La phase de formulation et de classement des vœux de la session 2016 d'Admission Post Bac (A.P.B.) s'est clôturée le 31 mai 2016.
Le 8 décembre, Najat Vallaud-Belkacem et Thierry Mandon s'étaient également engagés à rendre public l'algorithme du fonctionnement d'A.P.B., qui a été généralisé dès 2008. Les ministres le rendent public ce jour.
Document "Algorithme APB relatives aux capacités d'accueil insuffisantes pour retenir l'ensemble des candidatures". Voir l'article...
L’IRHT organise un stage annuel d’initiation au manuscrit médiéval et au livre humaniste, destiné aux étudiants de Master I et II et thèse en lettres, en philosophie, en histoire (notamment de l'enluminure). Le prochain stage aura lieu du lundi 17 au vendredi 21 octobre 2016 au Centre Félix-Grat, Paris.
Le formulaire d'inscription sera disponible en ligne début juin 2016.
Pour donner une perspective d’ensemble sur le travail et la recherche sur les manuscrits, différents thèmes sont abordés aux cours d’exposés magistraux et de séances en petits groupes : présentation de manuscrits et introduction à la codicologie, histoire de l’écriture, mise en page et décoration, transmission des textes, rapport texte/image, héraldique, histoire des bibliothèques, passage du manuscrit à l’imprimé, exercice d’édition de textes. Le stage est aussi l’occasion de découvrir l’IRHT et la documentation qu’il met au service des chercheurs.
Thèmes abordés : introduction à la codicologie, histoire de l’écriture, mise en page du manuscrit, rapport texte/image, transmission des textes, notions de reliure et d’héraldique.
Nous tenons à préciser que les séances ne comprennent ni apprentissage de la paléographie, ni exercice de lecture, ni histoire de l’art.
Le livret-guide du stage a pour objet de fournir les éléments essentiels pour s’initier à l’approche du manuscrit et de sa description, tels qu’ils ont été élaborés au fil du temps dans un laboratoire de recherche par des équipes spécialisées. Il est révisé chaque année et distribué sous format papier le premier jour du stage.
Domaine latin et roman : stage-ms@irht.cnrs.fr
Manuscrits arabes : section.arabe@irht.cnrs.fr
Manuscrits hébreux : stage-ms@irht.cnrs.fr
Manuscrits grecs : pierre.augustin@irht.cnrs.fr
Annexe du Collège de France (Salle Levi-Strauss), 52 rue du Cardinal-Lemoine 75005 Paris
Centre Félix Grat, 40 avenue d’Iéna 75116 Paris
The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. More...
Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offer academic credit, but recently there have been some attempts to offer course credit for MOOCs or MOOC-like courses. More...
This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. More...
In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. More...
The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success. More...
Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. More...
Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students’ points of view, and how an Information and Communication Technology Support System (ICTSS) may alleviate these problems. More...
Table of Contents
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Editorial - Volume 17, Issue Number 3
Dianne Conrad
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Mete Akcaoglu, Eunbae Lee
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Amanda Rockinson-Szapkiw, Jillian Wendt, Mervyn Whighting, Deanna Nisbet
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Stefan Stenbom, Malin Jansson, Annelie Hulkko
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Sunnie Lee Watson, William R Watson, Jennifer Richardson, Jamie Loizzo
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Engin Kursun
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Johan Loeckx
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Tel Amiel, Tiago Chagas Soares
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Betul Czerkawski
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Colin Madland, Griff Richards
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Yin Zhang, Samuel Chu
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Hajar Ghadirian, Ahmad Fauzi Mohd Ayub, Kamariah Binti Abu Bakar, Maryam Hassanzadeh
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Omid Noroozi, Simon McAlister, Martin Mulder
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Jered Borup
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Michael Corry
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Cathy Cavanaugh, Jace Hargis, John Mayberry
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Harun Cigdem, Mustafa Ozturk
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Peter Mkhize, Emmanuel Samuel Mtsweni, Portia Buthelezi
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Zamzami Zainuddin, Siti Hajar Halili
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George Lukoye Makokha, Dorothy Nduko Mutisya
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Naghmeh Aghaee, William Byron Jobe, Thashmee Karunaratne, Åsa Smedberg, Henrik Hansson, Matti Tedre
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Doing Q Methodological Research: Theory, Method and Interpretation
Liwen Chen
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