94849
7P2R9A6T
items
1
apa-fr-universite-de-montreal
0
date
asc
year
17
http://patrickplante.org/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3A%22zotpress-cfec6ee08880526f09801eb120a5c266%22%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22ZISZYR4I%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lewis%20et%20al.%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELewis%2C%20F.%2C%20Plante%2C%20P.%2C%20Angulo%20Mendoza%2C%20G.%20A.%2C%20Rekik%2C%20L.%2C%20Affes%2C%20H.%2C%20Dima%2C%20M.%20et%20Sauv%26%23xE9%3B%2C%20L.%20%28Soumis%29.%20Jeux%20%26%23xE9%3Bducatifs%20num%26%23xE9%3Briques%20pour%20soutenir%20la%20pers%26%23xE9%3Bv%26%23xE9%3Brance%20et%20la%20r%26%23xE9%3Bussite%20aux%20%26%23xE9%3Btudes%20%26%23xE0%3B%20distance%20en%20mode%20asynchrone.%20%3Ci%3EInternational%20Journal%20of%20E-Learning%20%26amp%3B%20Distance%20Education%20%5C%2F%20Revue%20internationale%20du%20e-learning%20et%20la%20formation%20%26%23xE0%3B%20distance%3C%5C%2Fi%3E%2C%20%3Ci%3E38%3C%5C%2Fi%3E%281%29.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Jeux%20%5Cu00e9ducatifs%20num%5Cu00e9riques%20pour%20soutenir%20la%20pers%5Cu00e9v%5Cu00e9rance%20et%20la%20r%5Cu00e9ussite%20aux%20%5Cu00e9tudes%20%5Cu00e0%20distance%20en%20mode%20asynchrone%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fran%5Cu00e7ois%22%2C%22lastName%22%3A%22Lewis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%22%2C%22lastName%22%3A%22Angulo%20Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lilia%22%2C%22lastName%22%3A%22Rekik%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Houda%22%2C%22lastName%22%3A%22Affes%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mohanna%22%2C%22lastName%22%3A%22Dima%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%5D%2C%22abstractNote%22%3A%22Depuis%20quelques%20ann%5Cu00e9es%2C%20beaucoup%20de%20nouveaut%5Cu00e9s%20technologiques%20ont%20fait%20leur%20apparition%20en%20%5Cu00e9ducation.%20Deux%20de%20ces%20technologies%2C%20la%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20la%20r%5Cu00e9alit%5Cu00e9%20augment%5Cu00e9e%2C%20nous%20int%5Cu00e9ressent%20plus%20particuli%5Cu00e8rement.%20La%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20permet%2C%20notamment%20%5Cu00e0%20l%5Cu2019aide%20d%5Cu2019un%20casque%2C%20de%20s%5Cu2019immerger%20totalement%20dans%20un%20univers%20enti%5Cu00e8rement%20con%5Cu00e7u%20avec%20des%20objets%20irr%5Cu00e9els%20et%20num%5Cu00e9riques%20tandis%20que%20la%20r%5Cu00e9alit%5Cu00e9%20augment%5Cu00e9e%20permet%2C%20avec%20des%20lunettes%20ou%20un%20mobile%2C%20d%5Cu2019ajouter%20des%20%5Cu00e9l%5Cu00e9ments%20num%5Cu00e9riques%20%5Cu00e0%20la%20r%5Cu00e9alit%5Cu00e9%2C%20notamment%20par%20superposition%20%28Wang%2C%20Callaghan%2C%20Bernhardt%2C%20White%20et%20Pe%5Cu00f1a-Rios%2C%202018%29.%20Cet%20article%20est%20le%20r%5Cu00e9sultat%20d%5Cu2019une%20revue%20de%20litt%5Cu00e9rature%20portant%20sur%20le%20domaine%20de%20la%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20augment%5Cu00e9e%20en%20%5Cu00e9ducation.%20L%5Cu2019article%20a%20pour%20objectifs%2C%20dans%20un%20premier%20temps%2C%20d%5Cu2019approfondir%20nos%20connaissances%20du%20domaine%20afin%20d%5Cu2019apporter%20des%20%5Cu00e9l%5Cu00e9ments%20de%20r%5Cu00e9ponse%20%5Cu00e0%20la%20question%20de%20la%20pertinence%20et%20de%20l%5Cu2019efficacit%5Cu00e9%20de%20ce%20type%20d%5Cu2019artefacts%20en%20%5Cu00e9ducation%2C%20et%20dans%20un%20deuxi%5Cu00e8me%20temps%2C%20d%5Cu2019identifier%20des%20principes%20qui%20peuvent%20guider%20la%20conception%20d%5Cu2019artefacts%20%5Cu00e9ducatifs%20en%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20augment%5Cu00e9e.%20La%20m%5Cu00e9thodologie%20de%20la%20revue%20de%20litt%5Cu00e9rature%20est%20bas%5Cu00e9e%20sur%20la%20m%5Cu00e9thode%20EPPI%20%28Evidence%20for%20Policy%20and%20Practice%20Information%20and%20Co-ordinating%29.%20Les%20r%5Cu00e9sultats%20seront%20pr%5Cu00e9sent%5Cu00e9s%20par%20th%5Cu00e8mes%20tels%20que%20la%20motivation%2C%20l%5Cu2019immersion%2C%20la%20collaboration%20et%20la%20conception.%22%2C%22date%22%3A%22Soumis%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22SVS2SQJN%22%5D%2C%22dateModified%22%3A%222022-12-22T03%3A02%3A23Z%22%7D%7D%2C%7B%22key%22%3A%22R35N2H3X%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Plante%22%2C%22parsedDate%22%3A%222004%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPlante%2C%20P.%20%282004%29.%20La%20citoyennet%26%23xE9%3B%2C%20un%20concept%20porteur%20en%20contexte%20d%26%23x2019%3Bapprentissage%20virtuel.%20%3Ci%3ELes%20Cahiers%20du%20Cirade%3C%5C%2Fi%3E%2C%20%3Ci%3E3%3C%5C%2Fi%3E%2C%2066%26%23x2011%3B76.%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fpatrickplante.org%5C%2Fdocuments%5C%2F10_patrick.pdf%27%3Ehttp%3A%5C%2F%5C%2Fpatrickplante.org%5C%2Fdocuments%5C%2F10_patrick.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22La%20citoyennet%5Cu00e9%2C%20un%20concept%20porteur%20en%20contexte%20d%5Cu2019apprentissage%20virtuel%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222004%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fpatrickplante.org%5C%2Fdocuments%5C%2F10_patrick.pdf%22%2C%22collections%22%3A%5B%22JQVUGEVC%22%2C%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222015-03-04T21%3A01%3A44Z%22%7D%7D%2C%7B%22key%22%3A%22NMMPXUQF%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Plante%22%2C%22parsedDate%22%3A%222014%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPlante%2C%20P.%20%282014%29.%20Pour%20une%20probl%26%23xE9%3Bmatisation%20de%20la%20technologie%20en%20%26%23xE9%3Bducation%26%23x202F%3B%3A%20propositions%20th%26%23xE9%3Boriques%20pour%20un%20espace%20p%26%23xE9%3Bdagogique%20alternatif%20de%20la%20technologie%20-%20Une%20synth%26%23xE8%3Bse.%20%3Ci%3EAdjectif%3C%5C%2Fi%3E.%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.adjectif.net%5C%2Fspip%5C%2Fspip.php%3Farticle306%27%3Ehttp%3A%5C%2F%5C%2Fwww.adjectif.net%5C%2Fspip%5C%2Fspip.php%3Farticle306%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Pour%20une%20probl%5Cu00e9matisation%20de%20la%20technologie%20en%20%5Cu00e9ducation%20%3A%20propositions%20th%5Cu00e9oriques%20pour%20un%20espace%20p%5Cu00e9dagogique%20alternatif%20de%20la%20technologie%20-%20Une%20synth%5Cu00e8se%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22Cette%20th%5Cu00e8se%20th%5Cu00e9orique%20et%20sp%5Cu00e9culative%20poursuit%20trois%20objectifs.%20Le%20premier%20objectif%20consiste%20%5Cu00e0%20d%5Cu00e9finir%20le%20cadre%20th%5Cu00e9orique%20de%20la%20th%5Cu00e8se%2C%20%5Cu00e0%20savoir%20la%20th%5Cu00e9orie%20politique%20de%20la%20technologie%20d%5Cu2019Andrew%20Feenberg.%20Le%20deuxi%5Cu00e8me%20objectif%20consiste%20%5Cu00e0%20construire%20un%20id%5Cu00e9al-type%20du%20hacker.%20Le%20dernier%20objectif%20consiste%20%5Cu00e0%20formuler%20des%20propositions%20th%5Cu00e9oriques%20issues%20du%20couplage%20%28analyse%20inf%5Cu00e9rentielle%29%20de%20la%20th%5Cu00e9orie%20de%20Feenberg%20et%20de%20l%5Cu2019id%5Cu00e9al-type%20du%20hacker.%20Ce%20couplage%20permet%20de%20souligner%20l%5Cu2019importance%20de%20certaines%20ad%5Cu00e9quations.%20Il%20semble%20que%20tenir%20compte%20de%20la%20friction%20entre%20un%20pouvoir%20de%20normalisation%20et%20un%20pouvoir%20d%5Cu2019affirmation%20de%20la%20part%20de%20citoyens-acteurs%20change%20l%5Cu2019espace%20p%5Cu00e9dagogique%20de%20la%20technologie.%20Cette%20friction%2C%20loin%20d%5Cu2019%5Cu00eatre%20nuisible%2C%20est%20plut%5Cu00f4t%20la%20chance%20de%20comprendre%20comment%20la%20technologie%20nous%20transforme%20et%20comment%2C%20%5Cu00e0%20la%20mani%5Cu00e8re%20des%20hackers%2C%20elle%20peut%20aussi%20%5Cu00eatre%20modifi%5Cu00e9e%20selon%20des%20valeurs%20d%5Cu00e9mocratiques.%22%2C%22date%22%3A%222014%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.adjectif.net%5C%2Fspip%5C%2Fspip.php%3Farticle306%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222019-05-31T18%3A55%3A42Z%22%7D%7D%2C%7B%22key%22%3A%22V75MMR4C%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lepage%20et%20al.%22%2C%22parsedDate%22%3A%222015%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELepage%2C%20M.%2C%20Sauv%26%23xE9%3B%2C%20L.%2C%20Plante%2C%20P.%20et%20Renaud%2C%20L.%20%282015%29.%20Analyse%20de%20besoins%20sur%20l%26%23x2019%3Butilisation%20des%20outils%20Web%202.0%3A%20%26%23xE9%3Bl%26%23xE9%3Bments%20essentiels%20pour%20la%20communication%20dans%20les%20%26%23xE9%3Bquipes%20de%20recherche%20universitaire.%20%3Ci%3ENouveaux%20c%40hiers%20de%20la%20recherche%20en%20%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E18%3C%5C%2Fi%3E%281%29%2C%2087%26%23x2011%3B113.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.7202%5C%2F1033731ar%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.7202%5C%2F1033731ar%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Analyse%20de%20besoins%20sur%20l%5Cu2019utilisation%20des%20outils%20Web%202.0%3A%20%5Cu00e9l%5Cu00e9ments%20essentiels%20pour%20la%20communication%20dans%20les%20%5Cu00e9quipes%20de%20recherche%20universitaire%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mario%22%2C%22lastName%22%3A%22Lepage%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lise%22%2C%22lastName%22%3A%22Renaud%22%7D%5D%2C%22abstractNote%22%3A%22Les%20outils%20Web%202.0%20peuvent%20r%5Cu00e9pondre%20aux%20besoins%20des%20%5Cu00e9quipes%20de%20recherche%20voulant%20maximiser%20la%20circulation%20de%20l%5Cu2019information%20et%20la%20collaboration.%20Cet%20article%20pr%5Cu00e9sente%20les%20r%5Cu00e9sultats%20de%20l%5Cu2019analyse%20de%20besoins%2C%20premi%5Cu00e8re%20%5Cu00e9tape%20de%20cette%20%5Cu00e9tude%20de%20recherche%20et%20d%5Cu00e9veloppement.%20Apr%5Cu00e8s%20avoir%20cern%5Cu00e9%20un%20corpus%20d%5Cu2019outils%20Web%202.0%2C%20un%20questionnaire%20a%20%5Cu00e9t%5Cu00e9%20envoy%5Cu00e9%20aupr%5Cu00e8s%20d%5Cu2019un%20%5Cu00e9chantillon%20de%20172%20sujets.%20Nous%20constatons%20que%20la%20distinction%20entre%20les%20diff%5Cu00e9rents%20segments%20des%20r%5Cu00e9pondants%20est%20faible%20et%20qu%5Cu2019ils%20utilisent%20plusieurs%20des%20outils%20de%20communication%2C%20de%20gestion%20et%20de%20r%5Cu00e9seautage%20%5Cu2013%20mais%20beaucoup%20moins%20les%20outils%20d%5Cu2019organisation%5C%2Fstructuration%20de%20la%20formation%20et%5C%2Fou%20de%20l%5Cu2019information%20%5Cu2013%20et%20les%20outils%20de%20captation.%20Les%20sujets%20souhaitent%20recevoir%20de%20l%5Cu2019information%20sur%20les%20outils%20Web%202.0%20et%20pr%5Cu00e9f%5Cu00e8rent%20une%20formation%20en%20ligne%20de%20type%20autonome.%22%2C%22date%22%3A%222015%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210.7202%5C%2F1033731ar%22%2C%22ISSN%22%3A%221195-5732%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fid.erudit.org%5C%2Fiderudit%5C%2F1033731ar%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22FZJWT4N8%22%5D%2C%22dateModified%22%3A%222018-02-22T19%3A29%3A11Z%22%7D%7D%2C%7B%22key%22%3A%22DZTPEFHV%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Plante%22%2C%22parsedDate%22%3A%222017%22%2C%22numChildren%22%3A4%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPlante%2C%20P.%20%282017%29.%20L%26%23x2019%3B%26%23xE9%3Bthique%20hacker%2C%20un%20mod%26%23xE8%3Ble%20%26%23xE9%3Bthique%20du%20num%26%23xE9%3Brique%20pour%20l%26%23x2019%3B%26%23xE9%3Bducation%3F%20%3Ci%3E%26%23xC9%3Bducation%20et%20francophonie%3C%5C%2Fi%3E%2C%20%3Ci%3EXLV%3C%5C%2Fi%3E%281%29%2C%2089%26%23x2011%3B106.%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fr-libre.teluq.ca%5C%2F1009%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Fr-libre.teluq.ca%5C%2F1009%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22L%5Cu2019%5Cu00e9thique%20hacker%2C%20un%20mod%5Cu00e8le%20%5Cu00e9thique%20du%20num%5Cu00e9rique%20pour%20l%5Cu2019%5Cu00e9ducation%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22Il%20existe%20bien%20une%20%5Cu00e9thique%20appliqu%5Cu00e9e%20%28Rosati%2C%202012%29%20au%20num%5Cu00e9rique%20en%20%5Cu00e9ducation%2C%20du%20respect%20du%20droit%20d%5Cu2019auteur%20%5Cu00e0%20la%20cyberintimidation%20en%20passant%20par%20la%20n%5Cu00e9tiquette.%20Mais%20qu%5Cu2019en%20est-il%20d%5Cu2019une%20%5Cu00e9thique%20%5Cu00e9mergente%20du%20num%5Cu00e9rique%2C%20avec%20de%20nouvelles%20formes%20d%5Cu2019action%20issues%20de%20ce%20contexte%20particulier%3F%20Pour%20r%5Cu00e9pondre%20%5Cu00e0%20la%20question%2C%20nous%20proposons%20de%20cerner%2C%20chez%20le%20personnage%20du%20hacker%2C%20cet%20acteur%20incontournable%20du%20num%5Cu00e9rique%2C%20des%20orientations%20%5Cu00e9thiques%20et%20des%20formes%20d%5Cu2019action%20qui%2C%20tout%20en%20respectant%20les%20finalit%5Cu00e9s%20de%20l%5Cu2019%5Cu00e9ducation%2C%20changeraient%20le%20rapport%20%5Cu00e0%20la%20technologie.%20L%5Cu2019action%20des%20hackers%20consisterait%20en%20partie%20%5Cu00e0%20comprendre%20et%20%5Cu00e0%20modifier%20ce%20que%20Feenberg%20%282013%29%20nomme%20les%20codes%20de%20la%20technologie%2C%20qui%20sont%20compos%5Cu00e9s%20de%20fonctions%20et%20de%20significations.%20Coder%2C%20d%5Cu00e9coder%20et%20recoder%20la%20technologie%20avec%20une%20vis%5Cu00e9e%20%5Cu00e9thique%20promouvant%20la%20richesse%20de%20l%5Cu2019existence%20pour%20soi%20et%20pour%20les%20autres%20est%20%5Cu00e0%20la%20base%20de%20trois%20propositions%20pouvant%20participer%20%5Cu00e0%20l%5Cu2019%5Cu00e9mergence%20d%5Cu2019une%20%5Cu00e9thique%20du%20num%5Cu00e9rique%20en%20%5Cu00e9ducation%2C%20%5Cu00e0%20savoir%20%3A%20la%20pr%5Cu00e9sence%20d%5Cu2019hackerspaces%20dans%20les%20%5Cu00e9coles%2C%20l%5Cu2019apprentissage%20du%20code%20informatique%20et%20l%5Cu2019%5Cu00e9mergence%20d%5Cu2019une%20%5Cu00e9ducation%20aux%20codes%20de%20la%20technologie.%22%2C%22date%22%3A%222017%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fr-libre.teluq.ca%5C%2F1009%5C%2F%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22B87DKI6L%22%5D%2C%22dateModified%22%3A%222019-09-24T18%3A15%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22GZINZDU9%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Angulo%20Mendoza%20et%20al.%22%2C%22parsedDate%22%3A%222018%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EAngulo%20Mendoza%2C%20G.%20A.%2C%20Sauv%26%23xE9%3B%2C%20L.%20et%20Plante%2C%20P.%20%282018%29.%20Adultos%20mayores%20y%20juegos%20educativos%20digitales.%20%26%23xBF%3BQu%26%23xE9%3B%20consideraciones%20de%20dise%26%23xF1%3Bo%20favorecen%20su%20uso%3F%20%3Ci%3EEdutec.%20Revista%20Electr%26%23xF3%3Bnica%20de%20Tecnolog%26%23xED%3Ba%20Educativa%3C%5C%2Fi%3E%2C%20%2862%29%2C%20104%26%23x2011%3B116.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.21556%5C%2Fedutec.2017.62.1021%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.21556%5C%2Fedutec.2017.62.1021%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Adultos%20mayores%20y%20juegos%20educativos%20digitales.%20%5Cu00bfQu%5Cu00e9%20consideraciones%20de%20dise%5Cu00f1o%20favorecen%20su%20uso%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%22%2C%22lastName%22%3A%22Angulo%20Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22El%20presente%20estudio%20porta%20espec%5Cu00edficamente%20sobre%20la%20experimentaci%5Cu00f3n%20y%20el%20an%5Cu00e1lisis%20de%20los%20datos%20cuantitativos%20y%20cualitativos%20en%20relaci%5Cu00f3n%20a%20la%20ergonom%5Cu00eda%20de%20un%20juego%20educativo%20digital%20destinado%20a%20adultos%20mayores%20%2855%20a%5Cu00f1os%20y%20m%5Cu00e1s%29.%20Para%20tal%20fin%20fue%20desarrollada%20una%20adaptaci%5Cu00f3n%20digital%20del%20juego%20Solitario%20a%20la%20cual%20se%20ha%20integrado%20contenido%20de%20aprendizaje.%20Solitaire%20Quiz%20fue%20dise%5Cu00f1ado%20siguiendo%20el%20modelo%20de%20prototipado%20r%5Cu00e1pido%20seg%5Cu00fan%20un%20enfoque%20centrado%20en%20el%20usuario%20y%20luego%20fue%20lanzado%20en%20versi%5Cu00f3n%20Investigaci%5Cu00f3n%20despu%5Cu00e9s%20de%20varias%20iteraciones.%20El%20juego%20fue%20puesto%20a%20disposici%5Cu00f3n%20en%20diferentes%20plataformas%3A%20versi%5Cu00f3n%20web%2C%20aplicaciones%20Android%20y%20iOS.%20Una%20muestra%20de%20adultos%20mayores%20participaron%20en%20una%20experimentaci%5Cu00f3n%20del%20dispositivo%2C%20la%20cual%20se%20realiz%5Cu00f3%20simult%5Cu00e1neamente%20en%20presencial%20y%20en%20l%5Cu00ednea.%20Un%20equipo%20de%20auxiliares%20de%20investigaci%5Cu00f3n%20se%20desplaz%5Cu00f3%20a%20varias%20residencias%20para%20personas%20retiradas%20y%20sedes%20sociales%20de%20clubes%20de%20la%20tercera%20edad%20para%20organizar%20sesiones%20de%20juego%20con%20los%20participantes%20y%20recoger%20sus%20percepciones.%20De%20igual%20forma%20fue%20descrito%20el%20procedimiento%20para%20instalar%20las%20aplicaciones%20en%20sus%20m%5Cu00f3viles%2C%20lo%20que%20permiti%5Cu00f3%20recoger%20datos%20sobre%20el%20uso%20del%20dispositivo%20sin%20estar%20presentes%20in%20situ.%20Tres%20cuestionarios%20a%20escala%20Likert%20fueron%20utilizados%20con%20el%20fin%20de%20capturar%20las%20representaciones%20de%20los%20usuarios%20sobre%20la%20ergonom%5Cu00eda%20del%20juego.%20En%20general%2C%20los%20resultados%20sugieren%20percepciones%20favorables%20sobre%20el%20dise%5Cu00f1o%2C%20la%20usabilidad%20y%20la%20legibilidad.%22%2C%22date%22%3A%222018%22%2C%22language%22%3A%22es%22%2C%22DOI%22%3A%2210.21556%5C%2Fedutec.2017.62.1021%22%2C%22ISSN%22%3A%221135-1250%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.edutec.es%5C%2Frevista%5C%2Findex.php%5C%2Fedutec-e%5C%2Farticle%5C%2Fview%5C%2F1021%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222021-04-09T17%3A19%3A57Z%22%7D%7D%2C%7B%22key%22%3A%22BFU27N3B%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Gariepy%20et%20al.%22%2C%22parsedDate%22%3A%222018%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EGariepy%2C%20M.%2C%20Gravel%2C%20J.%2C%20Turcotte%2C%20S.%2C%20L%26%23xE9%3Bgar%26%23xE9%3B%2C%20F.%2C%20Melnick%2C%20E.%2C%20Hess%2C%20E.%2C%20Witteman%2C%20H.%2C%20Lelaidier-Hould%2C%20L.%2C%20Truchon%2C%20C.%2C%20Sauv%26%23xE9%3B%2C%20L.%2C%20Plante%2C%20P.%2C%20Lesage%2C%20N.%20et%20Archambault%2C%20P.%20%282018%29.%20Adherence%20to%20the%20PECARN%20pediatric%20head%20injury%20rule%20in%20two%20canadian%20emergency%20settings.%20%3Ci%3EPaediatrics%20%26amp%3B%20Child%20Health%3C%5C%2Fi%3E%2C%20%3Ci%3E23%3C%5C%2Fi%3E%28suppl_1%29%2C%20e9%26%23x2011%3Be10.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fpch%5C%2Fpxy054.024%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fpch%5C%2Fpxy054.024%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Adherence%20to%20the%20PECARN%20pediatric%20head%20injury%20rule%20in%20two%20canadian%20emergency%20settings%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Martin%22%2C%22lastName%22%3A%22Gariepy%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jocelyn%22%2C%22lastName%22%3A%22Gravel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22St%5Cu00e9phane%22%2C%22lastName%22%3A%22Turcotte%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22L%5Cu00e9gar%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Edward%22%2C%22lastName%22%3A%22Melnick%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Erik%22%2C%22lastName%22%3A%22Hess%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Holly%22%2C%22lastName%22%3A%22Witteman%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lania%22%2C%22lastName%22%3A%22Lelaidier-Hould%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Catherine%22%2C%22lastName%22%3A%22Truchon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nathalie%22%2C%22lastName%22%3A%22Lesage%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Archambault%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222018%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1093%5C%2Fpch%5C%2Fpxy054.024%22%2C%22ISSN%22%3A%221205-7088%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Facademic.oup.com%5C%2Fpch%5C%2Farticle%5C%2F23%5C%2Fsuppl_1%5C%2Fe9%5C%2F4999477%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222021-04-09T17%3A19%3A52Z%22%7D%7D%2C%7B%22key%22%3A%229DYSF2Z9%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lewis%20and%20Plante%22%2C%22parsedDate%22%3A%222018%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELewis%2C%20F.%20et%20Plante%2C%20P.%20%282018%29.%20Cr%26%23xE9%3Bation%20et%20%26%23xE9%3Bvaluation%20d%26%23x2019%3Bun%20prototype%20de%20jeu%20s%26%23xE9%3Brieux%20d%26%23xE9%3Bdi%26%23xE9%3B%20%26%23xE0%3B%20l%26%23x2019%3Bam%26%23xE9%3Blioration%20de%20la%20lecture%20chez%20les%20enfants%20pr%26%23xE9%3Bsentant%20des%20sympt%26%23xF4%3Bmes%20de%20dyslexie.%20%3Ci%3EM%26%23xE9%3Bdiations%20et%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%3Ci%3E1%3C%5C%2Fi%3E%281%29%2C%2072%26%23x2011%3B88.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F58%27%3Ehttps%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F58%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Cr%5Cu00e9ation%20et%20%5Cu00e9valuation%20d%5Cu2019un%20prototype%20de%20jeu%20s%5Cu00e9rieux%20d%5Cu00e9di%5Cu00e9%20%5Cu00e0%20l%5Cu2019am%5Cu00e9lioration%20de%20la%20lecture%20chez%20les%20enfants%20pr%5Cu00e9sentant%20des%20sympt%5Cu00f4mes%20de%20dyslexie%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Francois%22%2C%22lastName%22%3A%22Lewis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22Cet%20article%2C%20qui%20est%20la%20synth%5Cu00e8se%20d%5Cu2019un%20m%5Cu00e9moire%20de%20ma%5Cu00eetrise%2C%20a%20principalement%20trois%20objectifs.%20Le%20premier%20objectif%20consiste%20%5Cu00e0%20d%5Cu00e9velopper%20une%20m%5Cu00e9thodologie%20de%20conception%20de%20jeu%20s%5Cu00e9rieux%20%5Cu00e9ducatif%20%28JS%5Cu00c9%29%20permettant%20sp%5Cu00e9cifiquement%20d%5Cu2019aider%20les%20enfants%20qui%20%5Cu00e9prouvent%20des%20difficult%5Cu00e9s%20en%20lecture%20ou%20qui%20pr%5Cu00e9sentent%20des%20sympt%5Cu00f4mes%20associ%5Cu00e9s%20%5Cu00e0%20la%20dyslexie%20d%5Cu00e9veloppementale.%20Le%20deuxi%5Cu00e8me%20objectif%20consiste%20%5Cu00e0%20r%5Cu00e9aliser%20un%20prototype%20Alpha%20du%20jeu%2C%20et%20le%20troisi%5Cu00e8me%20objectif%20consiste%20%5Cu00e0%20%5Cu00e9valuer%20la%20coh%5Cu00e9rence%20du%20sc%5Cu00e9nario%20ainsi%20que%20l%5Cu2019ergonomie%20du%20jeu%20par%20un%20test%20utilisateur.%5Cn%5CnLes%20travaux%20de%20Green%20et%20Bavellier%20%282012%29%20indiquent%20que%20jouer%20%5Cu00e0%20des%20jeux%20vid%5Cu00e9o%20d%5Cu2019action%20am%5Cu00e9liore%20l%5Cu2019attention%20et%20l%5Cu2019apprentissage.%20Tandis%20que%20la%20recherche%20de%20Franceschini%2C%20Gori%2C%20Ruffino%2C%20Molteni%20et%20Facoetti%20%282013%29%5Cu2009d%5Cu00e9montre%20que%20l%5Cu2019utilisation%20d%5Cu2019un%20jeu%20vid%5Cu00e9o%20d%5Cu2019action%20sans%20dimension%20s%5Cu00e9rieuse%20am%5Cu00e9liore%20la%20concentration%20et%20la%20vitesse%20de%20lecture%20des%20enfants%20dyslexiques.%5Cn%5CnDans%20le%20cadre%20de%20cette%20recherche%2C%20nous%20croyons%20que%20l%5Cu2019ajout%20d%5Cu2019exercices%20de%20r%5Cu00e9%5Cu00e9ducation%20en%20lecture%20%5Cu00e0%20un%20jeu%20vid%5Cu00e9o%20d%5Cu2019action%20am%5Cu00e9liorera%20son%20efficacit%5Cu00e9%20pour%20l%5Cu2019apprentissage%20de%20la%20lecture%20des%20enfants%20pr%5Cu00e9sentant%20des%20sympt%5Cu00f4mes%20associ%5Cu00e9s%20%5Cu00e0%20la%20dyslexie.%5Cn%5CnLes%20r%5Cu00e9sultats%20de%20l%5Cu2019exp%5Cu00e9rimentation%20portant%20sur%20la%20coh%5Cu00e9rence%20du%20sc%5Cu00e9nario%20ainsi%20que%20sur%20l%5Cu2019ergonomie%20du%20jeu%20sont%20prometteurs.%20Des%20modifications%20devront%20%5Cu00eatre%20effectu%5Cu00e9es%2C%20notamment%20au%20niveau%20de%20la%20navigation%20et%20de%20l%5Cu2019optimisation%20des%20missions%20du%20jeu.%22%2C%22date%22%3A%222018%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%222562-0630%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F58%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%229C7B6MLI%22%5D%2C%22dateModified%22%3A%222022-05-05T13%3A04%3A45Z%22%7D%7D%2C%7B%22key%22%3A%2286RG82MB%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Gariepy%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EGariepy%2C%20M.%2C%20Gravel%2C%20J.%2C%20L%26%23xE9%3Bgar%26%23xE9%3B%2C%20F.%2C%20Melnick%2C%20E.%20R.%2C%20Hess%2C%20E.%20P.%2C%20Witteman%2C%20H.%20O.%2C%20Lelaidier-Hould%2C%20L.%2C%20Truchon%2C%20C.%2C%20Sauv%26%23xE9%3B%2C%20L.%2C%20Plante%2C%20P.%2C%20Le%20Sage%2C%20N.%20et%20Archambault%2C%20P.%20M.%20%282019%29.%20Head%20CT%20overuse%20in%20children%20with%20a%20mild%20traumatic%20brain%20injury%20within%20two%20Canadian%20emergency%20departments.%20%3Ci%3EPaediatrics%20%26amp%3B%20Child%20Health%3C%5C%2Fi%3E%2C%207.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fpch%5C%2Fpxy180%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fpch%5C%2Fpxy180%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Head%20CT%20overuse%20in%20children%20with%20a%20mild%20traumatic%20brain%20injury%20within%20two%20Canadian%20emergency%20departments%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Martin%22%2C%22lastName%22%3A%22Gariepy%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jocelyn%22%2C%22lastName%22%3A%22Gravel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22L%5Cu00e9gar%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Edward%20R.%22%2C%22lastName%22%3A%22Melnick%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Erik%20P.%22%2C%22lastName%22%3A%22Hess%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Holly%20O.%22%2C%22lastName%22%3A%22Witteman%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lania%22%2C%22lastName%22%3A%22Lelaidier-Hould%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Catherine%22%2C%22lastName%22%3A%22Truchon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Natalie%22%2C%22lastName%22%3A%22Le%20Sage%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%20M.%22%2C%22lastName%22%3A%22Archambault%22%7D%5D%2C%22abstractNote%22%3A%22Background%3A%5Cu2002%20The%20validated%20Pediatric%20Emergency%20Care%20Applied%20Network%20%28PECARN%29%20rule%20helps%20determine%20the%20relevance%20of%20a%20head%20computerized%20tomography%20%28CT%29%20for%20children%20with%20mild%20traumatic%20brain%20injury%20%28mTBI%29.%20We%20sought%20to%20estimate%20the%20potential%20overuse%20of%20head%20CT%20within%20two%20Canadian%20emergency%20departments%20%28EDs%29.%5CnMethods%3A%5Cu2002%20We%20conducted%20a%20retrospective%20chart%20review%20of%20children%20seen%20in%202016%20in%20a%20paediatric%20Level%20I%20%28site%201%29%20and%20a%20general%20Level%20II%20%28site%202%29%20trauma%20centre.%20We%20reviewed%20charts%20to%20determine%20the%20appropriateness%20of%20head%20CT%20use%20according%20to%20the%20PECARN%20rule%20in%20a%20random%20subset%20of%20children%20presenting%20with%20head%20trauma.%20Simple%20descriptive%20statistics%20were%20applied.%5CnResults%3A%5Cu2002%20One%20thousand%20five%20hundred%20and%20forty-six%20eligible%20patients%20younger%20than%2017%20years%20consulted%20during%20the%20study%20period.%20Of%20the%20203%20randomly%20selected%20cases%20per%20setting%2C%2016%20%287.9%25%29%20and%2024%20%2812%25%29%2C%20respectively%20from%20sites%201%20and%202%20had%20a%20head%20CT%20performed.%20Based%20on%20the%20PECARN%20rule%2C%20we%20estimated%20the%20overuse%20for%20the%20younger%20group%20%28%3C2%20years%29%20to%20be%20below%203%25%20for%20both%20hospitals%20without%20significant%20difference%20between%20them.%20For%20the%20older%20group%20%28%5Cu22652%20years%29%2C%20the%20overuse%20rate%20was%20higher%20at%20site%202%20%289.3%25%2C%2095%25%20confidence%20interval%20%5BCI%5D%3A%204.8%20to%2017%25%20versus%201.2%25%2C%2095%25%20CI%3A%200.2%20to%206.5%25%2C%20P%3D0.03%29.%5CnConclusion%3A%5Cu2002%20Both%20EDs%20demonstrated%20overuse%20rates%20below%2010%25%20although%20it%20was%20higher%20for%20the%20older%20group%20at%20site%202.%20Such%20low%20rates%20can%20potentially%20be%20explained%20by%20the%20university%20affiliation%20of%20both%20hospitals%20and%20by%20two%20Canadian%20organizations%20working%20to%20raise%20awareness%20among%20physicians%20about%20the%20overuse%20of%20diagnostic%20tools%20and%20dangers%20inherent%20to%20radiation.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1093%5C%2Fpch%5C%2Fpxy180%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Facademic.oup.com%5C%2Fpch%5C%2Fadvance-article%5C%2Fdoi%5C%2F10.1093%5C%2Fpch%5C%2Fpxy180%5C%2F5289320%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222019-01-17T13%3A36%3A17Z%22%7D%7D%2C%7B%22key%22%3A%22I4C8WBB5%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Plante%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPlante%2C%20P.%2C%20Angulo%20Mendoza%2C%20G.%20A.%20et%20Archambault%2C%20P.%20%282019%29.%20Analyse%2C%20d%26%23xE9%3Bveloppement%20et%20%26%23xE9%3Bvaluation%20d%26%23x2019%3Bune%20formation%20m%26%23xE9%3Bdicale%20en%20ligne%26%23x202F%3B%3A%20des%20donn%26%23xE9%3Bes%20fines%20et%20des%20donn%26%23xE9%3Bes%20massives%20au%20service%20de%20la%20conception%20p%26%23xE9%3Bdagogique%3A%20%3Ci%3EM%26%23xE9%3Bdiations%20et%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%282%29%2C%206%26%23x2011%3B28.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F95%27%3Ehttps%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F95%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Analyse%2C%20d%5Cu00e9veloppement%20et%20%5Cu00e9valuation%20d%27une%20formation%20m%5Cu00e9dicale%20en%20ligne%20%3A%20des%20donn%5Cu00e9es%20fines%20et%20des%20donn%5Cu00e9es%20massives%20au%20service%20de%20la%20conception%20p%5Cu00e9dagogique%3A%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%22%2C%22lastName%22%3A%22Angulo%20Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Archambault%22%7D%5D%2C%22abstractNote%22%3A%22Dans%20le%20cadre%20d%5Cu2019un%20projet%20de%20recherche%20intitul%5Cu00e9%20Evaluation%20of%20a%20context-adapted%20wiki-based%20decision%20aid%20supporting%20critically%20ill%20patients%5Cu2019%20decisions%20about%20life-sustaining%20therapies%20financ%5Cu00e9%20par%20le%20R%5Cu00e9seau%20canadien%20des%20soins%20aux%20personnes%20fragilis%5Cu00e9es%2C%20l%5Cu2019%5Cu00e9quipe%20de%20conception%20p%5Cu00e9dagogique%20recherche%20du%20Dr%20Archambault%20%20de%20SAVIE%20a%20eu%20pour%20mandat%20de%20d%5Cu00e9velopper%20une%20formation%20en%20ligne%20destin%5Cu00e9e%20aux%20m%5Cu00e9decins%20et%20aux%20%5Cu00e9tudiants%20tenant%20compte%2C%20r%5Cu00e9sultat%20d%5Cu2019une%20analyse%20de%20besoins%2C%20d%5Cu2019un%20certain%20nombre%20d%5Cu2019exigences%20techniques.%20La%20formation%20a%20%5Cu00e9t%5Cu00e9%20d%5Cu00e9velopp%5Cu00e9e%20par%20prototypage%20rapide.%20L%5Cu2019environnement%20num%5Cu00e9rique%20d%5Cu2019apprentissage%20de%20la%20formation%20inclut%20des%20objets%20d%5Cu2019apprentissage%20%5Cu00e9l%5Cu00e9ments%20compatibles%20avec%20le%20standard%20xAPI%20pour%20permettant%20un%20suivi%20des%20apprentissages%20tr%5Cu00e8s%20fin.%20Ces%20donn%5Cu00e9es%2C%20coupl%5Cu00e9es%20%5Cu00e0%20un%20questionnaire%20destin%5Cu00e9%20aux%20utilisateurs%20participants%20%5Cu00e0%20l%5Cu2019exp%5Cu00e9rimentation%2C%20permettent%20d%5Cu2019%5Cu00e9valuer%20l%5Cu2019usage%20et%20la%20pertinence%20des%20modules%20de%20la%20formation.%20Cette%20premi%5Cu00e8re%20exp%5Cu00e9rience%20d%5Cu2019analytique%20de%20donn%5Cu00e9es%20de%20formation%20nous%20permet%20d%5Cu2019%5Cu00e9valuer%20cet%20appareillage%20technique%20%28xAPI%20et%20LRS%29%20en%20soulignant%20les%20points%20forts%20et%20les%20obstacles%20rencontr%5Cu00e9s.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%222562-0630%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F95%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222021-04-09T17%3A19%3A39Z%22%7D%7D%2C%7B%22key%22%3A%22BP3XLFD5%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ghandour%20et%20al.%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EGhandour%2C%20E.%20K.%2C%20Hould%2C%20L.%20L.%2C%20Fortier%2C%20F.-A.%2C%20G%26%23xE9%3Blinas%2C%20V.%2C%20Melnick%2C%20E.%20R.%2C%20Hess%2C%20E.%20P.%2C%20Lang%2C%20E.%20S.%2C%20Gravel%2C%20J.%2C%20Perry%2C%20J.%20J.%2C%20Le%20Sage%2C%20N.%2C%20Truchon%2C%20C.%2C%20LeBlanc%2C%20A.%2C%20Dubrovsky%2C%20A.%20S.%2C%20Gagnon%2C%20M.-P.%2C%20Ouellet%2C%20M.-C.%2C%20Gagnon%2C%20I.%2C%20McKenna%2C%20S.%2C%20L%26%23xE9%3Bgar%26%23xE9%3B%2C%20F.%2C%20Sauv%26%23xE9%3B%2C%20L.%2C%20%26%23x2026%3B%20Archambault%2C%20P.%20M.%20%282020%29.%20Adapting%20two%20American%20Decision%20Aids%20for%20Mild%20Traumatic%20Brain%20Injury%20to%20the%20Canadian%20Context%20Using%20the%20Nominal%20Group%20Technique.%20%3Ci%3EThe%20Patient%20-%20Patient-Centered%20Outcomes%20Research%3C%5C%2Fi%3E%2C%201%26%23x2011%3B15.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs40271-020-00459-y%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs40271-020-00459-y%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Adapting%20two%20American%20Decision%20Aids%20for%20Mild%20Traumatic%20Brain%20Injury%20to%20the%20Canadian%20Context%20Using%20the%20Nominal%20Group%20Technique%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22El%20Kebir%22%2C%22lastName%22%3A%22Ghandour%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lania%20Lelaidier%22%2C%22lastName%22%3A%22Hould%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22F%5Cu00e9lix-Antoine%22%2C%22lastName%22%3A%22Fortier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Veronique%22%2C%22lastName%22%3A%22G%5Cu00e9linas%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Edward%20R.%22%2C%22lastName%22%3A%22Melnick%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Erik%20P.%22%2C%22lastName%22%3A%22Hess%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Eddy%20S.%22%2C%22lastName%22%3A%22Lang%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jocelyn%22%2C%22lastName%22%3A%22Gravel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jeffrey%20J.%22%2C%22lastName%22%3A%22Perry%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Natalie%22%2C%22lastName%22%3A%22Le%20Sage%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Catherine%22%2C%22lastName%22%3A%22Truchon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Annie%22%2C%22lastName%22%3A%22LeBlanc%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alexander%20Sasha%22%2C%22lastName%22%3A%22Dubrovsky%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-Pierre%22%2C%22lastName%22%3A%22Gagnon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-Christine%22%2C%22lastName%22%3A%22Ouellet%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Gagnon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Suzanne%22%2C%22lastName%22%3A%22McKenna%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22L%5Cu00e9gar%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tom%20H%22%2C%22lastName%22%3A%22van%20de%20Belt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%5Cu00c9ric%22%2C%22lastName%22%3A%22Kavanagh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Laurence%22%2C%22lastName%22%3A%22Paquette%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne-Catherine%22%2C%22lastName%22%3A%22Verrette%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Richard%20J.%22%2C%22lastName%22%3A%22Riopelle%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%20M.%22%2C%22lastName%22%3A%22Archambault%22%7D%5D%2C%22abstractNote%22%3A%22Decision%20aids%20are%20patient-focused%20tools%20that%20have%20the%20potential%20to%20reduce%20the%20overuse%20of%20head%20computed%20tomography%20%28CT%29%20scans.%20The%20objective%20of%20this%20study%20was%20to%20create%20a%20consensus%20among%20Canadian%20mild%20traumatic%20brain%20injury%20and%20emergency%20medicine%20experts%20on%20modifications%20required%20to%20adapt%20two%20American%20decision%20aids%20about%20head%20CT%20use%20for%20adult%20and%20paediatric%20mild%20traumatic%20brain%20injury%20to%20the%20Canadian%20context.%20We%20invited%2021%20Canadian%20stakeholders%20and%20the%20two%20authors%20of%20the%20American%20decision%20aids%20to%20a%20Nominal%20Group%20Technique%20consensus%20meeting%20to%20generate%20suggestions%20for%20adapting%20the%20decision%20aids.%20This%20method%20encourages%20idea%20generation%20and%20sharing%20between%20team%20members.%20Each%20idea%20was%20discussed%20and%20then%20prioritised%20using%20a%20voting%20system.%20We%20collected%20data%20using%20videotaping%2C%20writing%20material%20and%20online%20collaborative%20writing%20tools.%20The%20modifications%20proposed%20were%20analysed%20using%20a%20qualitative%20thematic%20content%20analysis.%20Twenty-one%20participants%20took%20part%20in%20the%20meeting%2C%20including%20researchers%20and%20clinician%20researchers%20%28n%5Cu2009%3D%5Cu20099%3B%2043%25%29%2C%20patient%20partners%20%28n%5Cu2009%3D%5Cu20093%3B%2014%25%29%20and%20decision%20makers%20%28n%5Cu2009%3D%5Cu20092%3B%2010%25%29.%20A%20total%20of%2084%20ideas%20were%20generated.%20Participants%20highlighted%20the%20need%20to%20clarify%20the%20purpose%20of%20the%20decision%20aids%2C%20the%20nature%20of%20the%20problem%20being%20addressed%20and%20the%20target%20population.%20The%20tools%20require%20sociocultural%20adaptations%2C%20better%20identification%20of%20their%20target%20population%2C%20better%20description%20of%20head%20CT%20utility%2C%20advantages%20and%20related%20risks%2C%20modification%20of%20the%20visual%20and%20written%20representation%20of%20the%20risk%20of%20brain%20injury%20and%20head%20CT%20use%2C%20and%20locally%20adapted%2C%20patient%20follow-up%20plans.%20This%20study%20based%20on%20a%20Nominal%20Group%20Technique%20identified%20several%20adaptations%20for%20two%20American%20decision%20aids%20about%20head%20CT%20use%20for%20mild%20traumatic%20brain%20injury%20to%20support%20their%20use%20in%20Canada%5Cu2019s%20different%20healthcare%2C%20social%2C%20cultural%20and%20legal%20context.%20These%20adaptations%20concerned%20the%20target%20users%20of%20the%20decision%20aids%2C%20the%20information%20presented%2C%20and%20how%20the%20benefits%20and%20risks%20were%20communicated%20in%20the%20decision%20aids.%20Future%20steps%20include%20prototyping%20the%20two%20adapted%20decision%20aids%2C%20conducting%20formative%20evaluations%20with%20actual%20emergency%20department%20patients%20and%20clinicians%2C%20and%20measuring%20the%20impact%20of%20the%20adapted%20tools%20on%20CT%20scan%20use.%20A%20mild%20traumatic%20brain%20injury%20%28also%20called%20concussion%29%20can%20happen%20when%20the%20brain%20moves%20around%20in%20the%20skull%20after%20an%20impact%20to%20the%20head.%20A%20concussion%20is%20not%20a%20brain%20bleed%20and%20you%20cannot%20see%20a%20concussion.%20Concussions%20do%20not%20show%20up%20on%20a%20computed%20tomography%20%28CT%29%20scan.%20Brain%20bleeds%20do.%20Computed%20tomography%20scans%20are%20specialised%20X-ray%20machines%20that%20can%20detect%20serious%20brain%20injuries.%20Unfortunately%2C%20CT%20scan%20use%20also%20exposes%20patients%20to%20radiation%20and%20a%20future%20increased%20risk%20of%20cancer.%20Shared%20decision%20making%20involves%20health%20professionals%20and%20patients%20making%20decisions%20together%20based%20on%20the%20best%20available%20evidence%2C%20health%20professionals%5Cu2019%20experience%2C%20and%20patients%5Cu2019%20values%20and%20preferences.%20Shared%20decision%20making%20improves%20appropriate%20diagnostic%20test%20use.%20Two%20decision%20aids%20created%20in%20the%20USA%20are%20available%20to%20facilitate%20shared%20decision%20making%20regarding%20the%20use%20of%20head%20CT%20scans%20for%20patients%20with%20concussion.%20These%20decision%20aids%20are%20not%20fully%20adapted%20for%20use%20in%20Canada%20because%20the%20healthcare%2C%20social%20and%20legal%20context%20is%20different.%20Our%20study%20brought%20together%20patients%20and%20experts%20in%20the%20field%20of%20concussion%20and%20shared%20decision%20making%20to%20analyse%20these%20decision%20aids%20and%20propose%20adaptations%20that%20would%20increase%20their%20acceptance%20in%20Canadian%20emergency%20departments.%20We%20used%20a%20technique%20called%20the%20Nominal%20Group%20Technique%20to%20create%20a%20consensus%20about%20the%20most%20important%20changes%20to%20make%20to%20both%20original%20decision%20aids.%20The%20main%20adaptations%20needed%20for%20the%20Canadian%20context%20concerned%20avoiding%20information%20about%20cost%20and%20removing%20any%20information%20that%20does%20not%20change%20clinical%20management.%20This%20project%20will%20help%20us%20adapt%20two%20decision%20aids%20for%20clinical%20use%20in%20Canada%20and%20support%20appropriate%20CT%20scan%20use%20for%20patients%20with%20concussion.%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1007%5C%2Fs40271-020-00459-y%22%2C%22ISSN%22%3A%221178-1661%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Flink-springer-com%5C%2Farticle%5C%2F10.1007%5C%2Fs40271-020-00459-y%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222021-04-09T17%3A19%3A34Z%22%7D%7D%2C%7B%22key%22%3A%2282VN49IZ%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Papi%20et%20al.%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPapi%2C%20C.%2C%20Brassard%2C%20C.%2C%20Plante%2C%20P.%2C%20Savard%2C%20I.%2C%20Angulo%20Mendoza%2C%20G.%20A.%20et%20G%26%23xE9%3Brin-Lajoie%2C%20S.%20%282021%29.%20Cr%26%23xE9%3Ber%20dans%20l%26%23x2019%3Burgence%20une%20formation%20%26%23xE0%3B%20distance%20de%20qualit%26%23xE9%3B%20pour%20former...%20%26%23xE0%3B%20la%20formation%20%26%23xE0%3B%20distance%26%23x202F%3B%3A%20tout%20un%20d%26%23xE9%3Bfi%21%20%3Ci%3ERevue%20internationale%20des%20technologies%20en%20p%26%23xE9%3Bdagogie%20universitaire%3C%5C%2Fi%3E%2C%20%3Ci%3E18%3C%5C%2Fi%3E%281%29%2C%20233%26%23x2011%3B240.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.18162%5C%2Fritpu-2021-v18n1-20%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.18162%5C%2Fritpu-2021-v18n1-20%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Cr%5Cu00e9er%20dans%20l%5Cu2019urgence%20une%20formation%20%5Cu00e0%20distance%20de%20qualit%5Cu00e9%20pour%20former...%20%5Cu00e0%20la%20formation%20%5Cu00e0%20distance%20%3A%20tout%20un%20d%5Cu00e9fi%21%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Cathia%22%2C%22lastName%22%3A%22Papi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caroline%22%2C%22lastName%22%3A%22Brassard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Savard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Angulo%22%2C%22lastName%22%3A%22Angulo%20Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Serge%22%2C%22lastName%22%3A%22G%5Cu00e9rin-Lajoie%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222021%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.18162%5C%2Fritpu-2021-v18n1-20%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.ritpu.ca%5C%2Ffr%5C%2Farticles%5C%2Fview%5C%2F470%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22H3GDMV55%22%5D%2C%22dateModified%22%3A%222022-05-27T13%3A40%3A06Z%22%7D%7D%2C%7B%22key%22%3A%22HKDFDZDE%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lewis%20et%20al.%22%2C%22parsedDate%22%3A%222021-01%22%2C%22numChildren%22%3A4%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELewis%2C%20F.%2C%20Plante%2C%20P.%20et%20Lemire%2C%20D.%20%282021%29.%20Pertinence%2C%20efficacit%26%23xE9%3B%20et%20principes%20p%26%23xE9%3Bdagogiques%20de%20la%20r%26%23xE9%3Balit%26%23xE9%3B%20virtuelle%20et%20augment%26%23xE9%3Be%20en%20contexte%20scolaire%26%23x202F%3B%3A%20une%20revue%20de%20litt%26%23xE9%3Brature.%20%3Ci%3EM%26%23xE9%3Bdiations%20%26amp%3B%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%285%29%2C%2011%26%23x2011%3B27.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F161%27%3Ehttps%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F161%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Pertinence%2C%20efficacit%5Cu00e9%20et%20principes%20p%5Cu00e9dagogiques%20de%20la%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20augment%5Cu00e9e%20en%20contexte%20scolaire%20%3A%20une%20revue%20de%20litt%5Cu00e9rature%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fran%5Cu00e7ois%22%2C%22lastName%22%3A%22Lewis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Daniel%22%2C%22lastName%22%3A%22Lemire%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Alain%22%2C%22lastName%22%3A%22Stockless%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Lepage%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22Depuis%20quelques%20ann%5Cu00e9es%2C%20beaucoup%20de%20nouveaut%5Cu00e9s%20technologiques%20ont%20fait%20leur%20apparition%20en%20%5Cu00e9ducation.%20Deux%20de%20ces%20technologies%2C%20la%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20la%20r%5Cu00e9alit%5Cu00e9%20augment%5Cu00e9e%2C%20nous%20int%5Cu00e9ressent%20plus%20particuli%5Cu00e8rement.%20La%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20permet%2C%20notamment%20%5Cu00e0%20l%5Cu2019aide%20d%5Cu2019un%20casque%2C%20de%20s%5Cu2019immerger%20totalement%20dans%20un%20univers%20enti%5Cu00e8rement%20con%5Cu00e7u%20avec%20des%20objets%20irr%5Cu00e9els%20et%20num%5Cu00e9riques%20tandis%20que%20la%20r%5Cu00e9alit%5Cu00e9%20augment%5Cu00e9e%20permet%2C%20avec%20des%20lunettes%20ou%20un%20mobile%2C%20d%5Cu2019ajouter%20des%20%5Cu00e9l%5Cu00e9ments%20num%5Cu00e9riques%20%5Cu00e0%20la%20r%5Cu00e9alit%5Cu00e9%2C%20notamment%20par%20superposition%20%28Wang%2C%20Callaghan%2C%20Bernhardt%2C%20White%20et%20Pe%5Cu00f1a-Rios%2C%202018%29.%20Cet%20article%20est%20le%20r%5Cu00e9sultat%20d%5Cu2019une%20revue%20de%20litt%5Cu00e9rature%20portant%20sur%20le%20domaine%20de%20la%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20augment%5Cu00e9e%20en%20%5Cu00e9ducation.%20L%5Cu2019article%20a%20pour%20objectifs%2C%20dans%20un%20premier%20temps%2C%20d%5Cu2019approfondir%20nos%20connaissances%20du%20domaine%20afin%20d%5Cu2019apporter%20des%20%5Cu00e9l%5Cu00e9ments%20de%20r%5Cu00e9ponse%20%5Cu00e0%20la%20question%20de%20la%20pertinence%20et%20de%20l%5Cu2019efficacit%5Cu00e9%20de%20ce%20type%20d%5Cu2019artefacts%20en%20%5Cu00e9ducation%2C%20et%20dans%20un%20deuxi%5Cu00e8me%20temps%2C%20d%5Cu2019identifier%20des%20principes%20qui%20peuvent%20guider%20la%20conception%20d%5Cu2019artefacts%20%5Cu00e9ducatifs%20en%20r%5Cu00e9alit%5Cu00e9%20virtuelle%20et%20augment%5Cu00e9e.%20La%20m%5Cu00e9thodologie%20de%20la%20revue%20de%20litt%5Cu00e9rature%20est%20bas%5Cu00e9e%20sur%20la%20m%5Cu00e9thode%20EPPI%20%28Evidence%20for%20Policy%20and%20Practice%20Information%20and%20Co-ordinating%29.%20Les%20r%5Cu00e9sultats%20seront%20pr%5Cu00e9sent%5Cu00e9s%20par%20th%5Cu00e8mes%20tels%20que%20la%20motivation%2C%20l%5Cu2019immersion%2C%20la%20collaboration%20et%20la%20conception.%22%2C%22date%22%3A%222021-01%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F161%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22I2X2EQUI%22%2C%22X7N4SNAC%22%5D%2C%22dateModified%22%3A%222024-05-02T18%3A54%3A34Z%22%7D%7D%2C%7B%22key%22%3A%22SSMPVUAQ%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Legault%20et%20al.%22%2C%22parsedDate%22%3A%222022%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELegault%2C%20F.%2C%20Lille%2C%20B.%2C%20Carignan%2C%20I.%20et%20Plante%2C%20P.%20%282022%29.%20L%26%23x2019%3Benseignement%20explicite%20de%20strat%26%23xE9%3Bgies%20de%20lecture%20adapt%26%23xE9%3Bes%20%26%23xE0%3B%20diff%26%23xE9%3Brents%20environnements%20et%20m%26%23xE9%3Bdiums%20pour%20soutenir%20le%20d%26%23xE9%3Bveloppement%20de%20la%20litt%26%23xE9%3Bratie%20et%20la%20d%26%23xE9%3Bmarche%20d%26%23x2019%3Banalyse%20de%20sources%20en%20histoire%20du%20Qu%26%23xE9%3Bbec%20et%20du%20Canada.%20%3Ci%3ERevue%20de%20recherches%20en%20litt%26%23xE9%3Bratie%20m%26%23xE9%3Bdiatique%20multimodale%3C%5C%2Fi%3E%2C%20%3Ci%3E15%3C%5C%2Fi%3E%2C%201%26%23x2011%3B29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.7202%5C%2F1091406ar%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.7202%5C%2F1091406ar%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22L%5Cu2019enseignement%20explicite%20de%20strat%5Cu00e9gies%20de%20lecture%20adapt%5Cu00e9es%20%5Cu00e0%20diff%5Cu00e9rents%20environnements%20et%20m%5Cu00e9diums%20pour%20soutenir%20le%20d%5Cu00e9veloppement%20de%20la%20litt%5Cu00e9ratie%20et%20la%20d%5Cu00e9marche%20d%5Cu2019analyse%20de%20sources%20en%20histoire%20du%20Qu%5Cu00e9bec%20et%20du%20Canada%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22Legault%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Benjamin%22%2C%22lastName%22%3A%22Lille%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Carignan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22Dans%20cet%20article%20de%20nature%20th%5Cu00e9orique%2C%20nous%20abordons%20la%20notion%20de%20litt%5Cu00e9ratie%20%5Cu2013%20volet%20r%5Cu00e9ception%20%28lecture%29%20%5Cu2013%20et%20les%20strat%5Cu00e9gies%20de%20lecture%20g%5Cu00e9n%5Cu00e9rale%20%28interm%5Cu00e9diaire%29%20%28Shanahan%20et%20Shanahan%2C%202008%29%20%5Cu00e0%20enseigner%20aux%20%5Cu00e9l%5Cu00e8ves%20du%20secondaire.%20Celles-ci%20peuvent%20%5Cu00eatre%20transf%5Cu00e9r%5Cu00e9es%20et%20adapt%5Cu00e9es%20afin%20de%20r%5Cu00e9pondre%20aux%20besoins%20sp%5Cu00e9cifiques%20des%20litt%5Cu00e9raties%20en%20contexte%20disciplinaire%2C%20dont%20la%20litt%5Cu00e9ratie%20dans%20le%20cours%20d%5Cu2019histoire%20du%20Qu%5Cu00e9bec%20et%20du%20Canada%20de%20quatri%5Cu00e8me%20secondaire.%20Elles%20sont%20aussi%20applicables%20aux%20diff%5Cu00e9rents%20supports%20%28traditionnels%2C%20num%5Cu00e9riques%29%20des%20textes%20prenant%20diff%5Cu00e9rentes%20formes%20m%5Cu00e9diatiques%20%28textuelles%2C%20imag%5Cu00e9es%2C%20audios%20et%20vid%5Cu00e9os%29.%20Puis%2C%20nous%20pr%5Cu00e9sentons%20un%20outil%20de%20consignation%20de%20strat%5Cu00e9gies%20de%20lecture%20d%5Cu00e9velopp%5Cu00e9%20dans%20le%20cadre%20d%5Cu2019une%20recherche-d%5Cu00e9veloppement%20%28Legault%2C%202021%29%20bas%5Cu00e9%20sur%20une%20recension%20des%20%5Cu00e9crits%20et%20favorisant%20un%20travail%20concert%5Cu00e9%20par%20les%20%5Cu00e9quipes-%5Cu00e9coles%20du%20secondaire%20autour%20du%20d%5Cu00e9veloppement%20de%20la%20litt%5Cu00e9ratie%20des%20%5Cu00e9l%5Cu00e8ves.%22%2C%22date%22%3A%222022%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210.7202%5C%2F1091406ar%22%2C%22ISSN%22%3A%222368-9242%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.erudit.org%5C%2Ffr%5C%2Frevues%5C%2Frechercheslmm%5C%2F2022-v15-rechercheslmm07193%5C%2F1091406ar%5C%2F%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222022-09-15T13%3A06%3A21Z%22%7D%7D%2C%7B%22key%22%3A%22PMGNC26E%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Humeau%20et%20al.%22%2C%22parsedDate%22%3A%222022-11-29%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EHumeau%2C%20T.%2C%20Savard%2C%20I.%2C%20Lemire%2C%20D.%2C%20Dionne%2C%20P.-O.%2C%20Angulo-Mendoza%2C%20G.-A.%2C%20Plante%2C%20P.%2C%20Pinard%2C%20A.%20M.%20et%20Roy%2C%20J.-S.%20%282022%29.%20FORCES%203%26%23x202F%3B%3A%20Exploitation%20%26%23xE0%3B%20des%20fins%20p%26%23xE9%3Bdagogiques%20des%20donn%26%23xE9%3Bes%20d%26%23x2019%3Bun%20portail%20d%26%23x2019%3Bapprentissage%20de%20l%26%23x2019%3Bautogestion%20de%20la%20douleur.%20D%26%23xE9%3Bveloppement%20d%26%23x2019%3Bune%20architecture%20de%20collecte%20et%20d%26%23x2019%3Banalyse%20de%20donn%26%23xE9%3Bes%20et%20d%26%23x2019%3Bun%20module%20de%20suivi%20du%20d%26%23xE9%3Bveloppement%20des%20comp%26%23xE9%3Btences.%20%3Ci%3EM%26%23xE9%3Bdiations%20et%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%2812%29%2C%2074%26%23x2011%3B97.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi12.287%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi12.287%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22FORCES%203%20%3A%20Exploitation%20%5Cu00e0%20des%20fins%20p%5Cu00e9dagogiques%20des%20donn%5Cu00e9es%20d%5Cu2019un%20portail%20d%5Cu2019apprentissage%20de%20l%5Cu2019autogestion%20de%20la%20douleur.%20D%5Cu00e9veloppement%20d%5Cu2019une%20architecture%20de%20collecte%20et%20d%5Cu2019analyse%20de%20donn%5Cu00e9es%20et%20d%5Cu2019un%20module%20de%20suivi%20du%20d%5Cu00e9veloppement%20des%20comp%5Cu00e9tences%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tom%22%2C%22lastName%22%3A%22Humeau%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Savard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Daniel%22%2C%22lastName%22%3A%22Lemire%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Pierre-Olivier%22%2C%22lastName%22%3A%22Dionne%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo-Adolfo%22%2C%22lastName%22%3A%22Angulo-Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%20Marie%22%2C%22lastName%22%3A%22Pinard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jean-S%5Cu00e9bastien%22%2C%22lastName%22%3A%22Roy%22%7D%5D%2C%22abstractNote%22%3A%22In%20addition%20to%20allowing%20easier%20access%20to%20knowledge%20for%20all%2C%20the%20development%20of%20digital%20learning%20environments%20%28DLEs%29%26nbsp%3B%20presents%20a%20new%20range%20of%20pedagogical%20possibilities.%20Indeed%2C%20the%20data%20infrastructures%20intrinsically%20linked%20to%20Web%20technologies%20open%20up%20a%20new%20field%20of%20possibilities.%20This%20is%20the%20case%20for%20the%20Gerermadouleur.ca%20online%20platform%2C%20which%20provides%20a%20set%20of%20resources%20dedicated%20to%20people%20suffering%20chronic%20pain%20to%20help%20them%20better%20manage%20it.%20As%20part%20of%20the%20development%20of%20this%20platform%2C%20the%20team%20studied%20the%20use%20of%20these%20data%20infrastructures%20to%20propose%20new%20offers%20and%20functionalities%20to%20support%20learning.%20Following%20a%20rapid%20prototyping%20methodology%2C%20a%20module%20for%20tracking%20learning%20paths%20was%20developed%20in%20collaboration%20with%20potential%20future%20users.%20In%20addition%2C%20a%20system%20for%20collecting%20and%20observing%20user%20interaction%20data%20with%20the%20platform%20was%20set%20up%20using%20the%20xAPI%20standard%2C%20to%20improve%20the%20functioning%20of%20the%20site%20and%20the%20various%20resources.%22%2C%22date%22%3A%222022-11-29%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210.52358%5C%2Fmm.vi12.287%22%2C%22ISSN%22%3A%222562-0630%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F287%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222022-11-30T13%3A21%3A48Z%22%7D%7D%2C%7B%22key%22%3A%22IUZA5UGN%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Savard%20et%20al.%22%2C%22parsedDate%22%3A%222022-12-21%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESavard%2C%20I.%2C%20Angulo-Mendoza%2C%20G.-A.%2C%20Plante%2C%20P.%2C%20G%26%23xE9%3Brin-Lajoie%2C%20S.%2C%20Papi%2C%20C.%2C%20Brassard%2C%20C.%20et%20Umbriaco%2C%20M.%20%282022%29.%20R%26%23xE9%3Bf%26%23xE9%3Brentiel%20des%20comp%26%23xE9%3Btences%20en%20technologie%20%26%23xE9%3Bducative%20et%20en%20formation%20%26%23xE0%3B%20distance.%20Fondements%20et%20d%26%23xE9%3Bmarche%20it%26%23xE9%3Brative%20d%26%23x2019%3B%26%23xE9%3Blaboration.%20%3Ci%3EM%26%23xE9%3Bdiations%20et%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%2810%29%2C%2054%26%23x2011%3B71.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi10.338%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi10.338%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22R%5Cu00e9f%5Cu00e9rentiel%20des%20comp%5Cu00e9tences%20en%20technologie%20%5Cu00e9ducative%20et%20en%20formation%20%5Cu00e0%20distance.%20Fondements%20et%20d%5Cu00e9marche%20it%5Cu00e9rative%20d%5Cu2019%5Cu00e9laboration%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Savard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo-Adolfo%22%2C%22lastName%22%3A%22Angulo-Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Serge%22%2C%22lastName%22%3A%22G%5Cu00e9rin-Lajoie%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Cathia%22%2C%22lastName%22%3A%22Papi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caroline%22%2C%22lastName%22%3A%22Brassard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Michel%22%2C%22lastName%22%3A%22Umbriaco%22%7D%5D%2C%22abstractNote%22%3A%22Universit%5Cu00e9%20T%5Cu00c9LUQ%20offers%20various%20programs%20in%20educational%20technology%20and%20distance%20education.%20These%20programs%20are%20designed%20to%20train%20researchers%20and%20professionals%20in%20educational%20engineering%2C%20educational%20technology%2C%20and%20distance%20education.%20The%20program%20team%20has%20recently%20adopted%20a%20program%20approach%20that%20provides%20an%20opportunity%20to%20revise%20courses%20while%20ensuring%20overall%20coherence%20within%20each%20of%20these%20programs.%20This%20pedagogical%20coherence%20is%20built%20around%20a%20%27competencies%27%20referential%20in%20educational%20technology%20and%20distance%20learning%2C%20which%20we%20present%20as%20a%20sharing%20of%20practices%20in%20this%20article.%20The%20context%20that%20led%20to%20the%20development%20of%20such%20a%20referential%20and%20the%20working%20method%20to%20achieve%20it%20are%20first%20briefly%20explained.%20The%20referential%20with%20its%20roles%2C%20competencies%2C%20components%2C%20and%20sub-components%20of%20competencies%20is%20then%20presented%2C%20as%20well%20as%20a%20reflective%20review%20of%20the%20process.%22%2C%22date%22%3A%222022-12-21%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210.52358%5C%2Fmm.vi10.338%22%2C%22ISSN%22%3A%222562-0630%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F338%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222022-12-27T14%3A05%3A19Z%22%7D%7D%2C%7B%22key%22%3A%22AHP7AF9L%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22H%5Cu00e9bert%20et%20al.%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EH%26%23xE9%3Bbert%2C%20M.-H.%2C%20Carignan%2C%20I.%2C%20Pelletier%2C%20M.-A.%2C%20Beaudry%2C%20M.-C.%2C%20Plante%2C%20P.%2C%20Bissonnette%2C%20S.%20et%20Beauregard%2C%20F.%20%282023%29.%20%26%23xC9%3Bvaluer%20en%20p%26%23xE9%3Briode%20de%20pand%26%23xE9%3Bmie%26%23x202F%3B%3A%20tout%20un%20casse-t%26%23xEA%3Bte%26%23x202F%3B%21%20%3Ci%3EVivre%20le%20primaire%3C%5C%2Fi%3E%2C%20%3Ci%3E36%3C%5C%2Fi%3E%281%29%2C%2031%26%23x2011%3B33.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.aqep.org%5C%2Ffr%5C%2Frevue%27%3Ehttps%3A%5C%2F%5C%2Fwww.aqep.org%5C%2Ffr%5C%2Frevue%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22%5Cu00c9valuer%20en%20p%5Cu00e9riode%20de%20pand%5Cu00e9mie%20%3A%20tout%20un%20casse-t%5Cu00eate%20%21%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-H%5Cu00e9l%5Cu00e8ne%22%2C%22lastName%22%3A%22H%5Cu00e9bert%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Carignan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-Andr%5Cu00e9e%22%2C%22lastName%22%3A%22Pelletier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-Christine%22%2C%22lastName%22%3A%22Beaudry%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Steve%22%2C%22lastName%22%3A%22Bissonnette%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22Beauregard%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222023%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%220835-5169%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.aqep.org%5C%2Ffr%5C%2Frevue%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22H3GDMV55%22%5D%2C%22dateModified%22%3A%222024-06-11T01%3A28%3A20Z%22%7D%7D%2C%7B%22key%22%3A%22UABCGKLK%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Sauv%5Cu00e9%20et%20al.%22%2C%22parsedDate%22%3A%222023-01-07%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESauv%26%23xE9%3B%2C%20L.%2C%20Plante%2C%20P.%2C%20Mendoza%2C%20G.%20A.%20A.%2C%20Brassard%2C%20C.%20et%20Desjardins%2C%20G.%20%282023%29.%20Developing%20the%20Digital%20Literacy%20of%20People%20with%20Cognitive%20Limitations%20in%20the%20Workplace.%20%3Ci%3ESN%20Computer%20Science%3C%5C%2Fi%3E%2C%20%3Ci%3E4%3C%5C%2Fi%3E%282%29%2C%20143.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs42979-022-01585-0%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs42979-022-01585-0%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Developing%20the%20Digital%20Literacy%20of%20People%20with%20Cognitive%20Limitations%20in%20the%20Workplace%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%20Angulo%22%2C%22lastName%22%3A%22Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caroline%22%2C%22lastName%22%3A%22Brassard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Guillaume%22%2C%22lastName%22%3A%22Desjardins%22%7D%5D%2C%22abstractNote%22%3A%22In%20Quebec%2C%20Canada%2C%20%5Cu201cadapted%20companies%5Cu201d%20offer%20working%20environments%20and%20employment%20suitable%20for%20persons%20living%20with%20disabilities.%20This%20study%20was%20done%20in%20response%20to%20a%20request%20from%20an%20adapted%20company%20that%20offers%20its%20employees%20workplace%20training%20sessions%20to%20help%20them%20to%20overcome%20their%20%28largely%20cognitive%29%20functional%20limitations%20with%20the%20help%20of%20digital%20technology.%20According%20to%20a%20Quebec%20study%2C%2031%25%20of%20people%20with%20cognitive%20limitations%20%28PCLs%29%20lack%20basic%20digital%20competencies.%20Despite%20this%2C%20researchers%20do%20not%20often%20investigate%20the%20needs%20of%20this%20clientele%20related%20to%20technology.%22%2C%22date%22%3A%222023-01-07%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1007%5C%2Fs42979-022-01585-0%22%2C%22ISSN%22%3A%222661-8907%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs42979-022-01585-0%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222023-01-08T18%3A58%3A10Z%22%7D%7D%2C%7B%22key%22%3A%22VH9RWJH7%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lewis%20et%20al.%22%2C%22parsedDate%22%3A%222023-06-28%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELewis%2C%20F.%2C%20Mendoza%2C%20G.%20A.%20A.%2C%20Brassard%2C%20C.%20et%20Plante%2C%20P.%20%282023%29.%20Usage%20des%20technologies%20immersives%20%28r%26%23xE9%3Balit%26%23xE9%3B%20virtuelle%2C%20augment%26%23xE9%3Be%20et%20vid%26%23xE9%3Bo%20360%29%20dans%20l%26%23x2019%3Benseignement%20sup%26%23xE9%3Brieur.%20%3Ci%3EM%26%23xE9%3Bdiations%20et%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%2815%29%2C%2011%26%23x2011%3B32.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi15.330%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi15.330%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Usage%20des%20technologies%20immersives%20%28r%5Cu00e9alit%5Cu00e9%20virtuelle%2C%20augment%5Cu00e9e%20et%20vid%5Cu00e9o%20360%29%20dans%20l%5Cu2019enseignement%20sup%5Cu00e9rieur%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fran%5Cu00e7ois%22%2C%22lastName%22%3A%22Lewis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%20Angulo%22%2C%22lastName%22%3A%22Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caroline%22%2C%22lastName%22%3A%22Brassard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%5D%2C%22abstractNote%22%3A%22Educational%20applications%20using%20immersive%20technologies%20are%20increasingly%20present%20in%20higher%20education%20institutions.%20However%2C%20we%20believe%20that%20it%20is%20relevant%20to%20review%20the%20impact%20of%20virtual%20technologies%20on%20the%20transfer%20of%20knowledge%20to%20learners%20as%20well%20as%20the%20risks%20and%20limits%20inherent%20to%20their%20use.%20This%20literature%20review%20aims%20to%20provide%20an%20overview%20of%20the%20current%20knowledge%20of%20modern%20virtual%20technologies%20in%20higher%20education.%20Specifically%2C%20we%20focus%20on%20virtual%20reality%20%28VR%29%20and%20360%20video%20that%20use%20an%20autonomous%20head-mounted%20display%20%28HMD%29%2C%20as%20well%20as%20augmented%20reality%20%28AR%29%20applications%20that%20use%20assisted%20glasses%20as%20peripherals.%20The%20results%20allow%20us%20to%20identify%20the%20attributes%20and%20mechanisms%20related%20to%20virtual%20applications%20and%20describe%20their%20advantages%20and%20limitations%20for%20learning.%20We%20used%20the%20EPPI%20%28Evidence%20for%20Policy%20and%20Practice%20Information%20and%20Co-ordinating%29%20method%20for%20this%20literature%20review.%20The%20summary%20of%20the%20data%20collected%20is%20grouped%20into%20five%20themes%3A%20%281%29%20design%20and%20integration%20of%20the%20pedagogical%20dimension%3B%20%282%29%20theories%20and%20concepts%3B%20%283%29%20evaluation%20methodologies%3B%20%284%29%20motivation%3B%20and%20%285%29%20collaboration.%22%2C%22date%22%3A%222023-06-28%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210.52358%5C%2Fmm.vi15.330%22%2C%22ISSN%22%3A%222562-0630%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F330%22%2C%22collections%22%3A%5B%227P2R9A6T%22%2C%22X7N4SNAC%22%5D%2C%22dateModified%22%3A%222024-05-02T16%3A03%3A03Z%22%7D%7D%2C%7B%22key%22%3A%229B5IPD5U%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Mendoza%20et%20al.%22%2C%22parsedDate%22%3A%222023-06-30%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMendoza%2C%20G.%20A.%20A.%2C%20Lewis%2C%20F.%2C%20Plante%2C%20P.%20et%20Brassard%2C%20C.%20%282023%29.%20Estado%20del%20arte%20sobre%20el%20uso%20de%20la%20realidad%20virtual%2C%20la%20realidad%20augmentada%20y%20el%20video%20360%26%23xB0%3B%20en%20educaci%26%23xF3%3Bn%20superior.%20%3Ci%3EEdutec.%20Revista%20Electr%26%23xF3%3Bnica%20de%20Tecnolog%26%23xED%3Ba%20Educativa%3C%5C%2Fi%3E%2C%20%2884%29%2C%2035%26%23x2011%3B51.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.21556%5C%2Fedutec.2023.84.2769%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.21556%5C%2Fedutec.2023.84.2769%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Estado%20del%20arte%20sobre%20el%20uso%20de%20la%20realidad%20virtual%2C%20la%20realidad%20augmentada%20y%20el%20video%20360%5Cu00b0%20en%20educaci%5Cu00f3n%20superior%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%20Angulo%22%2C%22lastName%22%3A%22Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fran%5Cu00e7ois%22%2C%22lastName%22%3A%22Lewis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caroline%22%2C%22lastName%22%3A%22Brassard%22%7D%5D%2C%22abstractNote%22%3A%22Las%20tecnolog%5Cu00edas%20inmersivas%20est%5Cu00e1n%20cada%20vez%20m%5Cu00e1s%20presentes%20en%20los%20establecimientos%20de%20educaci%5Cu00f3n%20superior.%20Sin%20embargo%2C%20creemos%20que%20es%20pertinente%20hacer%20un%20balance%20del%20impacto%20de%20estas%20tecnolog%5Cu00edas%20en%20la%20transferencia%20de%20conocimientos%20a%20los%20estudiantes%2C%20as%5Cu00ed%20como%20de%20los%20riesgos%20y%20limitaciones%20inherentes%20a%20su%20uso.%20Esta%20revisi%5Cu00f3n%20de%20literatura%20basada%20en%20el%20m%5Cu00e9todo%20EPPI%20%28Evidence%20for%20Policy%20and%20Practice%20Information%20and%20Co-ordinating%29%20tiene%20como%20objetivo%20establecer%20el%20estado%20actual%20del%20conocimiento%20de%20las%20modernas%20tecnolog%5Cu00edas%20inmersivas%20en%20la%20educaci%5Cu00f3n%20superior.%20Nos%20centramos%20en%20la%20realidad%20virtual%2C%20la%20realidad%20aumentada%20y%20el%20v%5Cu00eddeo%20360%5Cu00b0.%20Adem%5Cu00e1s%2C%20se%20redujo%20el%20alcance%20de%20la%20b%5Cu00fasqueda%20seleccionando%20los%20estudios%20que%20utilizan%20un%20casco%20aut%5Cu00f3nomo%20del%20tipo%20Head-Mounted%20Display%20%28HMD%29%20o%20gafas%20de%20realidad%20aumentada.%20El%20n%5Cu00famero%20total%20de%20art%5Cu00edculos%20seleccionados%20para%20la%20revisi%5Cu00f3n%20se%20limit%5Cu00f3%20a%20cuarenta%20%2840%29.%20Los%20resultados%20nos%20permitieron%20identificar%20los%20atributos%20y%20mecanismos%20relacionados%20con%20las%20aplicaciones%20virtuales%2C%20y%20describir%20sus%20ventajas%20y%20limitaciones%20para%20el%20aprendizaje.%22%2C%22date%22%3A%222023-06-30%22%2C%22language%22%3A%22es%22%2C%22DOI%22%3A%2210.21556%5C%2Fedutec.2023.84.2769%22%2C%22ISSN%22%3A%221135-9250%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fedutec.es%5C%2Frevista%5C%2Findex.php%5C%2Fedutec-e%5C%2Farticle%5C%2Fview%5C%2F2769%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222023-07-04T13%3A55%3A00Z%22%7D%7D%2C%7B%22key%22%3A%22XVXADI6Z%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Carignan%20et%20al.%22%2C%22parsedDate%22%3A%222024%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECarignan%2C%20I.%2C%20Pelletier%2C%20M.-A.%2C%20Beaudry%2C%20M.-C.%2C%20Plante%2C%20P.%2C%20H%26%23xE9%3Bbert%2C%20M.-H.%20et%20Roy-Charland%2C%20A.%20%282024%29.%20L%26%23x2019%3B%26%23xE9%3Bcole%20%26%23xE0%3B%20distance%20pendant%20la%20pand%26%23xE9%3Bmie%26%23x202F%3B%3A%20%26%23xE9%3Btat%20d%26%23x2019%3Besprit%20des%20enseignants%20et%20des%20parents.%20%3Ci%3EVivre%20le%20primaire%3C%5C%2Fi%3E%2C%2034%26%23x2011%3B37.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fcdn.ca.yapla.com%5C%2Fcompany%5C%2FCPY9Mx8gybs7k5inzVetXhTJo%5C%2Fcrm%5C%2Fdocuments%5C%2Frevue-vlp-37-2-aqep-vf-web-1718283610.pdf%27%3Ehttps%3A%5C%2F%5C%2Fcdn.ca.yapla.com%5C%2Fcompany%5C%2FCPY9Mx8gybs7k5inzVetXhTJo%5C%2Fcrm%5C%2Fdocuments%5C%2Frevue-vlp-37-2-aqep-vf-web-1718283610.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22L%5Cu2019%5Cu00e9cole%20%5Cu00e0%20distance%20pendant%20la%20pand%5Cu00e9mie%20%3A%20%5Cu00e9tat%20d%5Cu2019esprit%20des%20enseignants%20et%20des%20parents%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Isabelle%22%2C%22lastName%22%3A%22Carignan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-Andr%5Cu00e9e%22%2C%22lastName%22%3A%22Pelletier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-Christine%22%2C%22lastName%22%3A%22Beaudry%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marie-H%5Cu00e9l%5Cu00e8ne%22%2C%22lastName%22%3A%22H%5Cu00e9bert%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Annie%22%2C%22lastName%22%3A%22Roy-Charland%22%7D%5D%2C%22abstractNote%22%3A%22R%5Cu00e9pertoire%20institutionnel%20de%20recherche%20de%20la%20T%5Cu00c9LUQ%20o%5Cu00f9%20les%20professeurs%20de%20la%20T%5Cu00c9LUQ%20rendent%20accessibles%20leurs%20publications%20scientifiques%20et%20autres%20documents%20de%20recherche%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fcdn.ca.yapla.com%5C%2Fcompany%5C%2FCPY9Mx8gybs7k5inzVetXhTJo%5C%2Fcrm%5C%2Fdocuments%5C%2Frevue-vlp-37-2-aqep-vf-web-1718283610.pdf%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222024-06-18T20%3A38%3A57Z%22%7D%7D%2C%7B%22key%22%3A%22WWY48Y2L%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Desjardins%20et%20al.%22%2C%22parsedDate%22%3A%222024-01-24%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EDesjardins%2C%20G.%2C%20Sauv%26%23xE9%3B%2C%20L.%2C%20Plante%2C%20P.%2C%20Mendoza%2C%20G.%20A.%20et%20Brassard%2C%20C.%20%282024%29.%20Le%20design%20inclusif%20comme%20levier%20%26%23xE0%3B%20la%20formation%20destin%26%23xE9%3Be%20aux%20travailleurs%20ayant%20des%20limitations%20cognitives.%20%3Ci%3EM%26%23xE9%3Bdiations%20et%20m%26%23xE9%3Bdiatisations%3C%5C%2Fi%3E%2C%20%2819%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi19.384%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.52358%5C%2Fmm.vi19.384%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Le%20design%20inclusif%20comme%20levier%20%5Cu00e0%20la%20formation%20destin%5Cu00e9e%20aux%20travailleurs%20ayant%20des%20limitations%20cognitives%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Guillaume%22%2C%22lastName%22%3A%22Desjardins%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Sauv%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gustavo%20Adolfo%22%2C%22lastName%22%3A%22Mendoza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caroline%22%2C%22lastName%22%3A%22Brassard%22%7D%5D%2C%22abstractNote%22%3A%22More%20and%20more%20Canadian%20businesses%20are%20changing%20their%20work%20organization%20to%20include%20people%20with%20cognitive%20disabilities%20%28PCDs%29%20in%20their%20workforces%20to%20reduce%20the%20impact%20of%20the%20current%20labour%20shortage%20in%20the%20West.%20However%2C%20these%20workers%20have%20specific%20needs%2C%20particularly%20with%20respect%20to%20on-the-job%20training.%20This%20research%20examines%20the%20particularities%20of%20instructional%20design%20that%20must%20be%20considered%20when%20developing%20training%20for%20PCDs.%20Taking%20a%20user-centered%20approach%20%28UCA%29%2C%20a%20training%20platform%20was%20developed%20for%20a%20Quebec-based%20adapted%20enterprise.%20In%20addition%20to%20contributing%20to%20the%20limited%20scientific%20literature%20in%20the%20field%2C%20this%20process%20identified%20some%20recommendations%20for%20managers%20who%20wish%20to%20establish%20workplace%20training%20for%20this%20population.%22%2C%22date%22%3A%222024-01-24%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210.52358%5C%2Fmm.vi19.384%22%2C%22ISSN%22%3A%222562-0630%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Frevue-mediations.teluq.ca%5C%2Findex.php%5C%2FDistances%5C%2Farticle%5C%2Fview%5C%2F384%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222024-01-31T16%3A23%3A30Z%22%7D%7D%2C%7B%22key%22%3A%22GNPCGFVT%22%2C%22library%22%3A%7B%22id%22%3A94849%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Plaisance%20et%20al.%22%2C%22parsedDate%22%3A%222024-09-09%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPlaisance%2C%20A.%2C%20Turgeon%2C%20J.%2C%20Souza%2C%20L.%20G.%2C%20L%26%23xE9%3Bgar%26%23xE9%3B%2C%20F.%2C%20Turcotte%2C%20S.%2C%20Germain%2C%20N.%2C%20Jean%2C%20T.%2C%20Dionne%2C%20M.%2C%20Fortier%2C%20F.%20A.%2C%20Plante%2C%20P.%2C%20Tapp%2C%20D.%2C%20G%26%23xE9%3Blinas%2C%20V.%2C%20B%26%23xE9%3Blanger%2C%20E.%2C%20Ebell%2C%20M.%20H.%2C%20Chabot%2C%20C.%2C%20Belt%2C%20T.%20van%20de%2C%20Turgeon%2C%20A.%20F.%20et%20Archambault%2C%20P.%20M.%20%282024%2C%209%20septembre%29.%20Exploring%20the%20impact%20of%20a%20context-adapted%20decision%20aid%20and%20online%20training%20about%20shared%20decision%20making%20about%20goals%20of%20care%20with%20elderly%20patients%20in%20the%20intensive%20care%20unit%3A%20a%20mixed-methods%20study.%20medRxiv.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1101%5C%2F2024.09.07.24313154%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1101%5C%2F2024.09.07.24313154%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22preprint%22%2C%22title%22%3A%22Exploring%20the%20impact%20of%20a%20context-adapted%20decision%20aid%20and%20online%20training%20about%20shared%20decision%20making%20about%20goals%20of%20care%20with%20elderly%20patients%20in%20the%20intensive%20care%20unit%3A%20a%20mixed-methods%20study%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ariane%22%2C%22lastName%22%3A%22Plaisance%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Julien%22%2C%22lastName%22%3A%22Turgeon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lucas%20Gomes%22%2C%22lastName%22%3A%22Souza%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22L%5Cu00e9gar%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22St%5Cu00e9phane%22%2C%22lastName%22%3A%22Turcotte%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nathalie%22%2C%22lastName%22%3A%22Germain%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tommy%22%2C%22lastName%22%3A%22Jean%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Maude%22%2C%22lastName%22%3A%22Dionne%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22F%5Cu00e9lix%20Antoine%22%2C%22lastName%22%3A%22Fortier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Diane%22%2C%22lastName%22%3A%22Tapp%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22V%5Cu00e9ronique%22%2C%22lastName%22%3A%22G%5Cu00e9linas%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Emmanuelle%22%2C%22lastName%22%3A%22B%5Cu00e9langer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mark%20H.%22%2C%22lastName%22%3A%22Ebell%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Christian%22%2C%22lastName%22%3A%22Chabot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tom%20van%20de%22%2C%22lastName%22%3A%22Belt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alexis%20F.%22%2C%22lastName%22%3A%22Turgeon%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Patrick%20M.%22%2C%22lastName%22%3A%22Archambault%22%7D%5D%2C%22abstractNote%22%3A%22Purpose%20To%20explore%20the%20impact%20of%20a%20context-adapted%20decision%20aid%20and%20an%20online%20training%20about%20shared%20decision-making%20%28SDM%29%20about%20goals%20of%20care%20on%20the%20level%20of%20involvement%20of%20elderly%20patients%20by%20intensivists%20in%20SDM%20about%20goals%20of%20care%20and%20quality%20of%20goals%20of%20care%20discussions%20%28GCD%29%20in%20an%20intensive%20care%20unit.%5CnMethods%20This%20was%20a%20three-phase%20before-after%20mixed-methods%20implementation%20study%20conducted%20in%20an%20ICU%20in%20L%5Cu00e9vis%2C%20Quebec%2C%20Canada.%20We%20followed%20the%20StaRI%20and%20COREQ%20reporting%20guidelines.%20We%20recruited%20patients%20aged%20%5Cu2265%2065%20and%20their%20attending%20intensivists.%20We%20video-recorded%20GCD%20in%20three%20phases%3A%20Phase%20I%3A%20GCD%20without%20a%20decision%20aid%3B%20Phase%20II%3A%20GCD%20with%20a%20decision%20aid%20about%20goals%20of%20care%20but%20no%20online%20training%3B%20and%20Phase%20III%3A%20GCD%20with%20both%20a%20decision%20aid%20about%20goals%20of%20care%20following%20online%20training%20about%20SDM.%20All%20GCD%20recordings%20were%20transcribed%20verbatim.%20We%20measured%20the%20level%20of%20patient%20engagement%20by%20intensivists%20in%20SDM%20about%20goals%20of%20care%20through%20the%20OPTION%20scale%20and%20evaluated%20GCD%20quality%20using%20the%20Audit%20of%20Communication%2C%20Care%20Planning%2C%20and%20Documentation%20%28ACCEPT%29%20indicators.%20A%20qualitative%20thematic%20analysis%20of%20the%20encounters%20transcriptions%20was%20also%20performed.%5CnResults%20Out%20of%20359%20eligible%20patients%2C%20the%20study%20included%2021%20patients%20%2871%25%20males%3B%20median%20age%2C%2077%20years%3B%2057%25%20without%20high%20school%20diploma%29%20and%205%20intensivists%20%2880%25%20male%3B%20median%20age%2C%2035%29.%20Despite%20completing%20online%20training%2C%20the%20decision%20aid%20was%20never%20used%20in%20recorded%20encounters.%20We%20did%20not%20perform%20any%20tests%20of%20statistical%20significance%20to%20compare%20results%20in%20each%20study%20phase%20because%20of%20small%20sample%20sizes%20over%20each%20phase.%20OPTION%20and%20ACCEPT%20scores%20were%20low%20in%20each%20phase%2C%20but%20physicians%20did%20engage%20in%20GCD.%20We%20found%20that%2076%25%20of%20the%20goals%20of%20care%20recorded%20in%20medical%20records%20after%20the%20discussion%20were%20consistent%20with%20preferences%20expressed%20by%20patients%20during%20recorded%20observations.%20Several%20patients%20expressed%20confusion%20about%20GCD.%20Barriers%20identified%20by%20intensivists%20leading%20GCD%20include%20physician%20attitudes%2C%20challenges%20to%20performing%20GCD%20along%20with%20the%20demands%20of%20the%20intensive%20care%20unit%2C%20misunderstandings%2C%20and%20lack%20of%20training.%20Facilitators%20include%20a%20patient-centered%20approach%2C%20a%20clear%20decision%20aid%2C%20and%20positive%20patient%20attitudes.%20In%20future%20work%2C%20an%20environment%20that%20supports%20physicians%20in%20performing%20GCD%2C%20promotes%20earlier%20and%20higher%20quality%20patient%20GCD%20before%20admission%20to%20the%20intensive%20care%20unit%2C%20and%20encourages%20meaningful%20SDM%20in%20critical%20care%20must%20be%20assessed%20as%20pathways%20to%20successful%20intensive%20care%20unit%20GCD.%5CnConclusion%20A%20context-adapted%20decision%20aid%20about%20goals%20of%20care%20was%20created%20in%20addition%20to%20a%20complementary%20online%20training%20module.%20The%20online%20training%20was%20completed%20by%20all%20participating%20physicians%20but%20no%20increased%20involvement%20of%20patients%20in%20SDM%20during%20intensive%20care%20unit%20GCD%20was%20observed%2C%20and%20use%20of%20the%20decision%20aid%20was%20also%20not%20observed.%20We%20found%20several%20communication%20barriers%20that%20will%20need%20to%20be%20explored%20to%20improve%20intensive%20care%20unit%20GCD.Trial%20registration%20number%3A%20NCT04034979%5CnKey%20points%20Misunderstandings%20and%20concerns%20among%20older%20adult%20patients%20about%20goals%20of%20care%20and%20invasive%20interventions%20in%20the%20ICU%20contribute%20to%20delayed%20decision-making.An%20online%20training%20regarding%20shared%20decision%20making%20with%20a%20corresponding%20decision%20aid%20for%20discussing%20goals%20of%20care%20was%20completed%20by%20all%20participating%20intensivists%2C%20but%20no%20increased%20involvement%20of%20patients%20nor%20use%20of%20the%20decision%20aid%20was%20observed%20in%20the%20ICU.Facilitators%20to%20the%20uptake%20of%20shared%20decision%20making%20may%20include%20the%20involvement%20of%20non-intensivist%20health%20professionals%2C%20mandating%20documentation%20discussions%20and%20their%20results%20in%20patient%20files%2C%20and%20challenging%20a%20long-held%20reluctance%20to%20discuss%20death%20as%20an%20outcome.%22%2C%22genre%22%3A%22%22%2C%22repository%22%3A%22medRxiv%22%2C%22archiveID%22%3A%22%22%2C%22date%22%3A%222024-09-09%22%2C%22DOI%22%3A%2210.1101%5C%2F2024.09.07.24313154%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.medrxiv.org%5C%2Fcontent%5C%2F10.1101%5C%2F2024.09.07.24313154v1%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%227P2R9A6T%22%5D%2C%22dateModified%22%3A%222024-09-13T11%3A49%3A38Z%22%7D%7D%5D%7D
Lewis, F., Plante, P., Angulo Mendoza, G. A., Rekik, L., Affes, H., Dima, M. et Sauvé, L. (Soumis). Jeux éducatifs numériques pour soutenir la persévérance et la réussite aux études à distance en mode asynchrone. International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance, 38(1).
Plante, P. (2004). La citoyenneté, un concept porteur en contexte d’apprentissage virtuel. Les Cahiers du Cirade, 3, 66‑76. http://patrickplante.org/documents/10_patrick.pdf
Plante, P. (2014). Pour une problématisation de la technologie en éducation : propositions théoriques pour un espace pédagogique alternatif de la technologie - Une synthèse. Adjectif. http://www.adjectif.net/spip/spip.php?article306
Lepage, M., Sauvé, L., Plante, P. et Renaud, L. (2015). Analyse de besoins sur l’utilisation des outils Web 2.0: éléments essentiels pour la communication dans les équipes de recherche universitaire. Nouveaux c@hiers de la recherche en éducation, 18(1), 87‑113. https://doi.org/10.7202/1033731ar
Plante, P. (2017). L’éthique hacker, un modèle éthique du numérique pour l’éducation? Éducation et francophonie, XLV(1), 89‑106. http://r-libre.teluq.ca/1009/
Angulo Mendoza, G. A., Sauvé, L. et Plante, P. (2018). Adultos mayores y juegos educativos digitales. ¿Qué consideraciones de diseño favorecen su uso? Edutec. Revista Electrónica de Tecnología Educativa, (62), 104‑116. https://doi.org/10.21556/edutec.2017.62.1021
Gariepy, M., Gravel, J., Turcotte, S., Légaré, F., Melnick, E., Hess, E., Witteman, H., Lelaidier-Hould, L., Truchon, C., Sauvé, L., Plante, P., Lesage, N. et Archambault, P. (2018). Adherence to the PECARN pediatric head injury rule in two canadian emergency settings. Paediatrics & Child Health, 23(suppl_1), e9‑e10. https://doi.org/10.1093/pch/pxy054.024
Lewis, F. et Plante, P. (2018). Création et évaluation d’un prototype de jeu sérieux dédié à l’amélioration de la lecture chez les enfants présentant des symptômes de dyslexie. Médiations et médiatisations, 1(1), 72‑88. https://revue-mediations.teluq.ca/index.php/Distances/article/view/58
Gariepy, M., Gravel, J., Légaré, F., Melnick, E. R., Hess, E. P., Witteman, H. O., Lelaidier-Hould, L., Truchon, C., Sauvé, L., Plante, P., Le Sage, N. et Archambault, P. M. (2019). Head CT overuse in children with a mild traumatic brain injury within two Canadian emergency departments. Paediatrics & Child Health, 7. https://doi.org/10.1093/pch/pxy180
Plante, P., Angulo Mendoza, G. A. et Archambault, P. (2019). Analyse, développement et évaluation d’une formation médicale en ligne : des données fines et des données massives au service de la conception pédagogique: Médiations et médiatisations, (2), 6‑28. https://revue-mediations.teluq.ca/index.php/Distances/article/view/95
Ghandour, E. K., Hould, L. L., Fortier, F.-A., Gélinas, V., Melnick, E. R., Hess, E. P., Lang, E. S., Gravel, J., Perry, J. J., Le Sage, N., Truchon, C., LeBlanc, A., Dubrovsky, A. S., Gagnon, M.-P., Ouellet, M.-C., Gagnon, I., McKenna, S., Légaré, F., Sauvé, L., … Archambault, P. M. (2020). Adapting two American Decision Aids for Mild Traumatic Brain Injury to the Canadian Context Using the Nominal Group Technique. The Patient - Patient-Centered Outcomes Research, 1‑15. https://doi.org/10.1007/s40271-020-00459-y
Papi, C., Brassard, C., Plante, P., Savard, I., Angulo Mendoza, G. A. et Gérin-Lajoie, S. (2021). Créer dans l’urgence une formation à distance de qualité pour former... à la formation à distance : tout un défi! Revue internationale des technologies en pédagogie universitaire, 18(1), 233‑240. https://doi.org/10.18162/ritpu-2021-v18n1-20
Lewis, F., Plante, P. et Lemire, D. (2021). Pertinence, efficacité et principes pédagogiques de la réalité virtuelle et augmentée en contexte scolaire : une revue de littérature. Médiations & médiatisations, (5), 11‑27. https://revue-mediations.teluq.ca/index.php/Distances/article/view/161
Legault, F., Lille, B., Carignan, I. et Plante, P. (2022). L’enseignement explicite de stratégies de lecture adaptées à différents environnements et médiums pour soutenir le développement de la littératie et la démarche d’analyse de sources en histoire du Québec et du Canada. Revue de recherches en littératie médiatique multimodale, 15, 1‑29. https://doi.org/10.7202/1091406ar
Humeau, T., Savard, I., Lemire, D., Dionne, P.-O., Angulo-Mendoza, G.-A., Plante, P., Pinard, A. M. et Roy, J.-S. (2022). FORCES 3 : Exploitation à des fins pédagogiques des données d’un portail d’apprentissage de l’autogestion de la douleur. Développement d’une architecture de collecte et d’analyse de données et d’un module de suivi du développement des compétences. Médiations et médiatisations, (12), 74‑97. https://doi.org/10.52358/mm.vi12.287
Savard, I., Angulo-Mendoza, G.-A., Plante, P., Gérin-Lajoie, S., Papi, C., Brassard, C. et Umbriaco, M. (2022). Référentiel des compétences en technologie éducative et en formation à distance. Fondements et démarche itérative d’élaboration. Médiations et médiatisations, (10), 54‑71. https://doi.org/10.52358/mm.vi10.338
Hébert, M.-H., Carignan, I., Pelletier, M.-A., Beaudry, M.-C., Plante, P., Bissonnette, S. et Beauregard, F. (2023). Évaluer en période de pandémie : tout un casse-tête ! Vivre le primaire, 36(1), 31‑33. https://www.aqep.org/fr/revue
Sauvé, L., Plante, P., Mendoza, G. A. A., Brassard, C. et Desjardins, G. (2023). Developing the Digital Literacy of People with Cognitive Limitations in the Workplace. SN Computer Science, 4(2), 143. https://doi.org/10.1007/s42979-022-01585-0
Lewis, F., Mendoza, G. A. A., Brassard, C. et Plante, P. (2023). Usage des technologies immersives (réalité virtuelle, augmentée et vidéo 360) dans l’enseignement supérieur. Médiations et médiatisations, (15), 11‑32. https://doi.org/10.52358/mm.vi15.330
Mendoza, G. A. A., Lewis, F., Plante, P. et Brassard, C. (2023). Estado del arte sobre el uso de la realidad virtual, la realidad augmentada y el video 360° en educación superior. Edutec. Revista Electrónica de Tecnología Educativa, (84), 35‑51. https://doi.org/10.21556/edutec.2023.84.2769
Carignan, I., Pelletier, M.-A., Beaudry, M.-C., Plante, P., Hébert, M.-H. et Roy-Charland, A. (2024). L’école à distance pendant la pandémie : état d’esprit des enseignants et des parents. Vivre le primaire, 34‑37. https://cdn.ca.yapla.com/company/CPY9Mx8gybs7k5inzVetXhTJo/crm/documents/revue-vlp-37-2-aqep-vf-web-1718283610.pdf
Desjardins, G., Sauvé, L., Plante, P., Mendoza, G. A. et Brassard, C. (2024). Le design inclusif comme levier à la formation destinée aux travailleurs ayant des limitations cognitives. Médiations et médiatisations, (19). https://doi.org/10.52358/mm.vi19.384
Plaisance, A., Turgeon, J., Souza, L. G., Légaré, F., Turcotte, S., Germain, N., Jean, T., Dionne, M., Fortier, F. A., Plante, P., Tapp, D., Gélinas, V., Bélanger, E., Ebell, M. H., Chabot, C., Belt, T. van de, Turgeon, A. F. et Archambault, P. M. (2024, 9 septembre). Exploring the impact of a context-adapted decision aid and online training about shared decision making about goals of care with elderly patients in the intensive care unit: a mixed-methods study. medRxiv. https://doi.org/10.1101/2024.09.07.24313154