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Digital Educational Twins (DETs) are virtual environments for human learning (VEHLs) that open up new perspectives in educational design, bringing them closer to the professional realities of engineers. A digital twin is a digital replica of an existing industrial or physical object or system, which can be equipped with operating tools to understand, analyze and predict the functioning and control of the real entity. It can become a teaching tool. The integration of DETs as a new virtual learning environment involves pedagogical design work aimed at creating instrumented learning situations. This article focuses on the collaborative pedagogical design work carried out by pedagogical engineers, teacher-researchers and IT developers as part of the JENII project (ANR-21-DMES-0006). The research data are derived from thirteen semi-structured interviews with project participants, three interviews with pedagogical engineers and observation of three pedagogical scenario design meetings using DETs. The results provide a better understanding of the collaborative design of pedagogical devices, identify new players around the emerging technology of DETs and highlight levers for action to optimize pedagogical engineering with emerging technologies.

Keywords: engineering education, formation des ingénieurs, ensino de engenharia, formación de ingenieros, environnement virtuel pour l’apprentissage humain (EVAH), ambiente virtual de aprendizagem humana (VHEL), entorno virtual para el aprendizaje humano (EVAH), virtual environment for human learning (VHEL), digital twins, gemelos digitales, gémeos digitais, jumeaux numériques, pedagogical engineering, ingeniería educativa, engenharia educativa, ingénierie pédagogique, collaborative design, diseño colaborativo, concepção colaborativa, conception collaborative

This article reflects on the development process of a new undergraduate program, Racialized Health and Disability Justice (RHDJ), at the Critical Disability Studies program, York University from the perspective of the core program development team. The RHDJ program aims to centre the contributions and scholarship of Black, Indigenous, racialized, disabled, and Mad peoples, in response to mounting evidence demonstrating the ongoing marginalization and neglect of these groups in terms of their health and well-being across the Canadian state, and their exclusion from participation, recognition, knowledge production, and leadership within the colonial structures of academia. We reflect on how graduate students and faculty were involved in working toward the program’s central aim of teaching and enacting racial and disability justice. We ask, what difference does it make in our program development process to begin from a disability justice ethos, in our negotiations within a structure that the program resists at the same time as it relies on it for its existence? Since the program aims toward the transformation of care for communities who have been marginalized, we also consider if theories of care ethics can inform our process in implementing disability justice principles as we navigate institutional barriers, organization of labour, and collaboration. By sharing our process and reflections, we hope other collectives with similar disability justice goals may consider and build upon our experiences, in the service of building different tools for a different, more livable future.

Keywords: Disability justice, ethics of care, knowledge decolonization, transformative education, program development

This text uses the example of homelessness to illustrate how our society produces situations of marginality and exclusion by creating cultural categories to designate marginalized people. It highlights the importance of spatiality, that is, the creation of a social space that is both physical and cultural, in this process of marginalization. The situation of homelessness should not be reduced to individual psychological traits but should be included in the social universe of people experiencing homelessness. The text aims to explore how people experiencing homelessness appropriate or do not appropriate a space, and how they attempt to construct a space that suits their existence, emphasizing that marginality means being both outside and inside “normal” society. It is based on ethnographic research conducted in the Saguenay–Lac-Saint-Jean region, in the province of Quebec.

Keywords: Homelessness, Itinérance, Quebec, Québec, exclusion, exclusion, territory, territoire, NIMBY, NIMBY

In 1539, Florence’s newly elected Duke Cosimo I de’ Medici began to turn the Palazzo della Signoria into his ducal residence. The first major artistic work he commissioned for the palazzo was a cycle of frescoes by Francesco Salviati (1543–48), with scenes from the life of Marcus Furius Camillus. Salviati’s Triumph of Furius Camillus fresco is discussed in light of a preparatory drawing, which shows a chariot drawn by an animated group of horses very like the famous horses of San Marco in Venice (where Salviati had worked from 1539 until 1541), and very unlike the regimented group that draws the chariot in the final fresco. In the wake of Savonarolan reforms to the Florentine government after the expulsion of the Medici, the Venetian quadriga cannot have been politically acceptable to Duke Cosimo. Salviati presumably altered his design to better accord with Cosimo’s self-association with imperial Rome.

Keywords: Duke Cosimo I, Francesco Salviati, Marcus Furius Camillus, San Marco quadriga

One of the stories most frequently adapted to cinema is certainly that of the Flood, which recounts the story of Noah who, at God’s request, builds an ark to protect a pair of animals from each species from a flood that will wipe out all living beings on Earth. This article focuses on the numerous American animated short films created between the 1920s and 1930s that are inspired by, reference, or adapt this biblical story. Given this strong concentration, this article will attempt to answer the following question: What makes the story of the biblical Flood so suitable for animated adaptation in the 20s and 30s? Drawing in particular on the concept of "adaptogénie" (Gaudreault and Marion, 2008), we will first attempt to explain the popularity of the Flood for animated filmmakers. Then, we will study the different transtextual configurations (Genette, 1982) that these films invoke. Finally, we will question the moral significance of these cartoons: did they carry a religious message, did they use the Flood for subversive purposes or rather as a pretext to insert gags featuring animals? Based on the words of Tzvetan Todorov (2008), we assert that these filmmakers attempted to humanize the divine, that is to say, to desacralize the story of the Flood by referring to it or transposing it to animated cinema.

Keywords: adaptation animée, animated adaptation, the Flood, le Déluge, cartoon, cartoon, transtextualité, transtextuality, intertextualité, intertextuality, hypertextuality, hypertextualité

In the context of a shortage of qualified teaching staff (Dupriez et al., 2023), paid internships are gaining in popularity, but they are forcing the pre-service training and work environments to rethink their collaboration. With this in mind, we developed a paid internship program as part of a research project conducted in partnership with a school board. The aim of the study is to document the issues perceived by the trainers involved in the assessment of skills in the context of paid internships regarding their assessment judgement process. As paid internships opportunities are recent in elementary and secondary teacher training programs, our article will contribute to the development of knowledge about their impact, which is currently scarcely documented (CSÉ, 2023). Therefore, we conducted a content analysis (Krippendorff, 2013) based on transcribed semi-directed interviews in order to identify emerging and recurring themes regarding the perceptions of the trainers (n = 8) pertaining to issues perceived in their evaluation judgement process in this context. Our results highlight several issues arising from the status of colleague, involving a change in the relationships between individuals involved, on the characteristics of the process of assessing the professional skills of trainees. Our proposal points to a need to clarify the roles of trainers in the context of paid internships, particularly with regard to evaluation.

Keywords: professional competencies assessment, évaluation des compétences professionnelles, assessment process, processus d’évaluation, trainers, formateurs et formatrices, stage en emploi, paid internships, enseignement, teaching

This article examines how parents’ and adolescents’ perceptions of parental solicitation and control can be used to predict academic achievement and engagement. Hierarchical regressions on 133 parent-child dyads (66% girls; mean age: 16.88 years) indicate that adolescents’ perceptions of parental control are significantly related to their academic engagement and achievement, in contrast to perceived solicitation, which is only marginally related to engagement. Parents’ perceptions of their monitoring strategies, however, do not predict adolescents’ academic functioning. Thus, it would be important to consider adolescents’ perceptions of parental monitoring in interventions aimed at improving academic functioning in high school students.

Keywords: family relations, relations familiales, encadrement parental, parental involvement, réussite scolaire, academic achievement, réussite éducative, educational success, motivation scolaire, school motivation, adolescent development, adolescence

The practice of philosophical dialogue with young people is experiencing significant growth on an international level. Since this practice often takes place within a school context, where one of the main missions is to foster learning, it becomes valuable to conduct studies that document the learning outcomes of students, including their awareness of these outcomes. However, studies in this regard—particularly those comparing students’ awareness across different pedagogical approaches—are nonexistent. This article examines this issue, leading to the conclusion that the way learning sequences are structured may influence students’ perception of the learning they achieve in philosophy.

Keywords: Philosophy for children and adolescents, Philosophie pour enfants et adolescents, Apprentissage, learning, development of thinking, Formation de la pensée, comparative study, Étude comparative

This exploratory research presents the results of a test conducted on two training-support devices to implement programs helping students with a specific reading and writing difficulty identify and produce written words. The general device aims to implement various evidence-based practices, including validated programs, while the specific device aims to implement a program that integrates technological aids. The objective of this article is to describe what the participating remedial teachers report from their experience and observe as effects on student learning and professional development. Qualitative methods of data collection and analysis are used and conditions for improving the two devices are identified.

Keywords: Formation et accompagnement, Training and support, remedial teachers, orthopédagogues, aides technologiques, technological aids, writing, écriture, lexical spelling, dysorthographie, dysorthography