2683711
36FZ8EE8
1
universite-du-quebec-a-montreal
50
date
desc
111
https://www.michelot.info/education/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A50%2C%22request_next%22%3A50%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22BXJHD7XD%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222024-09-13%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%201.35%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%3EMichelot%2C%20F.%2C%20Alkhalaf%2C%20R.%20et%20Picco%2C%20M.%20%282024%2C%2013%20septembre%29.%20%3Ci%3E%26%23xAB%3BJe%20suis%20pas%20mal%20dans%20l%26%23x2019%3Binconnue%2C%20%26%23xE7%3Ba%20fait%20peur%20des%20fois%26%23xBB%3B.%20L%26%23x2019%3Bagentivit%26%23xE9%3B%20informationnelle%20d%26%23x2019%3B%26%23xE9%3Btudiant%26%23xB7%3Bes%20face%20%26%23xE0%3B%20la%20d%26%23xE9%3Bsinformation%20climatique%20sur%20les%20r%26%23xE9%3Bseaux%20sociaux%3C%5C%2Fi%3E%20%5BDocument%20soumis%20pour%20publication%5D.%20Universit%26%23xE9%3B%20Concordia.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22manuscript%22%2C%22title%22%3A%22%5Cu00abJe%20suis%20pas%20mal%20dans%20l%5Cu2019inconnue%2C%20%5Cu00e7a%20fait%20peur%20des%20fois%5Cu00bb.%20L%5Cu2019agentivit%5Cu00e9%20informationnelle%20d%5Cu2019%5Cu00e9tudiant%5Cu00b7es%20face%20%5Cu00e0%20la%20d%5Cu00e9sinformation%20climatique%20sur%20les%20r%5Cu00e9seaux%20sociaux%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marilou%22%2C%22lastName%22%3A%22Picco%22%7D%5D%2C%22abstractNote%22%3A%22Cette%20%5Cu00e9tude%20explore%20les%20perceptions%20et%20attentes%20des%20%5Cu00e9tudiant%5Cu00b7es%20du%20postsecondaire%20face%20%5Cu00e0%20la%20d%5Cu00e9sinformation%20climatique%20sur%20les%20r%5Cu00e9seaux%20sociaux%2C%20ainsi%20que%20leur%20agentivit%5Cu00e9%20dans%20l%5Cu2019identification%20et%20la%20gestion%20de%20ces%20informations.%20La%20recherche%2C%20men%5Cu00e9e%20aupr%5Cu00e8s%20d%5Cu2019%5Cu00e9tudiant%5Cu00b7es%20des%20provinces%20de%20l%5Cu2019Atlantique%2C%20r%5Cu00e9v%5Cu00e8le%20une%20perception%20ambivalente%20des%20r%5Cu00e9seaux%20sociaux%2C%20vus%20%5Cu00e0%20la%20fois%20comme%20sources%20d%5Cu2019information%20et%20vecteurs%20de%20d%5Cu00e9sinformation%2C%20amplifi%5Cu00e9e%20par%20les%20m%5Cu00e9canismes%20algorithmiques%20et%20les%20bulles%20de%20filtres.%20Les%20%5Cu00e9tudiant%5Cu00b7es%20d%5Cu00e9clarent%20poss%5Cu00e9der%20des%20comp%5Cu00e9tences%20critiques%2C%20notamment%20en%20mati%5Cu00e8re%20d%5Cu2019%5Cu00e9valuation%20des%20sources%20et%20de%20distinction%20faits%5C%2Fopinions%2C%20mais%20ces%20comp%5Cu00e9tences%20ne%20sont%20pas%20syst%5Cu00e9matiquement%20appliqu%5Cu00e9es%20hors%20du%20cadre%20acad%5Cu00e9mique%20formel.%20Le%20traitement%20insuffisant%20des%20enjeux%20climatiques%20sur%20les%20r%5Cu00e9seaux%20sociaux%20et%20la%20pr%5Cu00e9valence%20des%20discours%20alarmistes%20ou%20d%5Cu00e9nialistes%20influencent%20la%20mobilisation%20des%20jeunes.%20Ces%20derniers%20appellent%20%5Cu00e0%20une%20r%5Cu00e9gulation%20plus%20stricte%20des%20plateformes%2C%20sugg%5Cu00e9rant%20des%20solutions%20telles%20que%20l%5Cu2019utilisation%20de%20l%5Cu2019intelligence%20artificielle%20et%20la%20v%5Cu00e9rification%20des%20comptes.%20Ils%20estiment%20%5Cu00e9galement%20que%20l%5Cu2019enseignement%20sup%5Cu00e9rieur%20devrait%20renforcer%20la%20formation%20aux%20comp%5Cu00e9tences%20informationnelles%20et%20%5Cu00e0%20l%5Cu2019%5Cu00e9valuation%20critique%20des%20informations.%20Les%20recommandations%20s%5Cu2019adressent%20aux%20%5Cu00e9tudiant%5Cu00b7es%2C%20enseignant%5Cu00b7es%2C%20institutions%20et%20gouvernements%20pour%20promouvoir%20une%20%5Cu00e9ducation%20int%5Cu00e9gr%5Cu00e9e%2C%20renfor%5Cu00e7ant%20l%5Cu2019agentivit%5Cu00e9%20et%20la%20responsabilit%5Cu00e9%20face%20%5Cu00e0%20la%20d%5Cu00e9sinformation.%22%2C%22manuscriptType%22%3A%22Document%20soumis%20pour%20publication%22%2C%22date%22%3A%222024-09-13%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22QQ4SDZPC%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222024-09-16T14%3A24%3A29Z%22%7D%7D%2C%7B%22key%22%3A%2248C5YU63%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222024-08-22%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%201.35%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%3EMichelot%2C%20F.%20%282024%2C%2022%20ao%26%23xFB%3Bt%29.%20%3Ci%3EExploration%20des%20pratiques%20et%20perceptions%20%26%23xE0%3B%20l%26%23x2019%3Bheure%20de%20l%26%23x2019%3B%26%23xE9%3Bmergence%20de%20l%26%23x2019%3BIA%20%26%23xE0%3B%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Moncton%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Mini-colloque%20du%20GRIPU%2C%20Moncton%2C%20NB.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Exploration%20des%20pratiques%20et%20perceptions%20%5Cu00e0%20l%5Cu2019heure%20de%20l%5Cu2019%5Cu00e9mergence%20de%20l%27IA%20%5Cu00e0%20l%5Cu2019Universit%5Cu00e9%20de%20Moncton%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Dans%20un%20contexte%20o%5Cu00f9%20l%27IA%20g%5Cu00e9n%5Cu00e9rative%20transforme%20les%20secteurs%20%5Cu00e9ducatifs%2C%20cette%20communication%20a%20pour%20objectif%20d%27explorer%20l%27impact%20de%20ces%20technologies%20en%20enseignement%20sup%5Cu00e9rieur%20%28Bearman%20et%20al.%2C%202023%29.%20La%20question%20centrale%20porte%20sur%20la%20mani%5Cu00e8re%20dont%20les%20%5Cu00e9tudiant%5Cu00b7es%20et%20enseignant%5Cu00b7es%20per%5Cu00e7oivent%20et%20utilisent%20l%27IA%20g%5Cu00e9n%5Cu00e9rative%2C%20notamment%20des%20outils%20comme%20ChatGPT%20et%20DALL%5Cu00b7E%2C%20et%20quelles%20en%20sont%20les%20implications%20pour%20l%27%5Cu00e9ducation%20contemporaine.%20L%27objectif%20est%20de%20dresser%20un%20portrait%20des%20attitudes%20et%20pratiques%20actuelles%20vis-%5Cu00e0-vis%20de%20l%27IA%20afin%20d%27%5Cu00e9clairer%20les%20futures%20strat%5Cu00e9gies%20p%5Cu00e9dagogiques%20et%20d%27int%5Cu00e9gration%20technologique.%20Une%20m%5Cu00e9thodologie%20mixte%20exploratoire%20%28Creswell%2C%202017%29%20a%20%5Cu00e9t%5Cu00e9%20adopt%5Cu00e9e%2C%20combinant%20des%20questionnaires%20adress%5Cu00e9s%20%5Cu00e0%20la%20communaut%5Cu00e9%20universitaire%20et%20des%20entrevues%20individuelles%20approfondies.%20Cette%20approche%20offre%20une%20perspective%20riche%20et%20nuanc%5Cu00e9e%20sur%20la%20question%2C%20notamment%20gr%5Cu00e2ce%20%5Cu00e0%20une%20%5Cu00e9chelle%20de%20litt%5Cu00e9ratie%20de%20l%27IA%20%28Laupichler%20et%20al.%2C%202023%29.%20Les%20r%5Cu00e9sultats%20pr%5Cu00e9liminaires%20indiquent%20une%20vari%5Cu00e9t%5Cu00e9%20d%27attitudes%20envers%20l%27IA%2C%20allant%20de%20l%27enthousiasme%20prudent%20%5Cu00e0%20la%20m%5Cu00e9fiance%2C%20ainsi%20qu%27une%20diversit%5Cu00e9%20d%27usages%20dans%20les%20contextes%20personnels%20et%20%5Cu00e9ducatifs.%20Ces%20r%5Cu00e9sultats%20pr%5Cu00e9liminaires%20fournissent%20des%20indicateurs%20pr%5Cu00e9cieux%20sur%20l%27int%5Cu00e9gration%20de%20l%27IA%20dans%20l%27enseignement%20sup%5Cu00e9rieur%20et%20ouvrent%20la%20voie%20%5Cu00e0%20des%20discussions%20sur%20l%27avenir%20de%20l%27%5Cu00e9ducation%20%5Cu00e0%20l%27%5Cu00e8re%20de%20l%27IA.%22%2C%22date%22%3A%222024-08-22%22%2C%22url%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-07-11T20%3A39%3A14Z%22%7D%7D%2C%7B%22key%22%3A%22Z2TAWMJL%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Dambre-Sauvage%22%2C%22parsedDate%22%3A%222024-05-13%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%201.35%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%3EMichelot%2C%20F.%20et%20Dambre-Sauvage%2C%20L.%20%282024%2C%2013%20mai%29.%20%3Ci%3EComprendre%20les%20enjeux%20de%20la%20ruralit%26%23xE9%3B%20au%20Nouveau-Brunswick%26%23x202F%3B%3A%20une%20%26%23xE9%3Btude%20exploratoire%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Colloque%20613%20du%2091e%20Congr%26%23xE8%3Bs%20de%20l%26%23x2019%3BACFAS%2C%20Ottawa%2C%20Canada.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.acfas.ca%5C%2Fevenements%5C%2Fcongres%5C%2Fprogramme-preliminaire%5C%2F600%5C%2F613%27%3Ehttps%3A%5C%2F%5C%2Fwww.acfas.ca%5C%2Fevenements%5C%2Fcongres%5C%2Fprogramme-preliminaire%5C%2F600%5C%2F613%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Comprendre%20les%20enjeux%20de%20la%20ruralit%5Cu00e9%20au%20Nouveau-Brunswick%20%3A%20une%20%5Cu00e9tude%20exploratoire%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Laurent%22%2C%22lastName%22%3A%22Dambre-Sauvage%22%7D%5D%2C%22abstractNote%22%3A%22Face%20%5Cu00e0%20l%5Cu2019urgence%20climatique%2C%20la%20d%5Cu00e9sinformation%20sur%20les%20changements%20climatiques%20s%5Cu2019est%20r%5Cu00e9pandue%20comme%20une%20train%5Cu00e9e%20de%20poudre%2C%20alimentant%20le%20doute%20et%20la%20confusion.%20Cette%20communication%20interrogera%20les%20forces%20qui%20nourrissent%20cette%20d%5Cu00e9sinformation%20et%20son%20impact%20sur%20notre%20avenir.%20Nous%20explorerons%20comment%20les%20m%5Cu00e9dias%20sociaux%20num%5Cu00e9riques%20ont%20permis%20d%5Cu2019amplifier%20la%20d%5Cu00e9sinformation%20pour%20entretenir%20la%20m%5Cu00e9fiance%20et%20pour%20semer%20la%20confusion%20sur%20les%20faits%20scientifiques%20pourtant%20bien%20%5Cu00e9tablis%20sur%20le%20climat.%20Nous%20d%5Cu00e9couvrirons%20comment%20certaines%20strat%5Cu00e9gies%20rh%5Cu00e9toriques%20sont%20mobilis%5Cu00e9es%20pour%20influencer%20l%5Cu2019opinion%20publique%20et%20entraver%20les%20actions%20en%20faveur%20du%20climat.%5CnNous%20aborderons%20notamment%20le%20sujet%20de%20l%5Cu2019%5Cu00e9nergie%20%3A%20comment%20la%20manipulation%20de%20l%5Cu2019information%20sert-elle%20les%20int%5Cu00e9r%5Cu00eats%20de%20l%5Cu2019industrie%20des%20%5Cu00e9nergies%20fossiles%20et%20comment%20retarde-t-elle%20le%20virage%20vers%20des%20sources%20d%5Cu2019%5Cu00e9nergie%20soutenables%5Cu2009%3F%20Quelles%20sont%20les%20cons%5Cu00e9quences%20de%20cette%20d%5Cu00e9sinformation%20sur%20la%20transition%20%5Cu00e9nerg%5Cu00e9tique%20et%20%5Cu00e9cologique%5Cu2009%3F%20Ce%20n%5Cu2019est%20pas%20seulement%20une%20question%20de%20science%2C%20c%5Cu2019est%20une%20question%20de%20soci%5Cu00e9t%5Cu00e9.%20Il%20s%5Cu2019agit%20de%20comprendre%20comment%20la%20d%5Cu00e9sinformation%20climatique%20contribue%20%5Cu00e0%20fa%5Cu00e7onner%20notre%20monde%2C%20influence%20les%20politiques%20et%20compromet%20les%20efforts%20pour%20lutter%20contre%20les%20changements%20climatiques.%22%2C%22date%22%3A%222024-05-13%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.acfas.ca%5C%2Fevenements%5C%2Fcongres%5C%2Fprogramme-preliminaire%5C%2F600%5C%2F613%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-27T18%3A25%3A09Z%22%7D%7D%2C%7B%22key%22%3A%22CU3AQIGY%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222024-05-09%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%201.35%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%3EMichelot%2C%20F.%2C%20Alkhalaf%2C%20R.%20et%20Mehrhardt%2C%20L.%20%282024%2C%209%20mai%29.%20%3Ci%3EL%26%23x2019%3Bimpact%20de%20l%26%23x2019%3Bamor%26%23xE7%3Bage%20%28priming%29%20sur%20la%20perception%20de%20la%20%28m%26%23xE9%3Bs%29information%20en%20ligne%26%23x202F%3B%3A%20r%26%23xE9%3Bsultats%20pr%26%23xE9%3Bliminaires%3C%5C%2Fi%3E%20%5Bcommunication%5D.%2011e%20colloque%20international%20en%20%26%23xE9%3Bducation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fnhs6%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fnhs6%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22L%5Cu2019impact%20de%20l%5Cu2019amor%5Cu00e7age%20%28priming%29%20sur%20la%20perception%20de%20la%20%28m%5Cu00e9s%29information%20en%20ligne%20%3A%20r%5Cu00e9sultats%20pr%5Cu00e9liminaires%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22L%5Cu00e9a%22%2C%22lastName%22%3A%22Mehrhardt%22%7D%5D%2C%22abstractNote%22%3A%22Les%20climatod%5Cu00e9nialistes%20relaieraient%203%2C5%20fois%20plus%20de%20messages%20%5Cu00ab%5Cu2009toxiques%5Cu2009%5Cu00bb%20que%20les%20autres%20communaut%5Cu00e9s%20sur%20X%20%28ex-Twitter%5Cu202f%3B%20Chavalarias%20et%20al.%2C%202023%29.%20Il%20est%20donc%20crucial%20de%20comprendre%20comment%20les%20individus%20r%5Cu00e9agissent%20%5Cu00e0%20des%20informations%20climatiques%20potentiellement%20trompeuses.%20En%20effet%2C%20la%20sensibilisation%20%5Cu00e0%20l%5Cu2019exactitude%20de%20l%5Cu2019information%20%28Pennycook%20et%20al.%2C%202021%29%20aiderait%20%5Cu00e0%20r%5Cu00e9duire%20la%20d%5Cu00e9sinformation.%5Cn%5CnLa%20probl%5Cu00e9matique%20de%20notre%20%5Cu00e9tude%20r%5Cu00e9side%20dans%20le%20besoin%20de%20d%5Cu00e9crypter%20comment%20l%5Cu2019amor%5Cu00e7age%20peut%20influencer%20la%20mani%5Cu00e8re%20dont%20les%20individus%20abordent%20des%20informations%20potentiellement%20trompeuses.%20L%5Cu2019objectif%20principal%20est%20d%5Cu2019%5Cu00e9valuer%20si%20l%5Cu2019amor%5Cu00e7age%20modifie%20la%20r%5Cu00e9ceptivit%5Cu00e9%20%5Cu00e0%20l%5Cu2019information%20climatique%2C%20et%20dans%20quelle%20mesure%20il%20renforce%20ou%20diminue%20la%20r%5Cu00e9silience%20contre%20la%20d%5Cu00e9sinformation.%5Cn%5CnNous%20exposerons%20notre%20m%5Cu00e9thodologie%20exp%5Cu00e9rimentale%20%28inspir%5Cu00e9e%20de%20Lutzke%20et%20al.%2C%202019%29%2C%20bas%5Cu00e9e%20sur%20la%20pr%5Cu00e9sentation%20d%5Cu2019informations%20fond%5Cu00e9es%20ou%20erron%5Cu00e9es%2C%20pr%5Cu00e9c%5Cu00e9d%5Cu00e9es%20ou%20non%20d%5Cu2019amorces.%5CnBien%20que%20notre%20%5Cu00e9tude%20soit%20toujours%20en%20cours%2C%20des%20premiers%20r%5Cu00e9sultats%20fournissent%20des%20indications%20pr%5Cu00e9cieuses%20sur%20l%5Cu2019efficacit%5Cu00e9%20%28et%20l%5Cu2019inefficacit%5Cu00e9%29%20de%20certaines.%20Ces%20r%5Cu00e9sultats%20aideront%20%5Cu00e0%20orienter%20les%20futures%20strat%5Cu00e9gies%20de%20communication%20et%20d%5Cu2019%5Cu00e9ducation%20pour%20contrer%20la%20d%5Cu00e9sinformation%20climatique%20et%20promouvoir%20la%20compr%5Cu00e9hension%20pr%5Cu00e9cise%20des%20enjeux%20climatiques%20au%20sein%20du%20grand%20public.%20Une%20formation%2C%20d%5Cu00e9velopp%5Cu00e9e%20en%20lien%20avec%20l%5Cu2019Agence%20Science-Presse%20sera%20d%5Cu00e9velopp%5Cu00e9e%20dans%20les%20prochains%20mois%20sur%20la%20base%20des%20donn%5Cu00e9es%20de%20recherche.%22%2C%22date%22%3A%222024-05-09%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fnhs6%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-09-17T22%3A19%3A11Z%22%7D%7D%2C%7B%22key%22%3A%227QRWMVY6%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222024-05-09%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%201.35%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%3EMichelot%2C%20F.%20%282024%2C%209%20mai%29.%20%3Ci%3ENaviguer%20dans%20l%26%23x2019%3B%26%23xE8%3Bre%20de%20l%26%23x2019%3BIA%26%23x202F%3B%3A%20perceptions%20et%20pratiques%20en%20enseignement%20sup%26%23xE9%3Brieur.%20Une%20%26%23xE9%3Btude%20de%20cas%20%26%23xE0%3B%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Moncton%3C%5C%2Fi%3E%20%5Bcommunication%5D.%2011e%20colloque%20en%20%26%23xE9%3Bducation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fmz9h%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fmz9h%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Naviguer%20dans%20l%5Cu2019%5Cu00e8re%20de%20l%5Cu2019IA%20%3A%20perceptions%20et%20pratiques%20en%20enseignement%20sup%5Cu00e9rieur.%20Une%20%5Cu00e9tude%20de%20cas%20%5Cu00e0%20l%5Cu2019Universit%5Cu00e9%20de%20Moncton%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Dans%20un%20contexte%20o%5Cu00f9%20l%5Cu2019IA%20g%5Cu00e9n%5Cu00e9rative%20transforme%20les%20secteurs%20%5Cu00e9ducatifs%2C%20cette%20communication%20vise%20%5Cu00e0%20explorer%20l%5Cu2019impact%20de%20ces%20technologies%20en%20enseignement%20sup%5Cu00e9rieur%20%28Bearman%20et%20al.%2C%202023%29.%20La%20probl%5Cu00e9matique%20centrale%20interroge%20comment%20les%20%5Cu00e9tudiant%5Cu00b7es%20et%20enseignant%5Cu00b7es%20per%5Cu00e7oivent%20et%20utilisent%20l%5Cu2019IA%20g%5Cu00e9n%5Cu00e9rative%2C%20notamment%20des%20outils%20comme%20ChatGPT%20et%20DALL%5Cu00b7E%2C%20et%20quelles%20sont%20les%20implications%20pour%20l%5Cu2019%5Cu00e9ducation%20contemporaine.%20L%5Cu2019objectif%20est%20de%20brosser%20un%20portrait%20des%20attitudes%20et%20pratiques%20actuelles%20vis-%5Cu00e0-vis%20de%20l%5Cu2019IA%2C%20afin%20d%5Cu2019%5Cu00e9clairer%20les%20strat%5Cu00e9gies%20p%5Cu00e9dagogiques%20et%20d%5Cu2019int%5Cu00e9gration%20technologique%20futures.%5Cn%5CnUne%20m%5Cu00e9thodologie%20mixte%20exploratoire%20%28Creswell%2C%202017%29%20a%20%5Cu00e9t%5Cu00e9%20adopt%5Cu00e9e%2C%20combinant%20questionnaires%20%5Cu00e0%20la%20communaut%5Cu00e9%20universitaire%20et%20entrevues%20individuelles%20approfondies.%20Cette%20approche%20offre%20une%20perspective%20riche%20et%20nuanc%5Cu00e9e%20sur%20la%20question%2C%20notamment%20%5Cu00e0%20l%5Cu2019aide%20d%5Cu2019une%20%5Cu00e9chelle%20de%20litt%5Cu00e9ratie%20de%20l%5Cu2019IA%20%28Wang%20et%20al.%2C%202023%29.%20Bien%20que%20les%20r%5Cu00e9sultats%20finaux%20de%20cette%20%5Cu00e9tude%20soient%20en%20cours%20d%5Cu2019analyse%2C%20les%20r%5Cu00e9sultats%20pr%5Cu00e9liminaires%20sugg%5Cu00e8rent%20une%20vari%5Cu00e9t%5Cu00e9%20d%5Cu2019attitudes%20envers%20l%5Cu2019IA%2C%20allant%20de%20l%5Cu2019enthousiasme%20prudent%20%5Cu00e0%20la%20m%5Cu00e9fiance%2C%20ainsi%20qu%5Cu2019une%20diversit%5Cu00e9%20d%5Cu2019usages%20dans%20les%20contextes%20personnels%20et%20%5Cu00e9ducatifs.%20Ces%20r%5Cu00e9sultats%20pr%5Cu00e9liminaires%20offrent%20des%20indicateurs%20pr%5Cu00e9cieux%20sur%20l%5Cu2019int%5Cu00e9gration%20de%20l%5Cu2019IA%20dans%20l%5Cu2019enseignement%20sup%5Cu00e9rieur%20et%20ouvrent%20la%20voie%20%5Cu00e0%20des%20discussions%20sur%20l%5Cu2019avenir%20de%20l%5Cu2019%5Cu00e9ducation%20%5Cu00e0%20l%5Cu2019%5Cu00e8re%20de%20l%5Cu2019IA.%22%2C%22date%22%3A%222024-05-09%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fmz9h%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-06-04T17%3A45%3A17Z%22%7D%7D%2C%7B%22key%22%3A%22VQL4W9TI%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222024-04-04%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%201.35%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%3EMichelot%2C%20F.%20%282024%2C%204%20avril%29.%20%3Ci%3EL%26%23x2019%3B%26%23xE9%3Bnergie%20de%20la%20d%26%23xE9%3Bsinformation%20freine-t-elle%20la%20transition%20climatique%26%23x2009%3B%3F%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20TimeWorld%20%26%23xC9%3Bnergie%2C%20Trois-Rivi%26%23xE8%3Bres%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Ftimeworldevent.com%5C%2F6%5C%2F%3Fpage_id%3D582%26entry%3D501%27%3Ehttps%3A%5C%2F%5C%2Ftimeworldevent.com%5C%2F6%5C%2F%3Fpage_id%3D582%26entry%3D501%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22L%5Cu2019%5Cu00e9nergie%20de%20la%20d%5Cu00e9sinformation%20freine-t-elle%20la%20transition%20climatique%5Cu2009%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Face%20%5Cu00e0%20l%5Cu2019urgence%20climatique%2C%20la%20d%5Cu00e9sinformation%20sur%20les%20changements%20climatiques%20s%5Cu2019est%20r%5Cu00e9pandue%20comme%20une%20train%5Cu00e9e%20de%20poudre%2C%20alimentant%20le%20doute%20et%20la%20confusion.%20Cette%20communication%20interrogera%20les%20forces%20qui%20nourrissent%20cette%20d%5Cu00e9sinformation%20et%20son%20impact%20sur%20notre%20avenir.%20Nous%20explorerons%20comment%20les%20m%5Cu00e9dias%20sociaux%20num%5Cu00e9riques%20ont%20permis%20d%5Cu2019amplifier%20la%20d%5Cu00e9sinformation%20pour%20entretenir%20la%20m%5Cu00e9fiance%20et%20pour%20semer%20la%20confusion%20sur%20les%20faits%20scientifiques%20pourtant%20bien%20%5Cu00e9tablis%20sur%20le%20climat.%20Nous%20d%5Cu00e9couvrirons%20comment%20certaines%20strat%5Cu00e9gies%20rh%5Cu00e9toriques%20sont%20mobilis%5Cu00e9es%20pour%20influencer%20l%5Cu2019opinion%20publique%20et%20entraver%20les%20actions%20en%20faveur%20du%20climat.%5CnNous%20aborderons%20notamment%20le%20sujet%20de%20l%5Cu2019%5Cu00e9nergie%20%3A%20comment%20la%20manipulation%20de%20l%5Cu2019information%20sert-elle%20les%20int%5Cu00e9r%5Cu00eats%20de%20l%5Cu2019industrie%20des%20%5Cu00e9nergies%20fossiles%20et%20comment%20retarde-t-elle%20le%20virage%20vers%20des%20sources%20d%5Cu2019%5Cu00e9nergie%20soutenables%5Cu2009%3F%20Quelles%20sont%20les%20cons%5Cu00e9quences%20de%20cette%20d%5Cu00e9sinformation%20sur%20la%20transition%20%5Cu00e9nerg%5Cu00e9tique%20et%20%5Cu00e9cologique%5Cu2009%3F%20Ce%20n%5Cu2019est%20pas%20seulement%20une%20question%20de%20science%2C%20c%5Cu2019est%20une%20question%20de%20soci%5Cu00e9t%5Cu00e9.%20Il%20s%5Cu2019agit%20de%20comprendre%20comment%20la%20d%5Cu00e9sinformation%20climatique%20contribue%20%5Cu00e0%20fa%5Cu00e7onner%20notre%20monde%2C%20influence%20les%20politiques%20et%20compromet%20les%20efforts%20pour%20lutter%20contre%20les%20changements%20climatiques.%22%2C%22date%22%3A%222024-04-04%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Ftimeworldevent.com%5C%2F6%5C%2F%3Fpage_id%3D582%26entry%3D501%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-27T18%3A14%3A24Z%22%7D%7D%2C%7B%22key%22%3A%22375VTAJ3%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Alkhalaf%22%2C%22parsedDate%22%3A%222024-03-01%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%201.35%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%3EMichelot%2C%20F.%20et%20Alkhalaf%2C%20R.%20%282024%2C%201%3Csup%3Ee%3C%5C%2Fsup%3E%3Csup%3Er%3C%5C%2Fsup%3E%20mars%29.%20%3Ci%3EFaire%20face%20%26%23xE0%3B%20la%20circulation%20de%20la%20d%26%23xE9%3Bsinformation%20climatique%20sur%20les%20m%26%23xE9%3Bdias%20sociaux.%20Soutenir%20les%20comp%26%23xE9%3Btences%20de%20nos%20%26%23xE9%3Btudiant%26%23xB7%3Bes%20pour%20d%26%23xE9%3Bvelopper%20leur%20autonomisation%20informationnelle%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20La%20d%26%23xE9%3Bsinformation%20scientifique%26%23x202F%3B%3A%20un%20probl%26%23xE8%3Bme%20public%20transnational%2C%20Qu%26%23xE9%3Bbec%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fcolloquedesinformation.wordpress.com%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fcolloquedesinformation.wordpress.com%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Faire%20face%20%5Cu00e0%20la%20circulation%20de%20la%20d%5Cu00e9sinformation%20climatique%20sur%20les%20m%5Cu00e9dias%20sociaux.%20Soutenir%20les%20comp%5Cu00e9tences%20de%20nos%20%5Cu00e9tudiant%5Cu00b7es%20pour%20d%5Cu00e9velopper%20leur%20autonomisation%20informationnelle%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%5D%2C%22abstractNote%22%3A%22Les%20plateformes%20num%5Cu00e9riques%20de%20m%5Cu00e9dias%20sociaux%20sont%20parfois%20des%20vecteurs%20de%20m%5Cu00e9sinformation%20et%20de%20%5Cnd%5Cu00e9sinformation%2C%20incluant%20sur%20la%20question%20climatique.%20Cette%20d%5Cu00e9sinformation%20climatique%20nie%20les%20effets%20%5Cndes%20changements%20climatiques%2C%20notamment%20par%20certains%20proc%5Cu00e9d%5Cu00e9s%20rh%5Cu00e9toriques%20%28p.%20ex.%20Cook%2C%202020%29%2C%20et%20%5Cnremet%20en%20cause%20la%20n%5Cu00e9cessit%5Cu00e9%20d%5Cu2019une%20action%20rapide%20et%20coordonn%5Cu00e9e%20pour%20y%20faire%20contrepoids%20%28Masson%20Delmotte%20et%20al.%2C%202019%29.%20%5CnNotre%20recherche%2C%20d%5Cu00e9but%5Cu00e9e%20au%20cours%20de%20l%5Cu2019automne%202023%2C%20%5Cu00e9tudie%20les%20%5Cu00e9ventuelles%20r%5Cu00e9percussions%20de%20la%20%5Cnd%5Cu00e9sinformation%20sur%20la%20fa%5Cu00e7on%20dont%20les%20%5Cu00e9tudiant%5Cu00b7es%20postsecondaires%20appr%5Cu00e9hendent%20les%20informations%20%5Cnrelatives%20aux%20changements%20climatiques%2C%20notamment%20sur%20les%20m%5Cu00e9dias%20sociaux.%20Plus%20sp%5Cu00e9cifiquement%2C%20%5Cnnous%20pr%5Cu00e9senterons%20certains%20%5Cu00e9l%5Cu00e9ments%20pr%5Cu00e9liminaires%20d%5Cu2019analyse%20d%5Cu2019une%20%5Cu00e9tude%20qui%20vise%20%5Cu00e0%20brosser%20le%20%5Cnportrait%20de%20la%20fa%5Cu00e7on%20dont%20les%20jeunes%20per%5Cu00e7oivent%20la%20d%5Cu00e9sinformation%20scientifique%20qui%20circule%20sur%20les%20%5Cnm%5Cu00e9dias%20sociaux%2C%20particuli%5Cu00e8rement%20selon%20leurs%20comp%5Cu00e9tences%20informationnelles.%20Rappelons%20que%20les%20%5Cnpersonnes%20qui%20ont%20des%20comp%5Cu00e9tences%20informationnelles%20%5Cu00ab%20ont%20appris%20les%20techniques%20et%20les%20comp%5Cu00e9tences%20%5Cnpour%20utiliser%20la%20large%20gamme%20d%5Cu2019outils%20informationnels%20ainsi%20que%20les%20sources%20primaires%20pour%20fa%5Cu00e7onner%20%5Cndes%20solutions%20informationnelles%20%5Cu00e0%20leurs%20probl%5Cu00e8mes%20%5Cu00bb%20%28Zurkowski%2C%201974%2C%20p.%206%29.%20%5CnPlus%20pr%5Cu00e9cis%5Cu00e9ment%2C%20cette%20collecte%20mobilisera%20les%20r%5Cu00e9sultats%20tir%5Cu00e9s%20d%5Cu2019une%20collecte%20quantitative%20qui%20s%5Cu2019inscrit%20%5Cndans%20le%20cadre%20d%5Cu2019un%20devis%20mixte%20%28Creswell%20et%20Creswell%2C%202018%29%20aupr%5Cu00e8s%20d%5Cu2019%5Cu00e9tudiant%5Cu00b7es%20fr%5Cu00e9quentant%20divers%20%5Cn%5Cu00e9tablissements%20postsecondaires%20du%20Nouveau-Brunswick%20et%20du%20Qu%5Cu00e9bec.%20%5CnNous%20exposerons%20la%20perspective%20des%20%5Cu00e9tudiant%5Cu00b7es%20sur%20les%20enjeux%20environnementaux%2C%20en%20particulier%20les%20%5Cnchangements%20climatiques%20%28Heath%20et%20Gifford%2C%202006%29%2C%20en%20relation%20de%20leurs%20comp%5Cu00e9tences%20%5Cninformationnelles%20%28Doyle%20et%20al.%2C%202019%20%3B%20Michelot%2C%202022%29%20et%20leur%20pens%5Cu00e9e%20critique%20%28Stupple%20et%20al.%2C%202017%29.%20%5CnUn%20sch%5Cu00e9ma%20exp%5Cu00e9rimental%20inspir%5Cu00e9%20de%20Lutzke%20et%20al.%20%282019%29%20aura%20%5Cu00e9t%5Cu00e9%20mis%20en%20place%2C%20impliquant%20la%20%5Cnconstitution%20de%20deux%20groupes%20soumis%20%5Cu00e0%20des%20formations%20sp%5Cu00e9cifiques%2C%20ainsi%20qu%5Cu2019un%20groupe%20t%5Cu00e9moin%20sans%20%5Cnformation.%20D%5Cu2019apr%5Cu00e8s%20les%20conclusions%20de%20Lutzke%20et%20al.%20%282019%29%2C%20la%20prise%20de%20conscience%20de%20la%20pr%5Cu00e9cision%20%5Cnde%20l%5Cu2019information%20a%20le%20potentiel%20de%20r%5Cu00e9duire%20la%20propagation%20de%20la%20d%5Cu00e9sinformation%20en%20ligne%2C%20une%20%5Cndynamique%20qui%20pourrait%20%5Cu00e9galement%20s%5Cu2019appliquer%20aux%20changements%20climatiques.%20%5CnCette%20%5Cu00e9tude%20devrait%20avoir%20permis%20d%5Cu2019alimenter%20la%20r%5Cu00e9flexion%20qui%20contribuera%20au%20d%5Cu00e9veloppement%20d%5Cu2019une%20%5Cnformation%20en%20partenariat%20avec%20l%5Cu2019Agence%20Science-Presse.%20Certains%20%5Cu00e9l%5Cu00e9ments%20de%20cette%20r%5Cu00e9flexion%20%5Cnpourraient%20%5Cu00eatre%20pr%5Cu00e9sent%5Cu00e9s%20au%20terme%20de%20notre%20pr%5Cu00e9sentation.%22%2C%22date%22%3A%222024-03-01%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fcolloquedesinformation.wordpress.com%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A45%3A29Z%22%7D%7D%2C%7B%22key%22%3A%22XCWI2PFH%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Dumouchel%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%201.35%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%3EDumouchel%2C%20G.%2C%20Raynault%2C%20A.%20et%20Michelot%2C%20F.%20%282024%29.%20Apports%20de%20l%26%23x2019%3Bindividu%20et%20de%20la%20collectivit%26%23xE9%3B%20dans%20le%20d%26%23xE9%3Bveloppement%20de%20la%20culture%20informationnelle.%20Vers%20une%20synergie%20num%26%23xE9%3Brique%20durable%20entre%20les%20acteurs%20concern%26%23xE9%3Bs.%20Dans%20F.%20Michelot%20et%20S.%20Collin%20%28dir.%29%2C%20%3Ci%3ELa%20comp%26%23xE9%3Btence%20num%26%23xE9%3Brique%20en%20contexte%20%26%23xE9%3Bducatif%3A%20regards%20crois%26%23xE9%3Bs%20et%20perspectives%20internationales%3C%5C%2Fi%3E%20%28p.%20157%26%23x2011%3B176%29.%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20du%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%27%3Ehttps%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Apports%20de%20l%5Cu2019individu%20et%20de%20la%20collectivit%5Cu00e9%20dans%20le%20d%5Cu00e9veloppement%20de%20la%20culture%20informationnelle.%20Vers%20une%20synergie%20num%5Cu00e9rique%20durable%20entre%20les%20acteurs%20concern%5Cu00e9s%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gabriel%22%2C%22lastName%22%3A%22Dumouchel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Audrey%22%2C%22lastName%22%3A%22Raynault%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22bookTitle%22%3A%22La%20comp%5Cu00e9tence%20num%5Cu00e9rique%20en%20contexte%20%5Cu00e9ducatif%3A%20regards%20crois%5Cu00e9s%20et%20perspectives%20internationales%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22fre%22%2C%22ISBN%22%3A%22978-2-7605-6146-5%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22D2RU55SJ%22%5D%2C%22dateModified%22%3A%222024-12-10T00%3A29%3A17Z%22%7D%7D%2C%7B%22key%22%3A%22JNTT7H8K%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%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%201.35%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%3EMichelot%2C%20F.%20%282024%29.%20D%26%23xE9%3Bvelopper%20une%20litt%26%23xE9%3Bratie%20critique%20en%20enseignement%20face%20aux%20d%26%23xE9%3Bfis%20du%2021e%20si%26%23xE8%3Bcle.%20Ou%20de%20l%26%23x2019%3Bimportance%20d%26%23x2019%3Benseigner%20un%20rapport%20critique%20au%20num%26%23xE9%3Brique%20%26%23xE0%3B%20l%26%23x2019%3B%26%23xE8%3Bre%20des%20infox.%20Dans%20F.%20Michelot%20et%20S.%20Collin%20%28dir.%29%2C%20%3Ci%3ELa%20comp%26%23xE9%3Btence%20num%26%23xE9%3Brique%20en%20contexte%20%26%23xE9%3Bducatif%3A%20regards%20crois%26%23xE9%3Bs%20et%20perspectives%20internationales%3C%5C%2Fi%3E%20%28p.%20425%26%23x2011%3B446%29.%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20du%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%27%3Ehttps%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22D%5Cu00e9velopper%20une%20litt%5Cu00e9ratie%20critique%20en%20enseignement%20face%20aux%20d%5Cu00e9fis%20du%2021e%20si%5Cu00e8cle.%20Ou%20de%20l%5Cu2019importance%20d%5Cu2019enseigner%20un%20rapport%20critique%20au%20num%5Cu00e9rique%20%5Cu00e0%20l%5Cu2019%5Cu00e8re%20des%20infox%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22bookTitle%22%3A%22La%20comp%5Cu00e9tence%20num%5Cu00e9rique%20en%20contexte%20%5Cu00e9ducatif%3A%20regards%20crois%5Cu00e9s%20et%20perspectives%20internationales%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22fre%22%2C%22ISBN%22%3A%22978-2-7605-6146-5%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22D2RU55SJ%22%5D%2C%22dateModified%22%3A%222024-12-10T00%3A27%3A14Z%22%7D%7D%2C%7B%22key%22%3A%22ACXCCZUV%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Collin%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%201.35%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%3EMichelot%2C%20F.%20et%20Collin%2C%20S.%20%28dir.%29.%20%282024%29.%20%3Ci%3ELa%20comp%26%23xE9%3Btence%20num%26%23xE9%3Brique%20en%20contexte%20%26%23xE9%3Bducatif%3A%20regards%20crois%26%23xE9%3Bs%20et%20perspectives%20internationales%3C%5C%2Fi%3E.%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20du%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%27%3Ehttps%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22La%20comp%5Cu00e9tence%20num%5Cu00e9rique%20en%20contexte%20%5Cu00e9ducatif%3A%20regards%20crois%5Cu00e9s%20et%20perspectives%20internationales%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22fre%22%2C%22ISBN%22%3A%22978-2-7605-6146-5%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22D2RU55SJ%22%5D%2C%22dateModified%22%3A%222024-12-10T00%3A08%3A11Z%22%7D%7D%2C%7B%22key%22%3A%22GSNNBHZT%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%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%201.35%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%3EMichelot%2C%20F.%2C%20Collin%2C%20S.%20et%20Lepage%2C%20A.%20%282024%29.%20Horizons%20num%26%23xE9%3Briques%20en%20%26%23xE9%3Bducation.%20Quelles%20perspectives%20%26%23xE0%3B%20l%26%23x2019%3Bheure%20de%20l%26%23x2019%3BIA%20g%26%23xE9%3Bn%26%23xE9%3Brative%26%23x202F%3B%3F%20Dans%20F.%20Michelot%20et%20S.%20Collin%20%28dir.%29%2C%20%3Ci%3ELa%20comp%26%23xE9%3Btence%20num%26%23xE9%3Brique%20en%20contexte%20%26%23xE9%3Bducatif%3A%20regards%20crois%26%23xE9%3Bs%20et%20perspectives%20internationales%3C%5C%2Fi%3E%20%28p.%20511%26%23x2011%3B520%29.%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20du%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%27%3Ehttps%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Horizons%20num%5Cu00e9riques%20en%20%5Cu00e9ducation.%20Quelles%20perspectives%20%5Cu00e0%20l%5Cu2019heure%20de%20l%5Cu2019IA%20g%5Cu00e9n%5Cu00e9rative%20%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alexandre%22%2C%22lastName%22%3A%22Lepage%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22bookTitle%22%3A%22La%20comp%5Cu00e9tence%20num%5Cu00e9rique%20en%20contexte%20%5Cu00e9ducatif%3A%20regards%20crois%5Cu00e9s%20et%20perspectives%20internationales%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22fre%22%2C%22ISBN%22%3A%22978-2-7605-6146-5%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22D2RU55SJ%22%5D%2C%22dateModified%22%3A%222024-12-10T00%3A07%3A44Z%22%7D%7D%2C%7B%22key%22%3A%22XX34YBIJ%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Collin%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%201.35%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%3EMichelot%2C%20F.%20et%20Collin%2C%20S.%20%282024%29.%20Cartographie%28s%29%20de%20la%26%23xA0%3B%20comp%26%23xE9%3Btence%20num%26%23xE9%3Brique.%20Pr%26%23xE9%3Bsentation%20de%20l%26%23x2019%3Bouvrage.%20Dans%20F.%20Michelot%20et%20S.%20Collin%20%28dir.%29%2C%20%3Ci%3ELa%20comp%26%23xE9%3Btence%20num%26%23xE9%3Brique%20en%20contexte%20%26%23xE9%3Bducatif%3A%20regards%20crois%26%23xE9%3Bs%20et%20perspectives%20internationales%3C%5C%2Fi%3E%20%28p.%2019%26%23x2011%3B28%29.%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20du%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%27%3Ehttps%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Cartographie%28s%29%20de%20la%20%20comp%5Cu00e9tence%20num%5Cu00e9rique.%20Pr%5Cu00e9sentation%20de%20l%5Cu2019ouvrage%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Collin%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22bookTitle%22%3A%22La%20comp%5Cu00e9tence%20num%5Cu00e9rique%20en%20contexte%20%5Cu00e9ducatif%3A%20regards%20crois%5Cu00e9s%20et%20perspectives%20internationales%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22fre%22%2C%22ISBN%22%3A%22978-2-7605-6146-5%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.puq.ca%5C%2Fcatalogue%5C%2Flivres%5C%2Fcompetence-numerique-contexte-educatif-4245.html%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22D2RU55SJ%22%5D%2C%22dateModified%22%3A%222024-12-04T21%3A40%3A05Z%22%7D%7D%2C%7B%22key%22%3A%22Y8RHM89A%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Lepage%22%2C%22parsedDate%22%3A%222024%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%201.35%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%3EMichelot%2C%20F.%20et%20Lepage%2C%20A.%20%282024%29.%20%3Ci%3EPerceptions%20de%20l%26%23x2019%3BIA%20chez%20les%20%26%23xE9%3Btudiant%26%23xB7%3Bes%20et%20enseignant%26%23xB7%3Bes%20du%20postsecondaire%26%23x202F%3B%3A%20une%20exploration%20%26%23xE0%3B%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Moncton%3C%5C%2Fi%3E%20%5BDocument%20soumis%20pour%20publication%5D.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22manuscript%22%2C%22title%22%3A%22Perceptions%20de%20l%5Cu2019IA%20chez%20les%20%5Cu00e9tudiant%5Cu00b7es%20et%20enseignant%5Cu00b7es%20du%20postsecondaire%5Cu202f%3A%20une%20exploration%20%5Cu00e0%20l%5Cu2019Universit%5Cu00e9%20de%20Moncton%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alexandre%22%2C%22lastName%22%3A%22Lepage%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22manuscriptType%22%3A%22Document%20soumis%20pour%20publication%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222024-09-23T15%3A54%3A50Z%22%7D%7D%2C%7B%22key%22%3A%2258HTAT35%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Minist%5Cu00e8re%20de%20l%5Cu2019%5Cu00c9ducation%20et%20du%20D%5Cu00e9veloppement%20de%20la%20petite%20enfance%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%201.35%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%3EMinist%26%23xE8%3Bre%20de%20l%26%23x2019%3B%26%23xC9%3Bducation%20et%20du%20D%26%23xE9%3Bveloppement%20de%20la%20petite%20enfance.%20%282024%29.%20%3Ci%3ECadre%20d%26%23x2019%3Borientation%20de%20l%26%23x2019%3Bintelligence%20artificielle%3C%5C%2Fi%3E.%20Gouvernement%20du%20Nouveau-Brunswick.%20R%26%23xE9%3Bcup%26%23xE9%3Br%26%23xE9%3B%20le%206%20septembre%202024%20de%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww2.gnb.ca%5C%2Fcontent%5C%2Fdam%5C%2Fgnb%5C%2FDepartments%5C%2Fed%5C%2Fpdf%5C%2FPublications%5C%2Fcadre-orientation-ia.pdf%27%3Ehttps%3A%5C%2F%5C%2Fwww2.gnb.ca%5C%2Fcontent%5C%2Fdam%5C%2Fgnb%5C%2FDepartments%5C%2Fed%5C%2Fpdf%5C%2FPublications%5C%2Fcadre-orientation-ia.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22document%22%2C%22title%22%3A%22Cadre%20d%5Cu2019orientation%20de%20l%5Cu2019intelligence%20artificielle%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22Minist%5Cu00e8re%20de%20l%5Cu2019%5Cu00c9ducation%20et%20du%20D%5Cu00e9veloppement%20de%20la%20petite%20enfance%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww2.gnb.ca%5C%2Fcontent%5C%2Fdam%5C%2Fgnb%5C%2FDepartments%5C%2Fed%5C%2Fpdf%5C%2FPublications%5C%2Fcadre-orientation-ia.pdf%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22B23MLSKT%22%5D%2C%22dateModified%22%3A%222024-09-06T16%3A48%3A57Z%22%7D%7D%2C%7B%22key%22%3A%228MGCGQTG%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Picco%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%201.35%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%3EPicco%2C%20M.%2C%20Alkhalaf%2C%20R.%20et%20Michelot%2C%20F.%20%282024%29.%20Apprendre%20%26%23xE0%3B%20s%26%23x2019%3Binformer.%20Une%20approche%20de%20la%20pens%26%23xE9%3Be%20critique.%20%3Ci%3EP%26%23xE9%3Bdagogie%20coll%26%23xE9%3Bgiale%3C%5C%2Fi%3E%2C%20%3Ci%3E37%3C%5C%2Fi%3E%281%29%2C%2040%26%23x2011%3B49.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.calameo.com%5C%2Faccount%5C%2Fprivate%5C%2Fread%5C%2F%23code-006737414e18895051f6f%3Fpage%3D42%27%3Ehttps%3A%5C%2F%5C%2Fwww.calameo.com%5C%2Faccount%5C%2Fprivate%5C%2Fread%5C%2F%23code-006737414e18895051f6f%3Fpage%3D42%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22magazineArticle%22%2C%22title%22%3A%22Apprendre%20%5Cu00e0%20s%5Cu2019informer.%20Une%20approche%20de%20la%20pens%5Cu00e9e%20critique%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marilou%22%2C%22lastName%22%3A%22Picco%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22L%5Cu2019information%2C%20qu%5Cu2019elle%20provienne%20des%20m%5Cu00e9dias%20traditionnels%20ou%20num%5Cu00e9riques%2C%20domine%20notre%20quotidien.%20Chaque%20individu%2C%20immerg%5Cu00e9%20dans%20un%20flux%20incessant%20de%20donn%5Cu00e9es%2C%20se%20trouve%20face%20%5Cu00e0%20une%20masse%20d%5Cu2019informations%20consid%5Cu00e9rable.%20Et%20si%20aujourd%5Cu2019hui%20tout%20le%20monde%20peut%20la%20recevoir%2C%20tout%20le%20monde%20peut%20aussi%20la%20cr%5Cu00e9er%20et%20la%20diffuser.%20C%5Cu2019est%20pourquoi%20savoir%20distinguer%20les%20informations%20vraies%2C%20c%5Cu2019est-%5Cu00e0-dire%20les%20informations%20bas%5Cu00e9es%20sur%20des%20faits%20ou%20appuy%5Cu00e9es%20par%20la%20science%2C%20de%20celles%20ne%20relevant%20que%20de%20l%5Cu2019opinion%20devient%20une%20comp%5Cu00e9tence%20indispensable%20%5Cu00e0%20int%5Cu00e9grer%20%5Cu00e0%20la%20formation.%20En%20nous%20appuyant%20sur%20la%20litt%5Cu00e9rature%20en%20%5Cu00e9ducation%20aux%20m%5Cu00e9dias%20ainsi%20que%20sur%20les%20conclusions%20d%5Cu2019une%20%5Cu00e9tude1%20men%5Cu00e9e%20aupr%5Cu00e8s%20d%5Cu2019%5Cu00e9tudiants%20et%20%5Cu00e9tudiantes%20de%2017%20%5Cu00e0%2025%5Cu00a0ans%20portant%20sur%20l%5Cu2019influence%20des%20m%5Cu00e9dias%20num%5Cu00e9riques%20dans%20la%20propagation%20de%20la%20m%5Cu00e9sinformation%2C%20nous%20proposons%20des%20approches%20%5Cu00e9ducatives%20pour%20renforcer%20la%20pens%5Cu00e9e%20critique%20des%20jeunes%20et%20d%5Cu00e9velopper%20une%20litt%5Cu00e9ratie%20informationnelle%2C%20num%5Cu00e9rique%20et%20m%5Cu00e9diatique%20attentive.%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22FR%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.calameo.com%5C%2Faccount%5C%2Fprivate%5C%2Fread%5C%2F%23code-006737414e18895051f6f%3Fpage%3D42%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22B23MLSKT%22%5D%2C%22dateModified%22%3A%222024-02-21T00%3A04%3A38Z%22%7D%7D%2C%7B%22key%22%3A%22PD9YTRKI%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Picco%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%201.35%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%3EPicco%2C%20M.%2C%20Alkhalaf%2C%20R.%20et%20Michelot%2C%20F.%20%282024%29.%20Learning%20to%20Inform%20Oneself.%20An%20Approach%20to%20Critical%20Thinking.%20%3Ci%3EP%26%23xE9%3Bdagogie%20coll%26%23xE9%3Bgiale%3C%5C%2Fi%3E%2C%20%3Ci%3E37%3C%5C%2Fi%3E%281%29%2C%2040%26%23x2011%3B49.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.calameo.com%5C%2Faqpc%5C%2Fread%5C%2F0067374140f69d251b3a1%3Fpage%3D42%27%3Ehttps%3A%5C%2F%5C%2Fwww.calameo.com%5C%2Faqpc%5C%2Fread%5C%2F0067374140f69d251b3a1%3Fpage%3D42%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22magazineArticle%22%2C%22title%22%3A%22Learning%20to%20Inform%20Oneself.%20An%20Approach%20to%20Critical%20Thinking%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marilou%22%2C%22lastName%22%3A%22Picco%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Information%2C%20whether%20from%20traditional%20or%20digital%20media%2C%20dominates%20our%20daily%20lives.%20Each%20individual%2C%20immersed%20in%20an%20incessant%20flow%20of%20data%2C%20is%20faced%20with%20a%20considerable%20mass%20of%20information.%20And%20if%20today%20everyone%20can%20receive%20it%2C%20everyone%20can%20also%20create%20and%20distribute%20it.%20This%20is%20why%20knowing%20how%20to%20distinguish%20between%20true%20information%5Cu2014that%20is%2C%20information%20based%20on%20facts%20or%20supported%20by%20scienceand%20information%20that%20is%20merely%20opinion-based%2C%20is%20becoming%20an%20essential%20competency%20to%20include%20in%20education.%20Drawing%20on%20media%20literacy%20literature%20and%20the%20findings%20of%20a%20study1%20on%20the%20influence%20of%20digital%20media%20on%20the%20spread%20of%20misinformation%2C%20conducted%20with%20students%20aged%2017%20to%2025%2C%20we%20propose%20educational%20approaches%20to%20strengthen%20young%20adults%5Cu2019%20critical%20thinking%20skills%20and%20develop%20attentive%20information%2C%20digital%20and%20media%20literacy.%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22EN%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.calameo.com%5C%2Faqpc%5C%2Fread%5C%2F0067374140f69d251b3a1%3Fpage%3D42%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-21T00%3A03%3A50Z%22%7D%7D%2C%7B%22key%22%3A%22EZDF4DFQ%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222024%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%201.35%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%3EMichelot%2C%20F.%20%282024%29.%20%3Ci%3E%26%23xAB%3BL%26%23x2019%3Bart%26%23xBB%3B%20de%20combler%20les%20vides%26%23x202F%3B%3A%20une%20%26%23xE9%3Bvaluation%20des%20strat%26%23xE9%3Bgies%20de%20remplacement%20des%20donn%26%23xE9%3Bes%20manquantes%20dans%20les%20%26%23xE9%3Btudes%20en%20%26%23xE9%3Bducation%3C%5C%2Fi%3E%20%5BManuscrit%20en%20pr%26%23xE9%3Bparation%5D.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22manuscript%22%2C%22title%22%3A%22%5Cu00abL%27art%5Cu00bb%20de%20combler%20les%20vides%20%3A%20une%20%5Cu00e9valuation%20des%20strat%5Cu00e9gies%20de%20remplacement%20des%20donn%5Cu00e9es%20manquantes%20dans%20les%20%5Cu00e9tudes%20en%20%5Cu00e9ducation%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22manuscriptType%22%3A%22Manuscrit%20en%20pr%5Cu00e9paration%22%2C%22date%22%3A%222024%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222023-12-21T14%3A39%3A34Z%22%7D%7D%2C%7B%22key%22%3A%22BERUU4PB%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222023-07-15%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%201.35%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%3EMichelot%2C%20F.%2C%20Poellhuber%2C%20B.%20et%20B%26%23xE9%3Bland%2C%20S.%20%282023%29.%20M%26%23xE9%3Btalitt%26%23xE9%3Bratie%20et%20pens%26%23xE9%3Be%20critique%20de%20futurs%20enseignants%26%23x202F%3B%3A%20pratiques%20et%20perceptions%20en%20francophonie.%20%3Ci%3ERevue%20internationale%20de%20p%26%23xE9%3Bdagogie%20de%20l%26%23x2019%3Benseignement%20sup%26%23xE9%3Brieur%3C%5C%2Fi%3E%2C%20%3Ci%3E39%3C%5C%2Fi%3E%282%29%2C%201%26%23x2011%3B26.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsg375%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsg375%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%22M%5Cu00e9talitt%5Cu00e9ratie%20et%20pens%5Cu00e9e%20critique%20de%20futurs%20enseignants%20%3A%20pratiques%20et%20perceptions%20en%20francophonie%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%22%7D%5D%2C%22abstractNote%22%3A%22La%20pens%5Cu00e9e%20critique%20et%20la%20capacit%5Cu00e9%20%5Cu00e0%20aborder%20l%5Cu2019information%20sont%20apparues%20comme%20%5Cu00e9tant%20cruciales%20au%20cours%20des%20derni%5Cu00e8res%20ann%5Cu00e9es%2C%20particuli%5Cu00e8rement%20en%20raison%20du%20r%5Cu00f4le%20d%5Cu00e9l%5Cu00e9t%5Cu00e8re%2C%20r%5Cu00e9el%20ou%20suppos%5Cu00e9%2C%20des%20m%5Cu00e9dias%20sociaux.%20Pour%20r%5Cu00e9pondre%20%5Cu00e0%20cet%20enjeu%2C%20le%20r%5Cu00f4le%20de%20l%5Cu2019%5Cu00e9ducation%20et%2C%20par%20cons%5Cu00e9quent%2C%20des%20enseignants%20appara%5Cu00eet%20central.%20Dans%20cet%20article%2C%20nous%20rapportons%20les%20observations%20r%5Cu00e9alis%5Cu00e9es%20aupr%5Cu00e8s%20de%20futurs%20enseignants%20en%20formation%20initiale%20dans%20une%20activit%5Cu00e9%20de%20visionnement%20et%20de%20d%5Cu00e9bat%20sur%20un%20groupe%20social%20Facebook.%20Gr%5Cu00e2ce%20%5Cu00e0%20une%20vid%5Cu00e9ocapture%20%28screencasting%29%20et%20un%20protocole%20de%20pens%5Cu00e9e%20%5Cu00e0%20voix%20haute%2C%20nous%20avons%20%5Cu00e9t%5Cu00e9%20en%20mesure%20de%20documenter%20les%20pratiques%20de%20pens%5Cu00e9e%20critique%20et%20les%20strat%5Cu00e9gies%20de%20m%5Cu00e9talitt%5Cu00e9ratie%20%28un%20concept%20englobant%20des%20comp%5Cu00e9tences%20telles%20que%20la%20litt%5Cu00e9ratie%20informationnelle%20et%20num%5Cu00e9rique%29%20d%5Cu2019enseignants%20en%20formation%20en%20Wallonie%2C%20en%20France%20et%20au%20Qu%5Cu00e9bec%20%28n%20%3D%209%29.%20Avec%20une%20s%5Cu00e9rie%20d%5Cu2019entrevues%20%28n%5Cu2009%3D%5Cu200932%29%2C%20nous%20avons%20pu%20mettre%20en%20contraste%20ces%20strat%5Cu00e9gies%20avec%20les%20strat%5Cu00e9gies%20d%5Cu00e9clar%5Cu00e9es%20comme%20%5Cu00e9tant%20connues.%20Les%20%5Cu00e9tudiants%20en%20formation%20professionnalisante%20mobiliseraient%20davantage%20des%20strat%5Cu00e9gies%20m%5Cu00e9tacognitives%20et%20autocritiques%20tandis%20que%20celles%20et%20ceux%20en%20formation%20disciplinaire%20mobiliseraient%20plut%5Cu00f4t%20des%20strat%5Cu00e9gies%20dites%20crit%5Cu00e9ri%5Cu00e9es.%20Quel%20que%20soit%20le%20type%20de%20formation%2C%20on%20recense%20moins%20de%20strat%5Cu00e9gies%20mobilis%5Cu00e9es%20que%20de%20strat%5Cu00e9gies%20connues.%22%2C%22date%22%3A%222023%5C%2F07%5C%2F15%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgsg375%22%2C%22ISSN%22%3A%220383-0802%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fjournals.openedition.org%5C%2Fripes%5C%2F4943%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22ZIXXQUMF%22%5D%2C%22dateModified%22%3A%222023-07-22T19%3A55%3A50Z%22%7D%7D%2C%7B%22key%22%3A%22Y2ABC79U%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Alkhalaf%20et%20al.%22%2C%22parsedDate%22%3A%222023-06-14%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%201.35%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%3EAlkhalaf%2C%20R.%2C%20Michelot%2C%20F.%2C%20B%26%23xE9%3Bland%20Savoie%2C%20T.%20et%20Picco%2C%20M.%20%282023%2C%2014%20juin%29.%20%3Ci%3EWhy%20Train%20Students%20to%20Cope%20with%20Misinformation%20on%20Contemporary%20Issues%3F%20Qualitative%20Elements%20of%20Understanding%20from%20a%20Mixed-Method%20Study%3C%5C%2Fi%3E%20%5Baffiche%5D.%20Congr%26%23xE8%3Bs%20annuel%20de%20la%20SAPES%202023%2C%20Charlottetown%2C%20Canada.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fkdvs%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fkdvs%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Why%20Train%20Students%20to%20Cope%20with%20Misinformation%20on%20Contemporary%20Issues%3F%20Qualitative%20Elements%20of%20Understanding%20from%20a%20Mixed-Method%20Study%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Tamy%22%2C%22lastName%22%3A%22B%5Cu00e9land%20Savoie%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Marilou%22%2C%22lastName%22%3A%22Picco%22%7D%5D%2C%22abstractNote%22%3A%22Misinformation%20is%20a%20contemporary%20issue%20that%20highlights%20our%20need%20to%20train%20students%20to%20cope%20with%20it%20in%20a%20constantly%20evolving%20digital%20world.%20Post-secondary%20institutions%20should%20be%20at%20the%20forefront%20of%20addressing%20this%20challenge.%20Several%20frameworks%2C%20such%20as%20UNESCO%20%281983%2C%202003%2C%202010%29%20and%20the%20Association%20des%20coll%5Cu00e8ges%20et%20universit%5Cu00e9s%20de%20la%20francophonie%20canadienne%20%282016%29%2C%20emphasize%20the%20importance%20of%20critical%20thinking%20and%20media%20literacy%20in%20education.%5Cn%5CnThis%20presentation%20will%20discuss%20the%20initial%20findings%20of%20a%20research%20project%20aimed%20at%20understanding%20how%20young%20adults%20in%20post-secondary%20education%20interact%20with%20online%20information%2C%20specifically%20regarding%20climate%20change.%20Information%20literacy%2C%20which%20encompasses%20the%20reflective%20discovery%2C%20understanding%2C%20and%20use%20of%20information%2C%20is%20a%20key%20component%20of%20the%20study.%20Critical%20thinking%2C%20defined%20as%20thinking%20that%20is%20well%20reasoned%20and%20supported%20by%20evidence%2C%20is%20also%20essential%20for%20the%2021st%20century%20%28Butler%20%26%20Halpern%2C%202020%3B%20van%20Laar%20et%20al.%2C%202017%29.%5Cn%5CnWe%20conducted%20a%20quantitative%20survey%20of%20approximately%20800%20students%20in%20the%20Atlantic%20Provinces%20and%20interviewed%2017%20students%20to%20explore%20their%20relationship%20with%20online%20information%20and%20misinformation.%20We%20will%20present%20how%20students%27%20critical%20thinking%20and%20information%20literacy%20skills%20affect%20their%20perception%20of%20climate%20change.%20While%20many%20students%20are%20skeptical%20about%20sharing%20or%20producing%20information%20on%20social%20media%20and%20use%20various%20strategies%20to%20evaluate%20received%20publications%2C%20some%20feel%20that%20information%20and%20media%20literacy%20are%20not%20sufficiently%20addressed%20in%20academic%20curricula.%5Cn%5CnOur%20findings%20raise%20concerns%20about%20post-secondary%20education%27s%20ability%20to%20equip%20students%20with%2021st-century%20skills%20effectively.%20Given%20the%20significance%20of%20information%20accuracy%20in%20reducing%20online%20misinformation%2C%20including%20regarding%20climate%20change%20%28Lutzke%20et%20al.%2C%202019%29%2C%20it%20is%20critical%20to%20focus%20on%20teaching%20and%20learning%20outcomes.%20We%20will%20present%20an%20upcoming%20research-action-training%20project%20designed%20to%20support%20students%27%20skill%20development%20and%20invite%20the%20audience%20to%20contribute%20to%20the%20research%20team%27s%20reflection%20on%20how%20to%20address%20the%20issue%20of%20critical%20thinking%20and%20information%20literacy.%22%2C%22date%22%3A%222023-06-14%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fkdvs%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22QQ4SDZPC%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A45%3A22Z%22%7D%7D%2C%7B%22key%22%3A%22DRXUEZWW%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222023-05-11%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%201.35%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%3EMichelot%2C%20F.%2C%20Boukili%20Makhoukhi%2C%20A.%2C%20Brideau%2C%20M.%2C%20Alkhalaf%2C%20R.%20et%20B%26%23xE9%3Bland%20Savoie%2C%20T.%20%282023%2C%2011%20mai%29.%20%3Ci%3EPens%26%23xE9%3Be%20critique%20et%20comp%26%23xE9%3Btences%20informationnelles%20des%20%26%23xE9%3Btudiant%26%23xB7%3Bes%20au%20postsecondaire%26%23x202F%3B%3A%20un%20enjeu%20de%20taille%20face%20aux%20d%26%23xE9%3Bfis%20climatiques%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Colloque%20548%20du%2090e%20Congr%26%23xE8%3Bs%20de%20l%26%23x2019%3BACFAS%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fkb3q%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fkb3q%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Pens%5Cu00e9e%20critique%20et%20comp%5Cu00e9tences%20informationnelles%20des%20%5Cu00e9tudiant%5Cu00b7es%20au%20postsecondaire%20%3A%20un%20enjeu%20de%20taille%20face%20aux%20d%5Cu00e9fis%20climatiques%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Anas%22%2C%22lastName%22%3A%22Boukili%20Makhoukhi%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Maxime%22%2C%22lastName%22%3A%22Brideau%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Riham%22%2C%22lastName%22%3A%22Alkhalaf%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Tamy%22%2C%22lastName%22%3A%22B%5Cu00e9land%20Savoie%22%7D%5D%2C%22abstractNote%22%3A%22Alors%20que%20la%20d%5Cu00e9sinformation%20est%20devenue%20un%20enjeu%20de%20soci%5Cu00e9t%5Cu00e9%20et%20que%20la%20crise%20de%20la%20COVID-19%20a%20montr%5Cu00e9%20qu%5Cu2019elle%20pouvait%20avoir%20des%20r%5Cu00e9percussions%20tr%5Cu00e8s%20concr%5Cu00e8tes%2C%20nous%20proposerons%20ici%20de%20discuter%20des%20impacts%20potentiels%20de%20la%20d%5Cu00e9sinformation%20sur%20la%20compr%5Cu00e9hension%20des%20risques%20%5Cu00e9cologiques%20par%20les%20%5Cu00e9tudiant%5Cu00b7es%20du%20postsecondaire.%5CnBien%20que%20la%20collecte%20soit%20encore%20en%20cours%20%5Cu00e0%20l%5Cu2019heure%20o%5Cu00f9%20ces%20lignes%20sont%20%5Cu00e9crites%2C%20l%5Cu2019objectif%20de%20cette%20communication%20sera%20de%20pr%5Cu00e9senter%20les%20premiers%20%5Cu00e9l%5Cu00e9ments%20quantitatifs%20d%5Cu2019une%20recherche%20mixte%20men%5Cu00e9e%20aupr%5Cu00e8s%20des%20%5Cu00e9tudiant%5Cu00b7es%20des%20provinces%20de%20l%5Cu2019Atlantique.%20Il%20s%5Cu2019agira%20notamment%20d%5Cu2019exposer%20comment%20leur%20rapport%20aux%20questions%20environnementales%20en%20g%5Cu00e9n%5Cu00e9ral%2C%20et%20climatiques%20en%20particulier%2C%20est%20influenc%5Cu00e9%20par%20leur%20pens%5Cu00e9e%20critique%20et%20leurs%20comp%5Cu00e9tences%20informationnelles.%20Puisque%20ces%20deux%20comp%5Cu00e9tences%20se%20retrouvent%20r%5Cu00e9guli%5Cu00e8rement%20nomm%5Cu00e9es%20dans%20les%20r%5Cu00e9f%5Cu00e9rentiels%20universitaires%20%28p.%20ex.%20BCI%2C%202019%29%2C%20nous%20proposerons%20plusieurs%20pistes%20de%20r%5Cu00e9flexion%20afin%20de%20soutenir%20concr%5Cu00e8tement%20leur%20d%5Cu00e9veloppement.%22%2C%22date%22%3A%222023-05-11%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fkb3q%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A45%3A16Z%22%7D%7D%2C%7B%22key%22%3A%22HBV6H6WM%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Alvarez%20et%20al.%22%2C%22parsedDate%22%3A%222023-05-11%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%201.35%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%3EAlvarez%2C%20H.%2C%20Barbier%2C%20P.-Y.%2C%20Beinchet%2C%20A.%2C%20Black%2C%20N.%2C%20L%26%23xE9%3Bvesque%2C%20M.%2C%20Mamprin%2C%20C.%2C%20Michelot%2C%20F.%2C%20Potvin%2C%20C.%20et%20Zaiane-Ghalia%2C%20S.%20%282023%2C%2011%20mai%29.%20%3Ci%3ECompr%26%23xE9%3Bhensions%2C%20perceptions%20et%20pratiques%20des%20principes%20d%26%23x2019%3B%26%23xC9%3BDID%20par%20le%20corps%20enseignant%20face%20aux%20prescriptions%20politiques%20et%20institutionnelles%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Colloque%20548%20du%2090e%20Congr%26%23xE8%3Bs%20de%20l%26%23x2019%3BACFAS%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fkcjh%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fkcjh%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Compr%5Cu00e9hensions%2C%20perceptions%20et%20pratiques%20des%20principes%20d%5Cu2019%5Cu00c9DID%20par%20le%20corps%20enseignant%20face%20aux%20prescriptions%20politiques%20et%20institutionnelles%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22H%5Cu00e9ctor%22%2C%22lastName%22%3A%22Alvarez%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Pierre-Yves%22%2C%22lastName%22%3A%22Barbier%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Beinchet%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Nancy%22%2C%22lastName%22%3A%22Black%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Monique%22%2C%22lastName%22%3A%22L%5Cu00e9vesque%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Caterina%22%2C%22lastName%22%3A%22Mamprin%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Cynthia%22%2C%22lastName%22%3A%22Potvin%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Selma%22%2C%22lastName%22%3A%22Zaiane-Ghalia%22%7D%5D%2C%22abstractNote%22%3A%22Depuis%20plusieurs%20ann%5Cu00e9es%2C%20l%5Cu2019%5Cu00e9quit%5Cu00e9%2C%20la%20diversit%5Cu00e9%20et%20l%5Cu2019inclusion%20%28EDI%29%20sont%20promues%20par%20des%20politiques%20publiques%20en%20%5Cu00e9ducation%2C%20notamment%20en%20enseignement%20sup%5Cu00e9rieur%20%28cf.%20CCRC%2C%202021%20%3B%20CRSH%202021%20%3B%20Universit%5Cu00e9s%20Canada%2C%202017%29.%20Les%20%5Cu00e9tablissements%20ont%20mis%20sur%20pied%20diverses%20initiatives%20que%20le%20large%20%5Cu00e9ventail%20de%20d%5Cu00e9finitions%20et%20de%20pratiques%20r%5Cu00e9v%5Cu00e8le%20%28Tamtik%20et%20Guenter%2C%202019%29.%20Cependant%2C%20le%20principe%20de%20la%20d%5Cu00e9colonisation%20%28D%29%20de%20l%5Cu2019enseignement%20sup%5Cu00e9rieur%2C%20issu%20des%20appels%20%5Cu00e0%20l%5Cu2019action%20de%20la%20Commission%20de%20v%5Cu00e9rit%5Cu00e9%20et%20r%5Cu00e9conciliation%20du%20Canada%20%282012%29%2C%20a%20%5Cu00e9volu%5Cu00e9%20ind%5Cu00e9pendamment%20d%5Cu2019une%20institution%20universitaire%20%5Cu00e0%20l%5Cu2019autre.%5Cn%5Cn%5CnSous%20le%20concept%20d%5Cu2019%5Cu00c9DID%20port%5Cu00e9%20par%20la%20F%5Cu00e9d%5Cu00e9ration%20des%20sciences%20humaines%20%28s.%20d.%29%2C%20notre%20%5Cu00e9quipe%20a%20men%5Cu00e9%2C%20durant%20l%5Cu2019ann%5Cu00e9e%202022-2023%2C%20une%20%5Cu00e9tude%20mixte%20dans%20le%20but%20de%20brosser%20un%20portrait%20des%20compr%5Cu00e9hensions%20et%20perceptions%20de%20ce%20concept%20au%20sein%20du%20corps%20enseignant%20de%20notre%20universit%5Cu00e9%20incluant%20les%20professeurs%20et%20les%20charg%5Cu00e9%5Cu00b7es%20de%20cours%20%28N%5Cu2248500%29.%20La%20collecte%20%5Cu00e9tant%20encore%20en%20cours%2C%20la%20pr%5Cu00e9sente%20communication%20exposera%20des%20donn%5Cu00e9es%20pr%5Cu00e9liminaires%20relatives%20au%20niveau%20de%20connaissance%2C%20de%20compr%5Cu00e9hension%20et%20d%5Cu2019int%5Cu00e9gration%20de%20la%20pratique%20acad%5Cu00e9mique%20des%20principes%20de%20l%5Cu2019%5Cu00c9DID.%20Une%20comparaison%20sera%20op%5Cu00e9r%5Cu00e9e%20avec%20la%20fa%5Cu00e7on%20dont%20ces%20principes%20sont%20pr%5Cu00e9sent%5Cu00e9s%20dans%20les%20politiques%20gouvernementales%20et%20institutionnelles.%20Plusieurs%20d%5Cu00e9calages%20observ%5Cu00e9s%20pourraient%20%5Cu00eatre%20discut%5Cu00e9s%20afin%20de%20surmonter%20le%20d%5Cu00e9fi%20de%20l%5Cu2019implantation%20de%20l%5Cu2019%5Cu00c9DID.%20Au-del%5Cu00e0%20des%20politiques%20institutionnelles%2C%20diff%5Cu00e9rentes%20mesures%20seront%20aussi%20discut%5Cu00e9es%20%28Campbell%2C%202021%29.%22%2C%22date%22%3A%222023-05-11%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fkcjh%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A45%3A10Z%22%7D%7D%2C%7B%22key%22%3A%22XFCDA57F%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Alvarez%20et%20al.%22%2C%22parsedDate%22%3A%222023-05-04%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%201.35%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%3EAlvarez%2C%20H.%2C%20Barbier%2C%20P.-Y.%2C%20Beinchet%2C%20A.%2C%20Black%2C%20N.%2C%20Bouchard%2C%20C.%2C%20LeBlanc%2C%20S.%20R.%2C%20L%26%23xE9%3Bvesque%2C%20M.%2C%20Mamprin%2C%20C.%2C%20Michelot%2C%20F.%2C%20Potvin%2C%20C.%20et%20Zaiane-Ghalia%2C%20S.%20%282023%2C%204%20mai%29.%20%3Ci%3ECompr%26%23xE9%3Bhensions%20et%20perceptions%20des%20principes%20d%26%23x2019%3B%26%23xE9%3Bquit%26%23xE9%3B%2C%20diversit%26%23xE9%3B%2C%20inclusion%20et%20d%26%23xE9%3Bcolonisation%20par%20des%20enseignant%26%23xB7%3Be%26%23xB7%3Bs%20face%20aux%20prescriptions%20politiques%20et%20institutionnelles%3C%5C%2Fi%3E%20%5Bcommunication%5D.%2010e%20colloque%20international%20en%20%26%23xE9%3Bducation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Compr%5Cu00e9hensions%20et%20perceptions%20des%20principes%20d%5Cu2019%5Cu00e9quit%5Cu00e9%2C%20diversit%5Cu00e9%2C%20inclusion%20et%20d%5Cu00e9colonisation%20par%20des%20enseignant%5Cu00b7e%5Cu00b7s%20face%20aux%20prescriptions%20politiques%20et%20institutionnelles%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22H%5Cu00e9ctor%22%2C%22lastName%22%3A%22Alvarez%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Pierre-Yves%22%2C%22lastName%22%3A%22Barbier%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Beinchet%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Nancy%22%2C%22lastName%22%3A%22Black%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Chantal%22%2C%22lastName%22%3A%22Bouchard%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Stefanie%20Ren%5Cu00e9e%22%2C%22lastName%22%3A%22LeBlanc%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Monique%22%2C%22lastName%22%3A%22L%5Cu00e9vesque%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Caterina%22%2C%22lastName%22%3A%22Mamprin%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Cynthia%22%2C%22lastName%22%3A%22Potvin%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Selma%22%2C%22lastName%22%3A%22Zaiane-Ghalia%22%7D%5D%2C%22abstractNote%22%3A%22Depuis%20plusieurs%20ann%5Cu00e9es%2C%20l%5Cu2019%5Cu00e9quit%5Cu00e9%2C%20la%20diversit%5Cu00e9%20et%20l%5Cu2019inclusion%20%28%5Cu00c9DI%29%20sont%20promues%20par%20des%20politiques%20publiques%20en%20%5Cu00e9ducation%2C%20singuli%5Cu00e8rement%20en%20enseignement%20sup%5Cu00e9rieur%20%28cf.%20CCRC%2C%202021%5Cu2009%3B%20CRSH%5Cu202f2021%5Cu2009%3B%20Universit%5Cu00e9s%20Canada%2C%202017%29.%20Les%20%5Cu00e9tablissements%20ont%20mis%20sur%20pied%20diverses%20initiatives%20que%20le%20large%20%5Cu00e9ventail%20de%20d%5Cu00e9finitions%20et%20de%20pratiques%20r%5Cu00e9v%5Cu00e8le%20%28Tamtik%20et%20Guenter%2C%202019%29.%20Pour%20sa%20part%2C%20le%20principe%20de%20la%20d%5Cu00e9colonisation%20%28D%29%20de%20l%5Cu2019enseignement%20sup%5Cu00e9rieur%2C%20issu%20des%20appels%20%5Cu00e0%20l%5Cu2019action%20de%20la%20Commission%20de%20v%5Cu00e9rit%5Cu00e9%20et%20r%5Cu00e9conciliation%20du%20Canada%20%282012%29%2C%20a%20%5Cu00e9volu%5Cu00e9%20ind%5Cu00e9pendamment%20d%5Cu2019une%20institution%20universitaire%20%5Cu00e0%20l%5Cu2019autre.%20Sous%20le%20concept%20d%5Cu2019%5Cu00c9DID%20port%5Cu00e9%20par%20la%20F%5Cu00e9d%5Cu00e9ration%20des%20sciences%20humaines%20%28s.%20d.%29%2C%20notre%20%5Cu00e9quipe%20a%20men%5Cu00e9%2C%20durant%20l%5Cu2019ann%5Cu00e9e%5Cu202f2022-2023%2C%20une%20%5Cu00e9tude%20mixte%20dont%20le%20but%20consistait%20%5Cu00e0%20brosser%20un%20portrait%20des%20perceptions%20et%20compr%5Cu00e9hensions%20du%20concept%20au%20sein%20du%20corps%20enseignant%20de%20notre%20universit%5Cu00e9.%20La%20pr%5Cu00e9sente%20communication%20exposera%20les%20donn%5Cu00e9es%20les%20donn%5Cu00e9es%20recueillies%20aupr%5Cu00e8s%20du%20corps%20professoral%20au%20sujet%20de%20leur%20niveau%20de%20familiarit%5Cu00e9%20avec%20les%20quatre%20principes%20de%20l%27%5Cu00c9DID.%20Une%20comparaison%20sera%20op%5Cu00e9r%5Cu00e9e%20avec%20la%20fa%5Cu00e7on%20dont%20ces%20principes%20sont%20pr%5Cu00e9sent%5Cu00e9s%20dans%20les%20politiques%20gouvernementales%20et%20institutionnelles.%20Plusieurs%20des%20d%5Cu00e9calages%20observ%5Cu00e9s%20devraient%20%5Cu00eatre%20questionn%5Cu00e9s%20afin%20de%20surmonter%20le%20d%5Cu00e9fi%20de%20l%5Cu2019implantation%20de%20l%5Cu2019%5Cu00c9DID.%20Au-del%5Cu00e0%20des%20politiques%20institutionnelles%2C%20diff%5Cu00e9rentes%20mesures%20seront%20abord%5Cu00e9es%20%28Campbell%2C%202021%29.%22%2C%22date%22%3A%222023-05-04%22%2C%22url%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%5D%2C%22dateModified%22%3A%222024-02-28T15%3A16%3A55Z%22%7D%7D%2C%7B%22key%22%3A%22AX8PNYA6%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222023-02-14%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%201.35%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%3EMichelot%2C%20F.%20%282023%2C%2014%20f%26%23xE9%3Bvrier%29.%20%3Ci%3ETeaching%2021st%20Century%20Skills%3A%20Myth%20or%20Urgent%20Reality%3F%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Seminare%2C%20Friedrich-Alexander-Universit%26%23xE4%3Bt%20Erlangen-N%26%23xFC%3Brnberg%20%28Bavi%26%23xE8%3Bre%2C%20Allemagne%29.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fprofilehreplus.de%5C%2Fseminare%5C%2Fteaching-21st-century-skills-myth-or-urgent-reality%27%3Ehttps%3A%5C%2F%5C%2Fprofilehreplus.de%5C%2Fseminare%5C%2Fteaching-21st-century-skills-myth-or-urgent-reality%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Teaching%2021st%20Century%20Skills%3A%20Myth%20or%20Urgent%20Reality%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Over%20the%20past%2020%20years%2C%20approaches%20to%20digital%20skills%20have%20changed%20significantly.%20From%20a%20technical%20perspective%2C%20our%20relationship%20with%20digital%20technology%20gradually%20became%20more%20multifaceted.%20While%20educational%20frameworks%20focused%20on%20abilities%20at%20the%20beginning%20of%20the%2021st%20century%2C%20digital%20competencies%20are%20now%20associated%20with%20concepts%20such%20as%20media%20and%20information%20literacy%2C%20as%20well%20as%20broader%20cross-disciplinary%20competencies%20and%20soft%20skills%20such%20as%20collaboration%2C%20problem-solving%2C%20critical%20thinking%2C%20etc.%20This%20workshop%20will%20introduce%20the%20evolution%20of%20digital%20competencies%20from%20an%20international%20perspective%20with%20focus%20on%20the%20role%20of%20higher%20education.%20In%20particular%2C%20we%20will%20mobilize%20the%20work%20done%20in%20the%20reflections%20leading%20up%20to%20the%20Qu%5Cu00e9bec%20Digital%20Competency%20Framework%2C%20a%20structural%20measure%20of%20the%20Digital%20Action%20Plan%20for%20Education%20and%20Higher%20Education%20that%20takes%20into%20account%20every%20level%20of%20Qu%5Cu00e9bec%5Cu2019s%20education%20system.%20Despite%20intrinsic%20qualities%2C%20this%20type%20of%20framework%20%28we%20can%20also%20mention%20the%20European%20DigComp%20frameworks%29%20presents%20some%20conceptual%20and%20practical%20issues%2C%20as%20we%20need%20to%20go%20beyond%20the%20normative%20approach%20to%20digital%20to%20develop%20complete%20digital%20citizenship.%20We%20will%20adress%20that%20conceptual%20and%20practical%20side%20and%20emphasize%2C%20what%20university%20teachers%20can%20do%20to%20foster%20these%20needed%20%5C%22future%20skills%5C%22.%20For%20example%3A%20We%20will%20suggest%20you%20some%20activities%2C%20which%20can%20be%20used%20in%20several%20disciplines%2C%20in%20order%20to%20encourage%20learners%20to%20develop%20their%20digital%20skills%20by%20addressing%20media%2C%20environment%20or%20ethical%20issues.%5Cn%5Cn%5Cn%5CnPh.D.%20in%20Education%20with%20a%20specialty%20in%20Andragogy%2C%20Florent%20Michelot%20is%20a%20professor%20in%20the%20Administration%2C%20Arts%2C%20and%20Human%20Sciences%20sector%20at%20the%20Universit%5Cu00e9%20de%20Moncton%2C%20Shippagan%20campus.%20Before%20that%2C%20he%20was%20a%20pedagogical%20advisor%20and%20a%20lecturer%20at%20the%20Universit%5Cu00e9%20de%20Montr%5Cu00e9al.%20Their%20works%20focus%20on%20post-secondary%20education%2C%20particularly%20relating%20to%20digital%20technology.%20His%20current%20research%20focuses%20on%20two%20complementary%20fields%3A%20i%29%20the%20adoption%20of%20digital%20technologies%20in%20e-learning%20%28distance%20education%20on%20the%20Internet%29%20by%20teachers%20and%20students%2C%20particularly%20in%20the%20context%20of%20disruptions%20caused%20by%20the%20pandemic%3B%20ii%29%20the%20development%20of%20the%20so-called%2021st-century%20skills%2C%20particularly%20critical%20thinking%20and%20information%2C%20digital%20and%20media%20literacy.%20Florent%20Michelot%20is%20also%20graduated%20in%20law%2C%20political%20science%2C%20and%20public%20administration%2C%20and%20has%20been%20a%20lecturer%20in%20the%20political%20science%20department%20of%20UQAM.%20He%20was%20also%20a%20member%20of%20the%20Commission%20de%20l%5Cu2019enseignement%20et%20de%20la%20recherche%20universitaire%20%28Commission%20on%20University%20Education%20and%20Research%29%20of%20the%20Conseil%20sup%5Cu00e9rieur%20de%20l%5Cu2019%5Cu00e9ducation%20du%20Qu%5Cu00e9bec%20%28Qu%5Cu00e9bec%20Superior%20Council%20of%20Education%29.%22%2C%22date%22%3A%222023-02-14%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fprofilehreplus.de%5C%2Fseminare%5C%2Fteaching-21st-century-skills-myth-or-urgent-reality%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229DPTZ7UZ%22%2C%22B23MLSKT%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A44%3A45Z%22%7D%7D%2C%7B%22key%22%3A%22E8AKTNVA%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%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%201.35%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%3EMichelot%2C%20F.%20%282023%29.%20De%20l%26%23x2019%3Butilisation%20contrainte%20de%20la%20formation%20%26%23xE0%3B%20distance%20%26%23xE0%3B%20la%20%26%23xAB%3B%26%23x202F%3Bnormalisation%26%23x202F%3B%26%23xBB%3B%20des%20pratiques%3F%20Une%20%26%23xE9%3Btude%20de%20cas%20%26%23xE0%3B%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Moncton%2C%20campus%20de%20Shippagan.%20%3Ci%3ERevue%20internationale%20des%20technologies%20en%20p%26%23xE9%3Bdagogie%20universitaire%3C%5C%2Fi%3E%2C%20%3Ci%3E20%3C%5C%2Fi%3E%282%29%2C%20220%26%23x2011%3B240.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsvjrk%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsvjrk%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%22De%20l%5Cu2019utilisation%20contrainte%20de%20la%20formation%20%5Cu00e0%20distance%20%5Cu00e0%20la%20%5Cu00ab%20normalisation%20%5Cu00bb%20des%20pratiques%3F%20Une%20%5Cu00e9tude%20de%20cas%20%5Cu00e0%20l%5Cu2019Universit%5Cu00e9%20de%20Moncton%2C%20campus%20de%20Shippagan%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%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%2210%5C%2Fgsvjrk%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%2F529%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222023-10-12T19%3A58%3A36Z%22%7D%7D%2C%7B%22key%22%3A%22TSM6K65T%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Poellhuber%20and%20Michelot%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%201.35%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%3EPoellhuber%2C%20B.%20et%20Michelot%2C%20F.%20%282023%29.%20Les%20r%26%23xE9%3Bsultats%20d%26%23x2019%3Bun%20programme%20de%20formation%20%26%23xE0%3B%20vis%26%23xE9%3Be%20transformatrice%20sur%20le%20sentiment%20d%26%23x2019%3Befficacit%26%23xE9%3B%20personnelle%20et%20les%20pratiques%20p%26%23xE9%3Bdagogiques%20des%20enseignantes%20et%20enseignants.%20%3Ci%3ERevue%20internationale%20des%20technologies%20en%20p%26%23xE9%3Bdagogie%20universitaire%3C%5C%2Fi%3E%2C%20%3Ci%3E20%3C%5C%2Fi%3E%282%29%2C%2022%26%23x2011%3B27.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsvjrj%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsvjrj%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%22Les%20r%5Cu00e9sultats%20d%5Cu2019un%20programme%20de%20formation%20%5Cu00e0%20vis%5Cu00e9e%20transformatrice%20sur%20le%20sentiment%20d%5Cu2019efficacit%5Cu00e9%20personnelle%20et%20les%20pratiques%20p%5Cu00e9dagogiques%20des%20enseignantes%20et%20enseignants%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%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%2210%5C%2Fgsvjrj%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%2F516%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222023-10-30T18%3A17%3A00Z%22%7D%7D%2C%7B%22key%22%3A%2234V8QWRB%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Black%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%201.35%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%3EBlack%2C%20N.%20L.%2C%20Bouchard%2C%20C.%2C%20Potvin%2C%20C.%2C%20Michelot%2C%20F.%20et%20Levesque%2C%20M.%20%282023%29.%20Perspectives%20exp%26%23xE9%3Brientielles%20postpand%26%23xE9%3Bmiques%20de%20r%26%23xE9%3Binvestissement%20technop%26%23xE9%3Bdagogique%20chez%20le%20personnel%20enseignant%20universitaire.%20%3Ci%3ERevue%20internationale%20des%20technologies%20en%20p%26%23xE9%3Bdagogie%20universitaire%3C%5C%2Fi%3E%2C%20%3Ci%3E20%3C%5C%2Fi%3E%282%29%2C%20241%26%23x2011%3B259.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsvjrm%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgsvjrm%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%22Perspectives%20exp%5Cu00e9rientielles%20postpand%5Cu00e9miques%20de%20r%5Cu00e9investissement%20technop%5Cu00e9dagogique%20chez%20le%20personnel%20enseignant%20universitaire%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nancy%20L.%22%2C%22lastName%22%3A%22Black%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Chantal%22%2C%22lastName%22%3A%22Bouchard%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Cynthia%22%2C%22lastName%22%3A%22Potvin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Monique%22%2C%22lastName%22%3A%22Levesque%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%2210%5C%2Fgsvjrm%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%2F530%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222023-10-30T18%3A17%3A00Z%22%7D%7D%2C%7B%22key%22%3A%2222FB54MW%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Parent%22%2C%22parsedDate%22%3A%222022-11-04%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%201.35%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%3EMichelot%2C%20F.%20et%20Parent%2C%20S.%20%282022%2C%204%20novembre%29.%20%3Ci%3ELe%20num%26%23xE9%3Brique%20face%20au%20climat%26%23x202F%3B%3A%20probl%26%23xE8%3Bme%20ou%20%26%23xE9%3Bl%26%23xE9%3Bment%20de%20r%26%23xE9%3Bponse%26%23x202F%3B%3F%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Journ%26%23xE9%3Be%20du%20num%26%23xE9%3Brique%20en%20%26%23xE9%3Bducation.%20%26%23xC9%3Bdition%202022%2C%20Qu%26%23xE9%3Bbec%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27http%3A%5C%2F%5C%2Fwww.education.gouv.qc.ca%5C%2Fdossiers-thematiques%5C%2Fplan-daction-numerique%5C%2Fformations%5C%2Fjournee-du-numerique-en-education%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Fwww.education.gouv.qc.ca%5C%2Fdossiers-thematiques%5C%2Fplan-daction-numerique%5C%2Fformations%5C%2Fjournee-du-numerique-en-education%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Le%20num%5Cu00e9rique%20face%20au%20climat%20%3A%20probl%5Cu00e8me%20ou%20%5Cu00e9l%5Cu00e9ment%20de%20r%5Cu00e9ponse%20%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Parent%22%7D%5D%2C%22abstractNote%22%3A%22Le%20sc%5Cu00e9nario%20d%5Cu2019un%20r%5Cu00e9chauffement%20climatique%20limit%5Cu00e9%20%5Cu00e0%20%2B1%2C5%20%5Cu00b0C%20implique%20que%20l%5Cu2019%5Cu00e9mission%20de%20gaz%20%5Cu00e0%20effet%20de%20serre%20%28GES%29%20atteigne%20un%20pic%20entre%202020%20et%202025.%20De%20fait%2C%20les%20trajectoires%20mod%5Cu00e9lis%5Cu00e9es%20exigent%20des%20r%5Cu00e9ductions%20rapides%20dans%20tous%20les%20secteurs%20%28GIEC%2C%202022%29.%20Quelle%20part%20de%20responsabilit%5Cu00e9%20l%5Cu2019%5Cu00e9ducation%20doit-elle%20prendre%20dans%20ce%20virage%3F%20Certes%2C%20l%5Cu2019%5Cu00e9ducation%20et%20l%5Cu2019information%20ont%20un%20r%5Cu00f4le%20%5Cu00e0%20jouer%20dans%20l%5Cu2019%5Cu00e9volution%20des%20comportements%2C%20mais%20la%20question%20de%20la%20place%20croissante%20des%20technologies%20%5Cu00e9ducatives%20m%5Cu00e9rite%20d%5Cu2019%5Cu00eatre%20pos%5Cu00e9e.%5Cn%5CnBas%5Cu00e9e%20sur%20les%20recherches%20actuelles%2C%20cette%20pr%5Cu00e9sentation%20abordera%20les%20divers%20types%20d%5Cu2019impacts%20%28en%20mati%5Cu00e8re%20de%20GES%2C%20d%5Cu2019%5Cu00e9nergie%2C%20de%20d%5Cu00e9chets%2C%20etc.%29%20g%5Cu00e9n%5Cu00e9r%5Cu00e9s%20par%20les%20technologies%20de%20l%5Cu2019information%20et%20de%20la%20communication%20%28TIC%29%20dans%20l%5Cu2019enseignement%20et%20l%5Cu2019apprentissage.%20Cela%20permettra%20de%20discuter%20de%20la%20fa%5Cu00e7on%20d%5Cu2019aborder%20les%20enjeux%20d%5Cu2019une%20citoyennet%5Cu00e9%20num%5Cu00e9rique%20critique%20en%20lien%20avec%20les%20enjeux%20contemporains.%22%2C%22date%22%3A%222022-11-04%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.education.gouv.qc.ca%5C%2Fdossiers-thematiques%5C%2Fplan-daction-numerique%5C%2Fformations%5C%2Fjournee-du-numerique-en-education%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22B23MLSKT%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A44%3A26Z%22%7D%7D%2C%7B%22key%22%3A%22KJARQBTM%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222022-10-13%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%201.35%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%3EMichelot%2C%20F.%20%282022%29.%20Obstacles%20et%20opportunit%26%23xE9%3Bs%20strat%26%23xE9%3Bgiques%20de%20l%26%23x2019%3Bavenir%20de%20la%20formation%20%26%23xE0%3B%20distance.%20Une%20contribution%20%26%23xE0%3B%20la%20planification%20strat%26%23xE9%3Bgique%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Moncton.%20%3Ci%3EDistances%20et%20m%26%23xE9%3Bdiations%20des%20savoirs%3C%5C%2Fi%3E%2C%20%3Ci%3E39%3C%5C%2Fi%3E%2839%29.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgq6pzt%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgq6pzt%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%22Obstacles%20et%20opportunit%5Cu00e9s%20strat%5Cu00e9giques%20de%20l%5Cu2019avenir%20de%20la%20formation%20%5Cu00e0%20distance.%20Une%20contribution%20%5Cu00e0%20la%20planification%20strat%5Cu00e9gique%20de%20l%5Cu2019Universit%5Cu00e9%20de%20Moncton%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Dire%20que%20la%20Covid-19%20a%20boulevers%5Cu00e9%20le%20rapport%20%5Cu00e0%20la%20formation%20%5Cu00e0%20distance%20%28FAD%29%20est%20une%20%5Cu00e9vidence%20qui%20rel%5Cu00e8ve%20du%20truisme.%20Sur%20le%20plan%20de%20la%20recherche%2C%20l%5Cu2019accroissement%20des%20productions%20a%20%5Cu00e9t%5Cu00e9%20consid%5Cu00e9rable.%20Par%20exemple%2C%20dans%20la%20base%20de%20donn%5Cu00e9es%20ERIC%2C%20le%20nombre%20d%5Cu2019articles%20r%5Cu00e9f%5Cu00e9renc%5Cu00e9s%20en%20anglais%20portant%20sur%20l%5Cu2019%5Cu00e9ducation%20%5Cu00e0%20distance%20%28%5Cu00ab%5Cu00a0Distance%20Education%5Cu00a0%5Cu00bb%29%20a%20quasiment%20%5Cu00e9t%5Cu00e9%20multipli%5Cu00e9%20par%20cinq%20entre%202019%20%28454%5Cu00a0r%5Cu00e9f%5Cu00e9rences%29%20et%202021%20%282%5Cu00a0223%29.%20Mais%20la%20production%20scientifique%20en%20%5Cu00e9ducation%20ne%20se%20traduit%20pas%20n%5Cu00e9cessaire...%22%2C%22date%22%3A%222022-10-13%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgq6pzt%22%2C%22ISSN%22%3A%222264-7228%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.openedition.org%5C%2Fdms%5C%2F8359%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222024-01-10T16%3A36%3A29Z%22%7D%7D%2C%7B%22key%22%3A%227WSJDKIP%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Bistodeau%20et%20al.%22%2C%22parsedDate%22%3A%222022-10-13%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%201.35%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%3EBistodeau%2C%20A.%2C%20Lafleur%2C%20F.%20et%20Michelot%2C%20F.%20%282022%29.%20L%26%23x2019%3B%26%23xE9%3Bvaluation%20sous%20surveillance%20par%20cam%26%23xE9%3Bra.%20Les%20perceptions%20d%26%23x2019%3B%26%23xE9%3Btudiants%20universitaires%20en%20contexte%20de%20pand%26%23xE9%3Bmie.%20%3Ci%3EDistances%20et%20m%26%23xE9%3Bdiations%20des%20savoirs%3C%5C%2Fi%3E%2C%20%3Ci%3E39%3C%5C%2Fi%3E%2839%29.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgq6pz4%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgq6pz4%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%5Cu00e9valuation%20sous%20surveillance%20par%20cam%5Cu00e9ra.%20Les%20perceptions%20d%5Cu2019%5Cu00e9tudiants%20universitaires%20en%20contexte%20de%20pand%5Cu00e9mie%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Audrey%22%2C%22lastName%22%3A%22Bistodeau%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22France%22%2C%22lastName%22%3A%22Lafleur%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Le%20confinement%20li%5Cu00e9%20%5Cu00e0%20la%20pand%5Cu00e9mie%20de%20Covid-19%20a%20forc%5Cu00e9%20les%20universit%5Cu00e9s%20%5Cu00e0%20tenir%20des%20examens%20%5Cu00e0%20distance%20sans%20n%5Cu00e9cessairement%20disposer%20d%5Cu2019outils%20de%20t%5Cu00e9l%5Cu00e9surveillance%20appropri%5Cu00e9s.%20La%20pr%5Cu00e9sente%20%5Cu00e9tude%20se%20penche%20sur%20le%20cas%20de%20l%5Cu2019universit%5Cu00e9%20du%20Qu%5Cu00e9bec%20%5Cu00e0%20Trois-Rivi%5Cu00e8res%2C%20qui%20a%20pr%5Cu00e9conis%5Cu00e9%20les%20examens%20sous%20surveillance%20cam%5Cu00e9ra%20par%20le%20biais%20de%20l%5Cu2019application%20Zoom.%20L%5Cu2019objectif%20de%20cette%20recherche%20est%20de%20documenter%20les%20conditions%20dans%20lesquelles%20les%20%5Cu00e9tudiants%20ont%20r%5Cu00e9alis%5Cu00e9%20ces%20examens%2C%20ainsi%20que%20leurs%20perceptions%20concernant%20certaines%20dimensions%20de%20l%5Cu2019%5Cu00e9valuation%20en%20ligne.%20Les%20r%5Cu00e9sultats%20du%20sondage%20effectu%5Cu00e9%20aupr%5Cu00e8s%20de%20396%5Cu00a0%5Cu00e9tudiants%20indiquent%20qu%5Cu2019ils%20n%5Cu2019%5Cu00e9taient%20pas%20bien%20pr%5Cu00e9par%5Cu00e9s%20%5Cu00e0%20passer%20ce%20type%20d%5Cu2019examen%2C%20et%20que%20plusieurs%20d%5Cu2019entre%20eux%20n%5Cu2019avaient%20pas%20acc%5Cu00e8s%20%5Cu00e0%20des%20conditions%20favorables%2C%20%5Cu00e0%20du%20mat%5Cu00e9riel%20informatique%20ou%20%5Cu00e0%20une%20connexion%20Internet%20appropri%5Cu00e9s.%20Les%20%5Cu00e9tudiants%20sont%20d%5Cu2019avis%20que%20l%5Cu2019utilisation%20de%20la%20webcam%20et%20la%20contrainte%20de%20temps%20limit%5Cu00e9%20ont%20contribu%5Cu00e9%20%5Cu00e0%20augmenter%20leur%20stress%20durant%20l%5Cu2019examen.%20La%20moiti%5Cu00e9%20des%20r%5Cu00e9pondants%20n%5Cu2019%5Cu00e9taient%20pas%20%5Cu00e0%20l%5Cu2019aise%20d%5Cu2019%5Cu00eatre%20film%5Cu00e9s%2C%20et%20ils%20consid%5Cu00e8rent%20que%20cela%20%5Cu00e9tait%20une%20atteinte%20%5Cu00e0%20leur%20vie%20priv%5Cu00e9e.%20Bien%20que%20la%20limitation%20de%20la%20tricherie%20soit%20un%20enjeu%20important%20pour%20les%20%5Cu00e9tudiants%2C%20ils%20sont%20d%5Cu2019avis%20que%20l%5Cu2019examen%20en%20ligne%20sous%20surveillance%20cam%5Cu00e9ra%20ne%20permet%20pas%20de%20la%20pr%5Cu00e9venir.%22%2C%22date%22%3A%222022-10-13%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgq6pz4%22%2C%22ISSN%22%3A%222264-7228%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.openedition.org%5C%2Fdms%5C%2F8168%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222024-01-10T16%3A36%3A26Z%22%7D%7D%2C%7B%22key%22%3A%22YDCP7EPG%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22B%5Cu00e9land%20et%20al.%22%2C%22parsedDate%22%3A%222022-05-12%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%201.35%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%3EB%26%23xE9%3Bland%2C%20S.%2C%20Michelot%2C%20F.%20et%20H%26%23xE9%3Bbert%2C%20M.-H.%20%282022%2C%2012%20mai%29.%20%3Ci%3EQuelques%20enjeux%20%26%23xE9%3Bmergents%20de%20l%26%23x2019%3B%26%23xE9%3Bvaluation%20des%20apprentissages%20%26%23xE0%3B%20l%26%23x2019%3Buniversit%26%23xE9%3B%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Colloque%20605%20du%2089e%20Congr%26%23xE8%3Bs%20de%20l%26%23x2019%3BACFAS%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27http%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.23532.44166%27%3Ehttp%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.23532.44166%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Quelques%20enjeux%20%5Cu00e9mergents%20de%20l%5Cu2019%5Cu00e9valuation%20des%20apprentissages%20%5Cu00e0%20l%5Cu2019universit%5Cu00e9%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Marie-H%5Cu00e9l%5Cu00e8ne%22%2C%22lastName%22%3A%22H%5Cu00e9bert%22%7D%5D%2C%22abstractNote%22%3A%22%5Cu00c9videmment%2C%20la%20pand%5Cu00e9mie%20a%20eu%20un%20effet%20disruptif%20sur%20les%20m%5Cu00e9thodes%20d%5Cu2019%5Cu00e9valuations%20des%20apprentissages%2C%20particuli%5Cu00e8rement%20quant%20%5Cu00e0%20leur%20instrumentation.%20Les%20modes%20de%20passation%20des%20%5Cu00e9valuations%20ont%20d%5Cu00fb%20%5Cu00eatre%20adapt%5Cu00e9s%2C%20r%5Cu00e9vis%5Cu00e9s%20ou%20transform%5Cu00e9s%20en%20profondeur%20pour%20s%5Cu2019accorder%20au%20contexte.%5Cn%5CnD%5Cu2019abord%2C%20le%20contexte%20actuel%20a%20r%5Cu00e9v%5Cu00e9l%5Cu00e9%20de%20nouveaux%20besoins%20chez%20les%20enseignants.%20Ainsi%2C%20les%20adaptations%20rapides%20ont%20objectiv%5Cu00e9%20un%20faible%20sentiment%20d%5Cu2019autoefficacit%5Cu00e9%20des%20enseignants%20quant%20%5Cu00e0%20leurs%20comp%5Cu00e9tences%20%5Cu00e0%20planifier%20et%20organiser%20des%20%5Cu00e9valuations%20sur%20les%20environnements%20num%5Cu00e9riques%20d%5Cu2019apprentissage.%5Cn%5CnSur%20le%20plan%20institutionnel%2C%20ensuite%2C%20la%20question%20de%20l%5Cu2019int%5Cu00e9grit%5Cu00e9%20acad%5Cu00e9mique%20appara%5Cu00eet%20comme%20une%20pr%5Cu00e9occupation%20d%5Cu2019autant%20plus%20centrale.%20Bien%20qu%5Cu2019importantes%20depuis%20toujours%2C%20les%20questions%20d%5Cu2019%5Cu00e9thique%20en%20%5Cu00e9valuation%20%28quant%20aux%20enjeux%20li%5Cu00e9s%20au%20plagiat%2C%20notamment%29%20b%5Cu00e9n%5Cu00e9ficient%20maintenant%20d%5Cu2019un%20int%5Cu00e9r%5Cu00eat%20renouvel%5Cu00e9.%5Cn%5CnEnfin%2C%20les%20%5Cu00e9valuateurs%20ont%20rapidement%20r%5Cu00e9alis%5Cu00e9%20que%20tous%20les%20%5Cu00e9tudiants%20n%5Cu2019avaient%20pas%20acc%5Cu00e8s%20%5Cu00e0%20des%20ressources%20optimales%20pour%20favoriser%20le%20d%5Cu00e9veloppement%20et%20l%5Cu2019%5Cu00e9valuation%20de%20leurs%20comp%5Cu00e9tences%20acad%5Cu00e9miques%2C%20posant%20ainsi%20d%5Cu2019importants%20d%5Cu00e9fis%20d%5Cu2019%5Cu00e9quit%5Cu00e9.%5Cn%5CnLes%20d%5Cu00e9fis%20actuels%20de%20l%5Cu2019%5Cu00e9valuation%20sont%20immenses%20et%20cette%20pr%5Cu00e9sentation%20a%20comme%20objectif%20d%5Cu2019en%20pr%5Cu00e9senter%20les%20principaux%20enjeux%20%5Cu00e9mergents.%20Nous%20allons%2C%20pour%20ce%20faire%2C%20discuter%20de%20ces%20enjeux%20%5Cu00e0%20partir%20des%20perspectives%20%5Cu00e9tudiantes%2C%20enseignantes%20et%20administratives.%22%2C%22date%22%3A%222022-05-12%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.23532.44166%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T18%3A27%3A20Z%22%7D%7D%2C%7B%22key%22%3A%22FIYIJEJK%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20Poellhuber%22%2C%22parsedDate%22%3A%222022-05-09%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%201.35%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%3EMichelot%2C%20F.%20et%20Poellhuber%2C%20B.%20%282022%2C%209%20mai%29.%20%3Ci%3ED%26%23xE9%3Bvelopper%20l%26%23x2019%3Bautoefficacit%26%23xE9%3B%20des%20enseignant%26%23xB7%3Bes%20en%20formation%20%26%23xE0%3B%20distance%2C%20une%20strat%26%23xE9%3Bgie%20payante%20pour%20l%26%23x2019%3Benseignement%20pr%26%23xE9%3Bsentiel%2C%20hybride%20et%20comodal%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20Colloque%20521%20du%2089e%20Congr%26%23xE8%3Bs%20de%20l%26%23x2019%3BACFAS%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.acfas.ca%5C%2Fevenements%5C%2Fcongres%5C%2Fprogramme%5C%2F89%5C%2F500%5C%2F521%5C%2Fc%27%3Ehttps%3A%5C%2F%5C%2Fwww.acfas.ca%5C%2Fevenements%5C%2Fcongres%5C%2Fprogramme%5C%2F89%5C%2F500%5C%2F521%5C%2Fc%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22D%5Cu00e9velopper%20l%5Cu2019autoefficacit%5Cu00e9%20des%20enseignant%5Cu00b7es%20en%20formation%20%5Cu00e0%20distance%2C%20une%20strat%5Cu00e9gie%20payante%20pour%20l%5Cu2019enseignement%20pr%5Cu00e9sentiel%2C%20hybride%20et%20comodal%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%5D%2C%22abstractNote%22%3A%22La%20situation%20sanitaire%20a%20influenc%5Cu00e9%20le%20quotidien%20des%20p%5Cu00e9dagogues%20qui%20ont%20d%5Cu00fb%20int%5Cu00e9grer%20de%20l%5Cu2019enseignement%20%5Cu00e0%20distance%20%5Cu00e0%20leur%20quotidien.%20Or%2C%20ce%20nouveau%20contexte%20a%20impliqu%5Cu00e9%20des%20d%5Cu00e9fis%20de%20formation%20des%20enseignant%5Cu00b7es%20dont%20les%20effets%20outrepassent%20le%20cadre%20des%20cours%20en%20ligne%20et%20b%5Cu00e9n%5Cu00e9ficieront%20aussi%20%5Cu00e0%20des%20contextes%20comodaux%20ou%20pr%5Cu00e9sentiels.%5CnEn%20admettant%20que%20le%20sentiment%20d%5Cu2019autoefficacit%5Cu00e9%2C%20en%20tant%20que%20capacit%5Cu00e9%20per%5Cu00e7ue%20dans%20un%20domaine%20sp%5Cu00e9cifique%20%28Bandura%2C%201986%5Cu2009%3B%20Schunk%2C%201991%29%2C%20permette%20d%5Cu2019%5Cu00e9valuer%20la%20capacit%5Cu00e9%20ou%20du%20d%5Cu00e9sir%20d%5Cu2019un%20individu%20d%5Cu2019ex%5Cu00e9cuter%20une%20t%5Cu00e2che%20%28Coutinho%20et%20Neuman%2C%202008%5Cu2009%3B%20Pintrich%20et%20de%20Groot%2C%201990%29%2C%20cette%20proposition%20de%20communication%20a%20pour%20objectif%20de%20relater%20la%20d%5Cu00e9marche%20de%20d%5Cu00e9veloppement%20et%20de%20validation%20d%5Cu2019une%20%5Cu00e9chelle%20d%5Cu2019autoefficacit%5Cu00e9%20en%20enseignement%20%5Cu00e0%20distance%20en%20ligne%20et%20d%5Cu2019exposer%20certains%20r%5Cu00e9sultats%5CnOn%20exposera%20ici%20la%20fa%5Cu00e7on%20dont%20l%5Cu2019%5Cu00e9chelle%20a%20%5Cu00e9t%5Cu00e9%20d%5Cu00e9velopp%5Cu00e9e%20afin%20de%20mesurer%20les%20effets%20de%20formations%20%5Cu00e0%20destination%20des%20enseignant%5Cu00b7es%20%28Michelot%20et%20al.%2C%202021%2C%20adapt%5Cu00e9%20de%20Prior%20et%20al.%2C%202016%2C%20et%20Tondeur%20et%20al.%2C%202020%29.%20Nous%20pr%5Cu00e9senterons%20certains%20r%5Cu00e9sultats%20de%20l%5Cu2019%5Cu00e9tude%20de%20validation%20qui%20permettent%20de%20consid%5Cu00e9rer%20positivement%20cette%20%5Cu00e9chelle%2C%20notamment%20les%20analyses%20factorielles%20et%20les%20indices%20de%20fid%5Cu00e9lit%5Cu00e9%20des%20scores%20%28%5Cu03b1%3D0%2C97%20et%20%5Cu03c9t%3D0%2C97%29.%20Surtout%2C%20il%20ressort%20des%20r%5Cu00e9sultats%20que%20l%5Cu2019autoefficacit%5Cu00e9%20%5Cu00e0%20l%5Cu2019enseignement%20avec%20le%20num%5Cu00e9rique%20est%20positivement%20corr%5Cu00e9l%5Cu00e9e%20%5Cu00e0%20l%5Cu2019autoefficacit%5Cu00e9%20en%20enseignement%20%28r%3D0%2C47%2C%20p%3C0%2C001%29%2C%20ainsi%20qu%5Cu2019%5Cu00e0%20la%20capacit%5Cu00e9%20%5Cu00e0%20animer%20des%20interactions%20avec%20ses%20%5Cu00e9tudiant%5Cu00b7es%20%28r%3D0%2C57%2C%20p%3C0%2C001%29.%20Nous%20sugg%5Cu00e9rons%20donc%20que%20les%20initiatives%20visant%20%5Cu00e0%20soutenir%20les%20enseignant%5Cu00b7es%20dans%20leur%20adaptation%20%5Cu00e0%20la%20FAD%20entra%5Cu00eenent%20des%20r%5Cu00e9percussions%20positives%20sur%20l%5Cu2019ensemble%20de%20leurs%20pratiques%20d%5Cu2019enseignement%2C%20incluant%20donc%20la%20comodalit%5Cu00e9%2C%20l%5Cu2019hybridit%5Cu00e9%20le%20pr%5Cu00e9sentiel.%22%2C%22date%22%3A%222022-05-09%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.acfas.ca%5C%2Fevenements%5C%2Fcongres%5C%2Fprogramme%5C%2F89%5C%2F500%5C%2F521%5C%2Fc%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T18%3A27%3A08Z%22%7D%7D%2C%7B%22key%22%3A%22JRZ6UPJT%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22L%5Cu00e9vesque%20et%20al.%22%2C%22parsedDate%22%3A%222022-05-06%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%201.35%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%3EL%26%23xE9%3Bvesque%2C%20M.%2C%20Black%2C%20N.%2C%20Bouchard%2C%20C.%2C%20Potvin%2C%20C.%20et%20Michelot%2C%20F.%20%282022%2C%206%20mai%29.%20%3Ci%3ESentiment%20d%26%23x2019%3Bautoefficacit%26%23xE9%3B%20et%20e-formation%26%23x202F%3B%3A%20retour%20d%26%23x2019%3Bexp%26%23xE9%3Brience%20%26%23xE0%3B%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Moncton%20en%20contexte%20pand%26%23xE9%3Bmique%3C%5C%2Fi%3E%20%5Bcommunication%5D.%209e%20colloque%20international%20en%20%26%23xE9%3Bducation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27http%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.18214.19523%5C%2F1%27%3Ehttp%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.18214.19523%5C%2F1%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Sentiment%20d%5Cu2019autoefficacit%5Cu00e9%20et%20e-formation%20%3A%20retour%20d%5Cu2019exp%5Cu00e9rience%20%5Cu00e0%20l%5Cu2019Universit%5Cu00e9%20de%20Moncton%20en%20contexte%20pand%5Cu00e9mique%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Monique%22%2C%22lastName%22%3A%22L%5Cu00e9vesque%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Nancy%22%2C%22lastName%22%3A%22Black%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Chantal%22%2C%22lastName%22%3A%22Bouchard%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Cynthia%22%2C%22lastName%22%3A%22Potvin%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Les%20mesures%20sanitaires%20exigeant%20le%20passage%20%5Cu00e0%20une%20formation%20%5Cu00e0%20distance%20%28FAD%29%20ont%20amen%5Cu00e9%20de%20nombreux%20%5Cu00e9tablissements%20d%5Cu2019enseignement%20postsecondaire%20%5Cu00e0%20mettre%20sur%20pied%20des%20initiatives%20de%20formation%20de%20leurs%20enseignant%28e%29s.%20Entre%20autres%20dispositifs%2C%20le%20Centre%20de%20p%5Cu00e9dagogie%20universitaire%20%28CPU%29%20de%20l%5Cu2019Universit%5Cu00e9%20de%20Montr%5Cu00e9al%20a%20propos%5Cu00e9%20six%20cycles%20de%20formation%20de%20type%20%5C%22%5Cu00e9cole%20d%27%5Cu00e9t%5Cu00e9%5C%22%2C%20de%20mars%202020%20%5Cu00e0%20ao%5Cu00fbt%202021%2C%20qui%20ont%20connu%20un%20succ%5Cu00e8s%20important%20et%20ont%20contribu%5Cu00e9%20%5Cu00e0%20renforcer%20le%20lien%20entre%20conseillers%28%5Cu00e8res%29%20%28techno%29p%5Cu00e9dagogiques%20et%20enseignant%28e%29s%20%28professeur%28e%29s%2C%20charg%5Cu00e9%28e%29s%20de%20cours%2C%20auxiliaires%20d%5Cu2019enseignement%2C%20etc.%29.%20Ces%20cycles%20misaient%20sur%20des%20formations%20%5Cu00e0%20caract%5Cu00e8re%20mall%5Cu00e9able%20qui%20misaient%20%5Cu00e0%20la%20fois%20sur%20des%20expos%5Cu00e9s%20transmissifs%20et%20des%20dispositifs%20plus%20transformateurs%2C%20comme%20des%20communaut%5Cu00e9s%20de%20pratiques%20%28Kennedy%2C%20200%29%20et%20visaient%20%5Cu00e0%20consolider%20le%20sentiment%20d%27efficacit%5Cu00e9%20personnel%20des%20enseignant%28e%29s%20en%20mati%5Cu00e8re%20de%20formation%20%5Cu00e0%20distance%20assist%5Cu00e9e%20par%20les%20technologies.%20Lors%20de%20cette%20communication%2C%20nous%20dresserons%20le%20portrait%20du%20d%5Cu00e9veloppement%20professionnel%20des%20enseignant%28e%29s%20ayant%20particip%5Cu00e9%20aux%20cycles%20de%20formation%2C%20particuli%5Cu00e8rement%20sous%20l%5Cu2019angle%20du%20sentiment%20d%5Cu2019efficacit%5Cu00e9%20personnelle%20en%20FAD.%22%2C%22date%22%3A%222022-05-06%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.18214.19523%5C%2F1%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A44%3A03Z%22%7D%7D%2C%7B%22key%22%3A%227VFEV4WH%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Poellhuber%20and%20Michelot%22%2C%22parsedDate%22%3A%222022-05-06%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%201.35%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%3EPoellhuber%2C%20B.%20et%20Michelot%2C%20F.%20%282022%2C%206%20mai%29.%20%3Ci%3EFormer%20et%20accompagner%20les%20enseignant%28e%29s%20dans%20le%20d%26%23xE9%3Bveloppement%20de%20leurs%20comp%26%23xE9%3Btences%20%26%23xE0%3B%20l%26%23x2019%3BUniversit%26%23xE9%3B%20de%20Montr%26%23xE9%3Bal%20lors%20de%20la%20pand%26%23xE9%3Bmie%26%23xA0%3B%3A%20r%26%23xE9%3Bsultats%20de%20recherche%3C%5C%2Fi%3E%20%5Bcommunication%5D.%209e%20colloque%20international%20en%20%26%23xE9%3Bducation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27http%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.19787.05928%27%3Ehttp%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.19787.05928%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Former%20et%20accompagner%20les%20enseignant%28e%29s%20dans%20le%20d%5Cu00e9veloppement%20de%20leurs%20comp%5Cu00e9tences%20%5Cu00e0%20l%27Universit%5Cu00e9%20de%20Montr%5Cu00e9al%20lors%20de%20la%20pand%5Cu00e9mie%5Cu00a0%3A%20r%5Cu00e9sultats%20de%20recherche%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Les%20mesures%20sanitaires%20exigeant%20le%20passage%20%5Cu00e0%20une%20formation%20%5Cu00e0%20distance%20%28FAD%29%20ont%20amen%5Cu00e9%20de%20nombreux%20%5Cu00e9tablissements%20d%5Cu2019enseignement%20postsecondaire%20%5Cu00e0%20mettre%20sur%20pied%20des%20initiatives%20de%20formation%20de%20leurs%20enseignant%28e%29s.%20Entre%20autres%20dispositifs%2C%20le%20Centre%20de%20p%5Cu00e9dagogie%20universitaire%20%28CPU%29%20de%20l%5Cu2019Universit%5Cu00e9%20de%20Montr%5Cu00e9al%20a%20propos%5Cu00e9%20six%20cycles%20de%20formation%20de%20type%20%5C%22%5Cu00e9cole%20d%27%5Cu00e9t%5Cu00e9%5C%22%2C%20de%20mars%202020%20%5Cu00e0%20ao%5Cu00fbt%202021%2C%20qui%20ont%20connu%20un%20succ%5Cu00e8s%20important%20et%20ont%20contribu%5Cu00e9%20%5Cu00e0%20renforcer%20le%20lien%20entre%20conseillers%28%5Cu00e8res%29%20%28techno%29p%5Cu00e9dagogiques%20et%20enseignant%28e%29s%20%28professeur%28e%29s%2C%20charg%5Cu00e9%28e%29s%20de%20cours%2C%20auxiliaires%20d%5Cu2019enseignement%2C%20etc.%29.%20Ces%20cycles%20misaient%20sur%20des%20formations%20%5Cu00e0%20caract%5Cu00e8re%20mall%5Cu00e9able%20qui%20misaient%20%5Cu00e0%20la%20fois%20sur%20des%20expos%5Cu00e9s%20transmissifs%20et%20des%20dispositifs%20plus%20transformateurs%2C%20comme%20des%20communaut%5Cu00e9s%20de%20pratiques%20%28Kennedy%2C%20200%29%20et%20visaient%20%5Cu00e0%20consolider%20le%20sentiment%20d%27efficacit%5Cu00e9%20personnel%20des%20enseignant%28e%29s%20en%20mati%5Cu00e8re%20de%20formation%20%5Cu00e0%20distance%20assist%5Cu00e9e%20par%20les%20technologies.%20Lors%20de%20cette%20communication%2C%20nous%20dresserons%20le%20portrait%20du%20d%5Cu00e9veloppement%20professionnel%20des%20enseignant%28e%29s%20ayant%20particip%5Cu00e9%20aux%20cycles%20de%20formation%2C%20particuli%5Cu00e8rement%20sous%20l%5Cu2019angle%20du%20sentiment%20d%5Cu2019efficacit%5Cu00e9%20personnelle%20en%20FAD.%22%2C%22date%22%3A%222022-05-06%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fdx.doi.org%5C%2F10.13140%5C%2FRG.2.2.19787.05928%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A44%3A06Z%22%7D%7D%2C%7B%22key%22%3A%22DCIE98E2%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222022-05-04%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%201.35%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%3EMichelot%2C%20F.%20%282022%2C%204%20mai%29.%20%3Ci%3ELa%20massification%20de%20la%20e-formation%26%23x202F%3B%3A%20une%20panac%26%23xE9%3Be%20pour%20l%26%23x2019%3Benvironnement%26%23x2009%3B%3F%20%26%23xC9%3Bl%26%23xE9%3Bments%20de%20r%26%23xE9%3Bflexion%20issus%20d%26%23x2019%3Bune%20revue%20exploratoire%20de%20litt%26%23xE9%3Brature%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20RUNED22.%20Perspectives%20critiques%20sur%20le%20num%26%23xE9%3Brique%20en%20%26%23xE9%3Bducation%20et%20formation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fmrn5%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fmrn5%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22La%20massification%20de%20la%20e-formation%20%3A%20une%20panac%5Cu00e9e%20pour%20l%27environnement%5Cu2009%3F%20%5Cu00c9l%5Cu00e9ments%20de%20r%5Cu00e9flexion%20issus%20d%27une%20revue%20exploratoire%20de%20litt%5Cu00e9rature%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22contributor%22%2C%22firstName%22%3A%22Gabrielle%22%2C%22lastName%22%3A%22Lachance%22%7D%5D%2C%22abstractNote%22%3A%22Le%20passage%20massif%20%5Cu00e0%20la%20formation%20%5Cu00e0%20distance%20%28FAD%29%20et%20%5Cu00e0%20la%20e-formation%2C%20ainsi%20qu%27%5Cu00e0%20leurs%20diff%5Cu00e9rentes%20d%5Cu00e9clinaisons%20%28p.%20ex.%20l%27hybridit%5Cu00e9%20ou%20la%20comodalit%5Cu00e9%29%2C%20en%20raison%20de%20la%20pand%5Cu00e9mie%20a%20%5Cu00e9t%5Cu00e9%20l%27occasion%20d%27une%20g%5Cu00e9n%5Cu00e9ralisation%20du%20recours%20au%20num%5Cu00e9rique%20en%20%5Cu00e9ducation.%20Aux%20environnements%20num%5Cu00e9riques%20d%27apprentissages%20d%5Cu00e9j%5Cu00e0%20bien%20implant%5Cu00e9s%20dans%20les%20%5Cu00e9tablissements%20du%20postsecondaire%20se%20sont%20greff%5Cu00e9s%20des%20logiciels%20de%20vid%5Cu00e9oconf%5Cu00e9rence%20%28p.%20ex.%20Zoom%20ou%20Adobe%20Connect%29%20et%20des%20plateformes%20polyvalentes%20telles%20que%20Microsoft%20Teams%20ou%20Google%20Classroom.%20Pourtant%2C%20cette%20massification%20du%20num%5Cu00e9rique%20n%27est%20pas%20sans%20cons%5Cu00e9quence.%20Ainsi%2C%20sur%20le%20plan%20environnemental%2C%20l%27impact%20en%20termes%20d%27%5Cu00e9missions%20de%20gaz%20%5Cu00e0%20effets%20de%20serre%20%28GES%29%20est%20important%20%28Obringer%20et%20al.%2C%202021%29.%20Or%2C%20%5Cu00ab%20des%20r%5Cu00e9ductions%20imm%5Cu00e9diates%2C%20rapides%20et%20%5Cu00e0%20grande%20%5Cu00e9chelle%20des%20%5Cu00e9missions%20de%20gaz%20%5Cu00e0%20effet%20de%20serre%20%5Cu00bb%20doivent%20%5Cu00eatre%20op%5Cu00e9r%5Cu00e9es%20pour%20limiter%20le%20r%5Cu00e9chauffement%20climatique%20%5Cu00e0%201%2C5oC%20%5Cu00e0%202oC%20dans%20les%20prochaines%20d%5Cu00e9cennies%20%28IPCC%2C%202021%29.%5Cn%5CnCette%20communication%20entend%20donc%20mettre%20en%20dialogue%20les%20effets%20environnementaux%20du%20recours%20au%20num%5Cu00e9rique%20en%20enseignement%20postsecondaire%20et%20les%20d%5Cu00e9fis%20qu%27ils%20impliquent%20en%20termes%20de%20politiques%20publiques%20au%20lendemain%20de%20la%20pand%5Cu00e9mie%20de%20COVID-19%20dans%20une%20perspective%20de%20d%5Cu00e9veloppement%20durable%20%28incluant%2C%20donc%2C%20les%20dimensions%20%5Cu00e9conomiques%2C%20sociales%20ou%20encore%20culturelles%5Cu2009%3B%20Barbier%2C%201987%29.%5Cn%5CnSur%20la%20base%20d%27une%20revue%20exploratoire%20%28scoping%20review%29%20de%20la%20litt%5Cu00e9rature%20%28Grant%20et%20Booth%2C%202009%5Cu2009%3B%20Pham%20et%20al.%2C%202014%29%2C%20l%27expos%5Cu00e9%20proposera%20une%20%5Cu00e9tude%20pr%5Cu00e9liminaire%20des%20travaux%20disponibles%20depuis%20la%20publication%20du%204e%20rapport%20du%20GIEC%20en%202007%2C%20incluant%20les%20recherches%20en%20cours.%20Trois%20bases%20de%20donn%5Cu00e9es%20de%20donn%5Cu00e9es%20en%20anglais%20et%20deux%20en%20fran%5Cu00e7ais%20seront%20mobilis%5Cu00e9es%20%5Cu00e0%20cette%20fin.%20Les%20r%5Cu00e9sultats%20permettront%20d%27identifier%20des%20apports%20non%20n%5Cu00e9gligeables%20du%20num%5Cu00e9rique%20pour%20r%5Cu00e9duire%20certaines%20%5Cu00e9missions%20de%20CO2%2C%20notamment%20gr%5Cu00e2ce%20aux%20vid%5Cu00e9oconf%5Cu00e9rences%20%28celles-ci%20permettent%20de%20r%5Cu00e9duire%20l%27empreinte%20carbone%20de%20la%20participation%20aux%20conf%5Cu00e9rences%5Cu2009%3B%20p.%20ex.%20Achten%20et%20al.%2C%202013%29.%20Du%20reste%2C%20malgr%5Cu00e9%20le%20fait%20qu%27il%20faille%20prendre%20des%20pr%5Cu00e9cautions%20sur%20l%27%5Cu00e9valuation%20de%20l%27impact%20%5Cu00e9nerg%5Cu00e9tique%20r%5Cu00e9el%20%28Koomey%20et%20Masanet%2C%202021%29%2C%20des%20recommandations%20peuvent%20%5Cu00eatre%20formul%5Cu00e9es%20pour%20favoriser%20la%20transparence%20des%20institutions%20d%27enseignement%20et%20adopter%20des%20mesures%20proactives%20aupr%5Cu00e8s%20des%20fournisseurs%20de%20services%20quant%20%5Cu00e0%20l%27empreinte%20environnementale%20des%20solutions%20num%5Cu00e9riques.%22%2C%22date%22%3A%222022-05-04%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fmrn5%22%2C%22language%22%3A%22fr%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-04-15T18%3A13%3A07Z%22%7D%7D%2C%7B%22key%22%3A%22P8MMB2C5%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222022-01-01%22%2C%22numChildren%22%3A3%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%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%3EMichelot%2C%20F.%2C%20B%26%23xE9%3Bland%2C%20S.%20et%20Poellhuber%2C%20B.%20%282022%29.%20A%20Transnational%20Comparative%20Study%20of%20Preservice%20Teachers%26%23x2019%3B%20Critical%20Thinking%20Skills%20and%20Metaliteracy%20Self-Efficacy.%20%3Ci%3EHigher%20Education%2C%20Skills%20and%20Work-Based%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E12%3C%5C%2Fi%3E%285%29%2C%20866%26%23x2011%3B883.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgpct6f%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgpct6f%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%22A%20Transnational%20Comparative%20Study%20of%20Preservice%20Teachers%5Cu2019%20Critical%20Thinking%20Skills%20and%20Metaliteracy%20Self-Efficacy%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%5D%2C%22abstractNote%22%3A%22Purpose%20While%20training%20students%20to%20new%20literacy%20and%20critical%20thinking%20has%20been%20recognized%20for%20several%20decades%2C%20it%20seems%20even%20more%20crucial%20today%20as%20education%20is%20presented%20as%20a%20lever%20to%20fight%20against%20fake%20news.%20Preservice%20teachers%2C%20both%20so-called%20digital%20natives%20at%20the%20cutting%20edge%20of%20the%20social%20web%20and%20tomorrow%5Cu2019s%20educators%2C%20represent%20a%20useful%20object%20of%20study.%20The%20purpose%20of%20this%20paper%20is%20to%20describe%20preservice%20teachers%5Cu2019%20critical%20thinking%20skills%20scores%20notably%20regarding%20environmental%20factors%20%28training%20type%2C%20country%20of%20study%20and%20employment%29%20and%20personal%20determinants%20%28metaliteracy%20self-efficacy%20and%20belief%20in%20the%20likelihood%20to%20become%20a%20teacher%29%20in%20three%20French-speaking%20nations%20%28Wallonia%2C%20France%20and%20Quebec%29.%20Design%5C%2Fmethodology%5C%2Fapproach%20Using%20a%20quantitative%20methodology%2C%20this%20article%20is%20part%20of%20sequential%20mixed%20design%20research%20aiming%20to%20describe%20the%20level%20of%20preservice%20teachers%5Cu2019%20%28n%20%3D%20245%29%20critical%20thinking%20in%20three%20French-speaking%20nations%3A%20Wallonia%2C%20France%20and%20Quebec.%20This%20study%20aimed%20to%20see%20to%20what%20extent%20critical%20thinking%20skills%20%28measured%20with%20a%20translated%20version%20of%20the%20Halpern%20Critical%20Thinking%20Assessment%3B%20Halpern%2C%202016%29%20can%20notably%20be%20influenced%20by%20metaliteracy%20self-efficacy%20%28MASE%29.%20Metaliteracy%20is%20a%20concept%20that%20aims%20to%20join%20information%2C%20digital%20and%20media%20literacy%20providing%20a%20comprehensive%20framework%20%5Cu201cfor%20engaging%20with%20individuals%20and%20ideas%20in%20digital%20environments%5Cu201d%20%28Mackey%20and%20Jacobson%2C%202011%2C%20p.%2070%29.%20Findings%20This%20study%20establishes%20the%20influence%20of%20individual%20determinants%20such%20as%20the%20feelings%20of%20self-efficacy%20in%20metaliteracy%20as%20well%20as%20the%20belief%20in%20the%20likelihood%20of%20becoming%20a%20teacher.%20This%20study%20proposes%20a%20model%20predicting%20the%20critical%20thinking%20skills%20based%20on%20self-efficacy%20in%20critical%20thinking%20and%20metaliteracy%2C%20the%20type%20of%20training%20and%20the%20interaction%20between%20employment%20and%20the%20country%20of%20study.%20Originality%5C%2Fvalue%20Considering%20contemporary%20information%20issues%20and%20infodemic%20phenomena%2C%20critical%20thinking%20skills%20should%20be%20developed%20among%20preservice%20teachers.%20There%20is%20a%20significant%20positive%20correlation%20between%20MASE%20and%20critical%20thinking%20skills.%20Pre-service%20teachers%5Cu2019%20country%20of%20study%2C%20as%20well%20as%20their%20training%20trajectory%2C%20seems%20to%20influence%20their%20critical%20thinking%20skills.%20Involvement%20in%20professional%20life%20also%20appears%20to%20promote%20critical%20thinking%20skills.%22%2C%22date%22%3A%222022-01-01%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210%5C%2Fgpct6f%22%2C%22ISSN%22%3A%222042-3896%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FHESWBL-10-2021-0191%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222022-10-20T21%3A30%3A02Z%22%7D%7D%2C%7B%22key%22%3A%22G72P4JMC%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%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%201.35%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%3EMichelot%2C%20F.%20%282022%29.%20Une%20note%20sur%20la%20m%26%23xE9%3Btalitt%26%23xE9%3Bratie%2C%20une%20proposition%20de%20cadre%20conceptuel%20r%26%23xE9%3Bnov%26%23xE9%3B%20et%20op%26%23xE9%3Brant%20des%20nouvelles%20litt%26%23xE9%3Braties.%20Pour%20faire%20face%20aux%20d%26%23xE9%3Bfis%20informationnels%2C%20num%26%23xE9%3Briques%20et%20m%26%23xE9%3Bdiatiques%20du%2021e%20si%26%23xE8%3Bcle.%20%3Ci%3ERevue%20hybride%20de%20l%26%23x2019%3B%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E5%3C%5C%2Fi%3E%282%29%2C%201%26%23x2011%3B23.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgqmddw%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgqmddw%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%22Une%20note%20sur%20la%20m%5Cu00e9talitt%5Cu00e9ratie%2C%20une%20proposition%20de%20cadre%20conceptuel%20r%5Cu00e9nov%5Cu00e9%20et%20op%5Cu00e9rant%20des%20nouvelles%20litt%5Cu00e9raties.%20Pour%20faire%20face%20aux%20d%5Cu00e9fis%20informationnels%2C%20num%5Cu00e9riques%20et%20m%5Cu00e9diatiques%20du%2021e%20si%5Cu00e8cle%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Les%20fausses%20nouvelles%20sont%20au%20c%5Cu0153ur%20des%20pr%5Cu00e9occupations%20soci%5Cu00e9tales.%20Au%20Qu%5Cu00e9bec%2C%20le%20Cadre%20de%20r%5Cu00e9f%5Cu00e9rence%20de%20la%20comp%5Cu00e9tence%20num%5Cu00e9rique%20%28M%5Cu00c9ES%2C%202019%29%20soutient%20une%20approche%20r%5Cu00e9nov%5Cu00e9e%20des%20comp%5Cu00e9tences%20informationnelles%20et%20num%5Cu00e9riques.%20Ce%20document%20est%20notamment%20inspir%5Cu00e9%20de%20la%20m%5Cu00e9talitt%5Cu00e9ratie%20%28Mackey%20et%20Jacobson%2C%202011%29%20qui%20a%20aussi%20influenc%5Cu00e9%20le%20plus%20r%5Cu00e9cent%20r%5Cu00e9f%5Cu00e9rentiel%20de%20l%5Cu2019ACRL.%20Bien%20que%20la%20port%5Cu00e9e%20du%20concept%20soit%20limit%5Cu00e9e%20en%20fran%5Cu00e7ais%2C%20il%20m%5Cu00e9rite%20d%5Cu2019%5Cu00eatre%20consid%5Cu00e9r%5Cu00e9.%20Cette%20note%20conceptuelle%20pr%5Cu00e9sente%20la%20m%5Cu00e9talitt%5Cu00e9ratie%20dans%20une%20br%5Cu00e8ve%20chronologie%20et%20la%20situe%20dans%20les%20enjeux%20relatifs%20%5Cu00e0%20la%20n%5Cu00e9cessit%5Cu00e9%20de%20faire%20%5Cu00e9voluer%20les%20litt%5Cu00e9raties.%20Nous%20concluons%20la%20r%5Cu00e9flexion%20en%20d%5Cu00e9crivant%20des%20initiatives%20p%5Cu00e9dagogiques.%22%2C%22date%22%3A%222022%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210%5C%2Fgqmddw%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%2C%2274ZK2JJE%22%5D%2C%22dateModified%22%3A%222022-08-05T13%3A01%3A36Z%22%7D%7D%2C%7B%22key%22%3A%226VSUB9S9%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222022%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%201.35%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%3EMichelot%2C%20F.%20%282022%29.%20Recourir%20au%20num%26%23xE9%3Brique%2C%20mais%20%26%23xE0%3B%20quel%28s%29%20prix%3F%20%3Ci%3EApprendre%20et%20enseigner%20aujourd%26%23x2019%3Bhui%3C%5C%2Fi%3E%2C%20%3Ci%3E11%3C%5C%2Fi%3E%282%29%2C%2016%26%23x2011%3B19.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fconseil-cpiq.qc.ca%5C%2Fpublications%5C%2Frevue-apprendre-et-enseigner-aujourdhui%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fconseil-cpiq.qc.ca%5C%2Fpublications%5C%2Frevue-apprendre-et-enseigner-aujourdhui%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22magazineArticle%22%2C%22title%22%3A%22Recourir%20au%20num%5Cu00e9rique%2C%20mais%20%5Cu00e0%20quel%28s%29%20prix%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22La%20place%20des%20outils%20num%5Cu00e9riques%20en%20%5Cu00e9ducation%20s%5Cu2019est%20renforc%5Cu00e9e%20%5Cu00e0%20l%5Cu2019occasion%20de%20la%20crise%20sanitaire.%20Bien%20que%20les%20technologies%20%5Cu00e9ducatives%20soient%20souvent%20pr%5Cu00e9sent%5Cu00e9es%20comme%20un%20moyen%20d%5Cu2019am%5Cu00e9liorer%20l%5Cu2019enseignement%2C%20elles%20constituent%20aussi%20un%20d%5Cu00e9fi%20sur%20le%20plan%20environnemental.%20En%20effet%2C%20face%20aux%20d%5Cu00e9fis%20%5Cu00e9cologiques%20qui%20vont%20s%5Cu2019imposer%20%5Cu00e0%20nous%2C%20une%20r%5Cu00e9flexion%20s%5Cu00e9rieuse%20doit%20%5Cu00eatre%20men%5Cu00e9e%20sur%20la%20prise%20en%20consid%5Cu00e9ration%20de%20l%5Cu2019impact%20des%20echnologies%20%5Cu00e9ducatives.%20M%5Cu00eame%20si%20beaucoup%20reste%20%5Cu00e0%20faire%2C%20des%20pistes%20d%5Cu2019action%20apparaissent%20sur%20le%20plan%20p%5Cu00e9dagogique.%22%2C%22date%22%3A%222022%22%2C%22language%22%3A%22fr%22%2C%22ISSN%22%3A%22978-2-9811863-6-2%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fconseil-cpiq.qc.ca%5C%2Fpublications%5C%2Frevue-apprendre-et-enseigner-aujourdhui%5C%2F%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22B23MLSKT%22%5D%2C%22dateModified%22%3A%222022-05-10T18%3A27%3A11Z%22%7D%7D%2C%7B%22key%22%3A%22U79B6W8T%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Mamprin%20et%20al.%22%2C%22parsedDate%22%3A%222021-12%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%201.35%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%3EMamprin%2C%20C.%2C%20Grenier%2C%20V.%2C%20Weiss%2C%20P.-O.%2C%20Aubin%2C%20A.-S.%2C%20Michelot%2C%20F.%2C%20Winz%2C%20K.%2C%20Levasseur%2C%20A.%2C%20B%26%23xE9%3Bdard-Mercier%2C%20R.%2C%20Naimi%2C%20R.%20et%20Balboa-Gallardo%2C%20M.%20J.%20%282021%29.%20Note%20%26%23xE9%3Bditoriale.%20%3Ci%3EInitio%3C%5C%2Fi%3E%2C%20%3Ci%3E9%3C%5C%2Fi%3E%281%29%2C%201%26%23x2011%3B4.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-03484144%27%3Ehttps%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-03484144%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%22Note%20%5Cu00e9ditoriale%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caterina%22%2C%22lastName%22%3A%22Mamprin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22V%5Cu00e9ronique%22%2C%22lastName%22%3A%22Grenier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Pierre-Olivier%22%2C%22lastName%22%3A%22Weiss%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne-Sophie%22%2C%22lastName%22%3A%22Aubin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kilian%22%2C%22lastName%22%3A%22Winz%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alice%22%2C%22lastName%22%3A%22Levasseur%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Roxanne%22%2C%22lastName%22%3A%22B%5Cu00e9dard-Mercier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Rana%22%2C%22lastName%22%3A%22Naimi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Marcelo%20Juan%22%2C%22lastName%22%3A%22Balboa-Gallardo%22%7D%5D%2C%22abstractNote%22%3A%22Si%20les%20changements%20et%20les%20adaptations%20sont%20au%20c%5Cu0153ur%20de%20tous%20les%20domaines%20d%5Cu2019exercice%2C%20l%5Cu2019enseignement%20demeure%20un%20contexte%20de%20travail%20particuli%5Cu00e8rement%20tributaire%20de%20l%5Cu2019environnement%20social%20dans%20lequel%20il%20s%5Cu2019inscrit.%20Depuis%20Durkheim%20%281990%29%2C%20la%20sociologie%20de%20l%5Cu2019%5Cu00e9ducation%20interroge%20l%5Cu2019existence%20d%5Cu2019effets%20de%20contextes%20en%20analysant%20les%20caract%5Cu00e9ristiques%20de%20l%5Cu2019environnement%20social%20%28p.%20ex.%2C%20milieu%20scolaire%2C%20groupes%20d%5Cu2019appartenance%2C%20strat%5Cu00e9gies%20familiales%29%20%5Cu00e0%20la%20fois%20sur%20les%20aspirations%20et%20la%20r%5Cu00e9ussite%20des%20apprenant%5Cu00b7es%20%28Wilson%2C%201959%3B%20Coleman%2C%201966%29.%20Alors%20que%20certaines%20adaptations%20peuvent%20%5Cu00eatre%20circonscrites%20%5Cu00e0%20un%20milieu%20particulier%2C%20d%5Cu2019autres%20sont%20le%20reflet%20de%20conjonctures%20internationales%2C%20de%20mouvements%20sociaux%20massifs%2C%20de%20changements%20de%20paradigmes%20de%20fond%20ou%20encore%20d%5Cu2019%5Cu00e9valuations%20technologiques.%22%2C%22date%22%3A%222021-12%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%2Fhal.archives-ouvertes.fr%5C%2Fhal-03484144%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-01-16T21%3A39%3A38Z%22%7D%7D%2C%7B%22key%22%3A%22XJ22K69G%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20and%20B%5Cu00e9land%22%2C%22parsedDate%22%3A%222021-11-18%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%201.35%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%3EMichelot%2C%20F.%20et%20B%26%23xE9%3Bland%2C%20S.%20%282021%2C%2018%20novembre%29.%20%3Ci%3ESelf-Efficacy%20and%20Critical%20Thinking%20of%20Pre-Service%20Teachers%3A%20Elements%20of%20a%20Study%20led%20in%20Wallonia%2C%20France%2C%20and%20Quebec%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20International%20Conference%20%26%23xAB%3B%26%23xA0%3BTime%20to%20Reshape%20the%20Digital%20Society%26%23xA0%3B%26%23xBB%3B%2C%20Namur%2C%20Belgique.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.crids.eu%5C%2F40ans%5C%2Fprogramme%23autotoc-item-autotoc-12%27%3Ehttps%3A%5C%2F%5C%2Fwww.crids.eu%5C%2F40ans%5C%2Fprogramme%23autotoc-item-autotoc-12%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Self-Efficacy%20and%20Critical%20Thinking%20of%20Pre-Service%20Teachers%3A%20Elements%20of%20a%20Study%20led%20in%20Wallonia%2C%20France%2C%20and%20Quebec%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%22%7D%5D%2C%22abstractNote%22%3A%22Le%20contexte%20social%20a%20renforc%5Cu00e9%20la%20place%20de%20la%20pens%5Cu00e9e%20critique%20%28PC%29%20dans%20les%20initiatives%20gouvernementales%20en%20%5Cu00e9ducation%20et%20dans%20les%20r%5Cu00e9f%5Cu00e9rentiels.%20Ainsi%2C%20le%20Qu%5Cu00e9bec%20s%5Cu2019est%20dot%5Cu00e9%20d%5Cu2019un%20Cadre%20de%20r%5Cu00e9f%5Cu00e9rence%20de%20la%20comp%5Cu00e9tence%20num%5Cu00e9rique%20mettant%20en%20avant%20la%20PC%20%28M%5Cu00c9ES%2C%202019%29.%20Toutefois%2C%20la%20PC%20est%20un%20concept%20aux%20contours%20mouvants%20et%20difficilement%20quantifiables.%20Depuis%20les%20ann%5Cu00e9es%201970%2C%20plusieurs%20instruments%20ont%20%5Cu00e9t%5Cu00e9%20d%5Cu00e9velopp%5Cu00e9s%20pour%20y%20parvenir.%20Ennis%20et%20Scott%20%282018%29%20en%20ont%20recens%5Cu00e9%2038%20en%20anglais.%20Parmi%20eux%2C%20nous%20n%5Cu2019avons%20pu%20en%20identifier%20que%20trois%20traduits%20en%20fran%5Cu00e7ais.%20Or%2C%20les%20indices%20psychom%5Cu00e9triques%20sur%20la%20validit%5Cu00e9%20de%20ces%20derniers%20ne%20sont%20pas%20pleinement%20satisfaisants.%5CnDe%20fait%2C%20nous%20nous%20sommes%20tourn%5Cu00e9es%20vers%20le%20HCTA%20d%5Cu2019Halpern%20%282010%29%20proposant%20un%20score%20de%20PC%2C%20car%20diff%5Cu00e9rents%20indices%20allaient%20dans%20le%20sens%20de%20la%20validit%5Cu00e9.%20Cependant%2C%20Stupple%20et%20al.%20%282017%29%20ont%20b%5Cu00e2ti%20une%20%5Cu00e9chelle%20de%20PC%20%28le%20CriTT%29%20qui%20pr%5Cu00e9dirait%20les%20scores%20de%20PC%20de%20fa%5Cu00e7on%20plus%20simple%20et%20rapide.%20Apr%5Cu00e8s%20une%20description%20de%20leurs%20fondements%2C%20nous%20pr%5Cu00e9senterons%20une%20%5Cu00e9tude%20de%20la%20proc%5Cu00e9dure%20de%20validation%2C%20aupr%5Cu00e8s%20d%27%5Cu00e9tudiant%5Cu00b7e%5Cu00b7s%20futur%5Cu00b7e%5Cu00b7s%20enseignant%5Cu00b7e%5Cu00b7s%20de%20trois%20pays%20de%20la%20francophonie%2C%20du%20HCTA%20et%20du%20CriTT.%20Au%20final%2C%20nous%20soulignons%20la%20bonne%20qualit%5Cu00e9%20m%5Cu00e9trique%20de%20chacun%20d%5Cu2019eux%2C%20sans%20pour%20autant%20%5Cu00e9vacuer%20leurs%20limites%20respectives.%22%2C%22date%22%3A%222021-11-18%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.crids.eu%5C%2F40ans%5C%2Fprogramme%23autotoc-item-autotoc-12%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A43%3A52Z%22%7D%7D%2C%7B%22key%22%3A%223IYM8Y6V%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222021-11-17%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%201.35%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%3EMichelot%2C%20F.%2C%20Poellhuber%2C%20B.%2C%20Charette%2C%20E.%20et%20Gazerani%2C%20F.%20%282021%2C%2017%20novembre%29.%20%3Ci%3EAccompagner%20les%20enseignant%26%23xB7%3Bes%20dans%20le%20d%26%23xE9%3Bveloppement%20de%20leurs%20comp%26%23xE9%3Btences%20en%20FAD%3C%5C%2Fi%3E%20%5Bcommunication%5D.%20ROC%202021%3A%20Solidarit%26%23xE9%3Bs%20num%26%23xE9%3Briques%20en%20%26%23xE9%3Bducation%26%23x202F%3B%3A%20une%20culture%20en%20%26%23xE9%3Bmergence%2C%20Montr%26%23xE9%3Bal.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-03484209%27%3Ehttps%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-03484209%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Accompagner%20les%20enseignant%5Cu00b7es%20dans%20le%20d%5Cu00e9veloppement%20de%20leurs%20comp%5Cu00e9tences%20en%20FAD%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Elaine%22%2C%22lastName%22%3A%22Charette%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Farzin%22%2C%22lastName%22%3A%22Gazerani%22%7D%5D%2C%22abstractNote%22%3A%22Contexte%20et%20probl%5Cu00e9matique.%20Les%20mesures%20sanitaires%20exigeant%20le%20passage%20%5Cu00e0%20une%20formation%20%5Cu00e0%20distance%20%28FAD%29%20ont%20forc%5Cu00e9%20de%20nombreux%20%5Cu00e9tablissements%20d%5Cu2019enseignement%20postsecondaire%20%5Cu00e0%20mettre%20sur%20pied%20des%20m%5Cu00e9canismes%20de%20soutien%20%5Cu00e0%20l%5Cu2019attention%20de%20leurs%20enseignant%5Cu00b7es.%20Plusieurs%20d%5Cu2019entre%20eux%20ont%20d%5Cu00e9velopp%5Cu00e9%20des%20formations%2C%20notamment%20dans%20le%20cadre%20de%20parcours%20acc%5Cu00e9l%5Cu00e9r%5Cu00e9s%20%28p.%20ex.%20des%20%5Cu00ab%20%5Cu00c9coles%20d%5Cu2019%5Cu00e9t%5Cu00e9%20%5Cu00bb%29.%20Entre%20autres%20dispositifs%2C%20le%20Centre%20de%20p%5Cu00e9dagogie%20universitaire%20%28CPU%29%20de%20l%5Cu2019Universit%5Cu00e9%20de%20Montr%5Cu00e9al%20a%20propos%5Cu00e9%20six%20cycles%20de%20formation%20de%20ce%20genre%2C%20de%20mars%202020%20%5Cu00e0%20ao%5Cu00fbt%202021%2C%20qui%20ont%20connu%20un%20succ%5Cu00e8s%20important%20et%20ont%20contribu%5Cu00e9%20%5Cu00e0%20renforcer%20le%20lien%20entre%20conseiller%5Cu00b7%5Cu00e8res%20%28techno%29p%5Cu00e9dagogiques%20et%20enseignant%5Cu00b7es%20%28professeur%5Cu00b7es%2C%20charg%5Cu00e9%5Cu00b7es%20de%20cours%2C%20auxiliaires%20d%5Cu2019enseignement%2C%20etc.%29.%20Ces%20cycles%20misaient%20sur%20des%20caract%5Cu00e9ristiques%20primordiales%20%5Cu00e0%20l%5Cu2019adoption%20des%20technologies%2C%20notamment%20la%20facilit%5Cu00e9%20d%5Cu2019utilisation%20et%20l%5Cu2019utilit%5Cu00e9%20per%5Cu00e7ue%20%28voir%20les%20diff%5Cu00e9rents%20mod%5Cu00e8les%20TAM%2C%20dont%20Venkatesh%20%26%20Davis%2C%202000%29%20et%20visaient%20%5Cu00e0%20consolider%20le%20sentiment%20de%20comp%5Cu00e9tences%20des%20enseignant%5Cu00b7es.%20Objectif.%20Par%20cette%20communication%2C%20on%20entendra%20brosser%20le%20portrait%20du%20d%5Cu00e9veloppement%20professionnel%20des%20enseignant%5Cu00b7es%20ayant%20particip%5Cu00e9%20aux%20cycles%20de%20formation%2C%20particuli%5Cu00e8rement%20sous%20l%5Cu2019angle%20du%20sentiment%20d%5Cu2019efficacit%5Cu00e9%20personnelle%20en%20FAD.%22%2C%22date%22%3A%222021-11-17%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-03484209%22%2C%22language%22%3A%22fr%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A43%3A48Z%22%7D%7D%2C%7B%22key%22%3A%22SX5QAAU7%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222021-11-17%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%201.35%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%3EMichelot%2C%20F.%2C%20Poellhuber%2C%20B.%2C%20Charette%2C%20E.%20et%20Gazerani%2C%20F.%20%282021%29.%20Accompagner%20les%20enseignant%26%23xB7%3Bes%20dans%20le%20d%26%23xE9%3Bveloppement%20de%20leurs%20comp%26%23xE9%3Btences%20en%20FAD.%20Dans%20P.%20Plante%2C%20M.%20Alexandre%2C%20C.%20Papi%2C%20A.%20Stockless%20et%20R.%20Gr%26%23xE9%3Bgoire%20%28dir.%29%2C%20%3Ci%3EActes%20du%20colloque%3C%5C%2Fi%3E%20%28p.%20179%26%23x2011%3B182%29.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fr-libre.teluq.ca%5C%2F2590%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fr-libre.teluq.ca%5C%2F2590%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Accompagner%20les%20enseignant%5Cu00b7es%20dans%20le%20d%5Cu00e9veloppement%20de%20leurs%20comp%5Cu00e9tences%20en%20FAD%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elaine%22%2C%22lastName%22%3A%22Charette%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Farzin%22%2C%22lastName%22%3A%22Gazerani%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Patrick%22%2C%22lastName%22%3A%22Plante%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Marie%22%2C%22lastName%22%3A%22Alexandre%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Cathia%22%2C%22lastName%22%3A%22Papi%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%22Robert%22%2C%22lastName%22%3A%22Gr%5Cu00e9goire%22%7D%5D%2C%22abstractNote%22%3A%22Contexte%20et%20probl%5Cu00e9matique.%20Les%20mesures%20sanitaires%20exigeant%20le%20passage%20%5Cu00e0%20une%20formation%20%5Cu00e0%20distance%20%28FAD%29%20ont%20forc%5Cu00e9%20de%20nombreux%20%5Cu00e9tablissements%20d%5Cu2019enseignement%20postsecondaire%20%5Cu00e0%20mettre%20sur%20pied%20des%20m%5Cu00e9canismes%20de%20soutien%20%5Cu00e0%20l%5Cu2019attention%20de%20leurs%20enseignant%5Cu00b7es.%20Plusieurs%20d%5Cu2019entre%20eux%20ont%20d%5Cu00e9velopp%5Cu00e9%20des%20formations%2C%20notamment%20dans%20le%20cadre%20de%20parcours%20acc%5Cu00e9l%5Cu00e9r%5Cu00e9s%20%28p.%20ex.%20des%20%5Cu00ab%20%5Cu00c9coles%20d%5Cu2019%5Cu00e9t%5Cu00e9%20%5Cu00bb%29.%20Entre%20autres%20dispositifs%2C%20le%20Centre%20de%20p%5Cu00e9dagogie%20universitaire%20%28CPU%29%20de%20l%5Cu2019Universit%5Cu00e9%20de%20Montr%5Cu00e9al%20a%20propos%5Cu00e9%20six%20cycles%20de%20formation%20de%20ce%20genre%2C%20de%20mars%202020%20%5Cu00e0%20ao%5Cu00fbt%202021%2C%20qui%20ont%20connu%20un%20succ%5Cu00e8s%20important%20et%20ont%20contribu%5Cu00e9%20%5Cu00e0%20renforcer%20le%20lien%20entre%20conseiller%5Cu00b7%5Cu00e8res%20%28techno%29p%5Cu00e9dagogiques%20et%20enseignant%5Cu00b7es%20%28professeur%5Cu00b7es%2C%20charg%5Cu00e9%5Cu00b7es%20de%20cours%2C%20auxiliaires%20d%5Cu2019enseignement%2C%20etc.%29.%20Ces%20cycles%20misaient%20sur%20des%20caract%5Cu00e9ristiques%20primordiales%20%5Cu00e0%20l%5Cu2019adoption%20des%20technologies%2C%20notamment%20la%20facilit%5Cu00e9%20d%5Cu2019utilisation%20et%20l%5Cu2019utilit%5Cu00e9%20per%5Cu00e7ue%20%28voir%20les%20diff%5Cu00e9rents%20mod%5Cu00e8les%20TAM%2C%20dont%20Venkatesh%20%26%20Davis%2C%202000%29%20et%20visaient%20%5Cu00e0%20consolider%20le%20sentiment%20de%20comp%5Cu00e9tences%20des%20enseignant%5Cu00b7es.%20Objectif.%20Par%20cette%20communication%2C%20on%20entendra%20brosser%20le%20portrait%20du%20d%5Cu00e9veloppement%20professionnel%20des%20enseignant%5Cu00b7es%20ayant%20particip%5Cu00e9%20aux%20cycles%20de%20formation%2C%20particuli%5Cu00e8rement%20sous%20l%5Cu2019angle%20du%20sentiment%20d%5Cu2019efficacit%5Cu00e9%20personnelle%20en%20FAD.%22%2C%22date%22%3A%222021-11-17%22%2C%22proceedingsTitle%22%3A%22Actes%20du%20colloque%22%2C%22conferenceName%22%3A%22ROC%202021%3A%20Solidarit%5Cu00e9s%20num%5Cu00e9riques%20en%20%5Cu00e9ducation%20%3A%20une%20culture%20en%20%5Cu00e9mergence%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fr-libre.teluq.ca%5C%2F2590%5C%2F%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222022-05-13T14%3A17%3A55Z%22%7D%7D%2C%7B%22key%22%3A%22GGP2UMU4%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A3%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%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%3EMichelot%2C%20F.%20%282021%29.%20Pour%20un%20regard%20critique%20sur%20le%20recours%20au%20num%26%23xE9%3Brique%20en%20%26%23xE9%3Bducation.%20%3Ci%3EFormation%20et%20profession%26%23x202F%3B%3A%20revue%20scientifique%20internationale%20en%20%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E29%3C%5C%2Fi%3E%283%29%2C%201%26%23x2011%3B4.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fhttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fgm84d5%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fhttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fgm84d5%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%20un%20regard%20critique%20sur%20le%20recours%20au%20num%5Cu00e9rique%20en%20%5Cu00e9ducation%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22An%20article%20from%20Formation%20et%20profession%2C%20on%20%5Cu00c9rudit.%22%2C%22date%22%3A%222021%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fgm84d5%22%2C%22ISSN%22%3A%221718-8237%2C%202368-9226%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.erudit.org%5C%2Fen%5C%2Fjournals%5C%2Ffp%5C%2F2021-v29-n3-fp06783%5C%2F1086588ar%5C%2F%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22ZIXXQUMF%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-12-10T00%3A09%3A20Z%22%7D%7D%2C%7B%22key%22%3A%22B55DM4Q9%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222021%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%201.35%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%3EMichelot%2C%20F.%20%282021%29.%20Valois%2C%20P.%2C%20Renaud%2C%20J.-S.%2C%20Ouellet%2C%20C.%20et%20Blouin%2C%20P.%20%282019%29.%20Concevoir%20une%20formation%20continue%20en%20ligne%20pour%20les%20professionnels%20de%20la%20sant%26%23xE9%3B.%20Les%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20Laval.%20%3Ci%3ERevue%20des%20sciences%20de%20l%26%23x2019%3B%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E47%3C%5C%2Fi%3E%281%29%2C%20223%26%23x2011%3B224.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2Fhttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fk9ch%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fhttps%3A%5C%2F%5C%2Fdoi.org%5C%2Fk9ch%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%22Valois%2C%20P.%2C%20Renaud%2C%20J.-S.%2C%20Ouellet%2C%20C.%20et%20Blouin%2C%20P.%20%282019%29.%20Concevoir%20une%20formation%20continue%20en%20ligne%20pour%20les%20professionnels%20de%20la%20sant%5Cu00e9.%20Les%20Presses%20de%20l%5Cu2019Universit%5Cu00e9%20Laval.%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%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%22https%3A%5C%2F%5C%2Fdoi.org%5C%2Fk9ch%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%227IDPMBIM%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-01-16T21%3A39%3A38Z%22%7D%7D%2C%7B%22key%22%3A%22DH7QL9NM%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222021%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%201.35%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%3EMichelot%2C%20F.%2C%20Poellhuber%2C%20B.%2C%20B%26%23xE9%3Brub%26%23xE9%3B%2C%20B.%20et%20B%26%23xE9%3Bland%2C%20S.%20%282021%29.%20Retour%20d%26%23x2019%3Bexp%26%23xE9%3Brience%20sur%20l%26%23x2019%3B%26%23xE9%3Bvaluation%20d%26%23x2019%3Bune%20formation%20des%20enseignants%20%26%23xE0%3B%20la%20FAD%20dans%20le%20cadre%20de%20la%20crise%20de%20la%20COVID-19.%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%2021%26%23x2011%3B31.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgh3gd5%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgh3gd5%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%22Retour%20d%5Cu2019exp%5Cu00e9rience%20sur%20l%5Cu2019%5Cu00e9valuation%20d%5Cu2019une%20formation%20des%20enseignants%20%5Cu00e0%20la%20FAD%20dans%20le%20cadre%20de%20la%20crise%20de%20la%20COVID-19%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bernard%22%2C%22lastName%22%3A%22B%5Cu00e9rub%5Cu00e9%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%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%5C%2Fgh3gd5%22%2C%22ISSN%22%3A%221708-7570%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.ritpu.ca%5C%2Ffr%5C%2Farticles%5C%2Fview%5C%2F454%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-01-10T16%3A36%3A35Z%22%7D%7D%2C%7B%22key%22%3A%22MPVC4MNN%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222021%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%201.35%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%3EMichelot%2C%20F.%20%282021%29.%20Bronner%2C%20G.%20%282021%29.%20Apocalypse%20cognitive.%20Presses%20universitaires%20de%20France.%20%3Ci%3ERevue%20des%20sciences%20de%20l%26%23x2019%3B%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E47%3C%5C%2Fi%3E%282%29%2C%20274%26%23x2011%3B276.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgnr5xc%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgnr5xc%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%22Bronner%2C%20G.%20%282021%29.%20Apocalypse%20cognitive.%20Presses%20universitaires%20de%20France%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222021%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgnr5xc%22%2C%22ISSN%22%3A%220318-479X%2C%201705-0065%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fid.erudit.org%5C%2Fiderudit%5C%2F1083988ar%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222022-01-17T01%3A12%3A47Z%22%7D%7D%2C%7B%22key%22%3A%222BQQV5UQ%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Weiss%20et%20al.%22%2C%22parsedDate%22%3A%222020-09%22%2C%22numChildren%22%3A3%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%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%3EWeiss%2C%20P.-O.%2C%20Gigu%26%23xE8%3Bre%2C%20%26%23xC9%3B.%2C%20Mamprin%2C%20C.%2C%20Aubin%2C%20A.-S.%2C%20Sall%2C%20M.%20et%20Michelot%2C%20F.%20%282020%29.%20Note%20%26%23xE9%3Bditoriale%20%26%23xC9%3Bducation%20et%20formation.%20%3Ci%3EInitio%3C%5C%2Fi%3E%2C%20%3Ci%3E8%3C%5C%2Fi%3E%281%29%2C%201%26%23x2011%3B3.%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-02956575%27%3Ehttps%3A%5C%2F%5C%2Fhal.archives-ouvertes.fr%5C%2Fhal-02956575%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%22Note%20%5Cu00e9ditoriale%20%5Cu00c9ducation%20et%20formation%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Pierre-Olivier%22%2C%22lastName%22%3A%22Weiss%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%5Cu00c9milie%22%2C%22lastName%22%3A%22Gigu%5Cu00e8re%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Caterina%22%2C%22lastName%22%3A%22Mamprin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne-Sophie%22%2C%22lastName%22%3A%22Aubin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariata%22%2C%22lastName%22%3A%22Sall%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222020-09%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%2Fhal.archives-ouvertes.fr%5C%2Fhal-02956575%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%22SNR9K9Q2%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-01-16T21%3A39%3A37Z%22%7D%7D%2C%7B%22key%22%3A%22Q7VMI2NC%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%20et%20al.%22%2C%22parsedDate%22%3A%222020-04%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%201.35%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%3EMichelot%2C%20F.%2C%20B%26%23xE9%3Bland%2C%20S.%20et%20Poellhuber%2C%20B.%20%282020%2C%20avril%29.%20%3Ci%3EQuantifier%20la%20pens%26%23xE9%3Be%20critique%20des%20futur%26%23xB7%3Be%26%23xB7%3Bs%20enseignant%26%23xB7%3Be%26%23xB7%3Bs%26%23x202F%3B%3A%20%26%23xE9%3Bl%26%23xE9%3Bments%20sur%20le%20d%26%23xE9%3Bveloppement%20d%26%23x2019%3B%26%23xE9%3Bchelles%20dans%20le%20cadre%20d%26%23x2019%3Bune%20recherche%20en%20Belgique%2C%20en%20France%20et%20au%20Qu%26%23xE9%3Bbec%3C%5C%2Fi%3E%20%5Bcommunication%20annul%26%23xE9%3Be%20%28COVID-19%29%5D.%207e%20Colloque%20international%20en%20%26%23xE9%3Bducation%2C%20Montr%26%23xE9%3Bal%2C%20Qu%26%23xE9%3Bbec.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Quantifier%20la%20pens%5Cu00e9e%20critique%20des%20futur%5Cu00b7e%5Cu00b7s%20enseignant%5Cu00b7e%5Cu00b7s%20%3A%20%5Cu00e9l%5Cu00e9ments%20sur%20le%20d%5Cu00e9veloppement%20d%5Cu2019%5Cu00e9chelles%20dans%20le%20cadre%20d%5Cu2019une%20recherche%20en%20Belgique%2C%20en%20France%20et%20au%20Qu%5Cu00e9bec%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%22%7D%2C%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Bruno%22%2C%22lastName%22%3A%22Poellhuber%22%7D%5D%2C%22abstractNote%22%3A%22Le%20contexte%20social%20a%20renforc%5Cu00e9%20la%20place%20de%20la%20pens%5Cu00e9e%20critique%20%28PC%29%20dans%20les%20initiatives%20gouvernementales%20en%20%5Cu00e9ducation%20et%20dans%20les%20r%5Cu00e9f%5Cu00e9rentiels.%20Ainsi%2C%20le%20Qu%5Cu00e9bec%20s%5Cu2019est%20dot%5Cu00e9%20d%5Cu2019un%20Cadre%20de%20r%5Cu00e9f%5Cu00e9rence%20de%20la%20comp%5Cu00e9tence%20num%5Cu00e9rique%20mettant%20en%20avant%20la%20PC%20%28M%5Cu00c9ES%2C%202019%29.%20Toutefois%2C%20la%20PC%20est%20un%20concept%20aux%20contours%20mouvants%20et%20difficilement%20quantifiables.%20Depuis%20les%20ann%5Cu00e9es%201970%2C%20plusieurs%20instruments%20ont%20%5Cu00e9t%5Cu00e9%20d%5Cu00e9velopp%5Cu00e9s%20pour%20y%20parvenir.%20Ennis%20et%20Scott%20%282018%29%20en%20ont%20recens%5Cu00e9%2038%20en%20anglais.%20Parmi%20eux%2C%20nous%20n%5Cu2019avons%20pu%20en%20identifier%20que%20trois%20traduits%20en%20fran%5Cu00e7ais.%20Or%2C%20les%20indices%20psychom%5Cu00e9triques%20sur%20la%20validit%5Cu00e9%20de%20ces%20derniers%20ne%20sont%20pas%20pleinement%20satisfaisants.%5CnDe%20fait%2C%20nous%20nous%20sommes%20tourn%5Cu00e9es%20vers%20le%20HCTA%20d%5Cu2019Halpern%20%282010%29%20proposant%20un%20score%20de%20PC%2C%20car%20diff%5Cu00e9rents%20indices%20allaient%20dans%20le%20sens%20de%20la%20validit%5Cu00e9.%20Cependant%2C%20Stupple%20et%20al.%20%282017%29%20ont%20b%5Cu00e2ti%20une%20%5Cu00e9chelle%20de%20PC%20%28le%20CriTT%29%20qui%20pr%5Cu00e9dirait%20les%20scores%20de%20PC%20de%20fa%5Cu00e7on%20plus%20simple%20et%20rapide.%20Apr%5Cu00e8s%20une%20description%20de%20leurs%20fondements%2C%20nous%20pr%5Cu00e9senterons%20une%20%5Cu00e9tude%20de%20la%20proc%5Cu00e9dure%20de%20validation%2C%20aupr%5Cu00e8s%20d%27%5Cu00e9tudiant%5Cu00b7e%5Cu00b7s%20futur%5Cu00b7e%5Cu00b7s%20enseignant%5Cu00b7e%5Cu00b7s%20de%20trois%20pays%20de%20la%20francophonie%2C%20du%20HCTA%20et%20du%20CriTT.%20Au%20final%2C%20nous%20soulignons%20la%20bonne%20qualit%5Cu00e9%20m%5Cu00e9trique%20de%20chacun%20d%5Cu2019eux%2C%20sans%20pour%20autant%20%5Cu00e9vacuer%20leurs%20limites%20respectives.%22%2C%22date%22%3A%222020-04%22%2C%22url%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-02-27T17%3A43%3A38Z%22%7D%7D%2C%7B%22key%22%3A%22I9SA84WZ%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22B%5Cu00e9land%20and%20Michelot%22%2C%22parsedDate%22%3A%222020%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%201.35%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%3EB%26%23xE9%3Bland%2C%20S.%20et%20Michelot%2C%20F.%20%282020%29.%20Une%20note%20sur%20le%20coefficient%20om%26%23xE9%3Bga%20%28%26%23x3C9%3B%29%20et%20ses%20d%26%23xE9%3Bclinaisons%20pour%20estimer%20la%20fid%26%23xE9%3Blit%26%23xE9%3B%20des%20scores.%20%3Ci%3EMesure%20et%20%26%23xE9%3Bvaluation%20en%20%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E43%3C%5C%2Fi%3E%283%29%2C%20103%26%23x2011%3B122.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgnt4z8%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgnt4z8%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%22Une%20note%20sur%20le%20coefficient%20om%5Cu00e9ga%20%28%5Cu03c9%29%20et%20ses%20d%5Cu00e9clinaisons%20pour%20estimer%20la%20fid%5Cu00e9lit%5Cu00e9%20des%20scores%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22S%5Cu00e9bastien%22%2C%22lastName%22%3A%22B%5Cu00e9land%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Au%20cours%20des%20derni%5Cu00e8res%20d%5Cu00e9cennies%2C%20certains%20auteurs%20ont%20sugg%5Cu00e9r%5Cu00e9%20de%20rejeter%20le%20coefficient%20alpha%5Cu00a0%28%5Cu03b1%29%20de%20Cronbach%20%281951%29%20pour%20adopter%20le%20coefficient%20om%5Cu00e9ga%5Cu00a0%28%5Cu03c9%29%20de%20McDonald%20%281985%2C%5Cu00a01999%29%20bas%5Cu00e9%20sur%20un%20mod%5Cu00e8le%20d%5Cu2019analyse%20factorielle.%20Apr%5Cu00e8s%20avoir%20pr%5Cu00e9sent%5Cu00e9%20certaines%20limites%20inh%5Cu00e9rentes%20%5Cu00e0%20l%5Cu2019%5Cu03b1%2C%20nous%20pr%5Cu00e9sentons%20le%20coefficient%5Cu00a0%5Cu03c9%20et%20ses%20d%5Cu00e9clinaisons%20en%20poursuivant%20deux%20objectifs%5Cu00a0%3A%20comprendre%20la%20logique%20th%5Cu00e9orique%20derri%5Cu00e8re%20les%20coefficients%20de%20fid%5Cu00e9lit%5Cu00e9%20om%5Cu00e9ga%20et%20exposer%20les%20sp%5Cu00e9cificit%5Cu00e9s%20des%20coefficients%5Cu00a0%5Cu03c9%20sur%20le%20plan%20de%20leur%20m%5Cu00e9thode%20de%20calcul.%20%5Cu00c0%20cet%20effet%2C%20nous%20distinguons%20les%20conditions%20d%5Cu2019usage%20des%20diff%5Cu00e9rentes%20formes%20d%5Cu2019%5Cu03c9%20%28total%20ou%20hi%5Cu00e9rarchique%2C%20dans%20le%20cadre%20d%5Cu2019une%20AFE%20ou%20d%5Cu2019une%20AFC%29.%20Un%20exemple%20d%5Cu2019analyse%20et%20des%20recommandations%20sont%20propos%5Cu00e9s%20pour%20mieux%20argumenter%20la%20fid%5Cu00e9lit%5Cu00e9%20des%20scores.%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgnt4z8%22%2C%22ISSN%22%3A%220823-3993%2C%202368-2000%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.erudit.org%5C%2Ffr%5C%2Frevues%5C%2Fmee%5C%2F2020-v43-n3-mee06505%5C%2F1084526ar%5C%2F%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%2C%22U5V5DNAA%22%5D%2C%22dateModified%22%3A%222021-12-22T02%3A07%3A22Z%22%7D%7D%2C%7B%22key%22%3A%22CENLMZ7X%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A3%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%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%3EMichelot%2C%20F.%20%282020%29.%20Baron%2C%20G.-L.%20et%20Depover%2C%20C.%20%28dir.%29.%20%282019%29.%20Les%20effets%20du%20num%26%23xE9%3Brique%20sur%20l%26%23x2019%3B%26%23xE9%3Bducation%26%23x202F%3B%3A%20regards%20sur%20une%20saga%20contemporaine.%20Presses%20universitaires%20du%20Septentrion.%20%3Ci%3ERevue%20des%20sciences%20de%20l%26%23x2019%3B%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E46%3C%5C%2Fi%3E%283%29%2C%20227%26%23x2011%3B228.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgtc2rp%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgtc2rp%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%22Baron%2C%20G.-L.%20et%20Depover%2C%20C.%20%28dir.%29.%20%282019%29.%20Les%20effets%20du%20num%5Cu00e9rique%20sur%20l%5Cu2019%5Cu00e9ducation%20%3A%20regards%20sur%20une%20saga%20contemporaine.%20Presses%20universitaires%20du%20Septentrion%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Un%20article%20de%20la%20revue%20Revue%20des%20sciences%20de%20l%5Cu2019%5Cu00e9ducation%2C%20diffus%5Cu00e9e%20par%20la%20plateforme%20%5Cu00c9rudit.%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgtc2rp%22%2C%22ISSN%22%3A%221705-0065%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.erudit.org%5C%2Ffr%5C%2Frevues%5C%2Frse%5C%2F2020-v46-n3-rse05901%5C%2F1076001ar%5C%2F%3Fticket%3D2f0a4b0d1d6288815e581ce02cc2e3f4%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-01-10T16%3A36%3A34Z%22%7D%7D%2C%7B%22key%22%3A%22QWCK6NAY%22%2C%22library%22%3A%7B%22id%22%3A2683711%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Michelot%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A3%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%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%3EMichelot%2C%20F.%20%282020%29.%20B%26%23xE9%3Bgin%2C%20C.%20%282018%29.%20Encadrer%20aux%20cycles%20sup%26%23xE9%3Brieurs.%20%26%23xC9%3Btapes%2C%20probl%26%23xE8%3Bmes%20et%20interventions.%20Presses%20de%20l%26%23x2019%3BUniversit%26%23xE9%3B%20du%20Qu%26%23xE9%3Bbec.%20%3Ci%3ERevue%20des%20sciences%20de%20l%26%23x2019%3B%26%23xE9%3Bducation%3C%5C%2Fi%3E%2C%20%3Ci%3E46%3C%5C%2Fi%3E%283%29%2C%20223%26%23x2011%3B224.%20%3Ca%20class%3D%27zp-DOIURL%27%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgtc2rn%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10%5C%2Fgtc2rn%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%22B%5Cu00e9gin%2C%20C.%20%282018%29.%20Encadrer%20aux%20cycles%20sup%5Cu00e9rieurs.%20%5Cu00c9tapes%2C%20probl%5Cu00e8mes%20et%20interventions.%20Presses%20de%20l%5Cu2019Universit%5Cu00e9%20du%20Qu%5Cu00e9bec%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florent%22%2C%22lastName%22%3A%22Michelot%22%7D%5D%2C%22abstractNote%22%3A%22Un%20article%20de%20la%20revue%20Revue%20des%20sciences%20de%20l%5Cu2019%5Cu00e9ducation%2C%20diffus%5Cu00e9e%20par%20la%20plateforme%20%5Cu00c9rudit.%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22fr%22%2C%22DOI%22%3A%2210%5C%2Fgtc2rn%22%2C%22ISSN%22%3A%221705-0065%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.erudit.org%5C%2Ffr%5C%2Frevues%5C%2Frse%5C%2F2020-v46-n3-rse05901%5C%2F1075999ar%5C%2F%3Fticket%3D2f0a4b0d1d6288815e581ce02cc2e3f4%22%2C%22collections%22%3A%5B%2236FZ8EE8%22%2C%229E8R66RR%22%5D%2C%22dateModified%22%3A%222024-01-10T16%3A36%3A33Z%22%7D%7D%5D%7D
Michelot, F., Alkhalaf, R. et Picco, M. (2024, 13 septembre). «Je suis pas mal dans l’inconnue, ça fait peur des fois». L’agentivité informationnelle d’étudiant·es face à la désinformation climatique sur les réseaux sociaux [Document soumis pour publication]. Université Concordia.
Michelot, F. (2024, 22 août). Exploration des pratiques et perceptions à l’heure de l’émergence de l’IA à l’Université de Moncton [communication]. Mini-colloque du GRIPU, Moncton, NB.
Michelot, F. et Dambre-Sauvage, L. (2024, 13 mai). Comprendre les enjeux de la ruralité au Nouveau-Brunswick : une étude exploratoire [communication]. Colloque 613 du 91e Congrès de l’ACFAS, Ottawa, Canada. https://www.acfas.ca/evenements/congres/programme-preliminaire/600/613
Michelot, F., Alkhalaf, R. et Mehrhardt, L. (2024, 9 mai). L’impact de l’amorçage (priming) sur la perception de la (més)information en ligne : résultats préliminaires [communication]. 11e colloque international en éducation, Montréal, Québec. https://doi.org/nhs6
Michelot, F. (2024, 9 mai). Naviguer dans l’ère de l’IA : perceptions et pratiques en enseignement supérieur. Une étude de cas à l’Université de Moncton [communication]. 11e colloque en éducation, Montréal, Québec. https://doi.org/mz9h
Michelot, F. (2024, 4 avril). L’énergie de la désinformation freine-t-elle la transition climatique ? [communication]. TimeWorld Énergie, Trois-Rivières, Québec. https://timeworldevent.com/6/?page_id=582&entry=501
Michelot, F. et Alkhalaf, R. (2024, 1er mars). Faire face à la circulation de la désinformation climatique sur les médias sociaux. Soutenir les compétences de nos étudiant·es pour développer leur autonomisation informationnelle [communication]. La désinformation scientifique : un problème public transnational, Québec, Québec. https://colloquedesinformation.wordpress.com/
Dumouchel, G., Raynault, A. et Michelot, F. (2024). Apports de l’individu et de la collectivité dans le développement de la culture informationnelle. Vers une synergie numérique durable entre les acteurs concernés. Dans F. Michelot et S. Collin (dir.), La compétence numérique en contexte éducatif: regards croisés et perspectives internationales (p. 157‑176). Presses de l’Université du Québec. https://www.puq.ca/catalogue/livres/competence-numerique-contexte-educatif-4245.html
Michelot, F. (2024). Développer une littératie critique en enseignement face aux défis du 21e siècle. Ou de l’importance d’enseigner un rapport critique au numérique à l’ère des infox. Dans F. Michelot et S. Collin (dir.), La compétence numérique en contexte éducatif: regards croisés et perspectives internationales (p. 425‑446). Presses de l’Université du Québec. https://www.puq.ca/catalogue/livres/competence-numerique-contexte-educatif-4245.html
Michelot, F. et Collin, S. (dir.). (2024). La compétence numérique en contexte éducatif: regards croisés et perspectives internationales. Presses de l’Université du Québec. https://www.puq.ca/catalogue/livres/competence-numerique-contexte-educatif-4245.html
Michelot, F., Collin, S. et Lepage, A. (2024). Horizons numériques en éducation. Quelles perspectives à l’heure de l’IA générative ? Dans F. Michelot et S. Collin (dir.), La compétence numérique en contexte éducatif: regards croisés et perspectives internationales (p. 511‑520). Presses de l’Université du Québec. https://www.puq.ca/catalogue/livres/competence-numerique-contexte-educatif-4245.html
Michelot, F. et Collin, S. (2024). Cartographie(s) de la compétence numérique. Présentation de l’ouvrage. Dans F. Michelot et S. Collin (dir.), La compétence numérique en contexte éducatif: regards croisés et perspectives internationales (p. 19‑28). Presses de l’Université du Québec. https://www.puq.ca/catalogue/livres/competence-numerique-contexte-educatif-4245.html
Michelot, F. et Lepage, A. (2024). Perceptions de l’IA chez les étudiant·es et enseignant·es du postsecondaire : une exploration à l’Université de Moncton [Document soumis pour publication].
Ministère de l’Éducation et du Développement de la petite enfance. (2024). Cadre d’orientation de l’intelligence artificielle. Gouvernement du Nouveau-Brunswick. Récupéré le 6 septembre 2024 de https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/Publications/cadre-orientation-ia.pdf
Picco, M., Alkhalaf, R. et Michelot, F. (2024). Apprendre à s’informer. Une approche de la pensée critique. Pédagogie collégiale, 37(1), 40‑49. https://www.calameo.com/account/private/read/#code-006737414e18895051f6f?page=42
Picco, M., Alkhalaf, R. et Michelot, F. (2024). Learning to Inform Oneself. An Approach to Critical Thinking. Pédagogie collégiale, 37(1), 40‑49. https://www.calameo.com/aqpc/read/0067374140f69d251b3a1?page=42
Michelot, F. (2024). «L’art» de combler les vides : une évaluation des stratégies de remplacement des données manquantes dans les études en éducation [Manuscrit en préparation].
Michelot, F., Poellhuber, B. et Béland, S. (2023). Métalittératie et pensée critique de futurs enseignants : pratiques et perceptions en francophonie. Revue internationale de pédagogie de l’enseignement supérieur, 39(2), 1‑26. https://doi.org/10/gsg375
Alkhalaf, R., Michelot, F., Béland Savoie, T. et Picco, M. (2023, 14 juin). Why Train Students to Cope with Misinformation on Contemporary Issues? Qualitative Elements of Understanding from a Mixed-Method Study [affiche]. Congrès annuel de la SAPES 2023, Charlottetown, Canada. https://doi.org/kdvs
Michelot, F., Boukili Makhoukhi, A., Brideau, M., Alkhalaf, R. et Béland Savoie, T. (2023, 11 mai). Pensée critique et compétences informationnelles des étudiant·es au postsecondaire : un enjeu de taille face aux défis climatiques [communication]. Colloque 548 du 90e Congrès de l’ACFAS, Montréal, Québec. https://doi.org/kb3q
Alvarez, H., Barbier, P.-Y., Beinchet, A., Black, N., Lévesque, M., Mamprin, C., Michelot, F., Potvin, C. et Zaiane-Ghalia, S. (2023, 11 mai). Compréhensions, perceptions et pratiques des principes d’ÉDID par le corps enseignant face aux prescriptions politiques et institutionnelles [communication]. Colloque 548 du 90e Congrès de l’ACFAS, Montréal, Québec. https://doi.org/kcjh
Alvarez, H., Barbier, P.-Y., Beinchet, A., Black, N., Bouchard, C., LeBlanc, S. R., Lévesque, M., Mamprin, C., Michelot, F., Potvin, C. et Zaiane-Ghalia, S. (2023, 4 mai). Compréhensions et perceptions des principes d’équité, diversité, inclusion et décolonisation par des enseignant·e·s face aux prescriptions politiques et institutionnelles [communication]. 10e colloque international en éducation, Montréal, Québec.
Michelot, F. (2023, 14 février). Teaching 21st Century Skills: Myth or Urgent Reality? [communication]. Seminare, Friedrich-Alexander-Universität Erlangen-Nürnberg (Bavière, Allemagne). https://profilehreplus.de/seminare/teaching-21st-century-skills-myth-or-urgent-reality
Michelot, F. (2023). De l’utilisation contrainte de la formation à distance à la « normalisation » des pratiques? Une étude de cas à l’Université de Moncton, campus de Shippagan. Revue internationale des technologies en pédagogie universitaire, 20(2), 220‑240. https://doi.org/10/gsvjrk
Poellhuber, B. et Michelot, F. (2023). Les résultats d’un programme de formation à visée transformatrice sur le sentiment d’efficacité personnelle et les pratiques pédagogiques des enseignantes et enseignants. Revue internationale des technologies en pédagogie universitaire, 20(2), 22‑27. https://doi.org/10/gsvjrj
Black, N. L., Bouchard, C., Potvin, C., Michelot, F. et Levesque, M. (2023). Perspectives expérientielles postpandémiques de réinvestissement technopédagogique chez le personnel enseignant universitaire. Revue internationale des technologies en pédagogie universitaire, 20(2), 241‑259. https://doi.org/10/gsvjrm
Michelot, F. et Parent, S. (2022, 4 novembre). Le numérique face au climat : problème ou élément de réponse ? [communication]. Journée du numérique en éducation. Édition 2022, Québec, Québec. http://www.education.gouv.qc.ca/dossiers-thematiques/plan-daction-numerique/formations/journee-du-numerique-en-education/
Michelot, F. (2022). Obstacles et opportunités stratégiques de l’avenir de la formation à distance. Une contribution à la planification stratégique de l’Université de Moncton. Distances et médiations des savoirs, 39(39). https://doi.org/10/gq6pzt
Bistodeau, A., Lafleur, F. et Michelot, F. (2022). L’évaluation sous surveillance par caméra. Les perceptions d’étudiants universitaires en contexte de pandémie. Distances et médiations des savoirs, 39(39). https://doi.org/10/gq6pz4
Béland, S., Michelot, F. et Hébert, M.-H. (2022, 12 mai). Quelques enjeux émergents de l’évaluation des apprentissages à l’université [communication]. Colloque 605 du 89e Congrès de l’ACFAS, Montréal, Québec. http://dx.doi.org/10.13140/RG.2.2.23532.44166
Michelot, F. et Poellhuber, B. (2022, 9 mai). Développer l’autoefficacité des enseignant·es en formation à distance, une stratégie payante pour l’enseignement présentiel, hybride et comodal [communication]. Colloque 521 du 89e Congrès de l’ACFAS, Montréal, Québec. https://www.acfas.ca/evenements/congres/programme/89/500/521/c
Lévesque, M., Black, N., Bouchard, C., Potvin, C. et Michelot, F. (2022, 6 mai). Sentiment d’autoefficacité et e-formation : retour d’expérience à l’Université de Moncton en contexte pandémique [communication]. 9e colloque international en éducation, Montréal, Québec. http://dx.doi.org/10.13140/RG.2.2.18214.19523/1
Poellhuber, B. et Michelot, F. (2022, 6 mai). Former et accompagner les enseignant(e)s dans le développement de leurs compétences à l’Université de Montréal lors de la pandémie : résultats de recherche [communication]. 9e colloque international en éducation, Montréal, Québec. http://dx.doi.org/10.13140/RG.2.2.19787.05928
Michelot, F. (2022, 4 mai). La massification de la e-formation : une panacée pour l’environnement ? Éléments de réflexion issus d’une revue exploratoire de littérature [communication]. RUNED22. Perspectives critiques sur le numérique en éducation et formation, Montréal, Québec. https://doi.org/mrn5
Michelot, F., Béland, S. et Poellhuber, B. (2022). A Transnational Comparative Study of Preservice Teachers’ Critical Thinking Skills and Metaliteracy Self-Efficacy. Higher Education, Skills and Work-Based Learning, 12(5), 866‑883. https://doi.org/10/gpct6f
Michelot, F. (2022). Une note sur la métalittératie, une proposition de cadre conceptuel rénové et opérant des nouvelles littératies. Pour faire face aux défis informationnels, numériques et médiatiques du 21e siècle. Revue hybride de l’éducation, 5(2), 1‑23. https://doi.org/10/gqmddw
Michelot, F. (2022). Recourir au numérique, mais à quel(s) prix? Apprendre et enseigner aujourd’hui, 11(2), 16‑19. https://conseil-cpiq.qc.ca/publications/revue-apprendre-et-enseigner-aujourdhui/
Mamprin, C., Grenier, V., Weiss, P.-O., Aubin, A.-S., Michelot, F., Winz, K., Levasseur, A., Bédard-Mercier, R., Naimi, R. et Balboa-Gallardo, M. J. (2021). Note éditoriale. Initio, 9(1), 1‑4. https://hal.archives-ouvertes.fr/hal-03484144
Michelot, F. et Béland, S. (2021, 18 novembre). Self-Efficacy and Critical Thinking of Pre-Service Teachers: Elements of a Study led in Wallonia, France, and Quebec [communication]. International Conference « Time to Reshape the Digital Society », Namur, Belgique. https://www.crids.eu/40ans/programme#autotoc-item-autotoc-12
Michelot, F., Poellhuber, B., Charette, E. et Gazerani, F. (2021, 17 novembre). Accompagner les enseignant·es dans le développement de leurs compétences en FAD [communication]. ROC 2021: Solidarités numériques en éducation : une culture en émergence, Montréal. https://hal.archives-ouvertes.fr/hal-03484209
Michelot, F., Poellhuber, B., Charette, E. et Gazerani, F. (2021). Accompagner les enseignant·es dans le développement de leurs compétences en FAD. Dans P. Plante, M. Alexandre, C. Papi, A. Stockless et R. Grégoire (dir.), Actes du colloque (p. 179‑182). https://r-libre.teluq.ca/2590/
Michelot, F. (2021). Pour un regard critique sur le recours au numérique en éducation. Formation et profession : revue scientifique internationale en éducation, 29(3), 1‑4. https://doi.org/https://doi.org/gm84d5
Michelot, F. (2021). Valois, P., Renaud, J.-S., Ouellet, C. et Blouin, P. (2019). Concevoir une formation continue en ligne pour les professionnels de la santé. Les Presses de l’Université Laval. Revue des sciences de l’éducation, 47(1), 223‑224. https://doi.org/https://doi.org/k9ch
Michelot, F., Poellhuber, B., Bérubé, B. et Béland, S. (2021). Retour d’expérience sur l’évaluation d’une formation des enseignants à la FAD dans le cadre de la crise de la COVID-19. Revue internationale des technologies en pédagogie universitaire, 18(1), 21‑31. https://doi.org/10/gh3gd5
Michelot, F. (2021). Bronner, G. (2021). Apocalypse cognitive. Presses universitaires de France. Revue des sciences de l’éducation, 47(2), 274‑276. https://doi.org/10/gnr5xc
Weiss, P.-O., Giguère, É., Mamprin, C., Aubin, A.-S., Sall, M. et Michelot, F. (2020). Note éditoriale Éducation et formation. Initio, 8(1), 1‑3. https://hal.archives-ouvertes.fr/hal-02956575
Michelot, F., Béland, S. et Poellhuber, B. (2020, avril). Quantifier la pensée critique des futur·e·s enseignant·e·s : éléments sur le développement d’échelles dans le cadre d’une recherche en Belgique, en France et au Québec [communication annulée (COVID-19)]. 7e Colloque international en éducation, Montréal, Québec.
Béland, S. et Michelot, F. (2020). Une note sur le coefficient oméga (ω) et ses déclinaisons pour estimer la fidélité des scores. Mesure et évaluation en éducation, 43(3), 103‑122. https://doi.org/10/gnt4z8
Michelot, F. (2020). Baron, G.-L. et Depover, C. (dir.). (2019). Les effets du numérique sur l’éducation : regards sur une saga contemporaine. Presses universitaires du Septentrion. Revue des sciences de l’éducation, 46(3), 227‑228. https://doi.org/10/gtc2rp
Michelot, F. (2020). Bégin, C. (2018). Encadrer aux cycles supérieurs. Étapes, problèmes et interventions. Presses de l’Université du Québec. Revue des sciences de l’éducation, 46(3), 223‑224. https://doi.org/10/gtc2rn