Active Learning

"Sommaire:
1. Introduction : le choix des méthodes, le thème, les aspects à comparer. (p. 2- 3)
2. Présentation factuelle des deux manuels.Quelques nuances, remarques, critiques et observations subjectives. (p. 3-6)
3. L’approche actionnelle et la notion de tâche dans les deux manuels.Analyse de la mise en œuvre : tâtonnement ou réussite ? (p. 6-11)
3.1 L’apprenant comme acteur social et la classe comme microsociété : à la recherche des allures d’une dimension collective dans les deux méthodes. (p. 11-12)
4. Autoévaluation de l’apprenant versus autocorrection : de l’intention non factuelle à l’atteinte. (p. 12-13)
5. L’autonomie chez l’apprenant : autoévaluation et stratégies d’apprentissage. (p. 14-15)
6. Conclusion (p. 15-16)
7. Bibliographie (p. 17)"

Professeure de FLE depuis 2005 à l’Alliance française de La Havane et ayant utilisé Tout Va Bien ! 1 et 2 en classe, je considère m’être appropriée ce manuel par l’usage et être en mesure de l’examiner aussi du point de vue théorique. Cinq ans après de son arrivée en cours, la direction de l’Alliance a décidé de le remplacer par un autre manuel. Plusieurs en ont été testés et certains nous ont été présentés par des maisons d’édition dont Latitudes 1. Intéressée par la perspective actionnelle, j’ai voulu étudier son évolution à travers l’analyse comparative de sa mise en œuvre dans ces deux manuels de FLE. D’autre part, captivée par l’autonomisation de l’apprentissage, je n’ai pas pu m’empêcher d’observer le traitement de l’autonomie chez l’apprenant comme une zone d’intersection de l’approche actionnelle.

Abstract In this paper, we introduce a new approach to learn dissimilarity for interactive search in content based image retrieval. In literature, dissimilarity is often learned via the feature space by feature selection, feature weighting or a parameterized function of the ...

Growing up in an era of video games and Web-based applications has primed current medical students to expect rapid, interactive feedback. To address this need, the A.T. Still University-School of Osteopathic Medicine in Arizona (Mesa) has developed and integrated a variety of approaches using technology-enhanced active learning for medical education (TEAL-MEd) into its curriculum. Over the course of 3 years (2010-2013), the authors facilitated more than 80 implementations of games and virtual patient simulations into the education of 550 osteopathic medical students. The authors report on 4 key aspects of the TEAL-MEd initiative, including purpose, portfolio of tools, progress to date regarding challenges and solutions, and future directions. Lessons learned may be of benefit to medical educators at academic and clinical training sites who wish to implement TEAL-MEd activities.

Victims of road traffic accidents face severe health problems on-site or after the event when they arrive at hospital lately in their emergency cycle. Road traffic accident has negative effect on the physical, social and emotional security of human lives which often lead to mortality, illness, pain, grief and even disability. This paper proposes a scheme that reduces the severity of road traffic accidents given its inevitable occurrence. The rational is to search for nearest hospitals to the accident location using Dijkstra algorithm and Fuzzy logic to recommend suitable hospitals out of list of nearest hospitals to timely attend to the emergency situation considering factors such as distance, severity of the accident, available facilities in the hospitals and other factors. The obtained results showed the practicability of the system to recommendation of quick solution to accident emergencies.

Abstract: A large literature has established the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the effect of the discussion environment on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political theory class. We compare how students evaluated discussions in the large class environment, in small discussion face-to-face discussion groups, and in online discussion groups. Overall, small ...

A multi-fidelity (MF) active learning method is presented for design optimization problems characterized by noisy evaluations of the performance metrics. Namely, a generalized MF surrogate model is used for design-space exploration, exploiting an arbitrary number of hierarchical fidelity levels, i.e., performance evaluations coming from different models, solvers, or discretizations, characterized by different accuracy. The method is intended to accurately predict the design performance while reducing the computational effort required by simulation-driven design (SDD) to achieve the global optimum. The overall MF prediction is evaluated as a low-fidelity trained surrogate corrected with the surrogates of the errors between consecutive fidelity levels. Surrogates are based on stochastic radial basis functions (SRBF) with least squares regression and inthe-loop optimization of hyperparameters to deal with noisy training data. The method adaptively queries new training data, selecting b...

This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The question is: how do you do all that? This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an e-learning platform and of specific CRM (customer relationship management) software. In order to analyze how this learning environment gets learners actively involved in learning and working together in productive ways, students were surveyed by responding to questionnaires. Several cause-effect relations underlying the teaching-learning methodology and the students ’ performance are discussed. 1.

Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students' awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students' understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.

The academic staff is an important pillar in achieving good pedagogical results in any university in the world. The role of teachers in the process of transforming educational systems on all levels should be underlined. It should be considered as an important strength of any educational institution. On the other hand lack of motivation and commitment can have a negative impact on the students' learning effects and overall performance of institutions. Teachers' contribution in development and implementation of new pedagogy in significant extent depends on their motivation and willingness for taking initiatives. There are many factors which affect the academician's motivation which includes rewards, incentives, reduced workload, professional career opportunities etc. The standard of educational institutions can be improved through knowledgeable, committed and motivated staff. The important challenge for universities is to get the teachers have the work done willingly and efficiently. The research on factors that could motivate academic teachers are discussed in the manuscript. The evaluation is made on the basis of survey carried out in several technical universities. The results could be treated as a founding for change of policy towards teachers in order to make progress in modern pedagogical tools implementation in teaching process in different engineering courses.

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for

In this paper we are giving an example of how Information and Communication Technologies (ICT) can enhance the process of Teacher training, and how this can be used for Lifelong Competence Development of teachers. We show how one particular methodology for teaching and training soft skills can be further enhanced by the use of ICT. We show how the use of Learning Design centred software platform for lifelong competence development can enhance the in-service training of teachers.

Rational drug use has increasingly received public policy attention in efforts to maintain quality health care at lower costs. Prescribing habits are developed during residency training, and education regarding rational drug use should be an integral part of the residency curricula. Considering that many medical errors in family medicine are related to incorrect medication management, there is need for a focused education in pharmacotherapy. This paper outlines suggested guidelines for pharmacotherapy curricula in family medicine residency training, as recommended by the Society of Teachers of Family Medicine Group on Pharmacotherapy. A pharmacotherapy curriculum should include common conditions managed in family medicine, as well as general principles of pharmacotherapy. This should allow for repeated exposure to core topics over a 3-year cycle and be delivered in various settings (didactic teaching, longitudinal active learning, point-of-care education, and rotations). The curricu...

Flipped classroom is a teaching method that has been used by many teachers all over the world . Thanks to its efficiency in improving the quality of teaching and learning , some Moroccan teachers think that it represents the best alternative to the traditional teaching methods we are following in our schools. This teaching method has many advantages since it fosters learners' autonomy , collaboration and independance . Technology has done a lot in order to implement the flipped classroom . Videos , Learning Management Systems and wiki spaces have contributed in making the flipped classroom experience a real success. So it's time to give it a try and adopt it, so that we provide equal opportunities for Moroccan students and help them enjoy their right to education and open the horizon for them to succeed and be active citizens in the future !

Stand-up Comedy has more to do with teaching than you might think. Is there more to Stand-up Comedy than just 'being funny'? what can teachers learn from interactive performance? How does the experience of Stand-up Comedy relate to: Oracy, Formative assessment and Dialogic learning?

Capstone is defined by the American Heritage Dictionary (2009) as a “crowning achievement or final stroke, the culmination or acme”. As the pinnacle of a student’s academic experience they mark a unique opportunity for students to showcase their knowledge, skills, and abilities acquired during their time in an academic program through a comprehensive, intensive, and integrative individualized experience. In a capstone experience, students synthesize, integrate, and/or apply their previous knowledge, in a way that demonstrates mastery while building a deeper level of understanding.The student created products generated from the capstone experience should be designed to help assess crucial learning outcomes of the BMF completer program in which the student is enrolled. Additionally, demonstration of general education and/or interdisciplinary outcomes should also be evident in the capstone such as effective written and oral communication, critical thinking, information accessing and information processing, and problem solving (Buzzetto-More and Pinhey, 2007).

A capstone course is a transformative educational experience predicated on student-centered constructivist pedagogy. In a capstone course, the tutor is not the foci of erudition, rather there is a shift of responsibility as the instructor becomes a facilitator who guides the tutee on their self-charted scholarly expedition (Buzzetto-More, 2013).

Various incarnations of student capstone courses can be found in higher education, most commonly within undergraduate and graduate nursing, education, computing, engineering, and/or or business programs. While still considered an unusual occurrence in K-12 teaching and learning in the United States, recognition of the benefits of capstone experiences has been growing steadily, albeit slowly, during the past fifteen years.

The pioneer of public K-12 capstone experiences is the State of Rhode Island. Under the Rhode Island Diploma System, students demonstrate proficiency through multiple sources of evidence gathered over time. State assessment results count for no more than 10 percent of this evidence. Other factors considered include: portfolios, capstone projects, public exhibitions, and the State's Certificate of Initial Mastery. As the culminating achievement of a student’s K-12 studies, the Rhode Island Capstone Project requires students to focus in-depth on a core question, the product of which plays an essential part in demonstrating that a student can meet applied learning standards, RI Grade Span Expectations, and other content standards (Rhode Island Skills Commission, 2012).

There are many different models for capstone course delivery and conducting these courses is a complex task. Clear, Goldweber, Young, Ledwig, and Scott (2001) addressed the complexity of creating, implementing and delivering a successful capstone experience. They explained that there are a number of important issues that need to be addressed. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables;Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review.

Capstone experiences are highly constructivist and almost always project based whereas project, or problem based learning, it is a constructivist form of instruction where students engage in critical thinking, synthesis, evaluation, multilayered decision making, goal setting, problem solving, and collaboration (Page, 2006). Further, the exploratory and inquiry oriented nature of project based learning activities helps to build and/or reinforce information literacy skills (Buzzetto-More, 2009; Kuhlthau and Todd, 2007) where students demonstrate the ability to: plan, select sources, find and locate information, engage in critical analysis, apply multilayered decision making, and generate meaning (Page, 2006).

Teaching a capstone course is an exciting and ever changing experience. It requires an ongoing and
meaningful dialogue to occur between tutor and tutee, the unique nature of which stimulates learning in
a way that is without parallel. As such, an enthusiastic and supporting attitude is paramount.

Passive aggressive online learning is an extension of Support Vector Machine (SVM) to the context of online learning for binary classification. In this paper we consider the application of the algorithm on anomaly labeling for IJCNN 2001 Neural Network Competition dataset from LibSVM dataset repository 1 from Ford Research Laboratory. We also work on an improved version of the online learning algorithm called Active learning and we compare both algorithms to that of SVM (from LibSVM library). We propose different experimental setups for comparing the algorithms.

Interest is increasingly being recognized as an effective motivator for learning, however neither the constructivist learning environment design literature nor the motivation research literature directly address the challenges of designing interest-driven learning activities. In this paper, we present a design framework for the creation of learning activities that draw on interest as their primary source of motivation. This Interest-Driven Learning design framework is the embodiment of a theory that addresses two challenges to the large-scale implementation of interest-driven learning. These challenges are coverage, the difficulty of motivating the wide range of learning objectives valued by our educational system with interest, and strength, the variation over time and across learners of the motivational strength of interest in a particular topic or activity. The Interest-Driven Learning framework is based on a novel categorization of motivational constructs into interest and conte...

1 Res. Assist., Çukurova University, Faculty of Education, Dept. of Primary Education, Adana-TURKEY 2 Assist.Prof.Dr., Çukurova University, Faculty of Education, Dept. of Primary Education, Adana-TURKEY ... The original language of article is Turkish (v.6, n.1, April ...

Prevailing modes of instruction, often passive in nature, do not address crucial issues for student success in science: the need for students to become part of an intellectual community, the differences in the ways students learn, and the powerful role that mentoring can play in involving students in science. Furthermore, students who spend most of their instructional time listening to lectures seldom learn to communicate scientific ideas and to become part of a problem-solving team, skills that industry tells us are crucial to success in the workplace. Workshop Chemistry is a peer-led team-learning model of instruction that provides an active learning experience for students, creates new leadership roles for those who have done well, and involves faculty in the process of reform. A modest reduction in lecture or recitation time is replaced by a two-hour student-directed small group roblem-solving and model-building workshop. The Workshop Chemistry Project is a coalition of faculty, learning specialists, and students from a variety of institutions organized around the theme of developing the workship model as an integral part of the course structure. Several brief descriptions of the workshop courses offered in the Fall of 1995 are provided, along with some sample workshop problems. Surveys, focus groups, student logs, faculty interviews, and actual course results provide insight into the enhanced learning in the workshop and the progress of the project towards its goals.