12915506
1
apa
50
default
8783
https://ilearn.epf.fr/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22X7AG77BJ%22%2C%22library%22%3A%7B%22id%22%3A12915506%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Carless%22%2C%22parsedDate%22%3A%222013%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECarless%2C%20D.%20%282013%29.%20Sustainable%20feedback%20and%20the%20development%20of%20student%20self-evaluative%20capacities.%20In%20%3Ci%3EReconceptualising%20Feedback%20in%20Higher%20Education%3C%5C%2Fi%3E.%20Routledge.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Sustainable%20feedback%20and%20the%20development%20of%20student%20self-evaluative%20capacities%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%22%2C%22lastName%22%3A%22Carless%22%7D%5D%2C%22abstractNote%22%3A%22The%20re-conceptualisation%20of%20feedback%20envisaged%20in%20this%20volume%20takes%20at%20its%20heart%20a%20dialogic%20approach%20to%20feedback.%20Dialogue%20is%20more%20than%20conversation%20or%20exchange%20of%20ideas%2C%20it%20involves%20relationships%20in%20which%20participants%20think%20and%20reason%20together%20%28Gravett%20and%20Petersen%202002%29.%20Dialogic%20feedback%20is%20defined%20as%20interactive%20exchanges%20in%20which%20interpretations%20are%20shared%2C%20meanings%20negotiated%20and%20expectations%20clarified.%20It%20seeks%20to%20provide%20opportunities%20for%20students%20to%20interact%20around%20notions%20of%20quality%20and%20standards%20in%20the%20discipline.%20Without%20an%20evolving%20understanding%20of%20quality%2C%20it%20is%20difficult%20for%20students%20to%20make%20sense%20of%20comments%20on%20their%20work%20and%20improve%20performance%3Band%20in%20such%20cases%20feedback%20becomes%20unproductive%20and%20unsustainable.%20The%20emphasis%20on%20dialogue%20is%20an%20explicit%20attempt%20to%20address%20the%20limitations%20of%20those%20forms%20of%20feedback%20that%20are%20largely%20one-way%20transmissive%20processes.%20These%20uni-directional%20modes%20of%20feedback%20largely%20arise%20because%20of%20the%20institutional%20constraint%20of%20written%20feedback%20on%20end%20of%20course%20assignments.%20Generating%20dialogue%20thus%20requires%20some%20re-engineering%20of%20the%20feedback%20process.%22%2C%22bookTitle%22%3A%22Reconceptualising%20Feedback%20in%20Higher%20Education%22%2C%22date%22%3A%222013%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%229780203522813%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-11-21T14%3A18%3A37Z%22%7D%7D%2C%7B%22key%22%3A%22QM95APCC%22%2C%22library%22%3A%7B%22id%22%3A12915506%7D%2C%22meta%22%3A%7B%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Ci%3ELe%20%26%23x201C%3Bblended%20learning%26%23x201D%3B%2C%20le%20d%26%23xE9%3Bfi%20actuel%20de%20l%26%23x2019%3Benseignant%20%26%23x2013%3B%20EPF%20iLearn%3C%5C%2Fi%3E.%20%28n.d.%29.%20Retrieved%20October%209%2C%202024%2C%20from%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Filearn.epf.fr%5C%2Fle-blended-learning-le-defi-actuel-de-lenseignant%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Filearn.epf.fr%5C%2Fle-blended-learning-le-defi-actuel-de-lenseignant%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22blogPost%22%2C%22title%22%3A%22Le%20%5Cu201cblended%20learning%5Cu201d%2C%20le%20d%5Cu00e9fi%20actuel%20de%20l%5Cu2019enseignant%20%5Cu2013%20EPF%20iLearn%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22%22%2C%22blogTitle%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Filearn.epf.fr%5C%2Fle-blended-learning-le-defi-actuel-de-lenseignant%5C%2F%22%2C%22language%22%3A%22en-US%22%2C%22collections%22%3A%5B%223DW7VDHF%22%5D%2C%22dateModified%22%3A%222024-10-09T09%3A50%3A30Z%22%7D%7D%2C%7B%22key%22%3A%22VXSA9QT2%22%2C%22library%22%3A%7B%22id%22%3A12915506%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Cuellar-Griffoulieres%20and%20Anelok%22%2C%22parsedDate%22%3A%222021-04%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECuellar-Griffoulieres%2C%20D.%2C%20%26amp%3B%20Anelok%2C%20I.%20%282021%2C%20April%29.%20Use%20of%20the%20ePortfolio%20at%20the%20EPF%20engineering%20school%3A%20from%20prototype%20to%20self-learning%20course.%20%3Ci%3EColloque%20Accompagner%20l%26%23x2019%3B%26%23xE9%3Btudiant%20Dans%20Son%20Parcours%20de%20Professionnalisation%3C%5C%2Fi%3E.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fhal.science%5C%2Fhal-04574890%27%3Ehttps%3A%5C%2F%5C%2Fhal.science%5C%2Fhal-04574890%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Use%20of%20the%20ePortfolio%20at%20the%20EPF%20engineering%20school%3A%20from%20prototype%20to%20self-learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Diana%22%2C%22lastName%22%3A%22Cuellar-Griffoulieres%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Irina%22%2C%22lastName%22%3A%22Anelok%22%7D%5D%2C%22abstractNote%22%3A%22This%20article%20presents%20the%20experience%20of%20EPF%20Ecole%20d%27Ing%5Cu00e9nieurs%20in%20setting%20up%20an%20ePortfolio%20accompanied%20by%20a%20digital%20self-learning%20pathway%20to%20promote%20skills%20development%20and%20professional%20integration%20for%20future%20engineers.%20Several%20studies%20confirm%20that%20the%20use%20of%20an%20ePortfolio%20can%20contribute%20to%20developing%20students%27%20reflexivity%20%28Loisy%20and%20Lison%2C%202013%3B%20Le%20Boucher%20et%20Al.%2C%202018%29%2C%20which%20is%20essential%20for%20becoming%20aware%20of%20one%27s%20learning%2C%20know-how%20and%20interpersonal%20skills%20in%20order%20to%20easily%20insert%20oneself%20into%20the%20world%20of%20work.%20To%20achieve%20this%2C%20it%20is%20necessary%20to%20regularly%20analyze%20one%27s%20academic%2C%20social%2C%20professional%20and%20personal%20experiences%20and%20identify%20one%27s%20strong%20points%20to%20build%20on%20and%20one%27s%20weak%20points%20to%20improve%2C%20with%20the%20help%20of%20a%20tool%20that%20aims%20to%20support%20the%20approach%20from%20both%20a%20pedagogical%20and%20professional%20point%20of%20view.%20The%20feedback%20and%20results%20presented%20in%20this%20article%20encourage%20reflection%20on%20the%20issues%20involved%20in%20implementing%20ePortfolio%20in%20similar%20contexts.%22%2C%22date%22%3A%222021-04%22%2C%22proceedingsTitle%22%3A%22Colloque%20accompagner%20l%27%5Cu00e9tudiant%20dans%20son%20parcours%20de%20professionnalisation%22%2C%22conferenceName%22%3A%22%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fhal.science%5C%2Fhal-04574890%22%2C%22collections%22%3A%5B%223DW7VDHF%22%5D%2C%22dateModified%22%3A%222024-10-09T09%3A46%3A24Z%22%7D%7D%2C%7B%22key%22%3A%228A8L9CN9%22%2C%22library%22%3A%7B%22id%22%3A12915506%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Adam%20et%20al.%22%2C%22parsedDate%22%3A%222022-05%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EAdam%2C%20C.%2C%20Chalifoux%2C%20M.%2C%20Djennadi%2C%20L.%2C%20Ducarme%2C%20D.%2C%20Papineau%2C%20C.%2C%20Bana%26%23xEF%3B%2C%20M.%2C%20%26amp%3B%20Lema%26%23xEE%3Btre%2C%20D.%20%282022%2C%20May%29.%20Symposium.%20Pourquoi%20former%20aux%20comp%26%23xE9%3Btences%20transversales%20dans%20les%20curricula%20d%26%23x2019%3Bing%26%23xE9%3Bnieur%20aujourd%26%23x2019%3Bhui%26%23x202F%3B%3F%20Tensions%2C%20injonctions%20et%20leviers%20d%26%23x2019%3Baction.%20%3Ci%3EAIPU%202022%20-%20Agir%20Ensemble%20Dans%20l%26%23x2019%3Benseignement%20Sup%26%23xE9%3Brieur%26%23x202F%3B%3A%20Enjeux%20et%20Perspectives%3C%5C%2Fi%3E.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fhal.science%5C%2Fhal-03689953%27%3Ehttps%3A%5C%2F%5C%2Fhal.science%5C%2Fhal-03689953%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Symposium.%20Pourquoi%20former%20aux%20comp%5Cu00e9tences%20transversales%20dans%20les%20curricula%20d%27ing%5Cu00e9nieur%20aujourd%27hui%20%3F%20Tensions%2C%20injonctions%20et%20leviers%20d%27action%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Catherine%22%2C%22lastName%22%3A%22Adam%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Myl%5Cu00e8ne%22%2C%22lastName%22%3A%22Chalifoux%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lydia%22%2C%22lastName%22%3A%22Djennadi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Delphine%22%2C%22lastName%22%3A%22Ducarme%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Christiane%22%2C%22lastName%22%3A%22Papineau%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Myriam%22%2C%22lastName%22%3A%22Bana%5Cu00ef%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Denis%22%2C%22lastName%22%3A%22Lema%5Cu00eetre%22%7D%5D%2C%22abstractNote%22%3A%22In%20higher%20education%2C%20questions%20regarding%20training%20and%20the%20acquisition%20of%20so-called%20soft%20skills%20and%20the%20teaching%20methods%20to%20be%20used%20to%20that%20end%20are%20not%20new%20%28Rey%201996%29%20and%20are%20on%20the%20rise%20%28Boanc%5Cu00e4%20%26%20Starck%202019%29.%20Where%20engineering%20education%20is%20concerned%2C%20they%20appear%20to%20be%20even%20more%20relevant%20as%20they%20lie%20at%20the%20intersection%20of%20pressing%20economic%20and%20social%20concerns%20today.%20Beyond%20the%20requirements%20of%20the%20business%20world%2C%20the%20development%20of%20such%20skills%20has%20to%20do%20with%20major%20societal%20issues%2C%20the%20outlines%20of%20which%20are%20given%20by%20sustainable%20development%20%28in%20the%20environmental%2C%20human%20and%20social%20sense%29%20%28Lema%5Cu00eetre%2C%202019%29.%20Our%20symposium%20thus%20sets%20out%20to%20address%20the%20teaching%20and%20assessment%20of%20these%20so-called%20%5C%22soft%20skills%5C%22%20in%20international%20engineering%20education%20today%20by%20looking%20afresh%20at%20the%20why%2C%20for%20what%20purpose%2C%20for%20whom%20and%20how%20to%20develop%20them%20with%20a%20view%20to%20improving%5Cncurrent%20practices%20and%20more%20effectively%20defining%20future%20practices.%20We%20seek%20to%20perceive%20why%20this%20soft%20skills%20training%2C%20jointly%20designed%20and%20developed%20by%20different%20educational%20stakeholders%20%5C%22acting%20together%5C%22%2C%20is%20designed%20and%20developed%20today%2C%20what%20tensions%20exist%20and%20under%20what%20conditions%20it%20can%20empower%20students%2C%20future%20engineers%2C%20to%20take%20action%20themselves%20and%20jointly%20shape%20the%20future%20in%20a%20socially%20situated%2C%20ethical%20and%20responsible%20way.%20After%20a%20theoretical%20overview%20of%20this%20subject%2C%20the%20introduction%20will%20review%20the%20common%20and%20diverging%20questions%20we%20are%20asking%20ourselves%20about%20this%20training%2C%20in%20connection%20with%20the%20respective%20contexts%20%28social%2C%20economic%20and%20educational%29.%20Each%20paper%20will%20then%20shed%20light%20on%20an%20aspect%20of%20these%20questions%20on%20the%20basis%20of%20the%20educational%20situations%20studied%2C%20for%20the%20most%20part%20where%20the%20contributors%20work.%20The%20intention%20is%20thus%20to%20look%20at%20the%20current%20educational%20practices%20of%20our%20institutions%20and%20the%20systems%20set%20up%20through%20an%20introspective%20lens%20and%20to%20identify%20similarities%20and%20differences%20as%20well%20as%20scope%20for%20improvement%20and%20drivers%20at%20the%20macro%20%28national%20educational%20bodies%29%2C%20meso%20%28institutions%29%20and%20micro%20%28the%20systems%2C%20teaching%20staff-stakeholders%20and%20students%29%20levels.%20Over%20and%20above%20the%20undeniable%20complementary%20nature%20of%20an%20interdisciplinary%20approach%20to%20the%20question%2C%20by%20contributors%20from%20a%20range%20of%20backgrounds%20%28professors%2C%20engineers%20and%20educational%20advisors%2C%20PhD%20students%29%2C%20addressing%20this%20subject%20on%20the%20basis%20of%20four%20different%20research%20settings%2C%20in%20different%20training%20contexts%20%28engineering%20schools%20and%20universities%29%2C%20across%20various%20areas%20of%20engineering%20%28construction%2C%20IT%2C%20management%2C%20mechanics%2C%20advanced%20techniques%29%2C%20in%20four%20different%20French-speaking%20countries%20%28Algeria%2C%20Belgium%2C%20Canada%20and%20France%29%20across%20three%20continents%2C%20is%20considered%20to%20be%20a%20heuristic%20approach.%20Building%20on%20the%20PHC%20Maghreb%20RIIME%20project%2C%20the%20aim%20is%20to%20give%20researchers%20from%20Southern%20and%20Northern%20countries%20the%20opportunity%20to%20discuss%20and%20work%20together%20over%20the%20long-term%20on%20engineering%20education%20questions.%20For%20our%20group%2C%20this%20symposium%20represents%20a%20stepping%20stone%20towards%20a%20larger%20collaborative%20research%20project%2C%20the%20aim%20being%20to%20reconsider%20the%20processes%20for%20training%20engineers%20in%20soft%20skills.%20The%20initial%20findings%20of%20our%20research%20call%20for%20fresh%20thinking%20and%20action%20where%20the%20training%20of%20future%20engineers%20is%20concerned%2C%20not%20least%20in%20terms%20of%20soft%20skills%2C%20by%20increasing%20the%20collaborative%20dimension%20and%20reconsidering%20the%20need%20and%20methods%20for%20assessing%20these%20skills%20as%20well%20as%20the%20profiles%20required%20and%20training%20of%20dedicated%20staff.%22%2C%22date%22%3A%222022-05%22%2C%22proceedingsTitle%22%3A%22AIPU%202022%20-%20Agir%20ensemble%20dans%20l%27enseignement%20sup%5Cu00e9rieur%20%3A%20enjeux%20et%20perspectives%22%2C%22conferenceName%22%3A%22%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fhal.science%5C%2Fhal-03689953%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-05-13T07%3A00%3A39Z%22%7D%7D%5D%7D
Carless, D. (2013). Sustainable feedback and the development of student self-evaluative capacities. In Reconceptualising Feedback in Higher Education. Routledge.
Le “blended learning”, le défi actuel de l’enseignant – EPF iLearn. (n.d.). Retrieved October 9, 2024, from https://ilearn.epf.fr/le-blended-learning-le-defi-actuel-de-lenseignant/
Cuellar-Griffoulieres, D., & Anelok, I. (2021, April). Use of the ePortfolio at the EPF engineering school: from prototype to self-learning course. Colloque Accompagner l’étudiant Dans Son Parcours de Professionnalisation. https://hal.science/hal-04574890
Adam, C., Chalifoux, M., Djennadi, L., Ducarme, D., Papineau, C., Banaï, M., & Lemaître, D. (2022, May). Symposium. Pourquoi former aux compétences transversales dans les curricula d’ingénieur aujourd’hui ? Tensions, injonctions et leviers d’action. AIPU 2022 - Agir Ensemble Dans l’enseignement Supérieur : Enjeux et Perspectives. https://hal.science/hal-03689953