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Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discussion-based courses in international relations rely on students' careful reading of complex texts in advance of class. However, instructors face a perennial problem: many students do not read effectively, or at all. We argue that students often want to, but do not always know how to , read such material effectively. With instruction and guidance on effective reading strategies, students can improve reading comprehension. To test our hypotheses, we measure the effects of (1) receiving course-preparation assignment worksheets (CPAs), (2) receiving critical/active reading strategies instruction, or (3) receiving both interventions (1) and (2) on students' consumption of reading assignments and reading comprehension. Across four sections of an "International Security Studies" course, we tested our hypotheses using student self-assessment. Results indicate that both CPAs and reading strategies instruction increase student consumption and self-assessed comprehension of assigned material, but with intriguing nuance across the range of possible responses. Generally, no added benefit upon comprehension is realized by offering both treatments together. These effective reading strategies offer benefits beyond our classroom, imparting students with long-lasting skills and offering instructors easily adaptable activities for use in other courses. [ABSTRACT FROM AUTHOR]

The continuum councils established within the framework of the ACORDA project serve as departmental forums dedicated to discussions and local initiatives. The project was initially conceptualized with the goal of uniting the various stakeholders in the guidance process. It's aim was to foster collaboration and provide support, ultimately facilitating a more successful transition for students into higher education. This article delves into the role of continuum councils, drawing insights from data gathered during two council sessions within the same department. The findings underscore that these councils serve as a valuable platform for cultivating collective engagement among diverse participants, facilitating the exchange of experiential knowledge, and fostering a shared understanding of guidance principles. [ABSTRACT FROM AUTHOR]

The new generations develop their lives surrounded by different digital media, consuming and producing everything that increasingly refined algorithms put within their reach. In this context, proposals appear which seek to enhance citizens' critical perspective and which are beginning to be put into practice in formal educational initiatives that raise awareness about consumption and digital dependence. This article sought to analyze the reflections of the students before an experience of "digital diet" (24 hours of disconnection), integrated in a subject of the Degree of Social Education during the academic year 2021/2022. For this purpose, a qualitative methodology was proposed which aimed to analyze the educational possibilities of this proposal for raising awareness about the use of digital media. The results of this work revealed that an important part of the participating students failed to complete the challenge or showed symptoms associated with addiction. At the same time, the protagonists asserted the importance of ICT in different areas of their lives. Finally, the need to raise awareness among citizens through proposals such as the one analyzed in this study is highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cet article explore les représentations et les expériences vécues de l'université Cheikh Anta Diop. L'UCAD abrite des connaissances « disciplinées » fondées sur des idées de développement national. Cette université produit également des formes multidirectionnelles de connaissances et de solidarité issues du travail et de la production culturelle des étudiant.e.s. Nous examinons la signification symbolique de Cheikh Anta Diop sur le campus qui porte son nom depuis 1986. Son œuvre incarne une vision décoloniale et panafricaine, à savoir, celle d'une Afrique libérée de la tutelle coloniale et portée par la jeune génération. Cette perspective se matérialise sur le campus au travers d'hommages visuels, musicaux et intellectuels. Cependant, les publications de Diop font rarement parti du curriculum académique. Dans la seconde partie de l'article, nous discutons des représentations narratives qui compliquent l'espace du campus et sa promesse diopienne d'un futur africain. Le déficit infrastructurel, des valeurs conservatrices et des inégalités genrées trouvent leur expression au travers du roman de Mohamed Mbougar Sarr, De purs hommes, et des films produits par le collectif étudiant Ciné-UCAD. Nous mettons l'accent sur la créativité et les temporalités enchevêtrées qui se confrontent aux stratégies institutionnelles, remettant en question le rôle social de l'enseignement supérieur. [ABSTRACT FROM AUTHOR]

Copyright of Configurações is the property of Centro de Investigacao em Ciencias Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Oktay Cem Adıgüzel est professeur titulaire à l’Université Anadolu et professeur invité à l’Université du Québec à Montréal (UQAM). Dans cet entretien, il nous parle de ses recherches sur l’intelligence artificielle et de ce que cette dernière peut apporter au champ de l’éducation. S’inspirant des neurosciences, il met notamment en évidence le rôle que l’intelligence artificielle peut jouer dans les rétroactions apportées aux étudiants pour soutenir leurs processus d’apprentissage. Il partage également sa vision de la situation actuelle et des évolutions potentielles des établissements et pratiques éducatives ainsi que des risques liés au développement de l’intelligence artificielle qui s’accompagne, selon lui, d’un changement de paradigme.

L’intelligence artificielle (IA) transforme en profondeur les secteurs de l’éducation et de l’enseignement supérieur. Cet éditorial explore comment les systèmes éducatifs intègrent l’IA dans leur gouvernance, leur gestion et leur politique. Il aborde les enjeux éthiques, les défis de la personnalisation de l’apprentissage ainsi que les risques liés aux biais algorithmiques. Les articles présentés dans ce numéro proposent une réflexion sur les impacts de l'IA, notamment dans le développement professionnel des enseignants, la gouvernance scolaire basée sur les données ainsi que les perceptions et usages de technologies comme ChatGPT et les chatbots dans les milieux éducatifs.

L’usage des plateformes d’intelligence artificielle et en particulier ChatGPT-3 interroge le monde universitaire depuis décembre 2022. Certains enseignants prennent peur tandis que d’autres y décèlent de nombreuses opportunités pour eux-mêmes et pour les étudiants. Mais quel est le réel usage des étudiants face à cette IA? Cette recherche s’intéresse à l’usage de ChatGPT-3 par des étudiants de première année de l’Université de Namur (Belgique). L’enquête a été réalisée pendant les mois de février et mars 2023, soit quelques mois après la sortie de ChatGPT-3. Des étudiants de six facultés (informatique, droit, médecine, sciences, sciences économiques, sociales et de gestion ainsi que de philosophie et lettres) ont été sondés afin de mieux connaître leur utilisation de ChatGPT, mais aussi de cerner les cours dans lesquels ils y ont recours. De plus, cette enquête a permis de mettre en lumière les avantages perçus par les étudiants quant à l’usage de ChatGPT-3 et de manière générale quant à l’usage d’intelligences artificielles. Ces données sont interprétées selon le modèle des stratégies d’apprentissage par développé par Boulet et al. (1996). Pour terminer, nous montrerons comment les données recueillies ouvrent de nouvelles pistes de recherche quant à l’esprit critique des étudiants face à ChatGPT.

Dans cet article, nous nous proposons de réfléchir à la lecture en Français Langue Etrangère (FLE) dans l’enseignement supérieur en contexte argentin. Quel est le point de vue du lecteur dans la construction du sens ? L’écriture des notes de lecture, comment façonne-t-elle le processus d’interprétation du sens ? Les étudiants, comment conçoivent-ils leurs journaux de lecture ? Ces questions, parmi d’autres, sont à l’origine de notre travail.

Transforming the methods of access to higher education, Parcoursup strengthens the effect of secondary school and teachers in the guidance of final year students. Informed and supported, theses high school students are invited to reify their aspirations through non-hierarchical wishes. Borrowing from the sociology of experience (Dubet, 1994), this contribution questions the way in which high school students experienced this Parcoursup procedure which engages their orientation process. From a double survey carried out by questionnaire (n=713) and by interview (n=37) among first-year university students, the results show that if their experience of the procedure in its technical dimension is facilitated by the support received, the way they do understand the discourses of their teachers is more nuanced. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gestion et Management Public is the property of Association Internationale de Recherche en Management Public (AIRMAP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Drama Therapy Review is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education was affected by the outburst of Covid-19, making it necessary to adapt on site teaching to an online modality. This adaptation affected teaching strategies, including active methodologies. The purpose of this study was to examine the use and adaptation of active methodologies during remote teaching in the Law, Education and Nursing degrees at two public universities. In this quantitative study, which employed an online survey, 162 individuals participated including students (n=118) and teaching staff (n=44). The results identified that the adaptation of active methodologies to the new scenario of online teaching was uneven. Students valued the changes positively, although they pointed out the need to improve quality. Teachers highlighted the difficulties they encountered: technical and space issues, management of large groups, and lack of training. Another difficulty mentioned by the cohort referred to the lack of a direct teacher-student and student-student contact. This was perceived to imply lower motivation and participation in class. The impact of the use of these active methodologies had positive effects in terms of learning, including student satisfaction and knowledge transfer. However, negative aspects such as the overload of tasks both for students and teachers was also mentioned. In conclusion, active methodologies promote student participation, involvement, and motivation in on line scenarios, but it is necessary to continue studying how to improve the adaptation of these methodologies to overcome their practical limitations. [ABSTRACT FROM AUTHOR]

Dans l’enseignement supérieur, les dispositifs et les outils numériques utilisés par les étudiants peuvent les amener à s’organiser sous forme de communautés de pairs et, ce faisant, à interagir en toute autonomie. Ils sont alors susceptibles de prendre quelque distance par rapport aux attentes et aux modes de fonctionnement propres à leur université, d’être tentés par des voies plus ou moins parallèles à celle-ci, à moins que les pratiques interactives à distance ne leur offrent des opportunités d’apprentissage ou d’investigation accrues. Dans cet article, plusieurs travaux sont examinés en ce sens afin de voir si de telles pratiques constituent un enjeu ou une menace pour l’institution universitaire. L’utilisation simultanée des outils officiels (comme les forums propres aux universités) et des moyens officieux dont disposent les étudiants (en l’occurrence les réseaux sociaux) est de nature à introduire un certain brouillage dans leurs interactions, cependant il peut y avoir là des opportunités d’échanges à caractère exploratoire ou des collaborations inédites. L’hybridation ainsi à l’œuvre est alors susceptible de se présenter comme un atout pour l’institution comme pour les étudiants.

Experts commonly assert that social innovation is best taught outside of higher education, given that higher education institutions are prone to rigidity traps. Opposing research suggests that social innovation can flourish within institutions of higher education when they embrace new ways of teaching and learning. Using a student-initiated and led Social Innovation Organization (SIO) at a university in South Asia as a case study, this article considers how social innovation education might emerge from and take root within institutions of higher education and what the consequences are for social relations, power structures, and institutional practices. [ABSTRACT FROM AUTHOR]

After the 1974 revolution, higher education in Portugal democratised, diversifying the student population. This study investigates the inclusion policies of Portuguese Higher Education Institutions (HEIs), analysing support measures in their statutes. The document analysis of 26 statutes reveals progress and challenges in implementing these measures, highlighting disparities in distribution, limited psychosocial focus, and a predominantly medical approach. The influence of institutional autonomy and the lack of specific legislation for inclusion in higher education were also identified, legitimizing variations in resource offerings and limiting access to support measures in HEIs. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Investigación Filológica is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Whether leased or sold, Indigenous land provided the endowment capital for new universities in the nineteenth century. Many institutions of higher learning – including the universities of Toronto and Manitoba – began as large-scale landowners. By 1828, Toronto's university still held more than two hundred thousand acres of land, an area larger than the present-day city of Toronto. The extent of university landholding in settler societies, however, has often been missed because the land parcels assigned to universities were both larger than, and distinct from, their campuses. This article accordingly examines how landholding undergirded Canadian universities' development in the nineteenth century, taking the University of Toronto and the University of Manitoba as its focus. It argues that land was the essential ingredient in university building in both Ontario and Manitoba, linking these new universities' establishment and subsequent wealth to Indigenous dispossession. Using Indigenous land to finance higher education was not unique to these universities nor to Canada. Yet, across settler societies, university landholding made institutions of higher education the beneficiaries of Indigenous removal and agents of colonization. In addition, once in operation, these new universities would also produce knowledge about land and its cultivation. Inspired by the growing field of European agricultural science, Canadian universities with land endowments professionalized the study of branches of knowledge like agriculture and engineering, displacing Indigenous ways of being and thinking about land. The effect of this knowledge valuation is still felt today. The products of university agricultural research – from nitrogen fertilizers to hybridized corn – profoundly transformed landscapes and altered local ecologies in line with settler knowledge systems and desires. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cette note de lecture résume les principales conclusions d’un mémoire de maîtrise portant sur la relation pédagogique en formation à distance (FAD). Les résultats de cette recherche démontrent qu’en contexte de FAD, bien que plus de la moitié du corps enseignant (n = 73) considère la relation comme satisfaisante, la majorité estime que la distance impacte négativement cette dynamique. Confrontées aux défis liés à la distance physique ou aux limitations techniques, les personnes enseignantes déploient diverses stratégies innovantes pour favoriser un climat de classe positif, une présence accrue et une qualité relationnelle optimale. Les résultats de cette recherche soulèvent des questions sur la FAD, soulignant l’importance d’ajuster les pratiques éducatives tout en préservant la qualité de la relation pédagogique.

Cet article décrit le dispositif d’un cours de marketing de premier cycle universitaire dont l’objectif est de travailler l’innovation et le développement de produit ou de service par un concours international qui récompense les productions les plus prometteuses. Chaque année les sujets changent et, pour cette édition, les travaux doivent porter sur le métavers, la réalité virtuelle, la réalité augmentée, l’intelligence artificielle, le gaming ou les NFT (jeton non fongible). Afin de s’assurer que les étudiants aient les connaissances et la compréhension nécessaires de ces thématiques pour effectuer leur travail de création, un dispositif de formation complet en quatre temps répartis sur une quinzaine de périodes de cours a été créé, basé sur un design pédagogique en trois parties : étudiant, contexte et employabilité. L’objectif est de s’assurer que les étudiants comprennent les notions avant de les utiliser pour le développement de produit. Cet article démontre les apprentissages effectifs réalisés et l’importance de confronter les étudiants aux technologies numériques émergentes.

Les applications pédagogiques qui font usage des technologies immersives sont de plus en plus présentes dans les établissements d’enseignement supérieur. Nous croyons ainsi qu’il est pertinent de faire le point sur l’impact de ces technologies virtuelles sur le transfert de connaissances aux apprenants ainsi que sur les limites et les risques inhérents à leurs usages. Cette revue de littérature a pour objectif de dresser l’état actuel des connaissances en technologies virtuelles modernes appliquées à l’éducation supérieure. Nous nous intéressons particulièrement à la réalité virtuelle (RV) et à la vidéo 360 qui font usage d’un casque autonome « head-mounted display » (HMD), ainsi qu’aux applications en réalité augmentée (RA) qui emploient des lunettes assistées comme périphérique. Les résultats permettront d’identifier les attributs et mécanismes reliés aux applications virtuelles, et de décrire leurs avantages et leurs limites pour l’apprentissage. Nous avons eu recours à la méthode EPPI (Evidence for Policy and Practice Information and Co-ordinating), pour effectuer cette revue de littérature. Le sommaire des données recueillies est regroupé dans cinq thèmes : 1) conception et intégration de la dimension pédagogique; 2) théories et concepts; 3) méthodologies d’évaluation; 4) motivation et 5) collaboration.

Cette contribution praticienne présente le processus qui a mené à la refonte d’un scénario pédagogique au tournant de l’année 2020 dans des cours universitaires. Ce projet avait pour but de transposer dans un environnement numérique, soit Minecraft Education Edition (MEE), une simulation de gestion de projet agile initialement conçue pour se dérouler avec, sur tables, des briques Lego® et, aux murs, des cartes adhésives. En plus d’illustrer la valeur ajoutée du recours aux approches d’ingénierie pédagogique ADDIE (analyse, design (ou conception), développement, implantation et évaluation) et SAM2 (Successive Approximation Model) pour, d’un point de vue technopédagogique, parvenir à exploiter de façon judicieuse cette application numérique, l’article souligne qu’il importe d’offrir aux apprenants la possibilité de se familiariser avec l’environnement de MEE avant qu’ils ne sautent tête la première dans cet univers virtuel qui, pour plusieurs, s’avère méconnu. Dotés de connaissances et d’une expérience antérieure le jour de l’immersion, ces derniers démontrent davantage de confiance en leurs capacités de réussir les tâches d’apprentissage demandées. Pour conclure, des recommandations issues de nos réflexions et de notre expérience sont émises.

Le gouvernement du Québec a investi dans une offensive de transformation numérique. Elle vise à accélérer le virage technologique de plusieurs secteurs d’activités incluant celui de l’enseignement. Pour les universités, cette décision se traduit par un rehaussement de l’intégration pédagogique des technologies de l’information et des communications (TIC). D’ailleurs, dans plusieurs cas, ces TIC rejoignent les personnes dans leur manière d’apprendre. Parmi ces nouvelles méthodes pédagogiques, nous retrouvons la simulation clinique par réalité virtuelle (SimRV), constituant un exemple d’actualisation des approches technopédagogiques au service de l’apprentissage. En reprenant des scénarios de simulation clinique traditionnels, la SimRV amène la personne, par le biais d’expériences immersives, à réaliser des simulations qui, autrefois, nécessitaient l’accès à une structure formelle. Bien que cette approche soit récente, plusieurs avenues viennent lui conférer un grand potentiel d’application. Une équipe de la Faculté des sciences infirmières de l’Université Laval a testé ce potentiel dans un projet exploratoire de simulations interactives par vidéo 360 degrés interactive, dans le programme de deuxième cycle de formation des infirmiers praticiens spécialisés. Cet article présentera les avantages, les limites et les enjeux identifiés pour une intégration pédagogique réussie de cette nouvelle technologie.

Cet article présente les résultats d’une recherche mixte menée à l’Université Côte d’Azur (France) autour de la mise en place des syllabus numériques. En tant qu’instruments au service de l’apprentissage des étudiants, les syllabus (ou plans de cours) sont susceptibles de favoriser une représentation convergente des intentions pédagogiques des enseignants et de la perception de celles-ci par les étudiants. Cette recherche rend compte des représentations que se font des syllabus les étudiants et les enseignants interrogés (par questionnaires et entretiens semi-directifs) et de leur perception du dispositif mis en place dans leur université. Les résultats mettent en lumière une divergence de point de vue entre les projections des enseignants et les attentes des étudiants. Ils soulignent la nécessité d’une meilleure compréhension des besoins des étudiants et de l’élaboration d’une représentation partagée de l’environnement d’apprentissage pour favoriser une expérience d’apprentissage réussie.

For students, becoming full-fledged researchers is not easy given the methodological and scientific requirements. During investigation activities of an iterative nature, they can be helped in this by teachers but also benefit from the contribution of digital tools, hence the notions of teaching presence and digital presence examined in this article in support of work carried out on these questions. It is through interviews, testimonies, questionnaires or analysis of research journals written by students that these points are studied within the framework of research training in higher education. The two types of presence show distinct effects in terms of skills in carrying out investigations and present some limits in terms of autonomy acquired by students to develop their own researches. Concerning this last point, the exercise of critical thinking presents itself as a path to be taken seriously through a diversity of methods, tools and educational supports. [ABSTRACT FROM AUTHOR]

Since its proliferation in the 1970s, Women's Studies programmes have been investigated for their potential impact on students, particularly their capacity to rouse feminist awareness and identity. From such investigations, an array of scholarship attests to the remarkable impact of Women Studies programmes in raising feminist-critical consciousness and igniting activism in students. However, the majority of such studies are American-centric and their findings generally depict Western/liberal-feminist impressions. This paper reports a 2015 empirical study that engaged graduates and the (then) current students of the University of Buea's Department of Women and Gender Studies in a similar investigation of the influence of feminist studies. The research aimed to verify if these students/graduates would recount experiencing a similar impact of their academic programme given the more conservative Cameroonian contexts and determine if this Women Studies programme, being African-based, enabled distinctly African-feminist impressions. The study found that the informational influence of the department's undergraduate programme (though recognisable) was compromised by the normative influence of the Cameroonian context in which it is taught and the department's inadequate commitment to African-feminist thought. Responses revealed that participants struggle to reconcile what they study and how they are socialised resulting in varying degrees of convenient feminist ideation. Surprisingly, in compromising between their informational and normative influences, participants unintentionally portrayed African-feminist leanings as put forward by African-feminist ideologies like Complementarianism, Stiwanism, Nego-feminism, etc. This paper discusses the implications of the study's findings with regards to both the broadness of African-feminist thought and the teaching of women's studies in this context. [ABSTRACT FROM AUTHOR]

Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This article interrogates critiques of the contemporary university elaborated by scholars under the umbrella of critical university studies (CUS) by grappling with the theoretical and conceptual commitments to neoliberalism as a framework to discuss the political economy of higher education and its concomitant practices. Through a Black feminist critique of CUS's engagements with the "neoliberal function" of higher education, this article suggests the inability of neoliberalism as an analytical frame to consider the history of colonization and chattel slavery in the structuring of the contemporary university. Put another way, the emphasis on neoliberalism in many cultural critiques of the contemporary university disallows an analysis of Black fungibility as the internal logic of neoliberalism and the necessary relation that stabilizes the modern university and allows for the reproduction of post-slavery university subjects. Specifically, this argument coheres to the materialized scene of the university as a site of struggle. Reading Black student leaders' denigration of the university through a Black feminist lens, this article invites a reconfiguration of the contemporary university critique that both constitutes the current neoliberal paradigm and exceeds the onto-epistemic configurations of the educational subject that enable the emergence of the "neoliberal critique" of the university itself. [ABSTRACT FROM AUTHOR]

Over the past two decades, universities and colleges in Canada have increasingly styled themselves as being deeply invested in addressing anti-Black racism, coloniality, and histories of exclusion. To address these long-standing grievances, academic institutions have ramped up and mass-promoted the implementation of equity-focused initiatives such as equity, diversity, and inclusion (EDI) offices; executive-level EDI positions; race-based data collection; EDI working groups; subcommittees and councils; anti-racism charters; statements of solidarity; and EDI training and workshops. In this article, the author argues that these efforts have done nothing to meaningfully address entrenched inequities present at every level of academic institutions. Of particular focus is the role of the Black administrator, who, the author argues, is hired to nullify dissent within the institution while manufacturing optics of diversity and progress. Drawing on the author's own experience as a former college dean, this article first provides examples of how these strategies amount to a nullification of dissent. The author argues that universities and colleges have become sophisticated in stifling legitimate challenges to hierarchies of power through incorporating and co-opting calls for change. The author shows how such practices not only undermine radical demands for change but also provide ways for institutions to maintain their racial capitalist, neoliberal objectives. In thinking about what may yet be possible in "another university," the author reviews a set of principles derived from Black radical tradition and Black queer feminist theory, which point to ways in which we may move toward an alternative learning commons or what others refer to as the "off-university" or the "undercommons." Extending on the concepts of the "Black test" and an "ethics of care," the author suggests some fundamental criteria for moving toward transformed academic institutions while also addressing ways in which we can rethink notions of Black leadership that are too often deployed to frustrate calls for change. [ABSTRACT FROM AUTHOR]

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Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)