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International audience; The aim of this paper is to track down elements of self-regulated learning in a massive open online course regarding social capital. Specifically, the study is oriented to explore the relationship between feeling of belonging to an online community and individual and collective regulation of learning. For this aim, a combination of two already tested scales was operated, adapted for the research interests of this study and administered to a sample of MOOC participants. Several structural equation modelling analyses demonstrate that co-and self-regulated learning strategies lead to MOOC achievement (final exam score), and social capital is only a moderator of co-regulated learning (collective evaluation of content and collective decision-making) but not for selfregulated learning (individual environment control).

This study is included in the specific field “baby studies”. We focus on borders in daycare as a dynamic space between materiality and individuation in infant life. We aim to explore how infants deal with borders in a daycare, dialoguing with the fields of Human Geography, Actor-network theory, and Cultural Psychology, considering borders as a dynamic process between materiality and individuation, and space as the sum of all our connections. We carried out fieldwork in French and Brazilian day nurseries, using the participant observation method. We discuss four types of boundaries: functional borders with a structural role, boundaries as constraints to actions and expressions, producing and redefining boundaries, and borders as spaces to overcome and define. Borders emerge as fading and moving “in-between” time and space, where materiality and the individuation process can be found and expressed.

Constructing explanations of scientific concepts is one of the most frequent strategies used in the science classroom and is a high-leverage teaching practice. This study analysed the explanations provided by student teachers in STEM areas from a socio-materiality perspective focused on verbal and nonverbal language and representations. The study was conducted in a hybrid research format by scholars and a preservice teacher. First, the study compared the representational elements used by 86 student teachers to construct explanations about various concepts in a roleplay setting. Next, a positioning analysis was done by a preservice teacher, to a selection of five of these explanations focused on the concept of “force”. The positioning analysis highlighted the embedded voices in the construction of explanations, with a focus on the intersection between science and language. The results showed that the student teachers created explanations as static artefacts, mainly using examples, graphs and images to clarify the concepts. The voices of learners and scientists were mostly absent from the explanations, which led to the presentation of explanations in STEM areas as finished and unquestionable artefacts, with references neither to nature nor to the history of science. We reflect on the meanings attributed to learning to be a practitioner in the context of interconnecting science and language through explanations, as a process of meaning (re)production within the classroom. Implications for teacher education are discussed in order to enhance student teachers’ awareness about constructing knowledge by enacting explanations in the science classroom.