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This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as part of a larger body of research asks, how can a portfolio approach to teaching and learning help the educator develop unique forms of reflective practice that will help him express his ideas more clearly, first to himself and then secondly to his educational communities? Research methodology is primarily participatory action research and includes an autoethnographic review of the author's work, reviews, interviews, observations, and focus groups with student teachers and professional teachers in the United Arab Emirates. The research concludes that in consideration of McLuhan's (1964) notion that the “medium is the message,” the interactions that arise through the use of new media tools can lead us to relational, co-constructed ideas that are not those simply passed on from other texts. By making our thinking visible, the portfolio approach allows the educator to capture the contextual relationship between the author, the audience or community, and the knowledge being created.

Keywords: portfolio, relational construction, education, scholarship, reflection

The digital space — as multiple and hybridized with offline space — requires a specific cartographic approach. Mobilizing the notions of situated knowledges and sensitive diagrammatics, this study of Louise Drulhe's Critical Atlas of Internet (2012) demonstrates on the one hand how space affects the internets and their representations, and on the other hand, how the atlas turns out to be the most appropriate form to conceptualize the complexities of digital space.

This study investigates the changes in university students' perceptions towards the use of Web search engines after their exposure to a teaching intervention centered on the information problem-solving process. A total of 138 students of the Department of Educational Sciences and Early Childhood Education of the University of Patras were surveyed to measure perceived ease of use and usefulness of search engines and search engine self-efficacy. A questionnaire, part of which was based on the Technology Acceptance Model, was developed and distributed to respondents, both before and after the course, to measure their perceptions. The results revealed statistically significant improvement for the ease of use and usefulness of search engines, as well as for search engine self-efficacy.

Keywords: Information literacy, Big6 model, information problem solving, search engine, self-efficacy of web information searching, Littératie informationnelle, modèle « Big6 », résolution de problèmes informationnels, moteur de recherche, auto-efficacité de la recherche d'information sur le web

This article aims to analyze the use of information and communication technologies (ICT) in the learning process among university students in Morocco. Data were collected through a questionnaire survey of 223 students of Islamic studies enrolled at Abdelmalek Essaadi University. The results reveal that there is still a double digital divide: unequal access to ICTs and limited use of ICTs by students, hence the need to deploy a promising national strategy for integrating ICTs in higher education.

Keywords: TIC, technologies de l'information et de la communication, usages des TIC, apprentissage, enseignement supérieur, ICT, information and communication technologies, use of ICT, learning, higher education

The Dobbs v. Jackson Women's Health Organization decision, issued in June 2022 by the U.S. Supreme Court, overturned the Roe v. Wade (1973) and Planned Parenthood v. Casey (1992) rulings on the grounds that the Constitution makes no reference to abortion and that no such right is implicitly protected by any constitutional provision. This decision has had, however, effects beyond U.S. borders.

This article summarises the results of a survey of preschool and primary teachers of an Outaouais-area school board. The online questionnaire was made up of four sections: general information, information-seeking habits, the pedagogical use of information, and resource and numeric materials. The results indicate that teachers have information-seeking habits and practices similar to those observed in university students. The results also show that the integration of information-seeking techniques in the classroom is not widespread. This research project also demonstrates how teachers access resource and numeric materials and use them in learning activities.

While more than 50% of the world's population is connected to the Internet, the major platforms, and particularly Facebook, have acquired an enormous political power. This new situation forces us to rethink the emancipation project of the enlightenment. In this article, I propose that researchers in the humanities and social sciences take up this challenge by adopting and disseminating new standards of reflexive collective intelligence. Knowledge commons, open science and the sovereignty of individuals over the data they produce are unanimously accepted. But these essential principles are not enough. The available computing and communication power, combined with the use of IEML (a language with computable semantics), enables us to contemplate a transparency of the knowledge, meaning and authority creation processes. I present here the main strategic orientations for reaching these objectives. An epistemological revolution in the human sciences is within reach, and with it a new stage in the evolution of critical thinking.

Keywords: Facebook, IEML, épistémologie, humanités numériques, intelligence collective, transparence, pragmatique, jeux de langage, sémantique, linguistique, révolution scientifique, science ouverte, communs de la connaissance, Lumières, autorité, vérité, Facebook, IEML, epistemology, digital humanities, collective intelligence, transparency, pragmatics, language games, semantics, linguistics, scientific revolution, open science, knowledge commons, Lumières, authority, truth

As freely adoptable digital resources, OpenCourseWare (OCW) have become a prominent form of Open Educational Resources (OER). More than 275 institutions in the worldwide OCW consortium have committed to creating free access open course materials. Despite the resources and efforts to create OCW worldwide, little understanding of its use exists. This paper reports OCW project development at National Taiwan University (NTU) and investigates its use with Google Analytics. Reports include strategic plans to overcome challenges to OCW creation and implementation, the project’s growth and maturation, overall use of OCW, and possible future directions. As a result of its 5-year development and of lessons learned, the NTU-OCW experience features: (1) integrating resources on campus and established operating procedures, (2) setting course selection criteria featuring the strength of NTU and Taiwan, (3) providing coherent program support to enhance faculty participation, and (4) adhering strictly to the Creative Commons license. Data from Google Analytics was reviewed for better understanding of the use, characteristics, course preferences, and behaviors of NTU-OCW users. Results show visitors were primarily lifelong learners (65%) in informal learning settings. Statistics indicate an overall successful use of NTU-OCW for Chinese speaking users, especially in urban areas where information and communication technology is more developed. Potential impacts and future improvements are discussed, including how to promote usage of OCW courses for on and off campus users, adding rating features and indexing for customizing search, and integrating OCW into the learning management system (LMS) as part of OER.

Keywords: open education, open educational resources (OER), online learning, informal learning, OCW concept, higher education

In May 2020 Sidewalk Labs, the Google-affiliated ‘urban innovation' company, announced that it was abandoning its ambition to build a ‘smart city' on Toronto's waterfront and thus ending its three-year relationship with Waterfront Toronto. This is thus a good time to look back and examine the whole process, with a view to drawing lessons both for the future of Canadian smart city projects and the future of public sector agencies with appointed boards. This article leaves to one side the gadgets and sensors that drew much attention to the proposed project, and instead focuses on the governance aspects, especially the role of the public ‘partner' in the contemplated public-private partnership. We find that the multi-government agency, Waterfront Toronto, had transparency and accountability deficiencies, and failed to consistently defend the public interest from the beginning (the Request for Proposals issued in May of 2017).  Because the public partner in the proposed ‘deal' was not, as is usually the case in smart city projects, a municipal corporation, our research allows us to address an important question in administrative law, namely: what powers should administrative bodies outside of government have in crafting smart city policies?In Canada, the comparatively limited Canadian scholarly work regarding urban law and governance has mainly focused on municipal governments themselves, and this scholarly void has contributed to the fact that the public is largely unaware of the numerous local bodies that oversee local matters beyond municipal governments.  This paper hones into the details of the WT-Sidewalk Labs partnership to understand the powers and limitations of WT in assuming a governmental role in establishing and overseeing ‘smart city' relationships. It ultimately argues that WT has not been – nor should it be – empowered to create a smart city along Toronto's post-industrial waterfront. Such tasks, we argue, belong to democratic bodies like municipalities. An important contribution of this paper is to situate the evolving role of public authorities in the local governance literature and in the context of administrative law.

Over the last decade, controlled languages (CL) have received increased attention in machine translation (MT) research. The vast majority of studies have dealt with the impact of CLs on the quality of the final MT output, but very little work has focused on the impact of MT on the accessibility of target texts for people with special needs. This article represents a first attempt to bridge this gap. We present a comparative linguistic study that seeks to explore whether MT systems are a viable option for translating texts that are easy to read and understand (EtR). We tested DeepL, Google Translate, and Yandex with EtR texts from three different domains in four language pairs. Findings show that DeepL is the highest-performing system, and that Spanish and administrative texts in particular seem to present more challenges. The evaluation of the MT output in terms of linguistic accessibility indicates that the highest number of issues are found at a lexical and stylistic level. Although MT systems do not generate EtR texts of acceptable quality yet, our study highlights the potential of this tool, as well as the challenges of creating multilingual content that is accessible for all.

Keywords: traduction automatique, accessibilité, facile à lire et à comprendre, DQF-MQM, étude comparative, machine Translation, accessibility, easy-to-read, DQF-MQM, comparative study, traducción automática, accesibilidad, lectura fácil, DQF-MQM, estudio comparativo