Dispositifs numériques pour l’enseignement des langues,
littératures et civilisations étrangères à l’université
Sous la direction de
Soufiane Rouissi, Lidwine Portes et Ana Stulic
Cet ouvrage collectif sous la direction de trois enseignants chercheurs de l’université Bordeaux Montaigne appartenant à différentes équipes de recherche (MICA pour les sciences de l’information et de la communication, CLARE pour les études germaniques, AMERIBER
pour les études hispaniques) est consacré aux dispositifs numériques pour l’enseignement des langues, littératures et civilisations étrangères à l’université.
"eLearning Papers Issue 37 is a special issue dedicated to the latest research on MOOCs (what is a MOOC?). The papers are based on the research contributions made to the recent European MOOCs Stakeholders Summit (EMOOCs2014)"
Massive open online courses (MOOCs) have become a widely recognized as a valuable form of informal learning. The task now at hand is to develop a rich body of research and documented practice so that educational institutions and learners can better benefit from this new form of education.
This issue of the eLearning Papers contributes to that body of knowledge with four in-depth research papers and six reports from the field:
Dropout Prediction in MOOCs using Learner Activity Features
Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings
Cultural Translation in Massive Open Online Courses (MOOCs)
Characterizing Video Use in the Catalogue of MITx MOOCs
From the field
Toward a Quality Model for UNED MOOCs
The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning
Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”
Offering cMOOCs Collaboratively: The COER13 Experience from the Convenors’ Perspective
Mathematics Courses: Fostering Individuality Through EMOOCs
Analyzing Completion Rates in the First French xMOOC
The focus of SNA is on the relationships between nodes and the structure of these connections. The object of study is the pattern, nature and dynamics of these interactions, as opposite to the individual characteristics of the actors. This representation allows analysis of the social processes determined by the relationships between the individuals (Martino and Spoto, 2006). SNA enables to visualise the position of a social agent within a particular network, however, because less importance is given to individuals, this theory has less consideration for the influence of personal characteristics and individual agency in determining the success of a relationship.The structural paradigm of Social Network Analysis (SNA) with its constitutive theory and methods, began to emerge around the 1930s, applied and influenced by a broad range of disciplines such as sociology, psychology and statistics (Scott and Carrington, 2011).
In social network theory a social structure is represented by a group of “social actors” connected by a set of relationships. These actors – or “nodes” – can be individuals, groups, institutions, organisations or even Web pages. There can be many different kinds of relationships – or “ties” – between nodes, which constitute a “map” of connections between the actors in a network. When a social network is visualised the nodes are usually represented by points and the ties by lines linking one or more nodes.
This case study focuses on the appropriation of blogs by first year undergraduate students specialising in the English language and introduced to the profession of teaching English as a foreign language in primary school. As part of a project evaluated in the second semester, participants of this study were expected to use group blogs as reflective diaries. For the purposes of this study, we are interested in observing how participants appropriate blogs within their given setting. Qualitative analysis of collated data suggests that educational affordances of the blog-tool perceived by participants leads to different degrees of appropriation of the tool. Blogs are appropriated as electronic logbooks and as platforms for disseminating information. It has been furthermore found that the ways in which students perceive the task undergo change with the appropriation of a digital tool.