Documents found
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2391.
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2392.More information
The digital age offers new possibilities for providing accessible and understandable communications for people with low literacy skills, including those with intellectual disability. However, information designers face several challenges when undertaking such process. This article discusses the Design science approach of an interdisciplinary research team in developing digital information, through the example of videos. During a focus-group discussion, the participants identified facilitators and barriers encountered during the process of video production.
Keywords: Littératie, numérique, science du design, concepteurs, accès à l'information, situation de handicap, Literacy, Digital, Design Science, Designers, Information Access, handicap
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2394.More information
Teachers in professional and technical training usually live a hard period of professional transition during their beginning of teaching. We have tried to show how the educational intervention from beginning teachers of the Collège communautaire du Nouveau-Brunswick results from a work of dialectization of a set of contexts: educational, professionals and personals. We adopted a mixed methodology using quantitative inquiry and qualitative interviews across the five campuses of the Collège communautaire du Nouveau-Brunswick. Our results show the teacher as a subject in transition, trying to reach a state of balance between the subject in formation and the many contexts through which he evolves. His professional transition is articulated through back and forth movements between skill development and identity construction, surrounding the moment of educative intervention. We thus propose a model of this articulation that could be used to analyze educational intervention in its situational perspective.
Keywords: formation professionnelle, savoir-enseigner, nouveaux enseignants, intervention éducative, moment, professional training, teaching skills, new teachers, educational intervention, moment, formación profesional, saber enseñar, nuevos formadores, intervención educativa, momento
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2395.More information
AbstractThe city is defined as the sum of places and spaces. Places are associated with the unchanging, visual markers, commemorative landmarks, monuments, stores. Spaces are fashioned by actions, movements, the residents' or passers-by's visions. Therefore, representations of the city are constructed through the putting-into-words of places, spaces and urban boundaries; i.e. the boundaries of a neighbourhood are defined through social and linguistic territories. In this paper, we combine sociolinguistics and geography to deal with the concepts of place, space and territory. We also attempt to see how multilingual urban signage in some Montpellier neighbourhoods transforms a place into a social space that is forever changing and how territorial limits are redrawn through signage.
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2396.More information
This article focuses on the special relationship established during the 1960s and 1970s between French historian Robert Mandrou and a group of, mostly, young historians in Quebec. It seeks to understand the conditions and the scope of this intellectual affinity which had a decisive impact on the evolution of Quebec historiography. The author posits that the relationship between Mandrou and these historians evolved through a series of “intellectual connectors” pertaining both to the French-Canadian reception of the Annales School and the sociability networks that the French historian constructed with Quebec.
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2397.More information
This contribution of a theoretical, conceptual, and intertextual nature is written from the political philosophy of education and interdisciplinary ethics, in a practical and applied perspective to the digital, or more specifically to the digitalization of the hypermodern democratic world. We begin by sketching a panorama of the different ways in which the notion of a critical approach to digital education can be understood, and by positioning our own approach within it. We then ask how it might be possible to think of public policies for digital education that would bring to life the ambition of a humanist education in a problematic world and to consider the close intertwining of normative links between democratization and digitalization. First, we present the resources contained in Ogien’s work and then go on to show the interest of re-examining the links between education and humanism from a critical and minimalist perspective and from the point of view of the digital mutations of the world. Finally, we discuss what would constitute a digital perfectionism within public education and training institutions and try to discern the conditions under which the promotion of a digital humanism can be exempted.
Keywords: ethics, éthique, digital, numérique, critique, critique, Ogien, Ogien
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2398.More information
Keywords: Compassion, soins palliatifs, pandémie, COVID-19, phénoménologie interprétative
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2399.