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Often considered a vector for major change, digital practices represent an opportunity through which to better understand literature and literary space by revealing, more explicitly than ever before, ontological elements that have, as such, timeless value. In particular, and as is the focus of this article, digital creation offers an opportunity to revive a debate that has persisted throughout the history of thought on the status of literature dating back to Plato and Aristotle : that of the relationship between literature and reality, the opposition of which Sartre and Derrida had already sought to deconstruct during the 20th century. We find that digital space highlights the absence of separation between symbolic and non-symbolic, thereby preventing us from considering a break between imaginary and reality. To address this structure, we turn to the concept of editorialization, which refers to the set of devices that allow for content production in digital space while accounting for the fusion of digital and non-digital spaces. Through literary examples – Traques Traces by Cécile Portier and Laisse venir by Anne Savelli and Pierre Ménard – we will demonstrate how literature today participates in editorializing the world, therefore definitively burying the imaginary-reality binary in favour of an anamorphic structure.
Keywords: Littérature numérique, imaginaire, réel, mimesis, éditorialisation, Google Street View, Google Maps, Sartre, Derrida, Digital literature, imaginary, reality, mimesis, editorialization, Google Street View, Google Maps, Sartre, Derrida
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Online learning has been widely discussed in education research, and open educational resources have become an increasingly popular way to help learners acquire knowledge. However, these resources contain massive amounts of information, making it difficult for learners to identify Web articles that refer to computer science knowledge. This study developed an Internet articles retrieval agent combined with dynamic associative concept maps (DACMs). The system used text mining technology to analyze keywords to filter computer science articles. In previous research, concept maps were manually constructed; in this study, such maps can be automatically and dynamically generated in real time. In a case study of a fundamental course of artificial intelligence, this study designed two experiments to compare students' learning behaviors while using this system and the Google search engine. The results of the first experiment showed that the experimental group searched for more knowledge articles on computer science using this agent, compared to the control group using the Google search engine. The learning performance of the experimental group was significantly better than that of the control group, while the cognitive load of the experimental group was significantly lower than that of the control group. Furthermore, the results of the second experiment showed that the learning progress of students using the agent was significantly greater than that of students who used the Google search engine. This illustrates that the agent effectively filtered computer science articles, and DACMs helped students gain a deeper understanding of academic concepts and knowledge related to artificial intelligence.
Keywords: dynamic associative concept maps, text mining, online learning, intelligent agent
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Keywords: scholarly publishing
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Les cinq dernières années ont été marquées par la multiplication d’applications de l’intelligence artificielle. Les assistants personnels intelligents, tels que les Google Home, sont parmi ces applications populaires qui intègrent les domiciles des consommateurs et ils visent plus particulièrement les familles. À la base, ce sont des haut-parleurs, mais ils peuvent faire bien plus que jouer de la musique (ex. : répondre aux questions, faire fonctionner les objets connectés, raconter des histoires, etc.). Leur nouveauté et leurs nombreuses fonctionnalités qui sont d’ailleurs personnalisables rendent alors ces appareils intéressants pour étudier la malléabilité et l’intégration des technologies dans le quotidien. Ainsi, cette recherche explorera comment 26 utilisateurs du Google Home, dont six familles, ont intégré (ou pas) cet appareil dans leurs routines quotidiennes. On s’intéressa à …
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This article interrogates how digital text annotation tools and projects facilitate online engagement and virtual communities of practice. With the rise of the Web 2.0 movement and the proliferation of digital resources, annotation has evolved from an isolated practice to a collaborative one. This article unpacks the impact of this shift by providing an in-depth discussion of five web-based tools and two social reading projects. This article examines issues of design, usability, and applicability to pedagogical intervention as well as underscores how productive group dynamics can be fostered through digital, social annotation.
Keywords: Annotation, collaboration, digital, pedagogy, social, tools