Papers by Laurence Gagnière
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Introduction It is not surprising that information problem solving (IPS) as “metacognitively comp... more Introduction It is not surprising that information problem solving (IPS) as “metacognitively complex situations” ( Veenman et al., 2004 ) become an interesting area to study ways to foster the metacognitive processing they required, but that are not spontaneously activated. Objective The goal of the present study was to investigate the positive effect of metacognitive incentives, provided as question prompts, on the metacognitive processing required to collaboratively solve the information problem, and on the IPS scores. Method On the basis of the literature, the prompts were embedded in the IPS process and aimed to support three steps of IPS: information search, information classification and information presentation. Such question prompts were expected to positively impact IPS scores related to each step, compared to a condition without prompt. Moreover, we assumed that the positive effects of question prompts would be mediated by the level of metacognitive processing they activat...
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Revue Maghrebine De Documentation, 2005
Dans l'Equipe de Recherche Technologique Education du laboratoire SysCom, nous accompagnons d... more Dans l'Equipe de Recherche Technologique Education du laboratoire SysCom, nous accompagnons depuis mai 2003 le developpement d'un Environnement Numerique de Travail (ENT) a l'Universite de Savoie (projet de « cartable electronique ») [Caron et al., 2005] par l'analyse de ses usages. Nous avons entrepris l'evaluation de ce dispositif afin de savoir si les Technologies d'Information et de la Communication en Education (TICE) sont utilisees uniquement comme supports de documents en ligne, consultables en tous lieux, ou si elles engendrent veritablement des relations innovantes entre enseignants et apprenants. Ainsi notre objectif de recherche specifique est de determiner si la communication joue un role preponderant, complementaire ou accessoire dans la constitution des usages personnalises et collectifs du cartable electronique. Nous nous interessons par consequent a la question de la pedagogie numerique a partir d'une approche communicationnelle car cette dimension a souvent ete oubliee dans l'analyse des dispositifs pedagogiques et dans l'education en general. Apres avoir rappele dans une premiere partie la problematique generale des usages de l'information numerique educative et nos objectifs d'analyse, notre papier montrera que d'un point de vue methodologique, l'analyse des logs (Web Usage Mining) dans un environnement de travail collaboratif est une des techniques appropriees pour mesurer la part de la communication dans les pratiques educatives. Nous presenterons ensuite les principaux resultats issus de notre observation quantitative en focalisant notamment sur les usages des services de communication dans l'espace pedagogique (Webmail, chat, forums...); sur la part croissante du nomadisme dans l'usage de tels dispositifs et sur les usages collaboratifs de la plate-forme par rapport aux usages personnels.
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We describe in this paper a model for Computer Supported Collaborative Learning and the correspon... more We describe in this paper a model for Computer Supported Collaborative Learning and the corresponding architecture. This model has been designed to take into account the variety of educational activities and cultures. It offers primitives to endusers, mainly the teachers, allowing them to describe a collaborative activity and to regulate it (i.e. modify it dynamycally). It has been implemented within a groupware based on the metaphor of electronic schoolbag, which is used today by more than 40000 users in both University and secondary french schools. Thanks to the model, the developed groupware is flexible and tailorable.
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When metacognitive prompts help information search in collaborative setting Effets d’incitations ... more When metacognitive prompts help information search in collaborative setting Effets d’incitations métacognitives sur la recherche d’information en situation collaborative
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Papers by Laurence Gagnière