Academic literature on the topic 'Environnement Numérique d’Apprentissage (ENA)'
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Journal articles on the topic "Environnement Numérique d’Apprentissage (ENA)"
Kaspary, Cíntia Voos, and Claire Parot de Sousa. "A concepção de uma disciplina de formação de professores no contexto de FLE." Revista Letras Raras 9, no. 5 (November 30, 2020): 44. http://dx.doi.org/10.35572/rlr.v9i5.1991.
Full textHumeau, Tom, Isabelle Savard, Daniel Lemire, Pierre-Olivier Dionne, Gustavo-Adolfo Angulo-Mendoza, Patrick Plante, Anne Marie Pinard, and Jean-Sébastien Roy. "FORCES 3 : Exploitation à des fins pédagogiques des données d’un portail d’apprentissage de l’autogestion de la douleur. Développement d’une architecture de collecte et d’analyse de données et d’un module de suivi du développement des compétences." Médiations et médiatisations, no. 12 (November 29, 2022): 74–97. http://dx.doi.org/10.52358/mm.vi12.287.
Full textLéger, Michel. "Apprendre à être créatif : une étude comparative du développement de la créativité comme compétence numérique en milieu d’apprentissage riche en technologies." Revue hybride de l'éducation 6, no. 1 (September 12, 2022): 125–47. http://dx.doi.org/10.1522/rhe.v6i1.1262.
Full textVarano, Sandro, Nicolas Descamps, and Eric Touvenot. "Expérimentation d’un EVE pour la co-création spatiale et pédagogique." SHS Web of Conferences 82 (2020): 04002. http://dx.doi.org/10.1051/shsconf/20208204002.
Full textHerold, Jean-François. "Analyse cognitive de l’activité de l’élève pour une personnalisation d’un environnement numérique d’apprentissage." Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation 19, no. 1 (2012): 285–307. http://dx.doi.org/10.3406/stice.2012.1048.
Full textMinh, Tran Kiem. "Les fonctions dans un environnement numérique d’apprentissage: étude des apprentissages des élèves sur deux ans." Canadian Journal of Science, Mathematics and Technology Education 12, no. 3 (July 2012): 233–58. http://dx.doi.org/10.1080/14926156.2012.704127.
Full textYAHIAOUI, Kheira. "Littératie numérique sur le terrain universitaire en Algérien. Réalités et défis." Revue plurilingue : Études des Langues, Littératures et Cultures 7, no. 2 (December 30, 2023): 57–70. http://dx.doi.org/10.46325/ellic.v7i2.121.
Full textPetit, Marie-Claude, Thibaut Coulon, and Simon Bourdeau. "Le design, le développement et l’évaluation d’une simulation de gestion de projet agile avec Minecraft Education : partage d’une approche innovante en enseignement supérieur." Médiations et médiatisations, no. 15 (June 28, 2023): 197–213. http://dx.doi.org/10.52358/mm.vi15.352.
Full textCascioli, Fiammetta, and Cécile Dejoux. "L’apprentissage du management en entreprise avec un MOOC : l’importance du profil managérial dans la définition des attentes." Question(s) de management 46, no. 5 (September 11, 2023): 111–21. http://dx.doi.org/10.3917/qdm.226.0111.
Full textBoisvert, Denis, and Michel Gendron. "Le respect de la Loi sur le droit d’auteur à partir de la plateforme de gestion de cours Claroline à l’UQAR : enjeux, aspects juridiques et modalités d’application." Documentation et bibliothèques 53, no. 4 (May 22, 2015): 199–204. http://dx.doi.org/10.7202/1030778ar.
Full textDissertations / Theses on the topic "Environnement Numérique d’Apprentissage (ENA)"
Plyer, Louis. "Construction d’outils pédagogiques pour la chimie par des approches chémoinformatique." Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAF018.
Full textThis thesis is dedicated to the development and implementation of innovative open-source tools aimed at enhancing chemical education through the Moodle platform. The ChemMoodle project includes four plugins: two for automatic grading of questions using a smooth grading system, and two for displaying chemical information such as 2D and 3D structures and spectrums to students. Additionally, a genetic algorithm was developed to simplify the selection of optimal values for the free parameters of Generative Topographic Mapping (GTM) and Support Vector Machine (SVM). This algorithm allows for a meta-parameter optimization without the need for expert intervention
Benabid, Myriam. "Les modes informels d’apprentissage numérique : le cas des travailleurs du savoir." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLED010/document.
Full textThis doctoral work examines the learning experience as an operational and self-sufficient development through informal paths of digital learning reinforced by an increasing interconnected world. We purpose an analysis with those whose function is to create, disseminate or sell knowledge : the knowledge workers.Our theoretical framework is inspired by Bandura (1962), which provides a reading grid of vicarious learning, i.e. learning from others. First, our analysis identifies four informal learning practices that we describe as "anthropocentric". Second, we explain the conditions of such learning by mobilizing the prism of “apprenance” which allows us to identify the factors favoring the use of these practices .Finally, we question the link between practices and factors in order to highlight informal modes of digital learning. We put forward four paths evoking the famous characters of Goscinny and Uderzo :Asterix mobilizes all the necessary resources to meet a specific ambition ;Idéfix updates his knowledge in reaction to changes ;Obelix responds effectively to the right need, at the right time ;Panoramix, reveals the creation and the diffusion of contents.Our work enriches and refines existing models of vicarious learning and “apprenance” with the specificity of the symbolic world.This distinction of four paths allows organizations to better distinguish learner profiles among collaborators as well as the appropriate support methods in their learning
Cojean, Salome. "Étayage des activités de recherche d’information et d’apprentissage en environnement vidéo : apports de la segmentation et de la structuration." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20038/document.
Full textVideos are more and more used in pedagogical contexts, but presentation formats on specific platforms (e.g., MOOC) are varied and not so much analyzed. However, it seems necessary to focus on processes involved during learning and information seeking (IS) tasks to adapt video-based environments to individuals’ needs and cognitive resources. During learning and IS, scientific literature highlights the importance of individuals’ mental models. To encourage the construction of a relevant mental model, two types of scaffolding are considered in this thesis: the segmentation of the timeline and the structuration of the video content using a table of contents. The first three studies showed that the conjoint use of the two levels of scaffolding enhanced IS performance (study 1), but it did not promote the construction of a relevant mental model of the video content (study 2). During study 3, several presentation format were compared: the pop-up format reduced perceived difficulty of the IS task. The last two studies focused on the effects of scaffolding during a learning task. The presence of scaffolding did not enhanced learning performance (study 4). Nevertheless, when the learner was made active, thanks to an IS task for example, memorization of the video content was improved (study 5). Results are discussed in terms of organizing role of scaffolding enabling effective recovery of information. Scaffolding is here thought to organize incoming information in the video-based environment or in individual’s memory according to the task
Inghilterra, Xavier. "L’apprenance collective entre pairs à l’aune du modèle transmissif : Impact des dispositifs de partage social sur les communautés d’apprentissage en ligne." Electronic Thesis or Diss., Toulon, 2016. http://www.theses.fr/2016TOUL0002.
Full textThis research is interested in the effects led by the digital devices plans of social sharing on the pratices of collaboration, communication and mediation of students in context of distance learning. The goal is the understand the origin of the collaborative process of collective apprenance which is illustrated in the communities of apprenticeship outside the academic institution. A netnographic observation is conducted whith Bachelor and Master's degree in a private training center ; our corpus is made of 1405 messages taken in the forums of the institutional platform and on Facebook or Google +. We assume the information and communication sociotechnical devices participate in the horizontalisation of student's practices. We highlight the paradox of these learning communities which are, unwittingly, in a process of social domination by having choosing a priori a decentralized structure
Delaval, Marine. "Améliorer la réussite en statistiques des étudiants en psychologie : influence du feedback de comparaison sociale ou temporelle délivré dans un environnement numérique." Thesis, Rennes 2, 2014. http://www.theses.fr/2014REN20035/document.
Full textThe aim of this thesis is to find ways of improving psychology students’ statistics performance, by examining the influence of social or temporal comparison feedback delivered in a web-based training environment. This aim is based on three observations. Firstly, immediate feedback has been shown as a central characteristic of web-based learning environments for statistics, but studies rarely interrogate which kind of feedback is delivered. Secondly, studies generally focus on taskoriented feedback rather than on psychosocial processes such as social and temporalcomparison. Thirdly, these two comparisons have rarely been examined at the same time, a fortiori in web-based training environments. The research program is divided in two sets of studies. The first three studies examine theinfluence of social or temporal comparison feedback on statistics performance. In the last two studies, interventions in class were implemented to encourage students to use the web-based training environments. Overall, results do not show a robust effect of comparison feedbacks but confirm the crucial influence of procrastination and initial knowledge on students’ performance. The implications are discussed considering thenaturalistic nature of this research
Inghilterra, Xavier. "L’apprenance collective entre pairs à l’aune du modèle transmissif : Impact des dispositifs de partage social sur les communautés d’apprentissage en ligne." Thesis, Toulon, 2016. http://www.theses.fr/2016TOUL0002/document.
Full textThis research is interested in the effects led by the digital devices plans of social sharing on the pratices of collaboration, communication and mediation of students in context of distance learning. The goal is the understand the origin of the collaborative process of collective apprenance which is illustrated in the communities of apprenticeship outside the academic institution. A netnographic observation is conducted whith Bachelor and Master's degree in a private training center ; our corpus is made of 1405 messages taken in the forums of the institutional platform and on Facebook or Google +. We assume the information and communication sociotechnical devices participate in the horizontalisation of student's practices. We highlight the paradox of these learning communities which are, unwittingly, in a process of social domination by having choosing a priori a decentralized structure
Lamago, Merlin Ferdinand. "Réingénierie des fonctions des plateformes LMS par l'analyse et la modélisation des activités d'apprentissage : application à des contextes éducatifs avec fracture numérique." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0589/document.
Full textThe present research aims to model learning processes on Learning ManagementSystems (LMS) in a bid to maximize users’ efficiency. We came about this idea whilethinking over the possible ways of facilitating the use of LMS for teachers and learnersin countries affected by the digital divide. Drawing from that, the following question hasbeen stated: in a given learning context, how can we insert a Learning ManagementSystem that provides users with both easy handling and optimal using conditions? Thisissue raises the problem of LMS adaptability and suggests two levels of modeling: thelearning tool on one hand and the planned context of use on the other. To address thisissue of adaptability, we adopt a two-pronged approach including the functionalanalysis of LMS tools and the reengineering of user interfaces. The first step is todevelop an approach for the analysis of teaching and learning processes on LMS. Thisentails modeling common learning situations and cross-checking them with thefeatures available in LMS solutions. This preliminary work enabled to build a formalismfor LMS analysis which is referred to as the OCGPI approach (Organize-Collaborate-Guide-Produce-Inform). The second step proposes an adaptive reengineering of LMSbased on the context of use. This is namely an embedded configurator which adaptsthe working environment according to each use and each user. This tool aims at givingbeginners the possibility of acquainting themselves quickly with the virtual platform
Stockless, Alain. "Le processus d’adoption d’une innovation pédagogique avec les TIC par les enseignants." Thèse, 2016. http://hdl.handle.net/1866/18373.
Full textWith the ever increasing place that information and communication technologies (ICT) occupy in education, we sought to understand the process by which teaching innovations, by means of ICT, were adopted in classrooms. More specifically, the context of innovation in this study was set up through a Leaning Management System (LMS). In order to do this, a LMS was set up for the secondary school teachers and students of a greater Montreal area school board. As a premise, teachers did not have access to LMS and the majority had never been in contact with LMS as teachers or learners. We could therefore consider this learning situation as being innovative in and of itself. Thus, it is in this innovative teaching context, using ICT, that this research was carried out. The general objective of our research was to set up a LMS prototype in order to identify the factors which support the adoption of teaching innovations by secondary school teachers. Then, we wanted to see to what extent the teacher’s perceptions of the LMS gave them the impression that the pedagogical design functions used were useful and how the affordances was perceived. This made it possible for us to determine principles of design that would allow teachers to better exploit ICT in a LMS. To carry out this research, we used the Design-Based Research methodological approach. Thus, we carried out three iterations each of which involved one cycle characterized by the design of a prototype, its implementation in an authentic setting and its evaluation. The objective of the first iteration was mainly exploratory. It aimed at the implementation and the experimentation of the LMS in preparation for a broader distribution. A group interview and logbook entries made it possible to document this iteration. The results obtained tend to show that the LMS was relevant for teachers. However, we also observed that a set of adaptations and modifications were necessary before carrying out the broader distribution of the platform. By making these interventions, we wanted to make sure that the LMS catered to the teaching context and the teachers’ reality as best as possible. In the second iteration, we used Davis, Bagozzi and Warshaw (1989) Technology Acceptance Model (TAM) to identify the factors which support the adoption of a LMS. The results of this phase indicate that, on the one hand, our data conforms well with the TAM model and that, on the other hand, the perceived usefulness dimension appears to be a good predictor of the adoption of the LMS by teachers. For the third iteration, we implemented a participatory design of teaching features process with nine teachers divided into two sites. This approach was aimed at analyzing teacher perceptions concerning the LMS. This iteration was evaluated using semi-directed interviews. Result analysis enabled us to confirm the utility of the LMS, more specifically with respect to the level of reinvestment of the activities carried out. In addition, teachers mentioned the importance of training and coaching in the design of teaching features process. In this iteration, we also wanted to see the extent to which the affordances of ICT was perceived in the LMS. This intervention process involved placing teachers in a situation of perception of affordances as well. This, however, did not allow us to articulate a direct relationship between designing teaching features and their implementation in authentic contexts with the explicit perceptions of affordances of the LMS.
Deschênes, Marie-France. "L’apprentissage du raisonnement clinique infirmier par une stratégie éducative numérique basée sur la concordance de scripts." Thesis, 2020. http://hdl.handle.net/1866/24248.
Full textThis doctoral thesis focuses on learning clinical reasoning in nursing using a digital educational strategy based on the notion of script concordance. The thesis is based on a multi-method research design aimed at developing, testing and evaluating an educational strategy for undergraduate students in nursing at the University of Montreal. The thesis, which has five chapters, is written according to the mode of presentation by journal articles. This study was guided by a framework based on script theory, from cognitive science, and the pedagogical approach of cognitive companionship. A multi-method research design integrating a research-development approach, a descriptive qualitative study and a multiple case study was used. Collaborative experts (n=5), expert panellists (n=12) and students (n=45) participated in the study. The results show that the research-development approach enriched the development of a digital education strategy based on script concordance (DESBCS) while ensuring its validation. Overall, students appreciated the DESBCS, especially the varied and formative feedback received from experts while learning how to prioritize nursing hypotheses. A descriptive qualitative study design facilitated the identification of student learning strategies. Results demonstrate that when using a DESBCS, students used certain cognitive apprenticeship strategies for data processing and execution as well as for metacognitive self-monitoring. The results from the multiple case study show that students practised certain cognitive processes of clinical reasoning in nursing, using the vignettes from the script concordance test (SCT) and a think aloud approach, in particular: the early representation of a clinical situation, the semantic transformation of data and the confrontation of hypotheses. The DESBCS improves the visibility of expert knowledge usually absent in a traditional class or even in clinical training. It is a definite advancement to consider the contribution of digital educational strategies in university nursing education programs, or in other programs, to support the development of clinical reasoning. This study highlights the use of a wealth of scientific documentation surrounding the development of DESBCS. Study results inform instructors about effective DESBSC use to make it complementary to other educational strategies by supporting the complexities of learning clinical reasoning in nursing. Implications for the five domains of nursing practice emerge from this study and offer avenues to promote learning and development of clinical reasoning in nursing. One of these aims to promote knowledge articulation and the frequent solicitation of microjudgments to confront and differentiate hypotheses that arise from the uncertainty of clinical practice, implying learning in successive layers.
Book chapters on the topic "Environnement Numérique d’Apprentissage (ENA)"
"La conception de l’apprentissage en profondeur : environnements d’apprentissage, exploitation du numérique, pratiques pédagogiques." In L'apprentissage en profondeur, 95–119. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.1515/9782760549654-010.
Full textGUICHON, Nicolas, Jean-François GRASSIN, Hélène MATHIAN, and Claire CUNTY. "Représentations du processus d’inscription dans le territoire des étudiants chinois pendant leur séjour en France." In Numérique et didactique des langues et cultures, 1–22. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5760.
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