A l’aube du 21e siècle, dans un environnement en mouvement constant, que le rapport au savoir à l’ile Maurice soit moins en termes d’enseignement, de «reproduction», d’«héritiers», ou de «transmission» pour faire place à l’apprentissage, aux relations à travers des remises en causes des « habitus ». Un modèle d’éducation qui se perpétue depuis des générations avec pour toile de fond, une pédagogie transmissive/le ’spoon-feeding’, la compétition académique et un recours massif à des leçons particulières pour l’obtention d’une place dans les meilleurs collèges et d’une bourse d’Etat, attestés par des nombreux écrits au cours de cette recherche nous interpellent sur notre mission en tant qu’enseignant et nous font comprendre à travers des études auprès des enseignants de l’Enseignement Supérieur que l’école peut répondre en partie aux faiblesses pédagogiques de notre système éducatif en permettant à nos apprenants de sortir de leur conditionnement mais se doit surtout d’être une organisation apprenante en les encourageant à travailler dans un esprit de complémentarité des savoirs afin de s’enrichir à travers le collectif, confirmé par leurs implications, motivations et façon d’apprendre qui n’ont été que positivement renforcées lors des expérimentations sur différentes plateformes utilisant les Tic au sein de l’UDM.Un pays qui de par sa position géostratégique, ses projets éducatifs mondialistes, aspire à devenir un « Knowledge Hub » ne peut agir efficacement sans envisager une approche systémique dans ses réformes en complémentant le contexte avec les Tic afin de faire évoluer le système éducatif. / Knowledge is no longer limited to a selective group of individuals but should relate to any person eager for learning. In the 21st century, in a constantly changing educational environment, in Mauritius, schooling is still based on the notion of a pyramid-typed organisation. In this research. it has been observed that this flaw is explained through a model of education that perpetuates for generations with a backdrop of scholastic pedagogy encouraging 'spoon-feeding', intense academic competition and heavy reliance on private tuitions for obtaining a place in the best colleges and eventually a state scholarship. Studies conducted through this research challenged us in our mission as educators and researchers and made us understand, through experimentations, that the school should be a learning organisation with teams working in a spirit of complementarity for knowledge sharing because ‘the human brain is programmed for social interaction’(Hinton and Fischer). The researcher considered the use of ICTs to respond to weaknesses in the Mauritian education system ― seen as a hygiene factor (Herzberg) ― allowing learners to escape this ‘lethargic’ condition, this bilateral relationship as one way communication and to think out of the box while enriching themselves through collective learning practice. Mauritius has the advantage of using English and French as a bilingual platform, and is geo-strategically well positioned to become a "Knowledge Hub", the stepping stone between Africa and Asia in Education, must consider a systemic approach of education complemented with ICT. This will enable the country emerge with a practical educationalreform focused on the global dimension.

Thesis (M.A.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 27, 2006) Vita. Includes bibliographical references.

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Kotlin is a relatively new language that has received much attention since its first stable release in February 2016. Despite the fast growth of the language, there is a lack of libraries to provide an intuitive, typed abstract syntax tree (AST). Recognizing the utility of user-friendly ASTs with support for various analysis and transformation tasks, we make a first contribution towards bringing one for Kotlin with KtSpoon. Kotlin’s interoperability capabilities with Java enables exploitation of Java’s mature echo system and we propose the use of the Spoon library with its Java metamodel as a base for a model of Kotlin. We show the feasibility of this approach with KtSpoon, which is implemented through small additions to the Spoon metamodel. It consists of a tree builder that outputs a Spoon AST from Kotlin source code and a pretty-printer that prints it back to source code. Through an empirical study, we find out that KtSpoon accurately can represent the full Kotlin language. We conclude that while it is possible to model the Kotlin language with small modifications to the Spoon metamodel, it will likely require a partial reimplementation for it to be an intuitive model for developers. / Kotlin är ett relativt nytt språk som har fått mycket uppmärksamhet sedan dess första stabila version släpptes i Februari 2016. Trots att språket vuxit snabbt så saknar det fortfarande ett bibliotek som tillhandahåller ett intuitivt och typat abstrakt syntaxträd (AST). Nyttan av användarvänliga abstrakta syntaxträd motiverar oss att ta ett första steg mot att skapa ett sådant för Kotlin med KtSpoon. Kotlins interoperabilitet med Java möjliggör nyttjandet av Javas omfattande ekosystem och vi föreslår därför användandet av biblioteket Spoon och dess metamodell av Java som grund för en modell av Kotlin. Genom skapandet av KtSpoon visar vi att det är möjligt att modellera kod skriven i Kotlin med små tillägg i Spoons metamodell. KtSpoon består av en trädbyggare som skapar ett AST från källkod skriven i Kotlin samt en skrivare som skriver tillbaka det till källkod. Genom en empirisk studie finner vi att det är möjligt att modellera hela språket Kotlin med små förändringar av Spoons metamodell, men att det sannolikt krävs en ny implementation av modellen för att den ska vara intuitiv för utvecklare att använda sig av.

acase@tulane.edu