ComeniusPortefolio - e.Education2023-11-27T21:34:49+01:00All Rights Reserved blogSpiritblogSpirithttp://comenius.blogspirit.com/Comeniushttp://comenius.blogspirit.com/about.htmlFermeture de ce blogtag:comenius.blogspirit.com,2020-08-18:31530192021-10-08T17:46:42+02:002020-08-18T14:49:00+02:00 Ce blog n'est plus mis à jour depuis 2017 sauf la page...
<p style="text-align: center;"><img id="media-1096211" style="margin: 0.7em 0;" title="" src="http://comenius.blogspirit.com/media/01/01/63343781.jpg" alt="240_F_175571571_1rxpBTVZduS02KPkyXC77XM0zxKQcDvU.jpg" /></p><p style="text-align: center;"> </p><p style="text-align: center;">Ce blog n'est plus mis à jour depuis 2017 sauf la <a href="http://comenius.blogspirit.com/archive/2007/12/29/communications-et-publications.html">page publications</a>. Mon actualité scientifique peut être consultée sur le site du <a href="https://www.lip-unifr.ch">LABORATOIRE D'INNOVATION PEDAGOGIQUE</a></p>
Comeniushttp://comenius.blogspirit.com/about.htmlA praxeological perspective for the design and implementation of a digital role-play gametag:comenius.blogspirit.com,2017-08-10:30952912017-08-10T18:49:07+02:002017-08-10T18:44:00+02:00 Sanchez, E., Monod-Ansaldi, R., Vincent, C., & Safadi, S. (2017). A...
<p><img id="media-970557" style="float: left; margin: 0.2em 1.4em 0.7em 0;" title="" src="http://comenius.blogspirit.com/media/00/02/4205003892.jpg" alt="EAIT.jpg" /></p><p>Sanchez, E., Monod-Ansaldi, R., Vincent, C., & Safadi, S. (2017). A Praxeological Perspective for the Design and Implementation of a Digital Role-Play Game. Education and Information Technologies.<strong> <br /></strong></p><p> <<a href="https://link.springer.com/epdf/10.1007/s10639-017-9624-z?author_access_token=QP8KGzGV_ZK5BQN08CSAUve4RwlQNchNByi7wbcMAY6F8y4FX6by1aJX69oIjrLGjA6W3R1wSN4IUt3mf1_BossEGe1NdFDakQtNB3_CE4KmVAuOTbiZbB8s5nzoW3dq6Jk9DKfsTdXVtpYfiY2dkw%3D%3D" data-privlyhref="https://link.springer.com/epdf/10.1007/s10639-017-9624-z?author_access_token=QP8KGzGV_ZK5BQN08CSAUve4RwlQNchNByi7wbcMAY6F8y4FX6by1aJX69oIjrLGjA6W3R1wSN4IUt3mf1_BossEGe1NdFDakQtNB3_CE4KmVAuOTbiZbB8s5nzoW3dq6Jk9DKfsTdXVtpYfiY2dkw%3D%3D">lire l'article</a>></p><p> </p><p style="text-align: justify;">This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners.</p><p> </p>
Comeniushttp://comenius.blogspirit.com/about.htmlNouvelles publicationstag:comenius.blogspirit.com,2017-06-12:30933542017-08-10T18:47:31+02:002017-06-12T22:52:00+02:00 . Djelil, F., Sanchez, E., Albouy-Kissi, B., & Albouy-Kissi, A....
<p><img id="media-966561" style="float: left; margin: 0.2em 1.4em 0.7em 0;" title="" src="http://comenius.blogspirit.com/media/02/02/2924878961.2.png" alt="EIAH2017_300.png" />. Djelil, F.,<strong> Sanchez, E.,</strong> Albouy-Kissi, B., & Albouy-Kissi, A. (2017). Acquisition de connaissances de programmation en fonction des stratégies d’apprentissage : une étude empirique du micromonde PrOgO. In D. Guin, B. de Lièvre, & M. C. Trestini, B (Eds.), Actes de la 8ème Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (pp. 41-52). Strasbourg: ATIEF.<br /><<a href="http://eiah2017.unistra.fr/wp-content/uploads/2016/10/Actes.pdf" data-privlyhref="http://eiah2017.unistra.fr/wp-content/uploads/2016/10/Actes.pdf">actes de la conférence</a>><strong><br /></strong></p><p><strong>. Sanchez, E.,</strong> & Mandran, N. (2017). Compétition et collaboration dans le cadre d’apprentissage par le jeu : une étude de cas. In N. Guin, B. De Lièvre, M. Trestini, & B. Coulibaly (Eds.), Actes de la 8ème Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (pp. 269-280). Strasbourg: ATIEF.<br /><<a href="http://eiah2017.unistra.fr/wp-content/uploads/2016/10/Actes.pdf" data-privlyhref="http://eiah2017.unistra.fr/wp-content/uploads/2016/10/Actes.pdf">actes de la conférence</a>><strong><br /></strong></p><p> </p>
Comeniushttp://comenius.blogspirit.com/about.htmlQuelles recherches pour l'étude des jeux numériques en classe ?tag:comenius.blogspirit.com,2016-12-27:30853462017-08-10T18:48:11+02:002016-12-27T23:06:00+01:00 Tableau noir ou jeu numérique, les résultats des recherches sur les...
<p><a href="https://blogs.mediapart.fr/eric-sanchez/blog/271216/quelles-recherches-pour-letude-des-jeux-numeriques-en-classe" data-privlyhref="https://blogs.mediapart.fr/eric-sanchez/blog/271216/quelles-recherches-pour-letude-des-jeux-numeriques-en-classe"><img id="media-947859" style="float: left; margin: 0.2em 1.4em 0.7em 0;" title="" src="http://comenius.blogspirit.com/media/02/01/2976641606.png" alt="2016-12-27_2142.png" /></a>Tableau noir ou jeu numérique, les résultats des recherches sur les effets des technologies éducatives sont ambigus. Quelles en sont les raisons ?</p><p>Le billet peut être consulté sur mon <a href="https://blogs.mediapart.fr/eric-sanchez/blog/271216/quelles-recherches-pour-letude-des-jeux-numeriques-en-classe" data-privlyhref="https://blogs.mediapart.fr/eric-sanchez/blog/271216/quelles-recherches-pour-letude-des-jeux-numeriques-en-classe">blog SubrepTICE Mediapart</a></p>
Comeniushttp://comenius.blogspirit.com/about.htmlNouvelle publicationtag:comenius.blogspirit.com,2016-12-27:30853452017-08-10T18:50:14+02:002016-12-27T23:01:00+01:00 Sanchez, E. (2017). Competition and Collaboration for Game-Based...
<p style="text-align: justify;"><a href="http://www.springer.com/gp/book/9783319392967#aboutAuthors" data-privlyhref="http://www.springer.com/gp/book/9783319392967#aboutAuthors"><img id="media-947858" style="float: left; margin: 0.2em 1.4em 0.7em 0;" title="" src="http://comenius.blogspirit.com/media/00/00/2101367696.jpg" alt="springer.jpg" /></a>Sanchez, E. (2017). Competition and Collaboration for Game-Based Learning: a Case Study. In P. Wouters & H. van Oostendorp (Eds.), Instructional Techniques to Facilitate Learning and Motivation of Serious Games (pp. 161-184). Heidelberg: Springer.</p><p style="text-align: justify;">This chapter is dedicated to discuss how competition and collaboration for playing have an impact on the learner’s strategy and the learning process. We examine what kind of effects can be expected when competition and collaboration are used as instructional techniques. This is done through a discussion about how these concepts are defined and through a brief overview of the literature dedicated to competition and collaboration in game-based learning contexts. We also discuss the results obtained with an empirical study carried out with Tamagocours , an online multiplayer Tamagotchi-like game dedicated to teach preservice teachers how to follow the legal rules that should be applied for the use of digital resources in educational contexts. In this chapter, we consider that playing encompasses two dimensions: an individual and conflictual play with an antagonist system and a collaborative play which is based on cooperation with the game (to accept to play) and/or with teammates. Game-based learning is thus coopetitive and results from conflictual interactions and epistemic interactions when players collaborate.</p><p style="text-align: justify;"><a href="http://www.springer.com/gp/book/9783319392967#aboutAuthors" data-privlyhref="http://www.springer.com/gp/book/9783319392967#aboutAuthors">http://www.springer.com/gp/book/9783319392967#aboutAuthors</a></p><p style="text-align: justify;"> </p>
Comeniushttp://comenius.blogspirit.com/about.htmlWebinaire : "Sept manières d'utiliser les jeux numériques en enseignement et en formation"tag:comenius.blogspirit.com,2016-12-04:30841762017-08-10T18:49:43+02:002016-12-04T21:07:00+01:00 Un webinaire donné dans le cadre de l'IFIC. Sanchez, E. (2016)....
<p> Un webinaire donné dans le cadre de l'IFIC.</p><p>Sanchez, E. (2016). Sept manières d'utiliser les jeux numériques en enseignement et en formation. Webinaire de l'IFIC, Tunisie (29 novembre 2016).</p><p></p>
Comeniushttp://comenius.blogspirit.com/about.htmlPokemon Go dans les salles de classe, bonne idée ou impasse?tag:comenius.blogspirit.com,2016-09-09:30794082017-08-10T18:49:58+02:002016-09-09T22:16:00+02:00 La rentrée scolaire est un marronnier qui vient de fleurir. Difficile pour...
<p>La rentrée scolaire est un marronnier qui vient de fleurir. Difficile pour les médias d'en renouveler le traitement et les questions posées sont parfois saugrenues. Voila la réponse apportée à l'une d'entre elles (dépêche AFP du 25 août 2016) par quelques grands penseurs de l'éducation. Qu'ils me pardonnent de caricaturer leurs propos.</p><p style="text-align: center;"><a href="https://blogs.mediapart.fr/eric-sanchez/blog/310816/pokemon-go-dans-les-salles-de-classe-bonne-idee-ou-impasse" data-privlyhref="https://blogs.mediapart.fr/eric-sanchez/blog/310816/pokemon-go-dans-les-salles-de-classe-bonne-idee-ou-impasse"><img id="media-933289" style="margin: 0.7em 0;" title="" src="http://comenius.blogspirit.com/media/02/01/1668111215.png" alt="2016-09-09_2214.png" /></a></p>