Design

 
Participation dans le groupe ou la classe
Participation dans l’école
Participation école-famille-communauté

Vertical Tabs

Livres

Chapitres de livre

Barma, S. & Daniel, S. (2017). Designing enhanced learning environments in physics: an interdisciplinary collaborative approach producing an instrument for school success. In M. Romero, K. Sawchuk, J. Blat, S. Sayago & H. Ouellet, Game-based learning across the lifespan (1e ed., p.91-113). Lausanne, Suisse: Springer International Publishing. doi:10.1007/978-3-319-41797-4
Bélanger, M. & Richard, V. (2017). La participation des enseignants aux recherches en éducation : représentation de la recherche, développement professionnel et dynamique de classe. In P. Beaupré, R. Laroui & M. Hébert, Le chercheur face aux défis méthodologiques de la recherche Freins et leviers. Québec, Canada: Presses de l'Université du Québec.
Charles, E. & Whittaker, C. (2015). Active Learning Spaces: Blending Technology and Orchestration. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikin & S. Ludvigsen, Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (vol.1, p.825-826). Gothenburg, Suède: International Society of the Learning Sciences. Disponible: https://www.isls.org/cscl2015/papers/MC-0409-Poster-Charles.pdf
Charles, E., Lasry, N., Whittaker, C., Dugdale, M., Lenton, K., Bhatnagar, S. & Guillemette, J. (2015). Beyond and Within Classroom Walls: Designing principled pedagogical tools for students and faculty uptake. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine & S. Ludvigsen, Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (vol.1, p.292-299). Gothenburg, Suède: International Society of the Learning Sciences. Disponible: https://www.isls.org/cscl2015/papers/MC-0280-FullPaper-Charles.pdf
Charles, E., Whittaker, C. & Lenton, K. (2016). Designing Active Learning Spaces to Foster Collaboration. In C. Looi, J. Polman, U. Cress & P. Reinmann, Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (vol.2, p.1063-1070). Singapour, Singapour: International Society of the Learning Sciences.
Freiman, V., Richard, V., Kamba, J., Djambong, T. & Furlong, C. (2019). Affordances et appropriation d’outils numériques collaboratifs (TIC) durant la pensée design. In D. Pruneau, La pensée design pour le développement durable : Applications de la démarche en milieux scolaire, académique et communautaire (p.64-76). Moncton, Canada: Groupe de recherche Littoral et vie. Disponible: https://lel.crires.ulaval.ca/sites/lel/files/guide_pedagogique.la_pensee_design_pour_le_developpement_durable_0.pdf
Hitt, F., Saboya, M. & Cortes, C. (2017). Task Design in a Paper and Technological Environment to Promote Inclusive Learning : An Example with Polygonal Numbers. In G. Aldon, F. Hitt, L. Bazzini & U. Gellert, Mathematics and Technology, Advances in Mathematics Education (p.52-72). Springer.
Kamga Kouamkam, R., Romero, M., Komis, V. & Mirsili, A. (2017). Design requirements for educational robotics activities for sustaining collaborative problem solving. In D. Alimisis, M. Moro & E. Menegatti, Educational robotics in the makers era (vol.560, p.225-228). New York, États-Unis: Springer International Publishing.
Laferrière, T., Allaire, S., Hamel, C., Breuleux, A., Turcotte, S., Hamel, M. et al. (2017). Apprendre ensemble à enseigner dans une communauté en réseau : co-design, participation à des projets et à des programmes de proximité. In E. Soulier & J. Audran, Communautés de pratiques et management de la formation (p.195-208). Belfort, France: Presses de l’Université de technologie de Belfort-Montbéliard.
Park, J. & Bracewell, R. (2008). Designing a Well-Formed Activity System for an ICTs-Supported Classroom. In J. Zumbach, N. Schwartz, T. Seufert & L. Kester, Beyond knowledge: The legacy of competence in meaningful computer-based learning environments (p.101-110). New York, États-Unis: Springer Publishing. doi:10.1007/978-1-4020-8827-8
Power, T. (2013). John Falkin: Designing an Online Graduate Seminar. In P. Ertmer, J. Quinn & K. Glazewski, The ID CaseBook: Case studies in instructional design (4e ed., p.105-112). Upper Saddle River, États-Unis: Prentice Hall.
Sauvé, L. (Sous presse). La personnalisation de l’apprentissage en e-Formation : principes et design en e-Formation. In A. Jegézou, E-formation des adultes : état de la recherche. ..

Articles de colloque

Adams, J., Barma, S., Vincent, M., Voyer, S., Rahm, J., Touioui, F. et al. (2018). Unpacking signs of learning in complex social environments: Desettling neoliberal market-driven educational methodologies, epistemologies and recognitions of learning. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (vol.2, p.1320-1327). Londres, Royaume-Uni: International Society of the Learning Sciences. doi:https://doi.dx.org/10.22318/cscl2018.1320
Barma, S. & Daniel, S. (2015). La conception d’un jeu sérieux exploitant la réalité augmentée afin de faciliter l’apprentissage de l’électromagnétisme au niveau collégial. In M. Romero (Eds.), Intergenerational learning, life narratives and games : Proceedings of the Silver Gaming Intergenerational Summer School (p.141-144). Québec, Canada: Livres en ligne (LEL) du CRIRES. Disponible: https://crires.ulaval.ca/sites/default/files/full-text/sgiss2015-proceedings-actes-r21_6.pdf
Breuleux, A. (2015). Formative change laboratory intervention for educational design. Annual SALTISE Conference. Montréal, Canada.
Breuleux, A. & Goldstein, E. (2015). The collaborative design of innovative learning spaces: Formative change laboratory interventions. Proceedings of EdMedia: World Conference on Educational Media and Technology (p.847-856). Association for the Advancement of Computing in Education (AACE). Disponible: http://www.learntechlib.org/p/151337/
Heo, G. & Breuleux, A. (2015). Facilitating online interaction and collaboration in a professional learning network. Society for Information Technology & Teacher Education International Conference (vol.2015, p.1170-1177). Chesapeake, États-Unis: Association for the Advancement of Computing in Education (AACE). Disponible: http://www.editlib.org/p/150155/
Laferrière, T., Perreault, C., Boutin, P., Law, N., Yuen, J., Montané, M. et al. (2011). Knowledge Building International Project: Designs for Deep Understanding. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 (p.1178-1181). University of Hong Kong, Hong Kong, Chine: International Society of the Learning Sciences & Center for Information Technology in Education. Disponible: https://www.kbip.co/sites/kbip.co/files/2011/CSCL/paper132.pdf
Laferrière, T., Breuleux, A., Hamel, C., Allaire, S. & Turcotte, S. (2014). The Evolution of the Design of the Remote Networked School. Annual Meeting of the American Educational Research Association (AERA).. Philadelphie, États-Unis: -.
Nong, L., Breuleux, A. & Heo, G. (2015). Fostering a Technology-rich Professional Learning Community: A Design-based Research Cycle. In D. Rutledge & D. Slykhuis (Eds.), Society for Information Technology & Teacher Education International Conference (p.1236-1244). Las Vegas, États-Unis. Disponible: http://www.editlib.org/p/150165/