La compréhension automatique de la parole est au confluent des deux grands domaines que sont la reconnaissance automatique de la parole et l'apprentissage automatique. Un des problèmes majeurs dans ce domaine est l'obtention d'un corpus de données conséquent afin d'obtenir des modèles statistiques performants. Les corpus de parole pour entraîner des modèles de compréhension nécessitent une intervention humaine importante, notamment dans les tâches de transcription et d'annotation sémantique. Leur coût de production est élevé et c'est la raison pour laquelle ils sont disponibles en quantité limitée.Cette thèse vise principalement à réduire ce besoin d'intervention humaine de deux façons : d'une part en réduisant la quantité de corpus annoté nécessaire à l'obtention d'un modèle grâce à des techniques d'apprentissage semi-supervisé (Self-Training, Co-Training et Active-Learning) ; et d'autre part en tirant parti des réponses de l'utilisateur du système pour améliorer le modèle de compréhension.Ce dernier point touche à un second problème rencontré par les systèmes de compréhension automatique de la parole et adressé par cette thèse : le besoin d'adapter régulièrement leurs modèles aux variations de comportement des utilisateurs ou aux modifications de l'offre de services du système

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.

Organisational learning is conceptualised within healthcare policy as an acontextual entity to be implemented across services through a prescribed governance framework. Studies of organisational learning often exclude context in this way. The central questions of this thesis concern how and why context is relevant and important in relation to organisational learning. In order to address these issues, context and organisational learning were conceptualised as mutually constitutive activity and knowing-in-practice respectively. Taking a cultural-historical activity theoretical approach, learning is understood to be an intrinsic part of activity. These issues were explored empirically through qualitative case study in three purposively sampled Scottish primary care teams. Initial findings suggested collective learning occurred through participation in everyday activity. Team accounts of apparently the same routine object of work revealed distinctive patterns of activity. Each team seemed to be doing the same thing differently. Exploration of mediating means present in each teamâ s activity accounted for these differences: although similar on the surface, the attribution of meaning to each was contested and shaped through the cultural, historical and inherently contextual activity which they mediated within each activity system. Further analysis demonstrated members of each primary care team co-configured these objects with members of other interlinked activity systems. Different things were actually being done in similarly different ways. This showed how inherently contextual activities shaped the content of collective learning and offered an explanation of why context is relevant and important in collective learning. These findings suggest efforts to transfer knowledge as a discrete, manageable entity between situations are unlikely to succeed due to the filtering and translating effect of inherently contextual activity. From this perspective, organisational learning and related concepts such as â implementationâ and â best practiceâ become problematic. Healthcare policy concerning collective learning, within which such approaches are central, may benefit from reconsideration.

Avec la révolution numérique de cette dernière décennie, la quantité de photos numériques mise à disposition de chacun augmente plus rapidement que la capacité de traitement des ordinateurs. Les outils de recherche actuels ont été conçus pour traiter de faibles volumes de données. Leur complexité ne permet généralement pas d'effectuer des recherches dans des corpus de grande taille avec des temps de calculs acceptables pour les utilisateurs. Dans cette thèse, nous proposons des solutions pour passer à l'échelle les moteurs de recherche d'images par le contenu. Dans un premier temps, nous avons considéré les moteurs de recherche automatique traitant des images indexées sous la forme d'histogrammes globaux. Le passage à l'échelle de ces systèmes est obtenu avec l'introduction d'une nouvelle structure d'index adaptée à ce contexte qui nous permet d'effectuer des recherches de plus proches voisins approximées mais plus efficaces. Dans un second temps, nous nous sommes intéressés à des moteurs plus sophistiqués permettant d'améliorer la qualité de recherche en travaillant avec des index locaux tels que les points d'intérêt. Dans un dernier temps, nous avons proposé une stratégie pour réduire la complexité de calcul des moteurs de recherche interactifs. Ces moteurs permettent d'améliorer les résultats en utilisant des annotations que les utilisateurs fournissent au système lors des sessions de recherche. Notre stratégie permet de sélectionner rapidement les images les plus pertinentes à annoter en optimisant une méthode d'apprentissage actif. / In this last decade, would the digital revolution and its ancillary consequence of a massive increases in digital picture quantities. The database size grow much faster than the processing capacity of computers. The current search engine which conceived for small data volumes do not any more allow to make searches in these new corpus with acceptable response times for users.In this thesis, we propose scalable content-based image retrieval engines.At first, we considered automatic search engines where images are indexed with global histograms. Secondly, we were interested in more sophisticated engines allowing to improve the search quality by working with bag of feature. In a last time, we proposed a strategy to reduce the complexity of interactive search engines. These engines allow to improve the results by using labels which the users supply to the system during the search sessions.

This thesis discusses the historical curriculum in primary school and looking for ways to teach it effectively. Its aim is to analyze the educational goals of the historical curriculum of primary school. The introduction deals with the question of why history should be part of education in the first grade of primary school. Furthermore, it compares the historical conception of education at primary school in our conditions with the concept of the state, whose aims and methods of historical thinking are inspiring for us. Based on the findings and recommendations of domestic and foreign researches are in the empirical part of the thesis didactic designed tutorials selected topic historical subject matter with regard to diagnosis and development of historical thinking. Proposed lessons were implemented in the second year of primary school. At the end of each lesson is to evaluate the effectiveness of proposed schemes through analysis worksheets and comparing the results of the input and output mind maps and chalk talk. The entire set of lessons is evaluated through analysis of the final evaluation sheets pupils.

The diploma thesis: "Project method at primary school" deals with the development of new knowledge and skills through the project method, analysis of the quality of its use and possibilities of its application in practice. The work discusses how teachers work on projects with new information, how they develop new knowledge and skills of their students when using the project method. Furthermore it brings author's own project the purpose of which was to allow students to invent new knowledge on their own. The project method at the first school can be carried out by either short-term or long-term projects. Effectivity and quality of teaching is influenced by versatile development of personality of each student. Results of the questionnaire survey proves that the teachers are trying to ensure students enough opportunities for development of key competencies. They strive to put students in the working mood and try to build rich information background. Teachers knowingly consider these aspects however they are not convinced whether it is sufficient for the students. Results of student questionnaire captures how students perceive the work with new information acquired during the project. The project awakens students' interest in these information even for the future. When working on the project students...

The thesis is devoted to Development education. It focuses mainly on the possibility of inclusion of DE into the formal education with use of active learning techniques. The thesis is divided into two main parts. The theoretical part is made on the basis of the literature covering topic of DE. The practical part describes the schooling concept, which is including the DE into formal education.

Les activités anthropiques dans le bassin méditerranéen sont en forte évolution. Dans les zones agricoles, cette croissance entraîne des évolutions considérables de l'occupation du sol. Cette activité agricole exerce un impact majeur sur le fonctionnement hydrologique des paysages qui n'est identifiable qu'à une échelle bien plus large, sur plusieurs dizaines de km². Cette thèse se concentre sur la classification de l'occupation du sol sur une large étendue à partir d'une image monodate à haute résolution spatiale (SPOT6/7).Dans ce contexte, les données d'apprentissage sont collectées par des enquêtes terrain, par conséquent, elles sont très limitées. Les méthodes d'apprentissage supervisées sont généralement utilisées, en supposant que la distribution des classes est stable sur toute l'image. Cependant, en pratique, on constate une distorsion des distributions des classes (apparition de nouvelles classes, disparition de classes). Ce problème, intitulé "datashift", se produit souvent sur des larges étendues. Ainsi le modèle construit sur les données d'apprentissage initiales s'avère sous optimal pour la classification de l'image entière. Pour atténuer ce problème, les techniques d'apprentissage actif définissent un ensemble d'apprentissage efficace, en l'adaptant itérativement par l'ajout des données non labellisées les plus informatives. Ces techniques permettent d'améliorer le modèle de classification tout en conservant un petit ensemble d'apprentissage initial. L'échantillonnage se base généralement sur deux métriques : l'incertitude et la diversité.Dans cette thèse, nous montrons l'apport des techniques d'apprentissage actif pour la cartographie de l'occupation du sol en milieu agricole, en proposant un échantillonnage adapté par parcelle.L'apport des méthodes d'apprentissage actif est validé par rapport à une sélection aléatoire des parcelles. Une métrique de diversité basée sur l'algorithme Meanshift a été proposée.Dans un deuxième temps, nous avons traité le sous-problème du "datashift" qui est l'apparition de nouvelles classes. Nous avons proposé de nouvelles métriques de diversité basées sur l'algorithme Meanshift et les Fuzzy k-means ainsi qu'une nouvelle stratégie de sélection des données adaptées à la détection de nouvelles classes.Dans la dernière partie, nous nous sommes intéressés aux contraintes spatiales induites par les observations sur terrain et nous avons proposé une stratégie de labellisation par points de vue qui permet de diminuer largement les coûts humains d'observations terrain tout en gardant de bonnes précisions de classification ainsi que la découverte des nouvelles classes.Les méthodes proposées ont été testées et validées avec une image multispectrale SPOT6 à 6m de résolution sur le bassin versant de Lebna, Cap-Bon, Tunisie. / Anthropogenic activities in the Mediterranean are in strong evolution. In agricultural areas, this growth leads to considerable changes in land cover. This agricultural activity has a major impact on the hydrological functioning of the landscapes which can be only identified on a wide scale, over several tens of km². This thesis focuses on the land cover classification on wide area from a high spatial resolution monodate image (SPOT6/7).In this context, the learning data are collected by field surveys, therefore they are very limited. Supervised learning methods are generally used, assuming that the class distribution is stable over all the image. However, in practice, there is a class distributions distortion (new classes appear, classes disappear). This problem, called "datashift", always occurs over wide areas. Thus, the model constructed on the initial learning data is sub-optimal for the classification of the entire image. To lessen this problem, active learning techniques define an effective learning set, by iteratively adapting it by adding the most informative unlabeled data. These techniques improve the classification model while retaining a small initial learning set. Sampling is generally based on two metrics: uncertainty and diversity.In this thesis, we show the contribution of active learning techniques for the land cover mapping in agricultural environment, proposing a suitable sampling per parcel.The active learning methods contribution is validated respectively to a random selection of parcels. A diversity metric based on the Meanshift algorithm has been proposed.Secondly, we treated the sub-problem of the "datashift" which is the appearance of new classes. We proposed new metrics of diversity based on the Meanshift algorithm and Fuzzy k-means as well as a new data selection strategy adapted to the detection of new classes.Finally we were interested in the spatial constraints induced by the field observations and we proposed a strategy of labeling by stand points which make it possible to greatly reduce the human costs for field observations while maintaining good classification precisions as well as the discovery of new classes.The proposed methodologies were tested and validated on a multispectral SPOT6 image with 6m resolution on the Lebna watershed, Cap-Bon, Tunisia.

[pt] A atual evolução dos dispositivos computacionais móveis e a crescente ubiqüidade de redes sem fio possibilitam o desenvolvimento de serviços e aplicativos para colaboração entre usuários móveis nos mais variados ambientes como em domicílios, lugares públicos, universidades, empresas, entre outros. Em uma sala de aula, acredita-se que o uso de dispositivos móveis (com capacidade de comunicação sem fio) torna o aprendizado mais interativo e estimulante. Este trabalho descreve um aplicativo distribuído, denominado iPH (Interactive Presenter for Handhelds), que possibilita o compartilhamento e a co-edição de transparências entre o instrutor e os aprendizes em sala de aula, e os componentes de middleware utilizados no desenvolvimento do mesmo. O iPH pode ser executado em diferentes tipos de dispositivos como tablet pcs, notebooks e handhelds (palmtops ou smartphones), e acessa informações de contexto computacional do dispositivo para efetuar auto-adaptações na sua funcionalidade, para entre outros, melhorar a interação com o usuário. / [en] The ongoing improvement of portable devices and the increasing ubiquity of wireless networks enable the development of services and applications for anyplace- any-time collaboration among mobile users in many different environments, such as at home, in public areas, in universities, in companies, among others. It is expected that the use of portable, wireless-enabled devices in classrooms improves the interaction and engagement in the learning process. This work describes a distributed application named iPH (Interactive Presenter for Handhelds) that supports the sharing and co-edition of presentations among an instructor and students of a classroom, as well as the middleware components used for the development of iPH. This system can be executed on a wide range of devices, such as tablets, notebooks and handhelds (palmtops or smartphones), and uses the device`s context information to adapt itself to improve, for example, the interaction with the user.

No ensino centrado no aluno, o foco da instrução é transferido do professor para o estudante. O objetivo desta pesquisa foi verificar os efeitos do ambiente proporcionado em uma disciplina de Bioquímica para expectativas, motivação, estratégias de aprendizagem, avaliação da eficiência do ensino, participação, frequência e desempenho. Nesse cenário, são utilizadas duas principais dinâmicas: período de estudo (PE) e grupo de discussão (GD). A coleta dos dados envolveu a aplicação de questionários, testes de desempenho e entrevistas semiestruturadas. A análise dos dados reuniu as abordagens quantitativa e qualitativa. Os resultados obtidos para expectativas e atendimento das expectativas mostraram predomínio do nível mais alto da escala de Likert para todas as afirmações sobre aspectos gerais e método de ensino. A comparação entre estes instrumentos indicou que a maioria dos alunos teve suas expectativas atendidas ou superadas na disciplina de Bioquímica. Além disso, verificou-se que as expectativas para carga de trabalho foram maiores do que a carga de trabalho percebida e as expectativas de desempenho também foram maiores do que o desempenho efetivo na disciplina. Os resultados sobre motivação indicaram que a disciplina contribuiu para os alunos apresentarem valores altos para motivação intrínseca, autoeficácia, estratégias de aprendizagem ativa e valor da aprendizagem científica. Adicionalmente, verificou-se que os alunos estavam mais ou igualmente motivados na disciplina de Bioquímica quando em comparação a outras disciplinas do primeiro ano. Os padrões obtidos evidenciam o papel do PE e GD para estimular a participação ativa e autônoma dos alunos e contribuir para que eles se mantivessem motivados e engajados no processo de ensino-aprendizagem. Em relação às estratégias de aprendizagem, os resultados indicaram que as estratégias colaborativas foram efetivas para aprender Bioquímica: foram frequentes e tiveram avaliação positiva as estratégias de explicação para o grupo e discussão. As respostas sobre a eficiência do ensino mostraram que 80% dos estudantes acharam que o ensino foi eficiente. Nos resultados sobre a participação e frequência verificou-se que a maioria indicou altos valores para essas variáveis, porém mais de 25% assinalaram participação menor ou igual a 5 (escala 1-10) e 32% apresentaram número elevado de faltas. Este é um dado relevante porque a falta em uma disciplina com método ativo exclui a oportunidade de colaborar com os pares. A principal justificativa para a baixa assiduidade foi a sobrecarga de trabalho gerada por outras disciplinas. Em relação ao desempenho, 37% dos estudantes foram reprovados, porcentagem maior do que em anos anteriores. Para entender os motivos que resultaram no desempenho insatisfatório, comparou-se os grupos de aprovados e reprovados em função das variáveis investigadas nesta pesquisa. Os resultados revelaram que os estudantes que tiveram alta participação e/ou alta frequência apresentaram maior desempenho do que aqueles que tiveram baixa participação e/ou baixa frequência. Entrevistas realizadas para compreender com mais detalhes o baixo desempenho destes alunos permitiram confirmar os padrões da análise quantitativa: a sobrecarga de créditos comprometeu a participação e frequência dos alunos em Bioquímica. A apreciação conjunta dos resultados confirmou o efeito positivo dessa abordagem inovadora para as variáveis investigadas, apesar de influência significativa de fatores externos. / On student-centered teaching, the focus is shifted from the teacher to the student. The purpose of this survey was to verify the effects of the environment provided on a Biochemistry course for expectations, motivation, learning strategies, evaluation of the teaching efficiency, participation, attendance and performance. In this scenario, two core dynamics are applied: study periods (SP) and discussion groups (DG). The data gathering involved the use of questionnaires, performance tests and semi-structured interviews. The data analysis gathered both qualitative and quantitative approaches. The results obtained for expectations and meeting of expectations showed prominence of the highest level of the Likert scale for all statements on general aspects and teaching method. The comparison between these instruments indicated that most students had their expectations met or exceeded in the Biochemistry course. Not only that, it was verified that the expectations for workload were greater than the perceived workload and the expectations of performance were also greater than the effective performance in the course. The results on motivation indicated that the course contributed to the students´ high levels of intrinsic motivation, self-efficiency, active learning strategies and the value of scientific learning. In addition, it was verified that the students were more or equally motivated on the Biochemistry course compared to other courses in the first year. The patterns obtained show the role of SP and DG in stimulating the active and autonomous participation of the students and contributing to their continued motivation and interest in the process of teaching and learning. Regarding the learning strategies, the results indicated that the collaborative strategies were effective in learning Biochemistry: the strategies of explanation for the group and discussion were frequent and well received. The responses on teaching efficiency showed that 80% of the students thought the teaching was efficient. The results for participation and attendance showed that the majority had high levels for those variables, however more than 25% indicated participation less than or equal to 5 (in a 1-10 scale) and 32% presented a high rate of absenteeism. This is a relevant data because absenteeism in a course with active methods excludes the opportunity to collaborate with peers. The main justification for the low participation is the work overload generated by other courses. Regarding performance, 37% of the students failed, a higher percentage than in previous years. In order to understand the reasons that resulted in the subpar performance, a comparison was made between the approved and unapproved group in regard to the variables investigated in this survey. The results revealed that the students with high participation and/or high attendance displayed higher performance than those with low participation and/or low attendance. Interviews held to understand in greater detail the poor performance of these students made possible to confirm the patterns of quantitative analysis: the classes overload compromised the participation and attendance of students in Biochemistry course. The joint assessment of the results confirmed the positive effect of this innovative approach to the investigated variables, despite the significant influence of external factors.