D. François, Ph. Neyt, Fr. Stas

Slides:



Advertisements
Présentations similaires
A partir d’un verbe Les Verbes Réguliers en ER.
Advertisements

Échanger connaissances et techniques sur les routes et le transport routier 1 The PIARC Website.
Talking about yourself
TIC au service de léducation, le portail Tarbiya.
Socle et compétences de base, en France et ailleurs Colloque Iréa Décembre 2010 Olivier Rey.
EUROPEAN ASSOCIATION OF DEVELOPMENT RESEARCH AND TRAINING INSTITUTES ASSOCIATION EUROPÉENNE DES INSTITUTS DE RECHERCHE ET DE FORMATION EN MATIÈRE DE DÉVELOPPEMENT.
AFNOR NF Z – "Online Consumer Reviews
Starting up an experience-based training process Commencer un processus de formation basé sur lexpérience ABVV - FGTB Belgium – Belgique.
Mardi 20 Novembre 2012 Recap I can
Les choses que j aime Learning Objective: To know how to use j aime to talk about things I like to do.
L’ensemble microcanonique
Un chat deux chats deux chiens Un chien deux chevaux Un cheval
Les lycées. Sixth form is compulsory in France so it is really important to choose the right one. Look carefully at the information about colleges and.
Le Baromètre Zone Cours : un environnement pour la micro-évaluation de ressources pédagogiques* Jacques Raynauld Olivier Gerbé HEC Montréal, MATI Montréal.
Vzdělávací systém pedagogů ve Švýcarsku. Education 1. What type of education in on each stage of development children have - Elementary, Secondary, High.
Ministère de l’Éducation, du Loisir et du Sport Responsables des programmes FLS et ELA: Diane Alain et Michele Luchs Animateurs: Diane Alain et Michael.
Information Theory and Radar Waveform Design Mark R. bell September 1993 Sofia FENNI.
Ministère de l’Éducation, du Loisir et du Sport Responsables des programmes FLS et ELA: Diane Alain et Michele Luchs Animateurs: Diane Alain et Michael.
Les styles d’apprentissage: une expérience en ligne Le système d’aide multimédia intéractif de diagnostic, de planification et suivi d’un projet de formation.
IB Language B French and German
© Copyright Showeet.com S OCIAL M EDIA T HINKING.
Le paradoxe Jamais il n’a été aussi facile d’accéder à une masse gigantesque d’information; Jamais il n’a été aussi difficile de ‘trier’ et de synthetiser.
Les verbes qui se terminent en -ER (-ER verbs). French has both regular and irregular verbs. (English does too, for that matter.)
3 Les Verbes -ER Talking about people’s activities Les normes: –Communication 1.2: Understanding the written and spoken language –Comparisons 4.1: Understanding.
C’est combien ? Les euros
Le passé composé The perfect tense Eg: J’ai mangé une pizza I have eaten/ate a pizza.
Epistémologie du Web social Epistémologie du « web social » 1er Semestre 2010 / 2011 Session 03 : introduction théorique.
Français III projet cinématique (votre film). les critères Create a 3 minute film with a 1 minute introduction. The introduction must explain briefly.
Core Module 1 Authentic Governance through Ethical Leadership Association des conseils scolaires des écoles publiques de l’Ontario (ACÉPO) Association.
Popular Mobilization Creating a mass movement to take action and put pressure on decision makers for social change Créer une masse critique d’acteurs.
Anthropologie des espaces numériques // 1 er Semestre 2007 / 2008 Anthropologie des espaces numériques 1er Semestre 2008 / 2009 Session 3.
THE ADJECTIVES: BEAU, NOUVEAU AND VIEUX 1.
“Regional Cooperation for e.Government Capacity Building” Fifth Caribbean Ministerial Consultation on “Regional Cooperation for e.Government Capacity Building”
French 101 Important Verbs. The most important French verbs – avoir (to have), être (to be), and faire (to do/make) They are used in some of the ways.
Owned and operated as a joint venture by a consortium of Canadian universities via a contribution through the National Research Council Canada Propriété.
Community development in Quebec Denis Bourque Université du Québec en Outaouais Canada Research Chair in Community Organization Annual Public Health Days,
L’Heure To ask what time it is in French, say: – Quelle heure est-il? To respond, say: – Il est... heure(s). – Ex: 02h00 Il est deux heures. 04h00 Il est.
Some introductory words about pervasive computing (and pervasive grids)
Les Pronoms Direct & Indirect.
Pile-Face 1. Parlez en français! (Full sentences) 2. One person should not dominate the conversation 3. Speak the entire time The goal: Practice! Get better.
Les verbes français Objective: Understand the tense of the verbs and how to conjugate your very first verb.
I can use longer and more complex sentences by understanding and using comparisons.
Work Duties Principles of Travaux Pratiques Principes des.
Bienvenue dans ma classe Madame Bancroft Salle 117 courriel: Blog: myriverside.sd43.bc.ca/ebancroft.
C’est lundi, le 16 septembre 2013 Les Objectifs: NS 1.1 Students engage in conversations, provide & obtain info. Express feelings & emotions, and exchange.
Tout le monde, il est beau!.
Tache 1 Construction d’un simulateur. Objectifs Disposer d’un simulateur d’une population présentant un déséquilibre de liaison historique, afin d’évaluer.
Welcome everyone.
Let’s enjoy making Session 2. Let’s enjoy making: Session 2 Les déménageurs sont arrivés !
On conjugue! [Avoir et Etre] It is very important to learn and practise using the conjugations of verbs in French.
© Crown copyright 2011, Department for Education These materials have been designed to be reproduced for internal circulation, research and teaching or.
NAME: Abdul Saleem Mir Enrollment Number: 49/2010 7th ELECTRICAL
WILF: TO BE ABLE TO GIVE AN OPINION FOR LEVEL 3
EDHEC OPEN INNOVATION 2016 #OpenInno 2016 [Bus. Case title – Company] Company LOGO.
Walking the Walk ALIGNING OUR PLANNING, TEACHING AND ASSESSMENT WITH THE COMPETENCIES.
Le verbe Venir Les normes: – Communications 1.2: Understanding the written and spoken language – Comparisons 4.1: Understanding language through comparisons.
Les Prepositions Definition: Prepositions are words that are used to express relationships between words, such as temporal (time) and spacial (space) relationships.
Negative sentences Questions
© and ® 2011 Vista Higher Learning, Inc.7B.2-1 Point de départ You’ve learned how the passé composé can express past actions. Now you’ll learn another.
J’ai une question! Objectifs: 1) Poser une question de 3 manières différentes 2) Parler de vos vacances.
Mathematics teacher training: the use of logbooks Fernando Bifano (UNSAM – UNAJ) Argentina.
Animal School: RaisingSmallSouls.com Carol Ann Tomlinson – Critical.
Resource allocation: what can we learn from HPC? 20 janvier 2011 Vincent Breton Crédit: Catherine Le Louarn.
Technology Module.  Technology is the application of knowledge and skills to make goods or to provide services.  It includes the tools and machines.
Page : 1 ObjectWeb 04/10/2004 Direction Générale du Système d ’Information Ce document est la propriété intellectuelle de DASSAULT AVIATION. Il ne peut.
Quantum Computer A New Era of Future Computing Ahmed WAFDI ??????
Révision – Phrases Importantes
Transcription de la présentation:

D. François, Ph. Neyt, Fr. Stas Markin, logiciel d’annotation systématique de production écrite: expériences et mise en pratique Cyber-langues Louvain-la-Neuve 22-24 août 2006 D. François, Ph. Neyt, Fr. Stas Institut des Langues Vivantes

Plan Introduction Aperçu des fonctions et mise en pratique Perspectives Echange Evaluations et conclusion

Introduction Atouts des exercices de production écrite en ligne Interactif "it is the relationships and interactions among people through which knowledge is primarily generated. The learning community takes on new proportions in this environment and consequently must be nurtured and developed so as to be an effective vehicle for education.” (Palloff and Pratt,p. 15)

Introduction (2) Atouts (2) Autonomie: où je veux, quand je veux Feedback détaillé Nombre élevé de versions

Introduction (3) Limites Temps requis Code de correction commun Retour aux techniques traditionnelles pour certains

Introduction (4) Principe de base à l’ILV Questionnement Si plus gourmand en temps … Quel intérêt?

Introduction (5) Réponse: “The computer’s capacity to track the content of the interactions between users, that is, the essays written by the learners, the comments given by the teacher on these essays, and the response of the learner to specific comments. […] This feature makes available invaluable information that can serve as a cumulative source of insight for both learners and teachers, information which in traditional writing classrooms remains scattered, ephemeral, and highly inaccessible.” (Wible p. 299)

Markin Introduction 15 enseignants, 5 cours + 400 étudiants FLE, anglais 2005-2006

Markin (2) Interface Fonctions de base Importation Etiquettes, liens et feedback standard préenregisté Feedback général Analyse d’erreurs, exportation et envoi à l’étudiant Correction par l’étudiant

Markin (3) Fonctions supplémentaires Statistiques de plusieurs fichiers Courrier électronique intégré

Markin (4) Perspectives Conséquences sur la recherche Learner Corpora “We are developing ways to give users access to information that they themselves create.” (Wible p. 310) “The creation and analysis of corpora of learner language data is an extremely new and promising field of research. One of the formidable obstacles in this field is a practical one of how to input the learner data.” (Granger 1998 in Wible p. 310)

Markin (5) Perspectives (2) “Learner corpora are collections of text produced in the target language by learners of the target language. Such collections in themselves, however, are worth little to teachers and researchers. Their potential value lies rather in the insights such corpora can provide into […] their particular difficulties in acquiring the target language […]. For this reason, the second great challenge beyond capturing learner corpora is annotating them in ways that make it possible for researchers to uncover those sorts of insights.” (Wible p. 311)

Markin (6) Limites Système externe Mobilité réduite Affichage du feedback parfois démotivant Interactivité réduite(précision vs. “fluency”) Analyse basique d’erreurs Manque de critères liés à la structure, la cohésion, le genre, le contenu

Conclusion Temps élevé Potentiel élevé Feedback personnalisé, constructif, à long terme 1.Plus de pratique 2.Rapport d’évolution 3.Remédiation feedback

Bibliographie Granger, Sylviane. The Computer learner corpus: a versatile new source of data in SLA research. In Sylviane Granger, Learner English on Computer. London: Longman. Palloff, Rena M., and Keith Pratt. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom, San Francisco: Josey-Bass Publishers, 1999. Wible, David. A Web-based EFL writing environment: integrating information for learners, teachers and researchers. Computers and Education, 37, 297-315. http://www.cict.co.uk/software/markin/ http://www.moodle.org