L'expérience d'artiste et de pédagogue d'Alexandre Del Perugia l'a mené à élaborer une théorie et une pédagogie sur la présence de l'artiste en scène. La première partie relate la trajectoire du pédagogue A. Del Perugia depuis son enfance et met en évidence ses capacités précoces en matière de perceptions, intuitions et transmission, ainsi que son parcours professionnel du Théâtre-École du Passage avec Niels Arestrup à la codirection du CNAC en passant par la création du lieu culturel de l'Hostellerie de Pontempeyrat. La deuxième partie expose la manière d'être du pédagogue A. Del Perugia. Profondément attaché à la liberté de pensée, il n'est ni un maître socratique, ni un maître ignorant, mais davantage un accompagnant. Ses cours sont des cours de re-création où les artistes de toutes disciplines jouent aux jeux d'Enfant pour retrouver le chemin vers le plaisir et les états de présence. La troisième partie établit les fondements théoriques de l'approche artistique d'A. Del Perugia. Après avoir acquis les outils du joueur (attitudes, principes, dynamiques) au cours de deux étapes de maturation, l'élève en arrive à ne plus jouer, mais à se laisser traverser et se faire agir : le geste juste est toujours celui qui s'échappe. La présence n'est autre que la présence en soi et réside dans un espace-temps différent de la réalité offerte à nos sens : le réel. La quatrième partie retranscrit 37 jeux pédagogiques créés par A. Del Perugia. Ces 240 pages de dessins permettent d'avoir un aperçu concret et pas-à-pas de sa pédagogie et théorie. / L'expérience d'artiste et de pédagogue d'Alexandre Del Perugia l'a mené à élaborer une théorie et une pédagogie sur la présence de l'artiste en scène. La première partie relate la trajectoire du pédagogue A. Del Perugia depuis son enfance et met en évidence ses capacités précoces en matière de perceptions, intuitions et transmission, ainsi que son parcours professionnel du Théâtre-École du Passage avec Niels Arestrup à la codirection du CNAC en passant par la création du lieu culturel de l'Hostellerie de Pontempeyrat. La deuxième partie expose la manière d'être du pédagogue A. Del Perugia. Profondément attaché à la liberté de pensée, il n'est ni un maître socratique, ni un maître ignorant, mais davantage un accompagnant. Ses cours sont des cours de re-création où les artistes de toutes disciplines jouent aux jeux d'Enfant pour retrouver le chemin vers le plaisir et les états de présence. La troisième partie établit les fondements théoriques de l'approche artistique d'A. Del Perugia. Après avoir acquis les outils du joueur (attitudes, principes, dynamiques) au cours de deux étapes de maturation, l'élève en arrive à ne plus jouer, mais à se laisser traverser et se faire agir : le geste juste est toujours celui qui s'échappe. La présence n'est autre que la présence en soi et réside dans un espace-temps différent de la réalité offerte à nos sens : le réel. La quatrième partie retranscrit 37 jeux pédagogiques créés par A. Del Perugia. Ces 240 pages de dessins permettent d'avoir un aperçu concret et pas-à-pas de sa pédagogie et théorie.

The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.

Christian theology (whether biblical or liturgical) generally affirms that God is somehow present in the setting of gathered worship. However, it is often the case that many worshippers themselves (and even ministers) might not perceive that God is present to the church in any discernible way, leading to worship practices that may functionally ignore God's presence, or that may attempt to conjure up some feeling that something transcendent is happening in worship. This thesis attempts to use Charles Taylor's concept of 'the immanent frame' to explain why believers and unbelievers alike might misinterpret worship. In doing so, this thesis applies Taylor's phenomenological methodology to several casual, popular-level accounts relating to perception of God's presence or absence in worship, revealing that the imminent frame does indeed come to bear on the ways in which people understand and experience worship, and suggesting that practitioners must learn to reinterpret worship.

This study examines the phenomena of (tele)presence in the distinct mediated environment of an online Christian worship service. A quantitative field experiment involving 48 participants who had just viewed a religious Internet broadcast was undertaken. Individual differences in personality and religiosity are examined in tandem with (tele)presence as predictors of a number of outcome variables, including memory, enjoyment of the online worship service and behavioral intention to be more active with the church. The results showed no significant relationship between religiosity and the experience of (tele)presence, but that users who experienced greater (tele)presence enjoyed the service more, had a greater ability to recognize information from the service, and had a greater intention to attend in the future. The implications for online worship services, along with the limitations of this study, are discussed.

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There is an apparent problem with children being abused in different ways in their everyday life and the lack of education related to these issues among working adults in the vicinity of these children, for example as social workers or teachers. There are formal courses in child interview training that teach participants how to talk to children in a correct manner. Avatar-mediation enables new methods of practicing this communication without having to involve a real child or role play face-to-face with another adult. In this study it was explored how a system could be designed in order to enable educational practice sessions where a child interview expert can be mediated through avatars in the form of virtual children. Prototypes were developed in order to evaluate the feasibility of the scenario regarding methods for controlling the avatar and how the avatar was perceived by the participants. It was found that there is a clear value in the educational approach of using avatar-mediation. From the perspective of the interactor it was found that using a circular radial interface for graphical representation of different emotions was possible to control a video-based avatar while simultaneously having a conversation with the participant. The results of the study include a proposed design of an interface, description of underlying system functionality and suggestions on how avatar behavior can be characterized in order to achieve a high level of presence for the participant.

Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students' perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students' online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors' pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students.

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