Documents found
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582.More information
This paper is the extended version of the literature review we proposed in another article (Peltier, Peraya, Grenon, & Larose, 2016). The article establishes an inventory of the use of podcasts in academia according to recent research, conducted between 2006 and 2016. This review of the literature selectively addresses the issue of podcasts in different aspects: their definition, their description, their different uses in academia, their impact on learning, and finally the direction of current research. The text also puts into perspective actual and former questions raised in the 1960–1970's about the production and use of videos for educational purposes.
Keywords: Podcast, vidéo à vocation pédagogique, enseignement supérieur, usage, appropriation, revue de la littérature, Podcast, educational purpose video, higher education, usage, appropriation, literature review
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583.
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584.More information
We conduct a laboratory experiment to test three regulations imposed on a common-pool resource game : an access fee and subsidy system, transferable quotas , and non-transferable quotas. Theory predicts that they all reduce resource use from free access to the same target level without hurting users. We find that, on average, the regulator’s target is less likely to be met with fees than with the other regulation tools. The fee system tends to select the most efficient users more consistently, but leads to more inequality. All regulations fail to make every user better off, although the two market-based instruments outperform the non-transferable quotas on this criterion.
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587.More information
To assess the degree of tiredness of pupils this research work compares the impact of the length of week-end break (one day and a half or two days) on the evolution of children retention rate during mondays, at the elementary school. A sample of 167 children from Kindergarten to the upper elementary grade was selected. Each child separated from the rest or the class was submitted to tests during two mondays. The results show that retention rate and the in depth information storage are better for children having got only one day and a half break. This piece of research shows that organization changes must be evaluated to manage consistently children in learning situation.
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588.More information
According to several studies, symbolic play promotes emergent literacy in preschool education, particularly when the teacher is involved. Given that full-time junior kindergarten (for children 4 years old) was recently established in Quebec, little data on teachers' practices and needs in these classes is available regarding the emergent literacy and symbolic play. This netnographic study, carried out in a virtual community of four years old kindergarten teachers, reveals that some individuals consider supporting emergent literacy as a non-priority and that emergent literacy is supported more by “strategic” than “free” play. The study thus highlights the need to equip teachers and enrich their knowledge of emergent literacy and the educational potential of symbolic play.
Keywords: éducation préscolaire, émergence de l'écrit, jeu symbolique, pratiques, netnographie, preschool education, emergent literacy, symbolic play, practices, netnography, educación preescolar, entrada al mundo escrito, juego simbólico, prácticas, netnografía
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589.More information
This research investigates the development of knowledge used by a "mediator" in the conception of computer simulation games. The aim is to formulate rules of mediation from which to develop working hypotheses. Within the framework of the Palo Alto School's theory of interpersonal communication and of an inductive approach, the author proposes three series of rules related to the behavior, of users, to the types of information transmitted and to the aspects dealt with in the communication.
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590.More information
Summary: Text structures and prior knowledgeThe purpose of this experiment was to show a differential effect of two types of textual structures (causal and teleological) on text comprehension with subjects of different levels of expertise (novices, intermediates and experts) in a domain describing three functions of the text-editor «Microsoft Word». We assumed an interaction between text structure and prior knowledge. Experts performed better than the two other levels of expertise, with the exception of cued recall, and this effect depended on the semantic text structure. Additionally, the results showed the existence of an intermediate effect in the recall of the causal text and emphazised the necessity to study the representation elaborated in relation with learners' prior knowledge.Key word: learning, prior knowledge, intermediate effect, text structures.