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THE MARITIME ENGLISH MOOC: USING THE MOOC TECHNOLOGY TO FLIP THE CLASSROOM ; Le MOOC Anglais maritime : utiliser la technologie des MOOC pour inverser la classe
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In: Proceedings of IMEC26 ; IMEC26 - International Maritime English Conference ; https://hal.archives-ouvertes.fr/hal-03187161 ; IMEC26 - International Maritime English Conference, Jul 2014, Terschelling, Netherlands (2014)
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Écoles rurales, vers des orientations nouvelles : l'exemple des écoles de proximité en Côte d'Ivoire
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In: Regards scientifiques croisés sur le changement global et le développement - Langue, environnement, culture : Actes du Colloque international de Ouagadougou (8-10 mars 2012) ; Langue, environnement, culture : pluridisciplinarité et développement ; https://hal.archives-ouvertes.fr/hal-00939897 ; Gwenaëlle FABRE, Anne FOURNIER, Lamine SANOGO. Regards scientifiques croisés sur le changement global et le développement - Langue, environnement, culture : Actes du Colloque international de Ouagadougou (8-10 mars 2012), Sciencesconf.org, pp.9-21, 2014 (2014)
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Ein Recht für kulturelle Bildung. Deutsch-französischen Plädoyer. ; Pour un droit à l’éducation artistique. Un plaidoyer franco-allemand.
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In: https://hal.univ-grenoble-alpes.fr/hal-01134719 ; Ed. de l’Observatoire des politiques culturelles / Ed. Verlagh (édition bilingue). France. 2014 (2014)
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Langage, apprentissage et enseignement des mathématiques
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In: https://halshs.archives-ouvertes.fr/halshs-01101886 ; Université Lille 3 UFR Sciences de l'Education Villeneuve d'Ascq,. France. Numéro thématique (54), Université Lille 3 UFR Sciences de l'Education Villeneuve d'Ascq,, 2014, Spirale - Revue de recherches en éducation ; http://spirale-edu-revue.fr/spip.php?article1187 (2014)
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Predictors of reading and comprehension abilities in bilingual and monolingual children: A longitudinal study on a transparent language
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In: Colloque APPREC «Apprentissage de l'écrit : Diversité des langues, Singularité des troubles», Strasbourg, 3-5 décembre 2014 ; https://hal.archives-ouvertes.fr/hal-03076565 ; Colloque APPREC «Apprentissage de l'écrit : Diversité des langues, Singularité des troubles», Strasbourg, 3-5 décembre 2014, 2014, Strasbourg, France. s.p., 2014 (2014)
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Reflection on Networking Through the Praxeological Lens
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In: Networking of Theories as a Research Practice in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-02385558 ; Networking of Theories as a Research Practice in Mathematics Education, pp.249-265, 2014, 978-3-319-05389-9. ⟨10.1007/978-3-319-05389-9_15⟩ (2014)
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Context, Milieu, and MediaMilieus Dialectic: A Case Study on Networking of AiC, TDS, and ATD
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In: Networking of Theories as a Research Practice in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01383597 ; Springer. Networking of Theories as a Research Practice in Mathematics Education, pp.153-177, 2014, Advances in Mathematics Education, 978-3-319-05388-2. ⟨10.1007/978-3-319-05389-9_10⟩ ; http://link.springer.com/chapter/10.1007/978-3-319-05389-9_10 (2014)
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« Une anthologie ignorée du XVIe siècle : 'Primavera dos Mininos', 1569 »
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In: "Folclore y Leyendas en la península ibérica: en torno a la obra de François Delpech", Maria Tausiet y Hélène Tropé, ed. ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01495579 ; Consejo Superior de Investigaciones Ceintificas. "Folclore y Leyendas en la península ibérica: en torno a la obra de François Delpech", Maria Tausiet y Hélène Tropé, ed., pp.241-266, 2014, Biblioteca de dialectologia y tradiciones populares, 978-84-00-09796-7 (2014)
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Learning scenarios for a 3D virtual environment: The case of special relativity.
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In: Frontiers of Fundamental Physics and Physics Education Research ; https://hal.archives-ouvertes.fr/hal-02882981 ; Sidharth B., Michelini M., Santi L. Frontiers of Fundamental Physics and Physics Education Research, pp.377-383, 2014, 978-3-319-00296-5; 978-3-319-00297-2. ⟨10.1007/978-3-319-00297-2_37⟩ (2014)
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L'épreuve de chant au certificat d'études en Bretagne sous l'Occupation
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In: ISSN: 0399-0826 ; EISSN: 2108-6443 ; Annales de Bretagne et des Pays de l'Ouest ; https://hal.archives-ouvertes.fr/hal-01145766 ; Annales de Bretagne et des Pays de l'Ouest, Presses Universitaires de Rennes, 2014, 121 (4), p.137-156 (2014)
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Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study
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In: ISSN: 1472-6920 ; BMC Medical Education ; https://hal.sorbonne-universite.fr/hal-01311026 ; BMC Medical Education, BioMed Central, 2014, 14, pp.103. ⟨10.1186/1472-6920-14-103⟩ (2014)
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Formative usability report on the early prototype of the Go-Lab portal
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In: https://telearn.archives-ouvertes.fr/hal-01201936 ; [Research Report] Go-Lab Project. 2014 (2014)
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Abstract:
The key objective of WP3 is to identify, update and integrate, on an ongoing basis, requirementsfor developing the Go-Lab Portal. Methodologically, WP3 adopts a participatory design (PD)approach grounded in the established User-centred Design (UCD) frameworks, which alsounderpin Usability and User Experience (UX) methodologies. In Year 2 (Phase A), WP3 isresponsible to collect data on usability and user experience of the Go-Lab design artefacts, rangingfrom individual scaffolds to an entire online lab to inform the refinement of the pedagogicalspecifications (WP1) for such artefacts and the improvement on their design and development(WP4, WP5).Specifically, we provide teachers and students with access to prototypes of parts of or the wholesystem in increasing levels of fidelity, some iteratively in different levels of refinement, in order toelicit their feedback in usefulness, enjoyability, learnability, memorability, effectiveness, and otherpragmatic as well as hedonic qualities. Several complementary HCI approaches have beenadopted and adapted for PD data collection and analysis, including:1) Face-to-face PD workshops with a range of engaging activities that encourage participantsto provide feedback on the artefacts under scrutiny. Different instruments were deployed,including traditional paper-and-pen and its software-supported counterpart PDot forcapturing feedback, surveys, audience response system, interviews, and observations;2) Online Core Group Teachers (CGT) involving 17 participants from eight countries inEurope, who are highly motivated in following the development of Go-Lab and are willing toprovide prompt feedback to specific questions posed to them on a regular basis;3) Heuristic Evaluation applied to evaluate some scaffolds and ILs by usability researcherswithout involving end-users; the results have directly been fed to the development team forimproving the prototype before testing it with users.From November 2013 to October 2014, 21 face-to-face PD events of various scales involving endusershave been conducted in nine countries whereas 6 PD activities have been conducted onlinewith the Core Group Teachers. Altogether these PD activities involved 158 teachers and 221students from 9 countries. The PD events took place at schools, research/training centres, andother venues such as the Go-Lab Summer School. The data are predominantly subjective selfreportsof teachers and students on their experiences and opinions after using specific Go-Labartefacts for specified tasks.Overall, the participating teachers and students have highly been persuaded of the potentialbenefits of Go-Lab. However, they have found some of the components in their current form andsome aspects of the integration of the components not intuitive to use. Encouraging is that theyhave provided improvement suggestions as well as ideas for new features; data thereof have beenanalysed, assimilated and communicated to the pedagogical and development teams.The wide variety of PD events with end-users have provided a steady flow of information back tothe project leadership and thereby influenced system development direction and priorities. Apartfrom a set of specific recommendations derived from the PD results, a genera redesign proposal isthe use of a style guide, focusing on visual design, content, interaction design, data handling, andonline help, to ensure consistent look and feel and thus positive user experience.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; Inquiry-Based Learning; Online Labs; Online Portal; Science Education
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URL: https://telearn.archives-ouvertes.fr/hal-01201936/file/Go-Lab%20D3.2%20Final.pdf
https://telearn.archives-ouvertes.fr/hal-01201936/document
https://telearn.archives-ouvertes.fr/hal-01201936
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| 16 |
Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence
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One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism
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Integrated technologies instructional method to enhance bilingual undergraduate engineering students
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The role of teacher’s written formative feedback on students’ critical thinking
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In: International Academic Forum (IAFOR) European Conference on Education 2014, ; International Academic Forum (IAFOR) European Conference on Education 2014 (2014)
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«"And i want to continue helping undocumented students like myself»" : a qualitative case study of three non-status students in their encounters with higher education
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