Relevant bibliographies by topics / Distance de lecture

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Distance de lecture'

Author: Grafiati
Published: 23 November 2024

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Journal articles on the topic "Distance de lecture"

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Lee, Jang Ho. "Temporal Navigation in a Session in a Mobile Distance Learning System." Applied Mechanics and Materials 284-287 (January 2013): 3563–68. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3563.

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Typical mobile distance learning system allows students to download and play the video of lecture, which lacks synchronous capability. Although a few synchronous mobile e-learning systems enable students to experience the video and presentation materials of a lecture in real time and real-time interaction with the lecturer, they still have the problem of not allowing students to navigate and re-experience the lecture session including video and slides with annotation. Thus, we present a mobile distance learning system that enables students to join the ongoing lecture, watch video and annotated slides, interacts with the lecturer with text in real-time as well as to store the lecture session on their mobile device and play them later. During the play of a lecture session, a student can navigate the session in terms of time and re-experience the video, slides with annotation, and text-based interaction among the lecturer and students.
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Saputra, Kurnia, Muhammad Furqan, Taufik Fuadi Abidin, and Dalila Husna Yunadi. "GOOGLE MAPS AND MAPBOX API PERFORMANCE ANALYSIS ON ANDROID-BASED LECTURE ATTENDANCE APPLICATION." Jurnal Natural 19, no. 3 (November 2, 2019): 64–68. http://dx.doi.org/10.24815/jn.v19i3.14459.

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Attendance is an inseparable component from lectures. The current manual attendance process still has its weaknesses, such as the loss or broken attendance sheets, the easiness to conduct fraud on the attendance sheets, and other cases. The attendance system using fingerprint devices are also not available in other locations yet, such as lectures that are done on the field or outdoor, where fingerprint devices are not available. Because of that, an online lecture attendance system that makes use of Android-based smartphones is developed in order to tackle the problem. This online lecture attendance system has the main feature of recording students’ attendances in a radius of 300 metres from the lecturer. This application is named Lecture Attendance System is developed using Rapid Application Development (RAD) model, because it is an effective method to minimise errors in the application. There are two testing performed to the application. The first testing was functional testing of the application. This testing was carried out in order to make sure that all functionalities and features are performing well. The second testing carried out is the distance accuracy testing, to compare between the Google Maps and MapBox API distances. From this testing, it was found that the error percentage using Google Maps is 9.250% and 12.128% for MapBox. From these results, they show that in calculating the distance, using Google Maps API has higher accuracy compared to the MapBox API.
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Palatovska, Olena, Mariana Bondar, Olga Syniavska, and Oleksandr Muntian. "Virtual Mini-Lecture in Distance Learning Space." Arab World English Journal, no. 1 (April 15, 2021): 199–208. http://dx.doi.org/10.24093/awej/covid.15.

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The COVID-19 pandemic has fundamentally affected all the spheres of human life, including education. Universities worldwide have established distance learning, which demanded combining and improving both traditional and innovative education forms. The article offers a comprehensive analysis of pre-recorded mini-lectures in the educational space of distance learningfor different scientific-educational Internet projects (Coursera, PostNauka, Udacity, edX, LinguaLeo, EdEra, etc.). Mini-lectures are complete pieces of speech limited in time and accessible to multiple reproductions; that is why they are quite a representative material for the research of the generation of cognitive processes and perception of a verbal educational message in asynchronous online learning. The significant results of the study include: the definition of invariable characteristics of virtual mini-lectures (distance, virtuality, mediation, situational incorrigibility, multimodality), defining cognitive strategies of the speaker and the listener in an asynchronous lecture interaction, finding the points of contact (motivation and interest in transferring and receiving information) between them. The article also describes the linguistic features of virtual mini-lecture. These conclusions can find practical application in the development of methodology for the distance teaching of linguistic disciplines.
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Krupey, Kristina, Nataliia Polishchuk, and Nataliya Kolicheva. "MODERNIZATION OF TRADITIONAL METHODS FOR TEACHING LECTURES ON MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY IN THE FRAMEWORK OF DISTANCE LEARNING." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 102–5. http://dx.doi.org/10.36550/2415-7988-2020-1-191-102-105.

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The authors have taken into account the experience of research and teaching at the Department of Microbiology, Virology and Immunology of Zaporizhia State Medical University, to formulate the basic principles for creating high quality video lectures for medical students, aiming to produce informative, structured and consistent lecture material. Depending on the format of the video lecture, the graphic material can be introduced as a presentation with screenshots (for example, in Microsoft Office 365, FastStone Capture, OBS Studio, etc.) or as a lecture recording with subsequent editing of materials and inclusion of certain fragments (illustrations, diagrams) etc. The latter option requires skills in video editing (Sony Vegas Pro, Adobe Premiere Pro, etc.). Mastering the basic skills of working with these programs allows you to maximize the visualization of the material covered by the lecture, which significantly increases the efficiency of learning for the medical students. As part of distance learning, the authors suggested the idea of recording individual fragments of video lectures, where the lecturer explains the specialized material in a logical sequence. The paper also provides recommendations for stimulating the attention of listeners while watching video lectures and presents several methods of activating students' thinking processes. Among other things, discussion questions at the end of the lecture allow to activate students' thinking processes, integrate and analyze the lecture material. Students give the answers to these questions in the comments to the video, analyze the answers of other participants and present their own opinions on the topic of discussion, which promotes the development of critical thinking and group work skills. You can control the listeners' attention and intensify the audience by switching the audience's attention with emotional pauses and unexpected examples, or by asking questions that challenge the voiced material. The perspective for further development is the creation of video fragments for practical classes for students by demonstrating laboratory experiments conducted by a teacher in a specially equipped microbiological laboratory.
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KICHAPINA, T. V., and I. V. NIZHENKOVSKA. "Interactive lecture and features of its implementation in distance learning." Higher Education of Ukraine in the Context of Integration to European Educational Space 88, no. (I) (November 30, 2021): 87–94. http://dx.doi.org/10.38014/osvita.2021.88.07.

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The trend in the development of higher education in Ukraine implies the training of qualified professionals who are proficient in inno-vative teaching methods. The article discusses the features of conducting interactive lectures. It is shown that the interactive form of the lecture contributes to the improvement of the quality of education of future masters of pharmacy at the National Medical University named after A.A. Bogomolets. The possibili-ties of various types of interactive lectures are presented, the advantages they have in comparison with the classical lecture are described. According to the authors of the article, the use of multimedia technologies allows for the conduct of interactive lectures in distance learning, and also contributes to the improvement of the qualifications of teachers and students, which in turn brings higher pharmaceutical education in Ukraine closer to European standards.
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Hasanuddin, Hasanuddin. "Efektivitas Pembelajaran Jarak Jauh Dalam Perspektif Mahasiswa." Jurnal Kajian Ilmiah 22, no. 1 (May 14, 2024): 79–88. http://dx.doi.org/10.31599/jxthv689.

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This research was conducted to determine the effectiveness of distance learning from the perspective of students such as the material provided by the lecturer, understanding of the material, obstacles in participating in distance learning, and the learning model carried out. This study uses a descriptive survey method, the research sample is students from Bhayangkara University, Jakarta Jaya (Ubhara Jaya). Data collection techniques using a questionnaire. The findings in this study, 64.1% of students disagree with distance learning, according to students distance learning is not effective in the teaching and learning process, and 35.9% agree. Those who agree with distance learning generally state that this is a way to stop the spread of Covid 19. When asked about the understanding of the lecture material delivered by the lecturer through distance learning, 72.5 students found it difficult because the question-and-answer process was less effective. Constraints experienced by students during distance learning, 43.1% were caused by unstable signals, 37.7% answered that there were no problems, and 19.2% answered that they sometimes experienced signal disturbances. Regarding student spending during distance learning, 43.8% said they were not more efficient than offline lectures, 41.1% said there were savings.
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Puman, Ella, and Aljona Kritševskaja. "Teaching Mathematics in Hybrid Learning and Distance Learning: Student's View." International Journal for Technology in Mathematics Education 31, no. 2 (June 1, 2024): 97–104. http://dx.doi.org/10.1564/tme_v31.2.08.

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In this paper, we describe an idea for mathematics lectures that involves using digital tools for first-year university students. Materials in the Moodle course include live broadcasts, lecture recordings, Moodle tests, sample solutions and videos. The aim of the paper is to find out from students' feedback which digital tools help them understand the material better. We focus also on the tools used in the Desmos environment slides. Students' feedback showed that using Desmos slides during the lecture helped them understand the theory better and try the tasks immediately. Graphical Desmos tools were the most appreciated because they helped to visualize the studied topic.
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Suponitskaya, Natalia S. "MULTIMODAL STRUCTURE OF AN ONLINE LECTURE IN GERMAN STUDIES." German Philology at the St Petersburg State University 12 (2022): 288–303. http://dx.doi.org/10.21638/spbu33.2022.115.

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This article focuses on the multimodal structure of the online lecture in German Studies. In a pandemic context, the field of teaching at German universities has responded very quickly to the changes that have taken place in the way of communication. Although the academic lecture is a largely established form of scholarly interaction between professor and students, in distance learning it is being replaced by the online lecture. The various communicative elements (text and images in the presentation, as well as facial expressions and gestures accompanying the teacher’s speech) combine with each other to create a complex and multidimensional form of multimodality. The analysis in this article is based on the classification of online lectures and the model of this multimodal text in scientific Internet communication. The 25 German-language online lectures in linguistics and literary studies posted between 2020 and 2022 on the YouTube platform as well as on the websites of five German universities (e. g. lecture2go.uni-hamburg.de) were selected as research material. The choice of these lectures was caused by their availability on the Internet and their general topic (German Studies lectures). Discourse analysis as well as the method of systematization and classification were used to study the empirical material. Based on lecture transcripts, nonverbal characteristics and audiovisual components three main types of online lectures were identified: two-modal lectures with a predominance of audio and verbal communication channels, the most common three-modal online lectures, in which three main modes of information transmission interact at once: verbal, nonverbal and prosodic. The most complex combination of multimodal means is reflected in the last group of crossmodal lectures, where the lecturer simultaneously duplicates several communication channels in different ways to communicate more effectively with the student audience. To sum up, the analysis allowed us to answer the question, what is the peculiarity of multimodal structure in online lectures and what discursive-communicative strategies are used by German-speaking lecturers for constructing lecture discourse in the humanities field of study.
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Nugraha, Ari, Tomoo Inoue, Tamara Adriani Salim, and Muhammad Hanif Inamullah. "A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience." International Journal of Distance Education Technologies 21, no. 1 (November 21, 2023): 1–21. http://dx.doi.org/10.4018/ijdet.334012.

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Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.
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Grm Iyes, Muh Nurtanzis Sutoyo, and Andi Tenri Sumpala Mangkona. "Schedule Implementing the Modified Euclidean Distance Method in the Course Planning of the USN Kolaka Information Systems Curriculum." IT Journal Research and Development 7, no. 1 (June 23, 2022): 12–22. http://dx.doi.org/10.25299/itjrd.2022.7976.

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Scheduling is needed to anticipate the clash of lecture hours for lecturers in teaching. Some things that need to be considered when arranging a lecture schedule are lecturers, rooms, courses, hours, and days. In this study, the scheduling system uses the Euclidean Distance method by modifying the algorithm. The aim of this study is to prove the Euclidean distance method in the course planning system in universities. In general, to obtain data that will be used in the scheduling system, observations, interviews and bibliographic studies are carried out. From the research results, the lecture scheduling system using the Euclidean Distance method can be used in the scheduling system, especially lecture scheduling. This is proven, that the lecture scheduling system using the Euclidean Distance method does not have a schedule for lecturers who teach more than one course at the same time (collide).
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Dissertations / Theses on the topic "Distance de lecture"

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Grivel, Joseph. "A raisonnable distance : lecture de Montaigne." Lyon 3, 1990. http://www.theses.fr/1990LYO31002.

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La vie de michel de montagine, seigneur et auteur, s'engage avec la rupture solennelle d'une retraite precoce. Ce repli sur soi retrouve les preceptes antiques, stoiciens et epicuriens, d'une visee volontairement circonspecte. Celli-ci restreint notamment les possessions propres au corps et a l'ame, envisages avec montaigne dans les termes originaux d'une societe sans hierarchie, placee sous l'intendance du jugement. Aux confins de ce domaine limite et maitrise, la sagesse antique fait traditionnellement peser sur tout franchissement la menace des atteintes de la fortune ou de l'emportement des passions. La garantie de sol est ainsi au prix d'une tension permanente qui s'applique a ramener a soi toute visee. Dans cette attitude trop tendue, la retraite de montaigne refuse de se reconnaitre. Elle integre deja un eloignement raisonnable mesure par les codes de gentillesse de l'epoque qui permettent, dans l'exercice des vertus martiales, un engagement voisin; elle se laisse par ailleurs etonner par l'aventure a la fois ambitieuse et certaine de l'artiellerie a feu et de la navigation hauturiere, arts nouveaux d'une prise de possession mecanisee du lointain. Avec montaigne, la contention trop rigide du sage sait composer avec la sortie maitrisee de soi, alcibiade venant heureusement donner de la souplesse a seneque
The life of michel de montaigne, nobleman and author, opens with the formal break of a premature retirement. The ancient precepts, both stoical and epicurian, of a voluntarily circumspective intention are to be observed in this withdrawal into oneself. This approach especially confines the possessions of body and soul, which montaigne sees in the original terms of a marriage without hierarchy placed under the administration of judgment. Within the limits of this dominated, restricted domain, ancient philosophers traditionally threaten that any breach of confines results in changes of fortune and transports of passions. The guarantee of the self is thus paid at the price of a permanent tension that strives to reduce all designs to the self. In this over-tense attitude, montaigne's retirement refuses self-acknowledgement. It integrates a cautions distancing defined by the genteel codes of the times, which allow for close engagement in the exercise of the martial virtues. Moreover, it is surprised at the both ambitious and certain adventure of gun artillery and ocean navigation, which were the new arts of a mechanized appropriation of the distance. With montaigne, the philosopher's too rigid restraint is able to come to terms with the dominated emergence from the self, which is like alcibiades happily giving a lesson in adaptability to seneca
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Rouxel, Annie. "Distance, complexité, plaisir : réflexion sur une didactique de la lecture littéraire." Rennes 2, 1995. http://www.theses.fr/1995REN20019.

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Enseigner la distanciation qui conduit au sens et au plaisir du texte, tel est l'objet de cette didactique de la lecture littéraire. Fondée sur l'étude de textes complexes, elle fait de la littérature un lieu privilégié d'apprentissage du savoir lire et de formation à la complexité. A l'origine de cette réflexion, les difficultés rencontrées par les lycéens dans ce jeu complexe de tensions entre le lecteur et le texte qui caractérise la lecture littéraire : nombre d'entre elles s'expliquent par le phénomène de l'illusion référentielle et son corollaire, la tendance discursive a la rationalisation du texte. Pour construire chez les élèves des schèmes de réception distanciée, deux voies sont proposées : l'apprentissage du questionnement et la pratique d'activités qui obligent à considérer le texte dans sa dimension scripturale. Mais l'apprentissage de la distance passe aussi par l'étude des phénomènes qui la postulent pour faire sens : c'est pourquoi une didactique du texte ironique ouvre une voie privilégiée pour parvenir a une distanciation maîtrisée
Teaching the distanciation that leads to understanding and enjoying the text: such is the purpose of this didactics of literary reading. Based on the study of complex texts, it uses literature as a priviliged tool to teach the students how to read a text. The origins of this research lie in the difficulties met by the secondary school students in the complex tensions between the reader and the text that characterise literary reading. Many of these difficulties are due to the phenomenon of referential illusion and its corollary, a discursive tendancy to the rationalisation of the text. In order to enable the students to approach the text critically, two techniques are developed here : the teaching of questioning and the resort to activities which force the reader to consider the scriptural dimension of the text. But the teaching of distanciation also includes the studies of the phenomenons which require distanciation in the appreciation of the meaning of the text : irony is one of them. Therefore a didacdics of ironical texts is identified as a privileged means to reach controlled distanciation
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Lamb, Richard Alan. "A Makeover for the Captured Lecture: Applying Multimedia Learning Principles to Lecture Video." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/36.

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Making video recordings of large classroom lectures and putting them online is increasingly common in distance and blended learning courses. However, the best way to use lecture video is not well understood. Using long streams of one-way communication is not consistent with best practices in online learning. During lectures, students assume a largely passive role. They think faster than instructors speak, so boredom and daydreaming are common. Yet, when complex or novel ideas are presented, students may have inadequate time to encode, organize, and integrate the input with prior experience. Especially for students with low prior knowledge of the subject being discussed, the lecture is a cognitive and affective roller coaster ride that works at cross purposes with learning. Viewing a lecture that was recorded at an earlier time adds the element of temporal distance from the learning event, and changes the student’s role from participant to spectator. The present study investigated whether learning could be increased and perceptions of difficulty reduced when a captured lecture received a “makeover” before being put online. The makeover consisted of 1) editing the lecture video in accordance with the cognitive theory of multimedia learning; 2) processing the video using best practices for audio/video production; and 3) increasing the video playback speed. The research design for the study was quasiexperimental. The independent variable was captured lecture form (edited or unedited). The dependent variables were learning results for recognition and recall, and perceptions of difficulty. Data analysis employed independent-samples t-tests, multivariate analysis of variance (MANOVA), and repeated-measures MANOVA. Conclusions were that the editing protocol made no significant difference in learning gains for recognition or recall, and did not significantly affect perceptions of difficulty. However, editing did result in a 39% reduction in the length of the lecture, raising the possibility that such a makeover might allow for faster learning when lecture video is used.
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Izard, Amélie. "La lecture du CP au CM2 avec le test de l'alouette : que peut-on dire du niveau des élèves à quarante ans de distance ? : comment se déroule cet apprentissage (continu/discontinu) ?" Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00961020.

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Dans un contexte idéologique où la question de la baisse du niveau revient de façon récurrente dans l'espace public, nous nous sommes servie du test de L'alouette (Lefavrais, 1967) pour mener une étude comparative du niveau en lecture des élèves du CP au CM2. Les résultats indiquent qu'à quarante ans d'écart, le niveau en lecture a diminué de six mois. Au-delà de cette baisse relative, apparaît un fait tout aussi intéressant : celui d'un accroissement des écarts. On constate alors un décrochage des élèves les plus en difficulté et un décollage des élèves les plus performants. Le test de L'alouette étant basé sur une conception traditionnelle de la lecture, nous y avons vu là, l'occasion de mettre à l'épreuve les modèles dominants en lecture : les modèles développementaux. De cette façon, nous nous sommes demandée dans quelle mesure le test de L'alouette nous informe quant à l'apprentissage de la lecture et plus particulièrement en ce qui concerne le caractère discontinu ou continu de la lecture. Les résultats obtenus semblent aller dans le sens d'une discontinuité certes, mais qui ne serait pas absolue. Ainsi, dès le début de l'apprentissage les élèves utiliseraient une procédure lexicale en plus de la procédure par médiation phonologique. L'une ou l'autre étant dominante à certains moments de l'apprentissage.
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Chetioui, Ben Osman Lamia. "Innovation et technologies de l'information, une lecture structurationniste : le cas des technologies internet pour la banque à distance." Châtenay-Malabry, Ecole centrale de Paris, 2003. http://www.theses.fr/2003ECAP0935.

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Cette recherche a pour objectif de décrire et de comprendre le processus d'intégration des technologies Internet pour la banque à distance. Dans la mouvance de la théorie de la structuration, cette thèse propose une relecture du phénomène d'innovation associé à l'intégration des technologies de l'information. Articulant les deux niveaux de l'action et du structurel au sens de Giddens, elle vise ainsi à montrer comment ce phénomène organisationnel émerge des interactions, trop souvent considérées jusqu'ici comme opérant dans une boîte noire
The aim of this research is to describe and understand the integration process of Internet banking technologies within an organization of a large bank. In the stream of structuration theory, this thesis suggests to re-visit the innovation process associated with the integration of information technologies. Combining both levels of action and structure in Giddens' sense, this work aims at showing how this organizational phenomena emerges from social interactions between individuals. So far in the literature, these interactions have been too often considered as taking place in a black box. The theoretical contribution of this work stems from a cross fertilisation between Institutionalism, which has been broadly criticised for neglecting human interactions, and recent structurationist work on the articulation between information technologies and organisation. The latter has been criticised for The aim of this research is to describe and understand the integration process of Internet banking missing institutional embedness in the inter-organizational relationsFrom a methodological point of view, this thesis sketches a new way to translate the theory of structuration into organizations. A methodological construct has been designed accordingly to conduct a longitudinal case study in a large bank faced with the up-coming of Internet technologies. Composed of a protocol in five stages, it allows to restore take into account and combine three analytical levels: (i) the inter-organizational field which is analysed through the operationalisation of the concept of representation; (ii) the intra-organizational context which is considered as a local context (i. E. Situated in time and space); and (iii) the human interactions which are approached through the concept of episode proposed by Giddens. Finally, this research graps an important organizational phenomena related to the integration of information technologies, namely inertia. Inertia is cognitively associated with representations and organizationally entrenched in daily actions. Despite some transformations in the intra-organizational context, the study points out to unintended effects and unacknowledged conditions of managers' action that lead to inertia
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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
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Szafrajzen, Barbara. "Lecture communicationnelle de deux dispositifs d'apprentissage au sein d'un même département universitaire. Le cas de la Licence en Sciences de l’information et de la communication." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30054.

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Ce document se propose de mieux comprendre les fonctionnements pédagogiques et communicationnels de deux dispositifs d’apprentissage au sein d’un même département universitaire : le cas d’une Licence en Sciences de l’information et de la communication. Cette approche compréhensive à visée exploratoire part du postulat que le sens ne se construit qu’en situation et en interaction avec le dispositif d’apprentissage, adoptant ainsi une position épistémologique issue d’une « convention constructiviste ». La recherche souhaite comprendre comment les apprenants co-construisent leur réalité collective d’apprentissage à travers leurs expériences d’apprentissage signifiantes. L’émergence de modèles de lecture issus du double ancrage analytique (méthodes d’analyse de la systémique qualitative et de la sémiotique situationnelle) met également en exergue la dynamique et la logique des systèmes, les règles du jeu et le débat latent entre les acteurs en présence. En sus de cette lecture communicationnelle, cette recherche à visée heuristique offre une large réponse en terme méthodologique (notamment à travers la proposition de la technique dialectique graduelle). C’est en ce sens que ce document représente un premier socle de sorte à fonder une réflexion plus empirique, tant sur les méthodes d’analyse que sur la place des technologies de l’information et de la communication dans le paysage universitaire actuel
This document suggests understanding better the educational functionings and communicationnels of two devices of learning within the same university department: the case of a License in Sciences of the information and the communication. This comprehensive approach with exploratory aim leaves the postulate that the sense builds itself only in situation and in interaction the device of learning, so adopting a épistémologique position outcome of a " constructivist agreement ". The research wishes to understand how are learners co-build their collective reality through their significant experiences of learning. The emergence of models of reading stemming from the double analytical anchoring (methods of the qualitative systematism and of semiotics situationnelle) also highlights the dynamics and the logic of the systems, the rules of the game and the latent debate between the actors in presence. In addition to this communicationnelle reading, this research with aim heuristics offers a wide answer in methodological term (in particular through the proposition of the gradual dialectical technique). It is in the sense that this document represents a first base so as to base a more empirical reflection, both on the methods of analysis and on the place of information technologies and communication in the current university landscape
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Croze, Emmanuelle. "Eléments de lecture pour une mise en perspective de l’échec d’un dispositif d’enseignement-apprentissage de français en ligne et à distance dans une université ouverte d’Afrique de l’est." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL007/document.

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La disparition d'un dispositif de français en ligne et à distance ne peut qu'interroger quand elle a lieu dans le contexte d’une université ouverte. C’est de cette interrogation que part la présente thèse située en sciences de l’éducation et en didactique des langues et ancrée dans le domaine des cultures d’apprentissage, de l’autoformation et du FLE, et dont l’objectif initial était de réaliser l’analyse du déclin du dispositif pour essayer d'en comprendre les raisons. Le dispositif ayant été coordonné, conçu et réalisé par des personnes d’origines européenne et africaine, prévu pour un public tanzanien, et ayant reçu un soutien important de la coopération française et de la hiérarchie de son université d’implantation, l’Open University of Tanzania (OUT), il a, d’abord, fait l’objet d’une réflexion portant sur les cultures et habitudes d’apprentissage au sein de l’OUT afin d’étudier dans quelle mesure une culture pédagogique du Nord, présente à travers les acteurs français et formés en France, et la culture d’apprentissage des étudiants tanzaniens inscrits à l’OUT pouvait entrer en tension et constituer une cause de la disparition du dispositif initial. A côté de cela, il n’était pas possible non plus d’oblitérer la question de potentielles divergences fatales au sein même du dispositif de français, renvoyant à un possible décalage entre les conceptions des acteurs (concepteurs, enseignants et étudiants) pour ce qui concerne l’enseignement et l’apprentissage des langues mais aussi l’apprentissage médiatisé par les technologies. Au-delà de l’analyse du déclin du dispositif, cette thèse, en croisant les réponses des étudiants avec celles des responsables et enseignants de l’OUT a permis de mettre au jour, chez les étudiants, des pratiques originales marquées par la culture (d’apprentissage) tanzanienne. Elle révèle comment les étudiants reconstituent du présentiel au sein d’une université ouverte qui prône l’autoformation et propose des enseignements exclusivement à distance. L’étude montre au final, que c’est au niveau micro des conceptions et de l’adhésion des acteurs aux principes initiaux du dispositif que se situent les réels enjeux. L’analyse croisée des résultats de l’étude sur le dispositif de français (des documents fondateurs du dispositif de français aux réponses des étudiants et des enseignants) montre que de fortes convergences existent entre le dispositif tel qu’il a été pensé, d’une part, et les pratiques des étudiants de même que leurs attentes à l’égard d’un dispositif d’enseignement-apprentissage des langues, d’autre part. Mais les tensions se révèlent particulièrement fortes quand il s’agit d’envisager le numérique dans la formation en français. L’analyse rend manifeste que ce sont les conceptions négatives des enseignants au regard du numérique en éducation qui conduisent à l’abandon du dispositif en ligne au profit d’un enseignement en présentiel et que, contrairement à l’institution qui intègre les pratiques étudiantes, les enseignants en charge du dispositif de français ne prennent pas en compte les pratiques et attentes de leur public. Cette étude montre donc que, tout au moins dans le cas étudié, les tensions potentiellement fatales pour un dispositif ne se situent pas dans la rencontre des cultures d’enseignement-apprentissage si, comme, le montre l’adaptation du fonctionnement de l’OUT aux pratiques effectives des étudiants, une volonté d’adaptation est présente permettant d’aller vers une culture commune. Les difficultés apparaissent lorsque les cultures d’apprentissage et les pratiques sont imaginées et/ou projetées à partir d’expériences personnelles et que la mise en avant de ces cultures et pratiques ou non-pratiques imaginées, conduit à l’imposition du dispositif qu’un groupe d’acteurs disposant d’un certain pouvoir entend privilégier
The decline of an online and distance learning program for French as a foreign language offered in an African open university is the starting point of this research, which is located in the fields of educational sciences and applied linguistics and dealing with learning cultures, self-training and language learning methodology. The initial objective of this PhD thesis was to understand what caused the program to fail. The teaching and learning program was coordinated, designed and implemented by people of European and African origin, intended for a Tanzanian audience, and received significant support from French cooperation and the hierarchy of its host university, the Open University of Tanzania (OUT). The thesis analyses the cultures, especially the learning cultures within the OUT, in order to explore to what extent the encounter of a pedagogical culture of the North, present through the French agents and African teachers, who were trained in France, and of the learning culture of Tanzanian students enrolled in the OUT could be a factor explaining the decline of the initial program. The thesis also investigates possible fatal divergences within the French program itself, analyzing a possible discrepancy between the conceptions of the different parties involved in the program (designers, teachers and students) with regard to the teaching and learning of languages but also to computer assisted (language) learning. Beyond the analysis of the decline of the system, this thesis has made it possible to reveal, among students, original learning practices shaped by the Tanzanian (learning) culture. It shows how students create face to face learning situations in an open university that promotes self-study and offers exclusively distance learning. It also highlights the fact that the institution has partially adapted and integrated the practices of its students. The study shows that the actual (cultural) challenge lays on the micro level of the attitudes and beliefs and the acceptance of the initial principles by the different agents. The investigation of the French program (including the documents that established the pedagogical principles of the program and the responses of students and teachers) shows that there is strong convergence between the program as it was designed on the one hand, and students' practices and conceptions of a language course on the other hand. But tensions are particularly high when it comes to considering digital technology in French language training. The analysis highlights that negative teacher conceptions of digital technology in education has led to the termination of the online learning program in favor of face to face teaching and that, unlike the institution that integrates student practices, teachers in charge of the French program do not take into account the practices and expectations of their audience. This study therefore shows that, at least in the case studied, the potentially fatal tensions for a learning program are not caused by the encounter of teaching and learning cultures if a willingness to adapt and to move towards a common culture is present. Difficulties arise when learning cultures and practices are imagined and/or projected from personal experiences, and when the focus on these imagined cultures and practices (or non-practices) leads to the imposition of a particular system by a group of agents with some power
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9

Heutte, Laurent. "Reconnaissance de caractères manuscrits : application a la lecture automatique des chèques et des enveloppes postales." Rouen, 1994. http://www.theses.fr/1994ROUES049.

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Cette thèse traite de la reconnaissance de caractères manuscrits provenant de la segmentation d'un mot ou d'une chaîne de caractères numériques dans le contexte particulier de la lecture automatique de chèques et d'enveloppes postales. Le premier chapitre présente un état de l'art dans le domaine de la reconnaissance de l'écrit et notamment les étapes concernant la conception d'un système de reconnaissance de caractères. Le deuxième chapitre traite de la reconnaissance proprement dite. Après une analyse détaillée des différentes méthodes proposées dans la littérature, les deux méthodes retenues, la séparation linéaire et la distance de Mahalanobis, sont décrites. Le troisième chapitre est consacré à la définition des caractéristiques et à la construction du vecteur représentant chaque caractère. Les familles de caractéristiques retenues, incluant à la fois des mesures statistiques et des primitives structurelles, sont détectées à partir de différentes représentations du caractère. Un algorithme de recherche d'une combinaison optimale représentation/famille de caractéristiques est présenté. Le choix de la dimension du vecteur et le problème des composantes manquantes pour certaines observations sont discutés. Le dernier chapitre présente les différentes applications dans lesquelles les travaux de la thèse ont été intégrés. Les deux premières applications concernent la lecture automatique des enveloppes postales américaines et plus spécialement la reconnaissance de graphèmes issus de la segmentation des mots manuscrits cursifs ainsi que la reconnaissance des chiffres provenant de la segmentation du code postal. La troisième application concerne la lecture automatique des chèques postaux français et plus particulièrement la reconnaissance des chiffres issus de la segmentation des deux montants numériques. Les différents aspects de l'étude présentée sont approfondis tant sur le plan bibliographique que sur le plan algorithmique. Ils ont conduit à la mise au point de méthodes de reconnaissance robustes qui ont été validées expérimentalement sur d'importantes bases de caractères et de mots manuscrits
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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.

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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquo
activities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo
activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing. This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning platform. The tool enables instructor to keep track of students&rsquo
activities, assesses learners&rsquo
participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
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Books on the topic "Distance de lecture"

1

Moulin, Université Jean, ed. À raisonnable distance: Lecture de Montaigne. Lille: A.N.R.T. Université de Lille III, 1990.

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Ghana, University of, ed. Widening access to university education through e-learning: Challenges and prospects : an inter-faculty lecture delivered on Thursday, March 20, 2008 at the K.A. Busia Lecture Hall, University of Ghana. Legon, Ghana: Institute of Continuing and Distance Education, University of Ghana, 2011.

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Vidanapathirana, Upali. Creating knowledge communities through open distance learning, enhancing access, equity and excellence [in] higher education: Professor Sirisena Tilakaratna memorial lecture--2010. Colombo: SANASA Development Bank, 2010.

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Bates, A. W. Television, learning anddistance education: The text of an inaugural lecture delivered at the Open University on 29 May 1987. Milton Keynes: Open University, 1987.

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Vidanapathirana, Upali. Creating knowledge communities through open distance learning, enhancing access, equity and excellence higher education: Professor Sirisena Tilakaratna memorial lecture--2010. Colombo: SANASA Development Bank, 2010.

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6

Bill, Jones. Making the grade: A study programme for adult students. Manchester: Manchester University Press, 1990.

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Fred, Hoyle. Lectures on cosmology and action at a distance electrodynamics. River Edge, N.J: World Scientific, 1996.

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Fred, Hoyle. Lectures on cosmology and action at a distance electrodynamics. River Edge, N.J: World Scientific, 1996.

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Pelckmans, Paul. Hemsterhuis sans rapports: Contributions à une lecture distante des Lumières. Amsterdam: Rodopi, 1987.

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Pelckmans, Paul. Hemsterhuis sans rapports: Contribution à une lecture distante des Lumières. Amsterdam: Rodopi, 1987.

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Book chapters on the topic "Distance de lecture"

1

Ishibuchi, Hisao, Hiroyuki Masuda, Yuki Tanigaki, and Yusuke Nojima. "Modified Distance Calculation in Generational Distance and Inverted Generational Distance." In Lecture Notes in Computer Science, 110–25. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15892-1_8.

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Ram, A. Ranjith, and Subhasis Chaudhuri. "Preprocessing of Lecture Videos." In Video Analysis and Repackaging for Distance Education, 45–63. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3837-3_4.

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Serratosa, Francesc, Xavier Cortés, and Carlos-Francisco Moreno. "Graph Edit Distance or Graph Edit Pseudo-Distance?" In Lecture Notes in Computer Science, 530–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49055-7_47.

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Sun, Xichen, and Qiansheng Cheng. "On Subspace Distance." In Lecture Notes in Computer Science, 81–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11867661_8.

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Czúni, László, Dezső Csordás, and Gergely Császár. "Distance Map Retrieval." In Lecture Notes in Computer Science, 811–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30125-7_100.

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Boneh, Itai, Shay Golan, Avivit Levy, Ely Porat, and B. Riva Shalom. "Burst Edit Distance." In Lecture Notes in Computer Science, 41–56. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-72200-4_4.

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Bergamo, Francesco. "The Observer’s Distance." In Lecture Notes in Networks and Systems, 885–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25906-7_97.

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Zhan, Cixiang, Sudhakar Menon, and Peng Gao. "A directional path distance model for raster distance mapping." In Lecture Notes in Computer Science, 434–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-57207-4_29.

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Gustafson, Steven, and Leonardo Vanneschi. "Operator-Based Distance for Genetic Programming: Subtree Crossover Distance." In Lecture Notes in Computer Science, 178–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31989-4_16.

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Rady, Amgad, and Franck van Breugel. "Explainability of Probabilistic Bisimilarity Distances for Labelled Markov Chains." In Lecture Notes in Computer Science, 285–307. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-30829-1_14.

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AbstractProbabilistic bisimilarity distances measure the similarity of behaviour of states of a labelled Markov chain. The smaller the distance between two states, the more alike they behave. Their distance is zero if and only if they are probabilistic bisimilar. Recently, algorithms have been developed that can compute probabilistic bisimilarity distances for labelled Markov chains with thousands of states within seconds. However, say we compute that the distance of two states is 0.125. How does one explain that 0.125 captures the similarity of their behaviour?In this paper, we address this question by returning to the definition of probabilistic bisimilarity distances proposed by Desharnais, Gupta, Jagadeesan, and Panangaden more than two decades ago. We use a slight variation of their logic to construct for each pair of states a sequence of formulas that explains the probabilistic bisimilarity distance of the states. Furthermore, we present an algorithm that computes those formulas and we show that each formula can be computed in polynomial time.We also prove that our logic is minimal. That is, if we leave out any operator from the logic, then the resulting logic no longer provides a logical characterization of the probabilistic bisimilarity distances.
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Conference papers on the topic "Distance de lecture"

1

Chong-Wah Ngo, Feng Wang, and Ting-Chuen Pong. "Structuring lecture videos for distance learning applications." In Proceedings. IEEE Fifth International Symposium on Multimedia Software Engineering. IEEE, 2003. http://dx.doi.org/10.1109/mmse.2003.1254444.

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Guang-Ho Cha and Chin-Wan Chung. "Content-based lecture access for distance learning." In IEEE International Conference on Multimedia and Expo, 2001. ICME 2001. IEEE, 2001. http://dx.doi.org/10.1109/icme.2001.1237886.

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Pfennig, Anja. "The challenge of unprepared students in inverted classroom teaching scenarios." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17067.

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In higher education the more and more common teaching method “inverting classroom” comprises of 2 phases: the self-study phase prior to the course and second the in-class or online sessions where discussions take place and students work on projects, extended hands-on lectures or exercises in class. First year mechanical engineering students are offered different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Presence or online plenary lectures offer the opportunity to apply knowledge and transfer different scientific aspects of the course to get the bigger picture. However, there are always students unprepared causing huge diversity, irritating the lecturer and classmates and therefore threatening to imperil the desired learning outcome. This paper offers different practical experiences with no, little and sufficient success from 10 years of experience with teaching inverted.
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Asai, Kikuo, and Kimio Kondo. "Supporting presentation with mobile PC in distance lecture." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246031.

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Barker, P. G. "The on-line lecture concept - a comparison of two approaches." In IEE Colloquium on Learning at a Distance: Developments in Media Technologies. IEE, 1996. http://dx.doi.org/10.1049/ic:19960882.

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Weikai Xie, Zhiqiang Zhang, Chenping Lu, Yuxi Wang, and Ruimin Shen. "PPClass - a classroom lecture broadcast platform based on P2P streaming technology." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606003.

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Yang, Ying, Xiaohui Zhang, and Dan Tian. "Analysis on Micro-lecture Design in Modern Distance Education." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.79.

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Kurtić, Daria. "VIDEO LECTURE IN DISTANCE LEARNING DURING COVID-19 PANDEMIC." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1451.

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Haack, Matthias, and Thomas N. Jambor. "Remote Laboratory for Activating Lecture Hall Teaching and Distance Learning." In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486511.

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Chen, Herng-Yow, Yen-Tsung Chia, Gin-Yi Chen, and Jen-Shin Hong. "An RTP-based synchronized hypermedia live lecture system for distance education." In the seventh ACM international conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/319463.319475.

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Reports on the topic "Distance de lecture"

1

Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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2

Levochkina, N. A. Lecture course for distance learning "Museum management" (training course: 43.03.02 "Tourism", 51.03.04 "Museology and protection of objects of cultural and natural heritage", level of higher education - bachelor's degree). Science and Innovation Center Publishing House, November 2016. http://dx.doi.org/10.12731/levochkina.01112016.22234.

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Santos, Cristina. A Young Lecturer in a Distance Learning University. Bristol, UK: The Economics Network, July 2007. http://dx.doi.org/10.53593/n181a.

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4

Kravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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Bogdanov, Sergey I. Electronic educational resource "Ambulance and emergency medical care for mental disorders and behavioral disorders at the prehospital stage". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0784.29012024.

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The Electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.
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Bogdanov, Sergey I. Electronic educational resource "Basic aspects of narcology". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0783.29012024.

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The electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.
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7

Díaz Olivero, Mónica Paola, and Mónica Liliana Gil Mora. Talleres de escritura y oralidad en la educación superior – Letreando. Sello Editorial UNAD, December 2023. http://dx.doi.org/10.22490/ecedu.8382.

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El presente escrito recoge las memorias de lo que fue un viaje por la lectura, la escritura y la expresión oral, a través de la estrategia “Letreando” proyecto que se gesta desde la necesidad de fortalecer estas habilidades comunicativas en los estudiantes de la Universidad Nacional Abierta y a Distancia (UNAD) pertenecientes al CCAV Facatativá, además de fortalecer la estrategia de vida universitaria. A lo largo de estas líneas se presentará un recorrido por lo que fue la experiencia del proyecto Letreando, el cual se desarrolló en cinco sesiones de dos horas cada uno, y contó con la participación de estudiantes de diferentes programas pertenecientes al CCAV Facatativá quienes, acudiendo a la alegoría del héroe que inicia un viaje mítico, parten de ese “mundo ordinario” hacia esta experiencia que bien podría ser “la llamada a la aventura” para finalizar con “el elixir” el cual comparte con otros en ese mundo ordinario. Ya que esta alegoría del héroe es la coartada perfecta para iniciar esa transformación hacia los procesos críticos y reflexivos que son mediados a través de la lectura y la escritura, procesos que desembocan en los ejercicios propios de los participantes con los que finalizan los encuentros. Se propone además una estrategia de divulgación, a través del fanzine, el cual no pretende cumplir con el canon de la cultura académica o científica, pero sí acerca a los estudiantes a la cultura escrita desde sus propias vivencias y reflexiones, con lo cual en una fase posterior se encaminan a la literacidad propia de lo académico.
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