 0.68, F6,1400 = 108.50, P <.001, partial η2 = 0.32). According to post-hoc analyses of covariance, the COVID-19 women reported higher levels of depressive and anxiety symptoms (ES = 0.57), dissociative symptoms (ES = 0.22 and ES = 0.25), symptoms of post-traumatic stress disorder (ES = 0.19), and negative affectivity (ES = 0.96), and less positive affectivity (ES = 0.95) than the pre-COVID-19 cohort. Women from the COVID-19 cohort were more likely than pre-COVID-19 women to present clinically significant levels of depressive and anxiety symptoms (OR = 1.94, χ2[1] = 10.05, P =.002). Multiple regression analyses indicated that pregnant women in the COVID-19 cohort having a previous psychiatric diagnosis or low income would be more prone to elevated distress and psychiatric symptoms. Conclusions: Pregnant women assessed during the COVID-19 pandemic reported more distress and psychiatric symptoms than pregnant women assessed before the pandemic, mainly in the form of depression and anxiety symptoms. Given the harmful consequences of prenatal distress on mothers and offspring, the presently observed upsurge of symptoms in pregnant women calls for special means of clinical surveillance. © 2020 Nordic Federation of Societies of Obstetrics and Gynecolog