Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation
Laferrière Thérèse, Hamel Christine, Barma Sylvie, Allaire Stéphane, Breuleux Alain, Turcotte San... more Laferrière Thérèse, Hamel Christine, Barma Sylvie, Allaire Stéphane, Breuleux Alain, Turcotte Sandrine, Beaudoin Josée, Tanguay Vincent, Saint-Pierre Linda. Le cas du Québec. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 19, 2012. Individualisation, personnalisation et adaptation des Environnements Informatiques pour l’Apprentissage Humain. pp. 39-47
The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at impl... more The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building in small rural schools. The first eight years of the RNS are examined applying Engeström’s activity theory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an “inside” understanding of what matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented. Key words: activity theory, collaboration, expansive learning,...
This workshop focused on organizing equitable design processes and promoting the agency of educat... more This workshop focused on organizing equitable design processes and promoting the agency of educators at different levels of systems in conducting design research inside a research-practice partnership. Members of research groups from three different regions of North America and Europe offered cross-national perspectives on designing with educational organizations and will engage participants directly in curating resources teams can use to organize research and development efforts in partnerships
This paper delves into the digital divide challenge through an interaction analysis of educationa... more This paper delves into the digital divide challenge through an interaction analysis of educational partners engaged in co-designing, sustaining, and scaling classroom-based innovation using collaborative platforms in rural settings. The innovation is analyzed by referring to an emerging multilevel multiscale model, with emphasis on the five dimensions of Dede’s conceptual framework (Depth, Sustainability, Spread, Shift [in Ownership], and Evolution, 2006). Organizational structures, interaction processes put in place and the technology in use during the Remote Networked School (RNS) initiative are identified.
Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI, 2013
From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal... more From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia p...
Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI, 2013
Reports research to investigate how two primary school classes retrieved information from CD-ROM ... more Reports research to investigate how two primary school classes retrieved information from CD-ROM multimedia information sources in support of a class project. The students demonstrated confidence in operation the interfaces, but did not find them equally easy or effective. They were able to distinguish between the enjoyment of using an interface and the utility of the CD-ROM as a source. . .
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2010
Knowledge Building is approached in this study from an organizational perspective, with a focus o... more Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are...
Classroom-based knowledge building requires advanced pedagogies and collaborative technologies. I... more Classroom-based knowledge building requires advanced pedagogies and collaborative technologies. It qualifies as disruptive innovation: progressively more impressive accounts of what students and teachers can accomplish alter beliefs regarding developmental, demographic, and cultural barriers. To establish knowledge-building communities requires effort from within as well as from outside the classroom. The Knowledge Building International Project (KBIP) has been rooted in school-university-government (SUNG) partnerships, along with their locally based networks of innovation. The chapter starts with a conceptualization of professional development in the digital era, and the main constituents of the Remote Networked School (RNS) initiative are presented. Next, a description of the SUNG partnerships follows. Emphasis is on agency, as it was observed in the RNS and in the SUNG dynamics of partnerships for classroom-based knowledge building: knowledge building as a shared vision, symmetric knowledge advancement, and multilevel, research-based innovation. Following is a descriptive analysis of the Knowledge Building International Project (KBIP 2007–2014) using Engestrom’s (1987) third-generation activity theory framework (Engestrom and Sannino 2010). Referring to Engestrom’s expansive learning cycle (1987), further analysis is provided regarding the overcoming of double binds for KBIP expansion as an activity.
Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation
Laferrière Thérèse, Hamel Christine, Barma Sylvie, Allaire Stéphane, Breuleux Alain, Turcotte San... more Laferrière Thérèse, Hamel Christine, Barma Sylvie, Allaire Stéphane, Breuleux Alain, Turcotte Sandrine, Beaudoin Josée, Tanguay Vincent, Saint-Pierre Linda. Le cas du Québec. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 19, 2012. Individualisation, personnalisation et adaptation des Environnements Informatiques pour l’Apprentissage Humain. pp. 39-47
The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at impl... more The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building in small rural schools. The first eight years of the RNS are examined applying Engeström’s activity theory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an “inside” understanding of what matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented. Key words: activity theory, collaboration, expansive learning,...
This workshop focused on organizing equitable design processes and promoting the agency of educat... more This workshop focused on organizing equitable design processes and promoting the agency of educators at different levels of systems in conducting design research inside a research-practice partnership. Members of research groups from three different regions of North America and Europe offered cross-national perspectives on designing with educational organizations and will engage participants directly in curating resources teams can use to organize research and development efforts in partnerships
This paper delves into the digital divide challenge through an interaction analysis of educationa... more This paper delves into the digital divide challenge through an interaction analysis of educational partners engaged in co-designing, sustaining, and scaling classroom-based innovation using collaborative platforms in rural settings. The innovation is analyzed by referring to an emerging multilevel multiscale model, with emphasis on the five dimensions of Dede’s conceptual framework (Depth, Sustainability, Spread, Shift [in Ownership], and Evolution, 2006). Organizational structures, interaction processes put in place and the technology in use during the Remote Networked School (RNS) initiative are identified.
Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI, 2013
From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal... more From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia p...
Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI, 2013
Reports research to investigate how two primary school classes retrieved information from CD-ROM ... more Reports research to investigate how two primary school classes retrieved information from CD-ROM multimedia information sources in support of a class project. The students demonstrated confidence in operation the interfaces, but did not find them equally easy or effective. They were able to distinguish between the enjoyment of using an interface and the utility of the CD-ROM as a source. . .
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2010
Knowledge Building is approached in this study from an organizational perspective, with a focus o... more Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are...
Classroom-based knowledge building requires advanced pedagogies and collaborative technologies. I... more Classroom-based knowledge building requires advanced pedagogies and collaborative technologies. It qualifies as disruptive innovation: progressively more impressive accounts of what students and teachers can accomplish alter beliefs regarding developmental, demographic, and cultural barriers. To establish knowledge-building communities requires effort from within as well as from outside the classroom. The Knowledge Building International Project (KBIP) has been rooted in school-university-government (SUNG) partnerships, along with their locally based networks of innovation. The chapter starts with a conceptualization of professional development in the digital era, and the main constituents of the Remote Networked School (RNS) initiative are presented. Next, a description of the SUNG partnerships follows. Emphasis is on agency, as it was observed in the RNS and in the SUNG dynamics of partnerships for classroom-based knowledge building: knowledge building as a shared vision, symmetric knowledge advancement, and multilevel, research-based innovation. Following is a descriptive analysis of the Knowledge Building International Project (KBIP 2007–2014) using Engestrom’s (1987) third-generation activity theory framework (Engestrom and Sannino 2010). Referring to Engestrom’s expansive learning cycle (1987), further analysis is provided regarding the overcoming of double binds for KBIP expansion as an activity.
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Papers by Alain Breuleux