Co-production of Knowledge in Multi-stakeholder Processes: Analyzing Joint Experimentation as Social Learning     

Essegbemon Akpo  Todd A. Crane  Pierre V. Vissoh  Rigobert C. Tossou 《The Journal of Agricultural Education and Extension》2015,21(4):369-388

Purpose: Changing research design and methodologies regarding how researchers articulate with end-users of technology is an important consideration in developing sustainable agricultural practices. This paper analyzes a joint experiment as a multi-stakeholder process and contributes to understand how the way of organizing social learning affects stakeholders’ ownership of process outcomes. Design/Methodology/Approach:A learning group composed of the different stakeholders of the oil palm seed system in Benin was set around a joint experiment. We use a detailed account of the group dynamics to understand the social process. Findings: The way the process is designed and conducted has a great effect on the ownership by the participants. Methodological steps taken in this research process showed its efficacy to produce quick and positive feedback mechanisms. Stakeholders’ perspectives on what constitutes a quality oil palm seedling varied widely. Participants, mainly nursery holders, learned new production practices. Representatives of the research center learned a mismatch of recommendations with users’ contexts. Field observations further to the process indicate changes in practices among stakeholders that would be sustainable. Practical Implications: Beyond focusing on outcomes, initiatives in multi-stakeholder processes should also document and analyze social processes in order to better understand the mechanisms by which such processes foster socio-technical change, as well as identify potential institutional barriers to such processes. Originality/Value: Through a detailed analysis of group dynamics, this paper addresses an important knowledge gap in participatory agricultural development.  相似文献   

Does tagging improve the navigation of online recorded lectures by students?          下载免费PDF全文

Pierre Gorissen  Jan van Bruggen  Wim Jochems 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):45-57

Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only the parts that are relevant to them. While doing so, they often lack the required mechanisms to locate efficiently those parts of the recorded lecture that they want to view. In this paper, we describe an experiment where expert tagging is used as a means to facilitate the students' search. In the experiment, 255 students had the option to use tags to navigate 18 recorded lectures. We used the data tracked by the lecture capture system to analyze the use of the tags by the students. We compared these data to students who did not use the tagging interface (TI). Results show that the use of the TI increases in time. Students use the TI more actively over time while reducing the amount of video that they view. The experiment also shows that students who use the TI score higher grades when compared with students who use the regular interface.  相似文献   

Neural Correlates of Self and Its Interaction With Memory in Healthy Adolescents          下载免费PDF全文

Fanny Dégeilh  Bérengère Guillery‐Girard  Jacques Dayan  Malo Gaubert  Gaël Chételat  Pierre‐Jean Egler  Jean‐Marc Baleyte  Francis Eustache  Armelle Viard 《Child development》2015,86(6):1966-1983

Adolescence is marked by the development of personal identity and is associated with structural and functional changes in brain regions associated with Self processing. Yet, little is known about the neural correlates of self‐reference processing and self‐reference effect in adolescents. This functional magnetic resonance imaging study consists of a self‐reference paradigm followed by a recognition test proposed to 30 healthy adolescents aged 13–18 years old. Results showed that the rostral anterior cingulate cortex is specifically involved in self‐reference processing and that this specialization develops gradually from 13 to 18 years old. The self‐reference effect is associated with increased brain activation changes during encoding, suggesting that the beneficial effect of Self on memory may occur at encoding of self‐referential information, rather than at retrieval.  相似文献   

Les politiques de quelques pays européens dans le champ de la professionnalisation     

Pierre Laderrière 《欧洲师范教育杂志》1994,17(1-2):25-29

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Dependency and the Pedagogical Debate: permanent education in Latin America∗     

Pierre Furter 《Compare》1983,13(2):99-109

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City and university in the knowledge age     

Pierre Veltz 《European Journal of Engineering Education》2001,26(1):53-62

The globalized economy remains deeply rooted in historically shaped territories, in opposition to the common-place image of a footloose economy of flows. Regions provide the market economy with immaterial resources essential to its development. This is strongly reinforced, in my opinion, by a range of complex effects primarly linked to the change in competition patterns in global markets. Firms are driven to adopt quality - and innovation-based strategies, and still are obliged to reduce costs. Traditional, rigidly fragmented, Taylorist production organization, highly efficient in a stable price-based competition environment, is becoming counterproductive in this new context. The competitivness of companies lies no longer in the mere intensification of work and traditional productivity effects. It results mainly from the density and the relevance of co-operation established between the different actors in a value chain. And this co-operation cannot be set up - this is the point I wish to emphasize - either by the decisionmaking of a more or less centralized technostructure or through sheer market forces. The ability to promote inter-firm co-operation and confidence, to share values and anticipations, the convergence of projects, the relevance of institutionnal frames and finally the quality of local public and private governance are the key factors of success, instead of traditional geographic location factors, more or less neutralized by the decrease of communication costs. In other words, the key resources for development are socially and politically built up,and not a given of nature, as in the past. Potentially, all regions and cities, whatever their size, stand to benefit from this.  相似文献   

Typology of students at risk of dropping out of school: Description by personal, family and school factors   总被引：1，自引：0，他引：1  

Laurier Fortin  Diane Marcotte  Pierre Potvin Ph.D. ps.éd  Égide Royer  Jacques Joly 《European Journal of Psychology of Education - EJPE》2006,21(4):363-383

The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.  相似文献   

The effect of Rogerian counselling conditions on locus of control     

Daniel Klassen  Pierre Turgeon 《International journal for the advancement of counseling》1981,4(2):89-99

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The Training of Physical-Education Teachers in France and China: A Comparative Analysis of Curricula and Attitudes     

Pierre Andriamampianina  Azzedine SI Moussa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(4):23-34

This study in comparative physical education examines the curricula followed by physical-education teachers in China and France. It explores how theories of physical education and sport in each country have developed out of specific political, cultural and educational contexts, yet resulted in strong similarities in terms of the priority given to training programs. Nonetheless, it can be seen that the two curricula reflect genuinely divergent concepts of physical education influencing both theory and practice. The attitudes of Chinese and French teacher-trainers towards physical education and sport are shown to display significant ideological differences with regard to the meaning and educational import of these activities.  相似文献   

The French Baccalauréat Since 1985: Level of qualification or type of diploma?     

Pierre Cam 《Assessment in Education: Principles, Policy & Practice》2001,8(3):291-314

The French government adopted a policy of raising the education level of young people following a vocational track in response to the growing problems this group was experiencing in entering the labour market. To achieve these ends, a new diploma was created, the 'bac professionnel'. In the French education system, the baccalauréat has traditionally operated as both a level of education and a social barrier. The baccalauréat thus offers its holders both the chance to follow higher-level studies and also access to middle and upper-middle class jobs. In creating a 'bac professionnel', the French government destroyed the barrier between the middle and the working classes and opened the university gates to young people who until then had been denied access. The effects of the policy have meant the 'massification' of higher education, but also a marked loss of clarity in the way upper levels of education and training are organised, and, at company level, the phenomenon of overqualified people in subordinate positions.  相似文献