Scholarships Guide and Resources

Scholarships Guide and Resources

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What is Project report writing?

What is Project report writing?

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Are research papers written in past tense?

Entry-level photographers: Those who are just getting started in the world of professional photography after taking some formal write my coursework for me education typically charge $50-$150 per hour or $25-$125 per image.

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13 Companies That Hire for Freelance Proofreading JobsAmerican Journal Experts – AJE. American Journal Experts, founded in 2004, is the largest academic author services company in the world. Bumble. Cactus Communications. Duolingo. Language Bear. Onward Search. Planet Interactive. Scribendi. « Hello » is polite but if you feel you would like to say something less common then maybe « How do you do? » A much under-used greeting. I think « Greetings Mr Smith » is possibly too formal, possibly anachronistic. In a very formal context, you might say « Good afternoon » and « Good evening ».

What is the power of persuasion?

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King’s assassination ended not only his efforts to expand the movement from civil rights to human rights; it ended the movement itself. With the assassination of Dr. King, the fissures in the civil rights movement expanded and broke it.

Appel à communication scientifique 2021

Appel à communication scientifique 2021

Jouer collectif pour se former et innover ?
Numérique et communautés d’enseignants

Pour cette édition de LUDOVIA#CH 21, qui aura lieu du 29 au 31 mars 2021, nous souhaitons mettre en place une formule hybride, dans l’éventualité où les conditions sanitaires venaient à rendre possible une partie du colloque dans sa formule physique à Yverdon-les-Bains. Si cela n’était pas possible, nous proposerions un colloque scientifique intégralement à distance.

 

Le développement du numérique s’est accompagné de l’émergence de nouvelles modalités d’interaction entre les enseignants. Avec Internet, la mutualisation et la diffusion de ressources s’étendent au-delà du cercle restreint de l’établissement scolaire. En effet, les réseaux sociaux numériques et les plateformes d’échange ouvrent un espace sans limites pour s’informer, partager et débattre. Ainsi voit-on émerger des communautés de pratique (Wenger, 1998) et des communautés d’apprentissage (Laferrière, 2005). De façon plus ou moins structurée, des collectifs se forment en ligne au sein desquels circulent des ressources conçues, publiées et partagées par les enseignants. Ces collectifs s’ouvrent parfois à la recherche. Les frontières entre théorie et pratique deviennent alors poreuses, permettant d’articuler des visées pragmatiques et théoriques (Sanchez & Monod-Ansaldi, 2015).

Les exemples de tels collectifs abondent. Le groupe Facebook « enseigner avec le numérique » regroupe plus de 15,500 membres, le Rendez-vous des écoles francophones en réseau (REFER) fédère plus d’une centaine de classes dont les enseignants se retrouvent à l’occasion d’un colloque annuel. En France, Sesamaths a développé de très nombreuses ressources libres qui sont utilisées par plus de 31 000 enseignants de mathématiques. Ces collectifs s’organisent pour échanger, par exemple sur la classe inversée ou des escape games pédagogiques.

Ces collectifs d’enseignants ont fait l’objet de travaux de recherche mais ces derniers sont encore trop peu nombreux pour que l’on comprenne les conditions nécessaires pour qu’un jeu collectif se développe. Nous ne savons également que peu de choses sur les effets d’un tel mouvement en termes d’innovation pédagogique et de développement professionnel. Par ailleurs, les fondements théoriques qui permettraient de comprendre ce phénomène restent à construire. D’ailleurs les débats ne sont pas tranchés entre les sens que l’on peut attribuer au concept de collaboration, parfois défini comme association à objet déterminé qui s’exerce au moyen du seul travail, et la coopération, qui serait un processus libre de découverte mutuelle permettant le développement humain (Eloi, 2018).

Dans le cadre de cette troisième édition du colloque scientifique LUDOVIA#CH, nous souhaitons inviter des contributions qui traitent de la question des collectifs enseignants, tant du point de leurs conditions d’émergence et de développement permises par le numérique que de leurs effets sur le développement professionnel et l’innovation. Aussi, en lien avec la crise sanitaire majeure que nous traversons depuis plusieurs mois, et notamment la fermeture des écoles dans de nombreux pays au printemps 2020, nous invitons les auteurs à faire le lien avec cette période qui fut un accélérateur de l’adaptation des enseignants à l’enseignement à distance. D’autant plus que ce contexte a poussé nombre d’entre eux à envisager et à proposer des collaborations inédites et de nouvelles modalités de travail et d’enseignement/formation.

Plus précisément, les questions qui pourront être abordées concernent (liste non exhaustive) :
– la nature de ces collectifs d’enseignants, leurs modalités de fonctionnement ;
– la manière dont ils peuvent être amenés à interagir avec d’autres acteurs (chercheurs, ingénieurs informatique…) ;
– leurs effets du point de vue de l’innovation pédagogique, du développement professionnel, de la production de connaissances ;
– les outils (plateformes et réseaux sociaux) qui soutiennent ces collectifs ;
– leurs apports pour les systèmes éducatifs.

Il est également possible de soumettre des contributions qui s’inscrivent dans la thématique générale du colloque sur les sujets suivants :
– Enseignement de l’informatique
– Enseignement de la pensée informatique
– Intégration du numérique en classe
– Le numérique et différenciation pédagogique
– Littératie numérique
– Éducation aux médias et à l’information
– Réseaux Sociaux
– Prévention et formation aux risques liés au numérique
– Citoyenneté numérique, responsabilité et éthique
– Datafication et learning analytics
– Créativité et leadership
– Apprentissage par le jeu et ludicisation
– Enseignement innovant avec les technologies numériques émergentes – Usages du numérique et intégration des élèves à besoins particuliers – Stratégies et politiques institutionnelles
– Référentiels de compétences et curriculums
– Diffusion, durabilité des ressources et des pratiques scolaires
– Formation des enseignants
– Ecoles déconnectées

 

Les propositions de contribution prendront la forme d’un synopsis de 4 pages maximum (page de titre et bibliographie y compris) respectant le modèle téléchargeable ici. Le synopsis sera anonymisé (les noms et références des auteurs seront remplacés par une suite de xxxx). Les fichiers devront être déposés sur EasyChair

Les propositions de contribution seront évaluées en double aveugle par un comité scientifique international au regard de leur pertinence par rapport à la thématique du colloque, leur caractère original, leur lisibilité et leur rigueur scientifique d’un point de vue théorique, méthodologique et argumentatif.

Les soumissions retenues feront l’objet d’une communication orale de 30 mn (20 mn de présentation + 10 mn de questions).

Elles seront publiées, à l’issue du colloque, sous forme d’actes disponibles au téléchargement. Les communications qui ne respecteront pas le format exigé seront rejetées.

 

Calendrier
– Délai pour soumettre une proposition : 20 décembre 2020
– Réponse des experts : 1er février 2021
– Délai de soumission d’une version définitive : 22 février 2021
– Publication du programme du colloque scientifique : 1er mars 2021

Contacts :
Julien Bugmann et Catherine Bonnat
julien.bugmann@hepl.chcatherine.bonnat@unifr.ch

Références
Eloi, L. (2018). L’impasse collaborative : Pour une véritable économie de la coopération: Les Liens qui libèrent.
Laferrière, T. (2005). Les communautés d’apprenants en réseau au bénéfice de l’éducation. Encounters on Education, 6, 5-21.
Sanchez, E., & Monod-Ansaldi, R. (2015). Recherche collaborative orientée par la conception. Un paradigme méthodologique pour prendre en compte la complexité des situations d’enseignement-apprentissage. Education & Didactique, 9(2), 73-94.
Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge, UK: Cambridge University Press.

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