Mémoire en recherche-création / Inscrites au sein de notre société actuelle hétéronormée (Butler 1990), les représentations visuelles sont toujours teintées de codes culturels prescrits et genrés dont il est impossible de se défaire. Ces images actualisent et véhiculent des rapports de pouvoir (Foucault 1973) que l’on incorpore à travers nos identifications personnelles et nos pratiques artistiques. Les objectifs de cette maîtrise en études cinématographiques sont d’une part de contribuer au développement d’une méthodologie de recherche-création (Boutet 2018) critique et située (Haraway 1988) comme exercice de recherche académique en questionnant les rapports de pouvoir, et, d’autre part de proposer une alternative à la photographie de nu à travers la conception d’une installation lumineuse et sonore éphémère. Ma question de recherche se déploie à la fois à travers une posture politique et une méthodologie de recherche. D’une part, comment une recherche-création autoethnographique collaborative (Chang, Hernandez et Ngunjiri 2012) permet-elle de réfléchir les rapports de pouvoir au sein d’une pratique artistique afin de créer des images d’un corps féminin sans pour autant reproduire certains réflexes hétéronormatifs ? D’autre part, comment une posture critique et auto-réflexive féministe queer permet-elle de développer des stratégies de résistance et, par le fait même, d’échapper aux codifications culturelles genrées de son contexte ? J’avance l’hypothèse qu’en dématérialisant le corps au sein d’une pratique installative lumineuse et sonore, fondée sur une méthodologie collaborative, il serait possible d’offrir une résistance aux réflexes hétéronormatifs présents dans la représentation visuelle d’un corps féminin. Cette forme artistique qui se détache d’une narration visuelle traditionnelle serait ainsi une manière de résister au Male gaze (Mulvey 1993). Mon projet est une enquête méthodologique qui investigue la démarche intuitive et qualitative de l’autoethnographie collaborative en tant que méthode inclusive qui permet de questionner l’éthique d’une représentation. Au sein d’une recherche-création, le processus créatif est appréhendé comme recherche académique et me permet d’inclure mes autres pratiques artistiques parallèles au sein d’un mémoire protéiforme. / Among our current hetero-normed society (Butler 1990), visual representations are always tainted with prescribed and gendered cultural codes that are impossible to get rid of. These images actualize and convey power relations (Foucault 1973) that we unconsciously incorporate through our personal identifications and artistic practices. This master's degree in film studies aims, on the one hand, to contribute to the development of a critical and situated (Haraway 1988) research-creation methodology (Boutet 2018) as an academic research exercise by questioning power relations, and, on the other hand, to offer an alternative to nude photography through the conception of an ephemeral light and sound installation. My research question includes a political approach and a research methodology. On the one hand, how does a collaborative autoethnographic research-creation (Chang, Hernandez and Ngunjiri 2012) allows us to rethink the power relations within an artistic practice in order to create images of a female body without reproducing some heteronormative reflexes? On the other hand, how does a critical and self-reflexive feminist queer approach can develop strategies of resistance and consequently avoid the gendered cultural codifications of its context? I argue that by dematerializing the body though a light and sound ephemeral installation practice, based on a collaborative methodology, it would be possible to offer resistance to the heteronormative reflexes currently involved in the visual representation of a female body. This artistic form that intentionally stands out from a traditional visual storytelling would thus become a way of resisting the Male Gaze (Mulvey 1993). My project is a methodological inquiry that investigates the intuitive and qualitative approach of collaborative autoethnography as an inclusive method that allows us to question the ethics of representation. Within the framework of a research-creation methodology, the creative process is regarded as an academic research and allows me to include my other parallel artistic practices into a protean master’s thesis.

Les produits mécatroniques sont complexes et multidisciplinaires par nature. Les exigences pour les concevoir sont souvent contradictoires et doivent être validées par les différentes équipes d'ingénierie disciplinaire (ID). Pour répondre à cette complexité et réduire le temps de conception, les ingénieurs disciplinaires ont besoin de collaborer dynamiquement, de résoudre les conflits interdisciplinaires et de réutiliser les connaissances de projets antérieurs. De plus, ils ont besoin de collaborer en permanence avec l’équipe d’ingénierie systèmes (IS) pour avoir un accès direct aux exigences et l’équipe d’optimisation multidisciplinaire (OMD) pour valider le système dans sa globalité.Nous proposons d'utiliser des techniques de gestion des connaissances pour structurer les connaissances générées lors des activités de collaboration afin d'harmoniser le cycle de conception. Notre principale contribution est une approche d'unification qui explique comment IS, ID et OMD se complètent et peuvent être utilisés en synergie pour un cycle de conception intégré et continu. Notre méthodologie permet de centraliser les connaissances nécessaires à la collaboration et au suivi des exigences. Elle assure également la traçabilité des échanges entre les ingénieurs grâce à la théorie des graphes. Cette connaissance formalisée du processus de collaboration permet de définir automatiquement un problème OMD. / Mechatronic products are complex and multidisciplinary in nature. The requirements to design them are often contradictory and must be validated by the various disciplinary engineering (DE) teams. To address this complexity and reduce design time, disciplinary engineers need to collaborate dynamically, resolve interdisciplinary conflicts, and reuse knowledge from previous projects. In addition, they need to work seamlessly with the Systems Engineering (SE) team to have direct access to requirements and the Multidisciplinary Design Optimization (MDO) team for global validation. We propose to use Knowledge Management techniques to structure the knowledge generated during collaboration activities and harmonize the overall design cycle. Our primary contribution is a unification approach, elaborating how SE, DE, and MDO complement each-other and can be used in synergy for an integrated and continuous design cycle. Our methodology centralizes the product knowledge necessary for collaboration. It ensures traceability of the exchange between disciplinary engineers using graph theory. This formalized process knowledge facilitates MDO problem definition.

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Both digital competence and collaborative skills are important for citizens who need to navigate in future societies. This paper is based on an interview study with ten teachers and the aim is to survey how teachers design their teaching to promote collaborative learning methods by using 1:1. Different perspectives on teachers´ design of the collaborative processes in terms of interaction through the digital device or processes that occurred around the device were found. To visualize how teachers operationalize collaborative learning in their pedagogical activities, the model of TPACK in situ was used (Willermark, 2018). In the analysis of the examples that the teachers reproduced based on TPACK in situ, the results of the study show many innovative learning processes where students interact with their tablets and how the teachers design their teaching to interact with different kinds of subject content. By using Learning Design Sequences as an analysis tool, further understanding was reached of how, when and in what way technology supports the collaborative processes and in which phases of learning this happens. In this way, institutional patterns became prominent through the influence of the physical learning environment, which increased the understanding of how around or through 1:1 also can be placed in a spatial context. Finally, Learning Design Sequences were used to identify opportunities and challenges for teachers in designing for collaborative learning through 1:1. The purpose of the study is to investigate how teachers say they design their teaching to promote students’ collaborative work through digital units in school years 1–6 and through the teachers’ statements see what influencing factors, abilities, subject content and technology support a design of digital teaching for the benefit of collaboration and student-to-student interaction in digital arenas. Based on the conclusions the author also presents a didactic model for teachers to take into consideration when designing their pedagogical activities for practising collaborative skills in the 1:1 classroom. / Digital kompetens såväl som kollaborativ förmåga bygger på elementära kunskaper som medborgare kommer att behöva för att kunna navigera i framtida samhällen. Detta är en intervjustudie med tio lärare med syftet att undersöka hur lärare säger sig designa sin undervisning för att arbeta kollaborativt genom användande av 1:1. Det fanns också initialt en avsikt att uppmärksamma olika perspektiv på de kollaborativa processernas utformning i fråga om dels interaktion genom den digitala enheten, dels processer som sker bredvid. För att synliggöra hur lärare operationaliserar ett kollaborativt lärande i den pedagogiska verksamheten användes modellen TPACK in situ (Willermark, 2018). Vid analysen av de exempel som lärarna återgav utifrån TPACK in situ kunde studiens resultat visa på ett flertal innovativa undervisningsprocesser där eleverna arbetar interagerande elev-till-elev med sin lärplatta och hur lärare designar sin undervisning utifrån ämnesinnehåll. Genom att använda Learning Design Sequences som analysverktyg kunde ytterligare förståelse uppnås för hur, när och på vilket sätt tekniken understödjer de kollaborativa processerna och i vilka faser av lärandet detta sker. På så sätt blev institutionella mönster framträdande genom bland annat den fysiska lärmiljöns påverkan vilket ökade förståelsen av hur bredvid eller genom 1:1 kan sättas i en rumslig kontext. Avslutningsvis användes Learning Design Sequences för att identifiera möjligheter och utmaningar för lärare i att designa kollaborativ undervisning genom 1:1. Syftet med studien är att undersöka hur lärare säger sig designa sin undervisning för att främja elevernas kollaborativa arbete genom digitala enheter i skolår 1–6 och genom lärarnas utsagor se vilka påverkansfaktorer, förmågor, ämnesinnehåll och teknik som understödjer en design av digital undervisning som främjar kollaboration och elev-till-elev interaktion i digitala arenor. Baserat på undersökningens slutsatser presenterar författaren en didaktisk modell med avsikt att stödja lärare när de designar sin pedagogiska praktik så att den kan utveckla kollaborativa förmågor genom 1:1.

Les échanges au sujet de phénomènes paranormaux sont présents et bien installés sur le web. Le choix de plateformes qui s’offre aux utilisateurs est vaste pour partager son expérience avec les autres. Certains choisissent Reddit et particulièrement des subreddits dédiés au paranormal. Ce mémoire analyse une communauté en ligne, active sur le subreddit r/Ghosts, constituée de fans des phénomènes paranormaux. Je m’interroge sur les moyens mis en œuvre par cette communauté pour interagir dans le but de faire sens de la question de la potentielle existence des fantômes. À l’aide de concepts comme l’interactionnisme symbolique, la culture participative et l’intelligence collective, j’ai analysé une quarantaine d’interactions textuelles issues d’un partage de contenu médiatique. Les membres de la communauté, appelés redditors, interagissent pour trouver des solutions à des énigmes perçues comme étant de nature paranormale, mais aussi pour discuter et se divertir. Ces redditors interagissent avec différentes valeurs et croyances, parfois partagées. / The web is awash with conversations about paranormal activity. There are a lot of platforms on which users can share their experience. Some choose to pick Reddit and particularly subreddits dedicated to the paranormal. This master’s thesis studies the subreddit r/Ghosts, an online community (OC) dedicated to ghosts. Here, I question the means used by this OC to make sense of the possible existence of ghosts via interaction. Using theories and concepts such as symbolic interactionism, participatory culture, and collective intelligence, I studied over forty textual interactions initiated by a post including a media (picture, video, or audio). The redditors of r/Ghosts interact with each other to figure out paranormal enigmas but also to simply discuss or for entertainment purposes. They interact with different values and beliefs that they sometimes share.

Collaboration in engineering product development leads to shorter product development times and better products. In product development, considerable time is spent preparing the CAD model or assembly for Finite Element Analysis (FEA). In general Computer-Aided Applications (CAx) such as FEA deter collaboration because they allow only a single user to check out and make changes to the model at a given time. Though most of these software applications come with some collaborative tools, they are limited to simple tasks such as screen sharing and instant messaging. This thesis discusses methods to convert a current commercial FEA pre-processing program into a multi-user program, where multiple people are allowed to work on a single FEA model simultaneously. This thesis discusses a method for creating a multi-user FEA pre-processor and a robust, stable multi-user FEA program with full functionality has been developed using CUBIT. A generalized method for creating a networking architecture for a multi-user FEA pre-processor is discussed and the chosen client-server architecture is demonstrated. Furthermore, a method for decomposing a model/assembly using geometry identification tags is discussed. A working prototype which consists of workspace management Graphical User Interfaces (GUI) is demonstrated. A method for handling time-consuming tasks in an asynchronous multi-user environment is presented using Central Processing Unit (CPU) time as a time indicator. Due to architectural limitations of CUBIT, this is not demonstrated. Moreover, a method for handling undo sequences in a multi-user environment is discussed. Since commercial FEA pre-processors do not allow mesh related actions to be undone using an undo option, this undo handling method is not demonstrated.

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The purpose of the study has been to execute an investigation on digital collaborative services, and their connections to onsite activities, throughout empirical experimentation, with a combined participatory design methodology and lab approach. The research focused on how an online platform, in addition to onsite events, could seed a public collaborative service. The chosen context for prototyping the service was the Rome’s library network, where during a phase of economic and job crisis, the library role is even more crucial, as one of the most locally active user centered services. The library wants to readdress its mediation ability towards educational activities who present an unsaturated potential, aimed at increasing users long term job potential and labour market orientation.
The workshops with local students, library staff, and local NGO, highlighted the need of an online platform in combination with onsite events, that could fill the main gaps that prevent the building of continuos relations with the users, adding a new core touchpoint will change the user experience of the current service, generating a new service flow.
The online and onsite service was tested in the month of July 2014, with 5 seminars, and a decent online participation, focusing on the main feature of the service: directly influence the service, to actively choosing its contents, the most voted events’ themes that become seminars.
The users are able to adapt the service to their personal needs, making the system modifiable, creating dialog between the users and the service, sharing many communal traits with a meta-design environment. 
The current state of the service prototype can not be considered a collaborative service, since the users can reach the role of co-designer - even if can be considered a social innovation project. However this service prototype has the potential to seed a transformation towards a public collaborative service. The user could gradually build a continuos relation to the service, as far as becoming a co-provider.

This dissertation examines the skill of adaptable playing essential for collaborative pianists by looking closely at the sonata's many challenges for ensemble playing, using musical examples from the sonata to study balance between instruments, tone and articulation, choice of voicing, and use of pedal to ensure a successful performance.