Documents found
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131.More information
This article discusses an important 21st century issue in second and foreign language learning: the excessive use of machine translation tools by students and the uncertainty of university instructors about how to deal with this new reality. We propose addressing this issue in a positive manner, by considering MT as a pedagogical tool. As such, we present an online training workshop designed to prepare learners of French as a second/foreign language in the responsible and effective use of DeepL, a highly sophisticated MT software. Our approach favours an open discussion on the use and usefulness of MT in language learning and provides university instructors with a pedagogical resource as a means of reconsidering the role of language technologies in language learning.
Keywords: traducteurs automatiques, DeepL, outil pédagogique, FLS/FLE, atelier de formation, automatic translation, DeepL, pedagogical tool, FSL/FFL, training workshop
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132.More information
Dans ce mémoire, nous explorons l’utilisation des données de Google Trends pour améliorer les prévisions en temps réel du produit intérieur brut (PIB) du Québec. L’objectif est de déterminer si l’intégration de ces données non traditionnelles dans des modèles économétriques permet d’accroître la précision des prévisions économiques. Nous appliquons plusieurs modèles de prévision, notamment MIDAS (Mixed Data Sampling), UMIDAS (Unrestricted MIDAS), Random Forest (RF), Gradient Boosting Machine (GBM), et LASSO, à des données de fréquences mixtes couvrant la période de 2015 à 2023. Ces modèles sont comparés à un modèle de référence autorégressif (AR(p)) pour évaluer leur performance avec et sans l’inclusion des données de Google Trends. Les résultats montrent que l’intégration des données de Google Trends améliore significativement la précision des prévisions en période …
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133.More information
The objective of the paper is to provide a framework for understanding the pedagogical opportunities of openness in education. The paper will argue that openness in education should not only be viewed as opening existing resources and courses to a broader audience. Openness is also a matter of providing insight and enable communication and collaboration across traditional barriers – such as distance and accessibility. From this perspective, openness is the removal of barriers for interaction and exchange – and not only a matter of providing access to resources or courses. Rather, the objective is to open education to the outside world, which entails an interaction between educational institutions and society. The key point of the paper is that to do this, educational activities need to change and move beyond the course as the main unit of openness. Openness is not only a matter of opening up the existing, but to develop new educational practices that interact with the world. The paper outlines three different dimensions of openness that describe different types of interaction between institutions and society: transparency, communication and engagement. To exemplify the dimensions, the paper presents a case study that demonstrates the three dimensions of openness in an university programme. The paper concludes in a discussion of educational technologies for the different dimensions of openness.
Keywords: openness, online education, transparency, communication, engagement
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Our paper reflects on our experience with Weaving Music II—a web performance space we built with fifteen artists working across different disciplines. The website and our essay attempt to create alternatives to the “at-the-same-timeness” of streaming technologies as well as the forms of listening defined by data capitalism and corporate platforms like Google and YouTube. At the heart of the alternative practices we propose is an embrace of what we see as the creolizing potentiality of the Web and of listening. To unpack these potentialities, the essay and artwork critically reflect on listening that occurs through Afrofuturistic modes of engagement with technology, space and time. We consider the historical origins of Web improvisations, our approach to collaboration using Weaving Music II, and theories of information that move beyond the need for predefined codes of understanding.
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