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Perret, Jean-Francois
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Perret, Jean-Francois
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jean-francois.perret@protonmail.ch
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- PublicationMétadonnées seulementTowards a descriptive evaluation of scientific production and its diversity within humanities and social sciences(2014)
; This communication aims to present a descriptive approach of research activity evaluation in the field of humanities and social sciences. The project we are conducting at the University of Neuchatel is a contribution to a national programme involving Swiss universities which intend to develop alternative approaches to conventional bibliometrics[i]. This research programme responds to limitations and potential adverse effects of conventional bibliometric evaluation methods on scientific production, such as they have been discussed by several authors (Gindras, 2008, 2014; Richards & al. 2009; Blay, 2009; Charles, 2009; Academie des sciences - France, 2011; Servais, 2011; Pansu, Dubois & Beauvois, 2013). The objective of our project is to promote a method describing the scientific “fecundity” and the contribution of research groups, employing a method that respects diversity of disciplines and research cultures within humanities and social sciences. This approach can be referred as “qualitative bibliometrics”. In a first step, we have analysed the publications of twelve research units (in the field of anthropology, psychology, sociology, linguistic, history, and literature) in order to index their recent communications and papers taking into account several dimensions of description. In this communication, particular attention will be paid to four of these dimensions: • the collective aspect of scientific production, such as it is revealed by co-authorship in particular, • the type of publications, with a special attention to the role of books and articles, respectively, • the language of publications, in relation with the target audience, • the temporality of research and publishing work, We will underline how the diversity of practices we observed reflects different orientations and contexts of research that must be taken into account in a descriptive approach of evaluation. In a second step, we have developed a visualisation method based on cartography (with the tool TouchGraph). Using a database of several hundred indexed publications, the tool makes visible the specificity of each research unit’s scientific contribution. Our poster will present some examples illustrating this cartographic approach. - PublicationMétadonnées seulement
- PublicationMétadonnées seulementWhen is an activity an opportunity for learning?(2006-10-3)
; ; Tartas, Valérie - PublicationMétadonnées seulementConstructing a shared understanding in a new technological environment: A situated and comprehensive approach to ICT in educational settingsSince 2000, a series of pedagogical experiences based upon the use of ICT has been initiated on the instigation of the Swiss confederation in order to cope with the constraints of the “dual system” of training at work in vocational schools. In this dual system, the apprentices spend one or two days a week at school and the other days in their workplaces. Teachers often view this system as a source of discontinuity and difficulty. Consequently, the use of an e-learning platform was perceived as a means of reducing the inconveniences incumbent to this discontinuity, through a virtual extension of the classroom. Drawing upon a socio-cultural approach to human activity, our study was aimed at evaluating these pedagogical experiences by adopting a comprehensive outlook which examines: a) the processes which are involved from the design of the projects to their realization; b) the organisational context in which these experiments take place; c) the meaning that the various groups of actors give to these experiments; d) the technological constraints to which the actors are faced Beyond a large diversity in educational practices, our observations show that all the projects require a restructuration of the time dedicated to teaching and to individual learning. They are also characterised by an unpredictability which is mostly due to technological and organisational problems. As a consequence, the projects rarely function as it was planned. This unpredictability creates much uncertainty and obliges the actors to continuously reframe their activities and to adapt their actions to various emerging difficulties. In these conditions, it is very difficult for everybody to anticipate new modes of functioning. In this context, many taken-for-granted educational assumptions are called into question so that the teachers and the apprentices have to construct a new understanding of their reciprocal expectations and obligations. This construction is a long-term process which is punctuated by many misunderstandings concerning basic assumptions such as: what does teaching and learning mean? What is communication through ICT? What is the role of a teacher? What can be expected from the school organisation? In brief, the construction of a shared understanding and system of reciprocal expectations appears to be a situated process which depends upon various dimensions and unplanned elements which are liable to reorient the initial intentions and activities. On a theoretical levels, these findings show that defining the construction of intersubjectivity as an interpersonal process is far too reductive. Interpersonal relationships and shared understanding are always embedded in organisational, institutional and technological environments which have their own constraints. Thus, constructing the meaning of new educational practices of communication cannot be parted from the conditions in which a project is designed and realised. In this perspective, drawing upon a situated approach to human activity is a promising way of analysing various forms of intersubjectivity in vocational training as well as of investigating the limits of this concept
- PublicationMétadonnées seulementQuand l'usage des ICT fait-il le plus sens, en contexte de formation?(2005)Exposé des principaux résultats de l'évaluation des projets des écoles pilotes du projet ICT-ISPFP 2000-2004
- PublicationMétadonnées seulementRéformes curriculaires et sens du travail de l’étudiant: intérêt d’une perspective historique(2005)
; Perret, Noëlle-LaetitiaNous partirons du constat suivant : le système de crédits ECTS introduit avec la réforme de Bologne accorde une place plus explicite que jamais à l’activité de l’étudiant, mais l'approche reste prioritairement quantitative. L’enjeu est de déterminer le volume de travail que chaque unité d'enseignement exige de l'étudiant. Les activités d'étude prises en compte pour l'obtention de crédits restent décrites en termes traditionnels : cours, séminaires, exercices, travaux pratiques, lectures personnelles, préparation d'examens, ou encore stages (CRUS, 2004). Dans ce contexte, nous soutiendrons qu'une des tâches de la didactique universitaire est de réinterroger le sens des activités d’études constitutives d’une unité d’enseignement. Les ressources pour penser l’activité de l’étudiant ne manquent pas. De nombreuses innovations pédagogiques peuvent être relues comme une recherche d’articulations plus étroites entre le cours ex-cathedra et l’activité de l’étudiant (Congrès AIPU, 2002). Le déploiement récent de nouveaux dispositifs de formation a pu laisser croire que la réflexion pédagogique sur l’activité de l’étudiant était une préoccupation nouvelle en milieu universitaire (Romainville, 2004). A notre sens, cette perception est dommageable, elle occulte l’intérêt d’un regard historique sur les pratiques d’étude et la manière dont elles ont été pensées à chaque époque. Nous présenterons dans notre communication quelques aspects du travail de l'étudiant au sein des universités médiévales. Une centration sur cette période fondatrice n’est pas gratuite ; nos institutions universitaires sont encore largement héritières des pratiques d’étude qui se sont mises alors en place. Nous montrerons que l’université médiévale ne peut être réduite à un modèle simple de transmission du savoir ex-cathedra, ou être assimilé à une « université d'enseignement » opposée à une «université de l’apprendre » qui, selon Bowden & Marton (1998), caractériserait l’université d’aujourd’hui. Les universités médiévales « ont été un lieu exceptionnel d’approfondissement des méthodes de travail intellectuel » (Verger, 1999). Les sources médiévales témoignent en effet de pratiques d’études très diverses et peu connues. Nous verrons en particulier le type de rapport qui s'établit entre l’activité de l’enseignant et celle de l’étudiant, ainsi que la place du livre dans le travail personnel de l’étudiant et les instruments de travail mis à sa disposition. Nous présenterons également le déroulement de la journée d'un étudiant dont une partie importante était consacrée à des "travaux pratiques" d'argumentation (disputatio). En conclusion, nous soulignerons que l’enjeu d’une telle analyse n’est pas de chercher des solutions dans le passé, mais de mieux saisir à quelles demandes répondaient les pratiques universitaires traditionnelles, pour en vérifier et en réélaborer la pertinence dans le contexte pédagogique, socioprofessionnel et culturel d’aujourd’hui. - PublicationMétadonnées seulement
- PublicationMétadonnées seulementTraining for computer integrated manufacturing : a case study(1995-6-26)
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