La « gamification » de la vie : sous couleur de jouer ?

Le mot « gamification » a aujourd’hui le vent en poupe et désigne l’élargissement du paradigme ludique à des domaines dont il est censé être habituellement exclu. S’il ouvre d’intéressantes perspectives de recherche sur la place et la fonction de la notion de jeu dans la société actuelle, il doit aussi être problématisé. Après avoir évoqué ceux qui nous semblent être les quatre principaux achoppements de certains usages actuels de cette notion, nous explorerons la gamification à la lumière de la pensée de Jacques Henriot. Nous reprendrons notamment des éléments de discussion autour du jeu comme métaphore et comme construction sociale, des niveaux d’analyse de la métaphore ludique, de la tension et l’équilibre dynamique de l’attitude ludique, ainsi que de la différence entre pensée, énonciation et action. Finalement, nous esquisserons des pistes de réflexion pour aborder lees liens entre gamification et éducation.« Gamification » is now a buzzword ; it denotes the widening of the ludic paradigm to fields from which it is supposed to be usually excluded. The notion opens up interesting research perspectives about the place and the function of game’s and play’s notions in today's society, but it must also be problematized. After referring to those that we think should be seen as four main obstacles for certain current uses of this notion, we explore gamification based of Jacques Henriot’s thought. We will include discussion elements around game and play as metaphors and as social constructs, levels of analysis of the playful metaphor, tension and dynamic balance of playfulness and difference between thinking, saying and acting. Finally, we shall sketch some guidelines to approach the links between gamification and education

Faire jouer pour faire conceptualiser la grammaire : une gageure ?

Malgré les tournants communicatif et actionnel, qui sont associés à une vision de la grammaire issue de principes constructivistes, les supports pédagogiques et les pratiques de classe restent trop souvent ancrés dans une représentation grammaticale surannée. Après avoir discuté ici brièvement de la pertinence d’une approche ludique pour combler l’écart entre théorie et pratique, nous soulignons l’importance des activités de conceptualisation, pour terminer sur une série de trois propositions concrètes d’activités de conceptualisation grammaticale par le jeu en classe de français langue étrangère

Speech rate in children with and without phonological disorder

TEMA: velocidade de fala no transtorno fonológico (TF). OBJETIVO: comparar o desempenho de crianças, com e sem transtorno fonológico, em diferentes tarefas de velocidade de fala. MÉTODO: participaram do estudo vinte crianças com diagnóstico de transtorno fonológico (GTF) e vinte crianças com desenvolvimento típico de fala (GC), com idade entre quatro anos a dez anos e onze meses, de ambos os sexos. As medidas de velocidade de fala (tempo total de duração, sílabas/segundo e fonemas/segundo) foram analisadas em duas provas de imitação, sendo uma padrão e outra baseada em frases retiradas do próprio discurso da criança, cada qual composta de uma sentença curta e outra longa. RESULTADOS: o GC apresentou um desempenho significantemente melhor que o GTF em todas as medidas da prova de imitação padrão e também no tempo total de duração da sentença longa na prova de imitação de frases próprias, de forma que o tamanho e a tipologia das sentenças influenciaram o desempenho de ambos os grupos. CONCLUSÃO: verifica-se menores valores de velocidade de fala nas crianças com TF participantes deste estudo, em função de possíveis déficits lingüísticos ou motores, embora haja indícios de controle da velocidade de produção da fala em função do tamanho da frase. Todas as medidas mostraram tal diferença, especialmente na prova de imitação padrão.BACKGROUND: speech rate in phonological disorders. AIM: to compare the performance of children with and without phonological disorders in different speech rate tests. METHOD: participants of this study were 20 children diagnosed with phonological disorders (PDG) and 20 with typical speech development (CG), aged 4 years to 10 years and 11 months, of both genders. Speech rate measurements (total durantion time, syllables per second and phonemes per second) were analyzed in two imitation tests, being one standard and the other based on phrases taken from the child's own speech, each composed of a short and a long sentence. RESULTS: the CG presented a significantly better performance than the PDG, when considereing all of the mesurements applied to the standard imitation test and also when considering the total duration time of the long sentence in the self-imitation test. This indicates that the length and type of sentences influenced the performance of both groups. CONCLUSION: lower values of speech rate are observed for children with PD, participants of this study, due to possible language or motor deficits, although there is evidence of speech rate control due to the length of the sentence. All of the measurements indicated this difference, specially for the standard imitation test

Du Grammairien (1767) à Magic Word (2014). Jeux de lettres et innovation pédagogique dans l’enseignement du français

Cet article présente une analyse comparée de deux jeux appartenant à la même famille que Boggle (1978) et Ruzzle (2012) et spécifiquement destinés à favoriser l’apprentissage du français : le Grammairien (1767) et Magic Word (2014). Après avoir justifié le choix de l’appellation « jeux de lettres » et avoir évoqué divers antécédents de ce type de jeux, nous nous attachons à décrire le Grammairien et Magic Word, pour analyser ensuite dans manière plus détaillée ce qui perdure et ce qui change dans ces deux propositions pédagogiques nées à près de 250 ans d’écart. Pour ce faire, nous suivons un modèle basé sur trois des grandes régions métaphoriques auxquelles renvoie le jeu : matériel, structures et contexte. Nous terminons par une discussion de la valeur d’innovation qui peut être attribuée au jeu.This article introduces a comparative analysis of two games that belong to the same family as Boggle (1978) and Ruzzle (2012), specifically designed to foster the learning of French language: the Grammairien (1767) and Magic Word (2014). Once we have justified the choice of “letter games” as our main category, and discussed various backgrounds of this type of games, we shall attempt to describe the Grammairien and Magic Word, and then analyze more closely what endures and what changes in those two pedagogical proposals founded almost 250 years apart. For this purpose, we follow a model based on three of the main metaphorical areas to which game and play refers: material, structures and context. We conclude with a discussion about the innovation value which may be attributed to game

A utilização de códigos de ética pelos gestores de recursos humanos

Mestrado em Gestão de Recursos HumanosEsta tese tem como principal objetivo explorar a utilização dos Códigos de Ética pelos gestores de Recursos Humanos dentro das organizações. Pretendemos aferir a importância desse documento e o seu peso relativo nas tomadas de decisão nas empresas. Optámos por uma metodologia qualitativa, com a realização de dez entrevistas semidiretivas a gestores de Recursos Humanos de empresas de áreas de atuação e dimensões diferentes. As entrevistas foram posteriormente sujeitas a uma análise de conteúdo. Alguns dos principais resultados desta investigação demonstram que a maioria dos gestores de Recursos Humanos vê o Código de Ética como uma componente indispensável na organização. Verificamos também que, enquanto documento que enuncia e defende uma série de valores a manter, o Código de Ética é central na disseminação dos padrões morais de comportamento que a empresa pretende implementar; tendo também um peso inegável na maioria das tomadas de decisão dos gestores de Recursos Humanos. No entanto, verificamos também que isto só acontece se este documento for claro, bem implementado, bem difundido, bem interiorizado, e reforçado ao longo do tempo.The main objective of this thesis is to explore the use of Codes of Ethics in organizations by Human Resources managers. We intend to assess the importance of this document in organizations, as well as its weight in decision-making. We chose a qualitative methodology, gathering ten semi-directive interviews with Human Resources managers working in companies with different dimensions and areas of activity. These interviews were subsequently subjected to a content analysis process. Some of the main results of this research show us that most Human Resources managers see the Code of Ethics as an important and indispensable component in the organization. This being the document which lists and defends the moral values the company wants to uphold, we were also shown that the Code of Ethics is crucial to the dissemination of moral behavioral patterns the company wants to implement. At the same time, it factors undeniably in the majority of Human Resources managers’ decision-making processes. However, we were also shown that this only happens if the document has clear content, is well implemented, well publicized, well internalized, and reinforced throughout time.info:eu-repo/semantics/publishedVersio

JOGO E ROBÓTICA. PERSPECTIVAS ATUAIS A PARTIR DA DIDÁTICA DAS LÍNGUAS E CULTURAS

Recently, the evolution of processes and means of production has given rise to the “fourth industrial revolution” (4IR), marked by the acceleration of technological innovation as well as by the preponderant role of artificial intelligence, robotics, 3D printing, the Internet of Things and Big Data. The 4IR forces us to reconsider the basic principles of education in general and foreign language teaching/learning in particular. In this paper, we will explore the current perspectives of robotics from the foreign language teaching and learning field, with a special emphasis on the theme of game and play. After underlining the relationship between 4RI and the so-called 21st century competencies, we will briefly examine the effects of 4IR in foreign language teaching and learning field and mention the potential educational roles assigned to the most recent information and communication technologies within the previously described context. We will then turn our attention to an as yet little studied area at the crossroads of foreign language teaching and learning field, robotics and game studies: we will present and discuss some of the existing developments and suggest some possible research directions.Recientemente, la evolución de los procesos y los medios de producción ha dado lugar a la “cuarta revolución industrial” (4RI), marcada por la aceleración de la innovación tecnológica así como por el papel preponderante de la inteligencia artificial, la robótica, la impresión en 3D, el Internet de las cosas y el procesamiento de grandes volúmenes de datos. La 4RI nos obliga a reconsiderar los principios básicos de la educación en general y de la enseñanza/aprendizaje de lenguas extranjeras en particular. En este artículo, exploraremos las perspectivas actuales de la robótica desde la didáctica de lenguas y culturas (DLC), con un énfasis especial en el tema del juego. Tras subrayar la relación que existe entre la 4RI y las llamadas competencias del siglo XXI, examinaremos brevemente los efectos de la 4RI en la DLC y mencionaremos cuáles pueden ser las funciones educativas asignadas a las tecnologías de la información y la comunicación (TIC) más recientes dentro del contexto previamente descrito. Nos interesaremos después por un área poco estudiada aún, en el cruce de la DLC, la robótica y las ciencias del juego: presentaremos y discutiremos cuatro desarrollos existentes y sugeriremos algunos posibles derroteros de la investigación.Recentemente, a evolução dos processos e meios de produção deu origem à “quarta revolução industrial” (4RI), marcada pela aceleração da inovação tecnológica, bem como pelo papel preponderante da inteligência artificial, robótica, impressão 3D, Internet das Coisas e megadados. O 4RI nos obriga a reconsiderar os princípios básicos da educação em geral e do ensino/aprendizagem de línguas estrangeiras em particular. Neste artigo, exploraremos as perspectivas atuais sobre robótica a partir da didática de línguas e culturas (DLC), com uma ênfase especial no tema do jogo. Depois de sublinhar a relação entre o 4RI e as chamadas competências do século XXI, examinaremos brevemente os efeitos do 4RI no DLC e mencionaremos quais podem ser os papéis educacionais atribuídos às últimas tecnologias de informação e comunicação (TIC) no contexto descrito acima. Em seguida, nos voltaremos para uma área ainda pouco estudada na encruzilhada da DLC, robótica e ciência dos jogos: apresentaremos e discutiremos alguns dos desenvolvimentos existentes e sugeriremos algumas possíveis direções de pesquisa

El enfoque empírico-inductivo y los problemas de la investigación social en Venezuela

Historically, man has studied human knowledge, seeking to differentiate common knowledge from scientific knowledge. Diverse forms of producing scientific knowledge exist which began to become formalized before and during the twentieth century. In the twentieth century one of the most important foci for the production of knowledge was the empirical inductive focus (positivism) which even today has a great influence on the social sciences in Venezuela. Therefore, the purpose of this research is to discourse in a theoretical manner about the inductive-empirical focus, its influence and limitations on the production of scientific knowledge in the social sciences, as well as getting to know and describing the opinion of university professors on this topic and its usefulness in advising pre and post-graduate theses. To achieve this latter objective, an opinion survey of university professors was made regarding fundamental criteria of the inductiveempirical focus, to wit: criteria of demarcation, probabilistic induction, logical language, and the unification of science. Data obtained from the opinion survey was tabulated through descriptive statistics with frequency analysis. The conclusion reached is that this focus is still utilized by many researchers in the area of social sciences who, despite the fact that many of them deny using it in their discourse, do promote it while advising theses by orienting those theses toward an empirical referent and generalizing on the basis of probabilities and statistics.El hombre históricamente ha estudiado el conocimiento humano, buscando diferenciar el conocimiento vulgar del conocimiento científico. Existen diversas formas de producir el conocimiento científico que comienzan a formalizarse antes del siglo XX y en el siglo XX. En el siglo XX uno de los enfoques más importantes para la producción de conocimiento fue el enfoque empírico inductivo (positivismo) que aún hoy día tiene gran influencia en las ciencias sociales en Venezuela. Es por ello, que la presente investigación tiene como propósito disertar de manera teórica acerca del enfoque empírico inductivo, su influencia y limitaciones en la producción del conocimiento científico en las ciencias sociales; así como, conocer y describir la opinión de los profesores universitarios sobre el mismo y su utilidad en las asesorías de tesis de pre-grado y postgrado. Para lograr este último objetivo, se utilizó un sondeo de opinión a los profesores universitarios sobre los criterios fundamentales del enfoque empírico inductivo, a saber: criterio de demarcación, inducción probabilística, lenguaje lógico y unificación de la ciencia. Los datos obtenidos del sondeo de opinión se tabularon a través de estadística descriptiva, con análisis de frecuencia. Obteniendo como conclusión que este enfoque es aún utilizado por muchos investigadores en el área de lo social, que a pesar que en el discurso muchos niegan su uso, en las asesorías de tesis lo promueven, orientando las mismas hacia un referente empírico y generalizando a partir de probabilidades y estadísticas

Management of software development projects in Brazil using agile methods

The aim of the paper is to analyze how agile management practices are being adopted by specialists from software development technology companies in Brazil, identifying actions that contribute to the success of software implementation, aiming to ensure the survival of organizations in the market. The study counted with a literature review to support the field research with software development specialists who use the agile methodology and work in Brazil in the states of Rio de Janeiro and São Paulo. The results were analyzed through a descriptive statistics and content analysis. The research identified that the companies that adopt agile software management methodology in Brazil prefer the Scrum method and the development teams may be geographically distributed. The main positive points identified when adopting agile methods were the process speed, team involvement, maximization of results, involvement with the client, and simplicity. Most experts identified problems in the implementation of the agile methodology and as points of attention: management of distributed teams, scope estimation and communication. It was possible to identify the existence of a positive financial result by adopting the agile method for software development projects, as well as actions that contribute to the success of these projects, such as controlling quality using different testing techniques, project management, time, stakeholders, scope, and have agile communication, with feedback and good leadership. On the other hand, it was observed in the statistics that, although efficient, this method is still not being widely used. This research can contribute to the managers of software development companies in the use of agile methods as well as improving management decision-making