Les premiers Salons de Baudelaire n’ont pas connu d’édition séparée en langue française qui vise à les illustrer et à les replacer dans le contexte de leur rédaction originale depuis les éditions qu’André Ferran pour le Salon de 1845 et surtout David Kelley pour le Salon de 1846 ont respectivement établies en 1933 et en 1976. Or c’est dans la droite ligne de ces deux publications que nous entendons placer notre propre travail éditorial qui s’est fixé des objectifs presque similaires à ceux que poursuivaient nos deux prédécesseurs, à savoir de tenter de rendre ces œuvres de Baudelaire à leur signification première en renouant le dialogue qu’elles entretiennent par principe avec les œuvres d’art exposées au Salon du Louvre ainsi qu’avec les nombreux autres « salonniers » de l’époque dont les jugements semblent, à l’examen et en dépit des apparences, fréquemment interférer dans l’écriture du texte baudelairien. / The first "salons" of Baudelaire have not known separate edition in French designed to illustrate them and putting them in the context of writing original editions since Andre Ferran for the Salon of 1845 and especially David Kelley the Salon of 1846 were respectively established in 1933 and 1976. Now it is in line with these two publications we intend to put our own editorial, which has set targets almost similar to those pursued by our two predecessors, namely to try to make these works of Baudelaire their meaning first by resuming their dialogue in principle with the works of art exhibited at the Salon du Louvre as well as many other "salonniers" of the time whose judgments seem, review and despite appearances frequently interfere in the writing of the text by Baudelaire.

Doctor of Philosophy / Department of Secondary Education / Diane McGrath / In many college of education programs, the feasibility of online courses has provided opportunities for in-service teachers who are pursuing a higher educational goal while working full-time with school and/or family responsibilities. Although preliminary evidence on project-based learning (PBL) in traditional classrooms with younger learners suggests that students are highly motivated, it is not clear whether adult learners recognize the value of the online PBL approach. This study documented adult learners’ learning experience with online projects, their collaborative experience, and their learning experience with technological tools. The result of this study can contribute to our understanding of the strengths and the obstacles in an online PBL environment. Nineteen participants who registered in a graduate level course participated in this case study over a 16-week semester. They collaborated in small group of 2–5 members in order to communicate and construct projects at a distance. Qualitative and quantitative data were collected and interpreted based on a descriptive case study design. Multiple sources of data include course documentation, archival data from course management system, student-created projects, surveys, and interviews. A model for content analysis of CMC was applied to qualitative analysis of the electronic discourse. Findings of this study indicated that participants gained positive experience in this new way of learning. In particular, three themes related to online PBL approach emerged: (1) project relevancy and authenticity as the primary concerns in guiding driving question, researching information, and constructing artifact; (2) synchronicity is indispensable for online collaboration; and (3) repeated exposures with technology tools reduce the fear and reinforce the skill to be learned.