La professionnalisation par la démarche de recherche est de plus en plus utilisée par les organismes de formation professionnelle, aussi bien initiale que continue. La présente étude tente d’analyser les composantes et les conditions d’existence d’une telle recherche. En quoi la recherche est-elle professionnalisante et quelles seraient les conditions pour qu’elle le soit. Plusieurs dimensions sont à l’œuvre. La pluralité des formateurs et le déroulement d’un tutorat, la production de savoirs académiques qui ne sont ni théoriques ni d’action, mais en relation avec des représentations nouvelles. Des possibilités offertes par la pratique et, enfin, le passage par une obligation d’écriture scientifique dont les caractéristiques se nichent dans le métissage théorie/pratique des modèles théoriques de santé et du processus d’apprentissage de ceux-ci. L’étude prend comme exemple, l’enseignement des modèles théoriques/pratiques et du processus d’Apprentissage pour la mise en place d’une écriture scientifique en formation initiale des Agents Socio-Sanitaires. La formation professionnelle initiale présentant des caractéristiques plus fragiles face à ce genre de formation compte tenu de sa qualité. / The professionalization by the approach of research is increasingly used by vocational, as well original a organization that continues. This study attempts to analyze the components and the conditions of the existence of such a search. What is research professional and what would be the conditions for it to be. Several dimensions are at work. The plurality of the trainers and the conduct of a tutoring, academic knowledge which are neither theoretical production of action, not in relation to new representations. Opportunities offered by the practice and, finally, passing through an obligation to scientific writing whose characteristics Nestle in the interbreeding theory/practice of theoretical models of health and learning of these processes.The study takes as an example, the teaching of theoretical/practical models and learning process for the establishment of scientific writing in initial training of health staff. Initial vocational training with more fragile characteristics to this sort of training in view of its quality.

A field study was conducted in order to enquire which languages the teachers and the students were using, both during lessons and on breaks, and if and how several languages were used to instruct. Since colonialism, the  Gambia has experienced many European influences, which has led to English as the official language and also the language of instruction. This means that the teachers have to teach in a language which is not their own, nor their students’ native language. The phenomenon is called submersion, which has been proved to be a less successive practice. Hence, the government of today is struggling against many obstacles in order to meet the Education for All-policy, and ensure high quality education in the Gambia. However, the low achievements among the students, should not be considered solely an effect of the language of instruction, but also the methods used for teaching.

My objective for this project was to create a short but thrilling 2D-animation intended as promotion for an online comic book. The purpose of the project was to learn more about animation and graphics, to further my artistic skills and to learn how to work in Adobe After Effects. I also wanted to learn more about scheduling, project methods and how to handle stress. During the ten weeks of the project I have created the story, the storyboard, the character design, the backgrounds and the animation. The voice over was recorded with the help of a fellow student who also made the music and the sound effects. In all else I have worked on my own. During the work I have principally learned more about graphics and animation, both classic animation made on paper and digital animation. I have also gained more knowledge concerning technology as it is used in artistic processes, criticism and self criticism, personal development and learning, working alone as an opposite to working in a group, how to handle problems, setbacks and conflicts, time and planning, various ways of analyzing working processes and methods, the creative process and the balance between work and relaxation. I discuss and reflect on these and more phenomena in the end of this study. It has been a demanding but exciting journey. / Detta är en reflektionsdel till en digital medieproduktion. You can mail me at: kippokippo@yahoo.se

I studien undersöks användningen av digital portfolio i bildämnet och hur den digitala portfolion ingår i att synliggöra lärandeprocessen, samt hur den kan skapa en pågående dialog mellan elev och lärare. Vidare undersöks den digitala portfolions roll i elevers delaktighet i bedömningsprocessen. Metoden är kvalitativ och stödjer sig på halvstrukturerade intervjuer med pedogog och elever från högstadiet som använder sig av digital portfolio i bildämnet. Resultatet visar att både pedagog och elever ser möjligheterna med den digitala portfolion vad det gäller synliggörande av elevernas lärprocess i bild. Ett multimodalt arbetssätt är en framgångsfaktor som bidrar både till synligheteten av lärprocess och bedömningsprocess, samt främjar alternativa kommunikationsformer. Hinder i att uppnå en synlighet och delaktighet i lärandeprocessen och bedömningsprocessen kan dels bero på att den digitala portfolion kan betraktas av eleverna som för abstrakt och därmed också negligeras, eller att eleverna inte ser eller har förstått värdet i att dokumentera. Ytterligare en faktor som är nödvändig för att eleverna ska känna sig delaktiga i, bland annat bedömningsprocessen, är att pedagogens feedback måste vara kontinuerlig och effektiv. Ur ett socialkulturellt perspektiv, med fokus på design för lärande, visar sig den digitala portfolion ha stor potential för synlighet och delaktighet i både lär- och bedömningsprocessen. / The study examines the usage of digital portfolio in the art subject and how the digital portfolio is a part of making the learning process visible. It also investigates how it facilitates an ongoing dialogue between student and teacher. In addition, the study aims to investigate the digital portfolio’s roll in making students involved in the assessment proceqss. The method used in the study is qualitative and relies on half structured interviews with a teacher and students from a Swedish högstadie (8th and 9th grade) who use digital portfolio in the art subject. The result indicate that both the teacher and students alike see the possibilities with the digital portfolio concerning visibility of the students’ learning process in the art subject. A factor for success is a multimodal working practice which contributes both to the visibility of the learning process and assessment process, while also encouraging alternative communication channels. Obstacles in accomplishing visibility in the learning and assessment process can be attributed to the students’ perceiving the digital portfolio as too abstract, consequently neglecting it, or that the students do not see the value in documenting. Yet another factor necessary for students to feel involved, especially in the assessment process, is that the teacher’s feedback needs to be continuous and effective. From a sociocultural perspective, with a focus on design for learning, the digital portfolio has proved to have great potential for visibility and participation in both the learning and assessment process.

Lorsqu’un médecin diagnostique une pathologie chronique tel un diabète ou une artérite, pathologies choisies dans cette recherche, le patient entame, de fait, un processus d’apprentissage de la pathologie et de sa nouvelle vie avec ce diagnostic.Pourtant, ce processus diffère d’un patient à un autre et aboutit à des conduites diverses malgré des recommandations médicales consensuelles. Les professionnels de santé, en effet, ont des objectifs communs pour ces pathologies chroniques qui sont que les patients arrivent à avoir une alimentation équilibrée, pratiquent une activité physique quotidienne, s’abstiennent de tout comportement tabagique et prennent le traitement médicamenteux prescrit. Dans ce but, un certain nombre d’actions sont mises en place,de la campagne de santé publique au travail médical dans un cabinet libéral en passant par des programmes construits d’éducation. Ce que le patient fait grâce (ou malgré)cette éducation est l’objet de cette recherche.À la croisée des domaines de la santé et de l’éducation, nous avons choisi une méthodologie variée pour rendre compte à la fois de l’aspect anthropologique de cet apprentissage en considérant ce qui ne dépend pas du patient et à la fois de l’aspect didactique en observant le résultat des différentes situations sollicitées pour faire changer les patients. La première partie, centrée sur les aspects théoriques, montre la nécessité de considérer le corps dans l’éducation lorsqu’elle est dite thérapeutique.Pour comprendre ce qui est généralement peu ou pas interrogé par les acteurs de l’éducation thérapeutique, nous avons examiné l’ancrage historique des rapports entre le corps, la santé et l’éducation pour mieux étudier le « devenir malade » des patients considérés dans notre étude. Après un approfondissement historique du soin, de l’éducation puis du corps, les rapports actuels entre le corps et la santé ont été observés à l’aide des proverbes usuels, des livres en sciences humaines et sociales, de l’image publicitaire ainsi que des articles de presse. Les processus de transformation des corps malades pouvaient alors être compris selon cet ancrage et l’environnement éducatif dans lequel se situent actuellement les patients. Dans la troisième partie nous avons utilisé les récits des patients rencontrés. La mise en récit de la maladie est le dernier temps méthodologique. Grâce à l’histoire, à la compréhension du monde environnant les patients et à leur récit de vie, nous avons pu dégager des styles de discours. Trois grands styles sont repérés : celui des « experts » qui présentent une centration sur les savoirs,celui des « actifs » avec une centration sur l’activité physique et celui des « mangeurs »avec une centration sur l’alimentation. La compréhension de ces différents styles de discours est à mettre en lien avec les changements de conduites considérés sur le temps long de la pathologie chronique, dans le cadre de la dernière partie de ce travail. Ces modes de changements, tout au long du reste de la vie des patients, prennent différentes formes caractéristiques que nous avons pu dégager selon certains chemin explicatifs.L’ensemble des résultats permet de montrer l’intérêt d’interroger l’éducation thérapeutique actuelle et ses programmes ainsi que les concepts qui y sont attachés en utilisant le corps comme entrée. / As soon as a doctor diagnoses a chronic disease such as diabetes or arteritis, pathologies on which we shall focus in our research, patient begins a learning process of the pathology and their new life with this diagnosis. However this process differs from one patient to another and leads to diverse behaviours despite consistent medical recommendations. In fact, health professionals do seek common objectives: a balanced diet, daily physical activities, tobacco abstinence and a treatment medical that is followed. To reach this goal, various actions are put in place such as public health campaigns, work in the doctor’s office or Therapeutic Patient Education (TPE) programs. Our research focuses on how patients may react to (and benefit), from such education. At the junction of the health and education domains, we choose a diverse methodology to account for both the anthropological side of this learning experience, considering what does not depend on the patient, as well as its, the didactic side, thus observing the outcome of different pedagogical activities. The first part, focused on theory, demonstrates how considering the body is essential in education, especially in therapeutic education. To understand what is typically rarely considered, if not at all by TPE’s actors, we explore the historical roots of relationships between body, health and education to then better understand “becoming ill” as it relates to patients considered as part of our studies. After a historical investigation of cure, education and then the body, actual relationships between body and health are examined with using usual saying, books of Human and social sciences, advertisement pictures and newspaper articles. The transformation processes of sick bodies can then be understood from this viewpoint as well as through the patient’s educational environment. In the third part we used disease narratives from patients we have met. The disease storytelling within life stories is the last methodology step. In light of history, and through the patients’ environment and life stories, we could extract different speech styles that make sense when body speech is analysed in light of various anthropological data. Three major style types are identified: “experts” with centration on knowledge, “actives” with centration on physical activities and “eater” with centration on food. Understanding these style types requires considering behaviour changes in the long time of chronic pathologies, as done in the last part of our work. These different modes of change throughout the patients’ life present different characteristics, which we have been able to discern from various explanation paths. All results together allow us to demonstrate the value there is in questioning current TPE programs and its related concepts using the body as an input.

Cette thèse s’inscrit dans le système complexe de la formation par alternance des adultes avec une initiation à l’autoévaluation. Quels sont les éléments qui participeraient aux changements initiés par la loi de Refondation pour pallier les inégalités scolaires constatées ? Notre objet d’étude se situe hors de l’école en REP, avec un dispositif d’accompagnement à la scolarité qui prend en charge des enfants de 7 ans en difficulté scolaire : le CELEM (Club Lecture Ecriture Mathématiques). Bien que des études s’intéressent à l’impact de différents facteurs sur la réussite des enfants, les recherches qui permettent la validation des modèles d’évaluation formatrice sont rares. Nous proposons une initiation à l’autorégulation lors de la formation des intervenants des clubs afin de favoriser le développement cognitif et l’autonomie des adultes et par la suite des enfants. Notre méthodologie a pour objectif de tester une relation causale entre la formation des intervenants et la progression des enfants pour des disciplines scolaires et dans le comportement. Notre méthode est quasi expérimentale, comparative, prospective en quasi double aveugle. Deux groupes d’intervenants ont été constitués par randomisation. Les cartes associatives réalisées ont permis de suivre l’évolution des représentations que les intervenants se font de leur mission. Les résultats obtenus sont positifs et ont été corroborés par les résultats des enfants. On a constaté des modifications statistiquement significatives qui permettent d’affirmer que l’initiation à l’autorégulation des intervenants a entraîné des modifications de leurs représentations et l’amélioration des résultats des enfants. / This thesis falls within the complex system of the work/study training program of adults with an introduction to self-regulation. Which elements would participate to the changes initiated by the law of Reorganization to compensate the existing educational inequalities? Our subject is set outside school in the high-priority education network, within a plan of educational support for seven-year-olds with learning difficulties : the Reading Writing Mathematics Club. Though several studies take interest in the impact of various factors on the children’s success, little research has been done to validate the models of formative evaluation. We propose to improve the training of the Club’s staff members with an introduction to self-regulation, to stimulate the cognitive development and independence of both adults and children. Our methodology aimed to test a cause and effect relation between the staff's training and the children’s progress in both school subjects and behaviour. Our method was almost experimental, comparative, prospective, practically double blinded. Two staff groups were randomly formed. We observed how the representations they had of their own mission evolved, before and after their training; the obtained results were corroborated by the children’s results. We observed statistically significant differences which allow us to affirm that the training in self-regulation of the staff members changed their representations and led to better results for the children

The project deals with artificial neural networks. After designing and debugging the test data set and the training sample set, we created a multilayer perceptron network in the Neural NetworkToolbox (NNT) of Matlab. When creating networks, we used different training algorithms and algorithms improving the generalization of the network. When creating a radial basis network, we did not use the NNT, but a specific source code in Matlab was written. Functionality of neural networks was tested on simple training and testing patterns. Realistic training data were obtained by the simulation of twelve monoconic antennas operating in the frequency range from 2 to 6 GHz. Antennas were located inside a mathematical model of Octavia II. Using CST simulations, electromagnetic fields in a car were obtained. Trained networks are described by regressive characteristics andthe mean square error of training. Algorithms improving generalization are applied on the created and trained networks. The performance of individual networks is mutually compared.

Syftet med denna studie är att undersöka grundskollärares upplevelser och uppfattningar av språktillägnandemetoden Dansa en bok. Fokus har varit att få höra lärarnas beskrivning av metoden, vilka didaktiska drag som synliggjorts, vad dans som form kan bidra med i lärande av annat ämne och hur lärarna upplever elevers språktillägnan vid användningen av Dansa en bok-metoden. De teoretiska perspektiv studien utgår från är fenomenologi och socialsemiotik. Även några begrepp från språktillägnan har använts för att kunna förklara lärarnas upplevelse. Forskningsmetoden som används för att undersöka detta har varit en kvalitativ gruppintervju med lärare i lågstadiet. Samtalet som fördes med lärarna var utifrån ett filmat material där metoden användes. Resultatet visade att lärarna pekade på olika faktorer i metoden som stimulerade elevernas språktillägnan. Lärarna lyfte att en lustfylld och tillåtande atmosfär möjliggör att eleverna vågar använda egna strategier för att lära sig nya ord, uttal och meningar. Lärarna menade också att när dans och rörelse används som medel under språklektionen bidrar det till att elever lättare förstår vad som skall göras då hela kroppen är involverad i kommunikationen och meningsskapandet. Lärarna synliggjorde att flera av målen i Läroplanens riktlinjer nåddes när metoden Dansa en bok användes under engelska-lektionen. Studien synliggör även att mer forskning behövs på hur dans kan användas som medel i teoretiska ämnen.

Hållbarhetsarbete har blivit allt mer viktigt för företag i dagens samhälle. Denna typ av arbete kan vara väldigt krävande för små och medelstora företag, eftersom de inte har samma resurser som stora företag. För att lyckas med hållbarhetsarbetet behöver denna omställning till hållbarhet mötas upp med ett lärande för att underlätta processen. Tidigare forskning om hur rådgivare i projekt lär sig och andra kring hållbarhet är bristfällig. Därmed blir det intressant att skapa en förståelse för hur rådgivares lärandeprocesser i ett hållbarhetsprojekt kan stärka en omställning till hållbarhet i små och medelstora företag.  När syftet uppnås skapar detta en bild över hur de kan bidra till en omställning till hållbarhet inom företagen de arbetar med. För att uppnå syftet genomfördes en kvalitativ metod med semistrukturerade intervjuer. Respondenterna bestod av rådgivare och andra inblandade inom projektet Konkurrenskraft 2030 (K2030) som leds av Energikontor Norr. Metodvalet möjliggjorde att skapa en djupare förståelse för hur rådgivarnas lärandeprocesser kan påverka omställningen i små och medelstora företag.   Studiens resultat visar att rådgivarna i projektet har flera olika typer av lärande och detta är centralt för denna typ av projekt. Studien visar att rådgivarna kan underlätta omställningsprocessen för små och medelstora företag (SME), men att individerna i projektet behöver vara öppen för lärande för att projektet ska vara effektiv. Studien visar att ju mer rådgivarna lärt sig under projektets gång har de enklare kunnat hantera de olika typerna av företag och därmed har utbudet till företagen blivit bättre. / Sustainability work has become increasingly more important for companies in today’s society. This type of work can be very demanding for small and medium-sized enterprises (SME), as they do not have the same resources as large companies. To succeed with sustainability work, the transition towards sustainability needs to be met up with learning to facilitate the process. Previous research is inadequate on how advisors in projects learn and teach others about sustainability. Therefore it becomes interesting to create an understanding of how advisors’ learning processes in a sustainability project can strengthen a transition towards sustainability in SME. When the purpose of this study is achieved it creates an understanding of how advisors can contribute to a transition toward sustainability within the companies. To achieve the purpose a qualitative method was conducted with semi-structured interviews. The respondents consisted of advisers and others involved in the project Konkurrenskraft 2030 (K2030), which is led by Energikontor Norr. The method choice made it possible to create a deeper understanding of how the advisers’ learning processes can affect the transition process towards sustainability in SMEs.  The result of the study shows that the project involves several different types of learning and that this is central to this type of project. The study shows that the advisors can facilitate the transition process in small and medium sized enterprises, but it requires that the individuals in the project need to be open towards learning in order to be effective. The study also showed that the more advisors learned during the project, the easier they could handle the different types of companies. Thus making the offer better for the companies.

The general view of educators at all levels of education as well as trainers in industry, that learners do not have the ability to use their knowledge inter-curricular and holistically in their lives prompted the study. A very superficial study that was done in 2000, regarding the same problem, acted as the starting point for this study. The main purpose of the study was to determine the reasons for the general perception by educators that learners do not use their embedded knowledge in an inter-curricular manner. It also aimed to determine the most effective facilitating styles and methods that would help the learners to develop the skills to learn with the main aim to achieve learning that lasts and not just learning to pass. The use of deconstruction as a learning activity forms the biggest part of this qualitative action research project which was based on the main principles of the hermeneutic approach namely, communication followed by interpretation in order to reach understanding. The principles of narrative therapy were also used in the project. The hermeneutic approach followed in this study also allows the reader to walk the road with the participants as a narrative, first person reporting style provides rich background information regarding all the participants of the study as well as the contexts in which the actions took place. The reader will also be able to feel the closeness that existed between the educator and the learners who were part of this study. / Educational Studies / M.Ed. (Didactics)