Inspiré par la réflexion quant aux nouvelles formes d’organisation du travail de la nouvelle économie, ce mémoire s’intéresse à la question des heures supplémentaires non formellement rémunérées chez une frange de travailleurs hautement qualifiés, les concepteurs de jeux vidéo. Très innovantes pour les employeurs, ces formes d’organisation, en particulier l’organisation par projets, ne sont pas sans poser des problèmes aux travailleurs. À l’instar des travailleurs du savoir qui sont souvent prêts à investir de longues heures au travail, les concepteurs de jeux vidéo travaillent fréquemment en heures supplémentaires. Or ces heures supplémentaires sont non seulement non rémunérées, mais elles sont aussi longues et fréquentes. Comment en vient-on à faire accepter aux concepteurs cette situation, sans toutefois exiger d’eux qu’ils travaillent en heures supplémentaires? Pour explorer cette question, les discours de 53 concepteurs de jeux vidéo montréalais ont été analysés. Les résultats de cette recherche dévoilent une explication basée sur un système informel de récompenses et de châtiments qui induit chez la majorité des concepteurs de jeux interrogés une propension à travailler en heures supplémentaires non rémunérées. / Inspired by the reflection made on the new forms of work organization system brought by the new economy, this M. Sc. Thesis is interested in unlimited overtime informally compensated for, among a highly skilled group of workers: video game developers. Innovative from employer’s standpoint, these types of organization system, in particular the project-based system does generate problems for the workers. Like the knowledge workers who are willing to invest long hours of work, the video game developers frequently work overtime. Not only is this overtime unpaid, but also it is long and frequent. How does management come to make the developers consent to such a demand, without requiring them to work overtime? To explore this question, we analyzed the interviews done with 53 designers from the Montreal’s video game industry. Indeed, interviews revealed that a majority of game developers make unlimited unpaid overtime on a regular basis. The results of this research offer an explanation based on an informal system of rewards and punishments.

Langue optionnelle, intervenant seulement au niveau de l’université, le français n’attire que peu d’étudiants en Arabie Saoudite, et ses modalités d’enseignement transmissives ne suscitent guère la motivation. Cherchant comment améliorer son enseignement, comment enseigner autrement cette langue, comment initier une pratique vivante de la langue et obtenir des apprentissages durables, nous nous sommes orientée vers la pédagogie du projet. Nous avons ainsi, dans la section féminine de français de l’Université Roi Abdul Aziz, pu tester la faisabilité d’une introduction de cette méthodologie, et mettre à l’épreuve son efficacité dans le cadre d’un projet de promotion de la cuisine du Moyen-Orient. Cette expérimentation a eu lieu au cours du deuxième semestre de l’année 2010-2011 avec douze étudiantes de niveau A2. Inscrit dans une perspective actionnelle, ce projet supposait la réalisation d’un certain nombre de tâches, et intégrait les TIC. Il s’agissait en effet de produire un livret électronique de cuisine et de le diffuser sur des sites culinaires francophones. À l’aune des résultats de cette étude de cas, force est de reconnaître que l’introduction de la pédagogie du projet se heurte, dans ce contexte particulier, à certaines limites (des obstacles dus aux représentations, au contexte socioculturel, au fait qu’il s’agisse pour les apprenantes comme pour l’enseignante d’une expérience inédite, et surtout au manque de temps). Mais, il s’avère également que les étudiantes ont su s’approprier cette nouvelle pédagogie, saisir cette occasion de concrétiser leurs apprentissages, de travailler en équipe, d’apprendre en agissant et de réinvestir leurs compétences non langagières. / In the Kingdom of Saudi Arabia, French is an optional language which is only taught at university. It does not attract a lot of learners specially because its means of teaching does not motivate them. Wishing to promote learning French by teaching it using different methods, in addition to motivate the learners to practice it in a lively and practical way to achieve positive and continuous results, we have chosen the topic of this research and decided to apply our method to the women's section in King Abdul Aziz University to test the possibility and efficacy of utilizing it within the framework of a project to promote the Middle East Cuisine. The practical part of this experiment was implemented in the second term of the academic year 2010/2011 on twelve ‟A2” students. This project aims at accomplishing a number of tasks using Information and Communication Technology. The target is to produce an electronic book for cooking recipes and to publish it at the francophone countries cuisine sites. Analyzing the results of this study, we noticed that implementing this project faced some difficulties regarding the representations of the students, the social and cultural context, the limited time allocated to the experiment and the fact that this experiment is totally novel to both learners and the teacher. Yet, it was perceived that the learners managed to comprehend and fully grasp this new experiment, utilize it and apply the theoretical information that they have attained. They have also learned how to work as a team; they were educated by practice, in addition to using the non-linguistic skills that they have acquired previously.

The diploma thesis deals with the issue of a cross-curricular subject Civic Education for Democracy. The aim of the thesis is to introduce the significance of education for active citizenship and to create a project that helps pupils to see themselves as an active member of their community. The theoretical section consists of three parts. The first part introduces a project-based learning approach, its significance, principles and historical context. The second part summarizes the fundamental features of the current form of the cross-curricular subject according to the Framework Educational Programme for Basic Education. The last part deals with education for active citizenship and its value. In this part there are two modern reviewed curriculums introduced, which may bring some new impulses to a new conception of the Czech cross-curricular subject Civic Education for Democracy. In the practical section design and realization of the project are described. The aim of the project is to help pupils to see themselves as an active member of their community who is attentive to his/her surroundings and who is able to have an impact in the society where he/she lives. The project is designed in such fashion so it could be adaptable to different kinds of subjects and groups of students. The next part of the...

L'Apprentissage Par Projet (APP) est une méthode d'enseignement orientée apprenant, qui leur permet de réaliser des projets sous forme d'enquêtes approfondies. L'APP offre aux apprenants la possibilité de planifier leur projet, de collaborer avec leurs pairs et de rechercher les ressources pour atteindre les objectifs du projet. Cependant, l'APP est difficile à mettre en œuvre avec succès du fait que les apprenants manquent souvent des compétences d'autorégulation pour suivre, réfléchir, gérer et évaluer les activités durant le projet. L'apprentissage autorégulé peut aider les apprenants à acquérir ces compétences. Cependant, la plupart des environnements d'apprentissage utilisés en APP proposent surtout des matériaux d'apprentissage riches aux apprenants, et rarement les moyens de suivre et analyser leurs processus de gestion de projet et d'apprentissage. L'objectif principal de cette thèse est de soutenir l'apprentissage autorégulé en apprentisage par projet. Nous proposons une architecture générale de système de gestion des apprentissage par projet (PBLMS) qui aide les apprenants à comprendre comment réguler leurs activités d'apprentissage au cours d'un projet. Cette architecture générale intègre un système existant de gestion des apprentissages (LMS) et deux outils que nous proposons: un outil de reporting et un tableau de bord dynamique. L'outil de reporting supporte les processus de réflexion des apprenants en les amenant à décrire leurs activités non instrumentées, leurs réflexions et leurs évaluations sur les activités menées durant le projet à l'aide de phrases semi-structurées. Le système enregistre automatiquement les traces des interactions des utilisateurs avec le LMS, l'outil de reporting et le tableau de bord. Ces traces d'activité sont fusionnées avec les données autodéclarées afin que les indicateurs puissent être calculés sur la base de ces deux types d'informations. Le tableau de bord dynamique permet aux apprenants de créer des indicateurs personnalisables. Les apprenants peuvent spécifier les données à prendre en compte, le calcul et les modes de visualisation. Nous avons implémenté cette proposition théorique avec le développement de la plate-forme DDART (tableau de bord dynamique basé sur les traces d'activité et déclarées) qui intègre l'outil de reporting et le tableau de bord dynamique. Pour évaluer notre proposition, nous avons tout d'abord testé la capacité de DDART à créer un large échantillon d'indicateurs qui sont proposés dans les recherches existantes sur l'analyse des activités, la cognition, les émotions et les réseaux sociaux. De plus, une expérience a été menée afin d'évaluer l'utilisabilité et l'utilité perçue de DDART. Selon les résultats de cette expérience, nous avons constaté que DDART supporte les réflexions des apprenants sur la façon dont ils mènent leur projet et leur fournit les moyens de suivre leurs activités et apprentissages, même si la création d'indicateurs apparait difficile pour les novices. / Project-based Learning (PBL) is a learner-oriented instructional method, which enables learners to carry out challenging and authentic projects by thorough investigations. PBL affords learners the opportunities to organize and plan the project, to collaborate with peers and to look for the resources and guidance to achieve the project goals. However, PBL is difficult to implement successfully because learners often lack of the self-regulation skills required to monitor, reflect, manage and assess their project activities and learning. Self-Regulated Learning (SRL) can train learners to gain these skills. However, most learning systems used in PBL focus on providing rich learning materials to the learners but rarely offer possibilities to monitor and analyze their project and learning processes. The main goal of this thesis is to support SRL during PBL situations. We propose a general architecture of Project-based Learning Management System (PBLMS), which help learners to understand how to regulate their learning activities during the projects. This general architecture integrates an existing Learning Management System (LMS) and two tools we propose: a reporting tool and a dynamic dashboard. The reporting tool enhances learners' reflective processes by leading them to describe their non-instrumented activities, their reflections and assessments on the project activities based on semi-structured sentences. The system can record automatically the activity traces of the users' interactions with the LMS, the reporting tool and the dashboard. These activity traces are merged with the self-reporting data so that indicators can be calculated basing on this entire information. The dynamic dashboard supports learners in creating customizable indicators. Learners can specify the data to take into account, the calculation and the visualization modes. We implemented this theoretical proposition with the development of the DDART (Dynamic Dashboard based on Activity and self-Reporting Traces) platform that integrates the reporting tool and the dynamic dashboard. To evaluate the proposition, we firstly test the ability of DDART to recreate a large sample of indicators that are proposed in existing researches about the analysis of activities, cognition, emotion and social network. Furthermore, an experiment was conducted to evaluate the usability and perceived utility of DDART. According to the results of this experiment, we found that DDART supports learners' reflections on the way they carry out the project and provides them with the opportunities to monitor their activities and learning, even if the indicator creation could be difficult for the novices.

No description available.

There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

本研究旨在探討如何設計以建構主義為基礎的專題導向式VR學習環境，並進一步藉由教學實驗探討運用此VR學習環境能否提升學童的學習效果，以及配合「配對合作」、「引導輔助」策略之應用，是否能提升VR學習環境輔助學習之效果。最後，則藉由晤談之分析，瞭解學童經過教學後仍存在哪些錯誤概念，並藉由不同學習環境及不同學習成就學童心理模式之比較，進一步推論影響學童概念之因素，期能提供教學者及後續研究者之參考。 本研究兼採發展學習軟體、準實驗研究法、問卷調查法及晤談法。首先設計並製作「地球的運動VR學習環境」。並選取台南市進學國小三個班級125名學童為對象，進行兩週之教學實驗。隨後進行紙筆測驗立即後測，並於四週後進行延宕後測。此外，在教學後依據學習成就及學習環境，分別選取12名學童參與晤談，以瞭解其心理模式。根據研究所獲得的資料，本研究之主要結論如下： 1. 本研究之VR學習環境有助於學童地球的運動相關概念之學習，然而仍有部分設計未達理想。整體而言，建構式虛擬實境學習環境之設計是值得發展的方向。 2. VR學習環境配合引導策略之應用，有助於學童之立即學習，對於問題層次較為抽象的專題報告，也有較好的效果。但在保留學習以及問題架構較明顯的專題報告中，是否給予輔助則無明顯差異。 3. 在地球的運動VR學習環境中，配對學習的效果並未優於個別學習。同時也沒有證據顯示配對學習的過程中，產生增進學習效果的互動過程。 4. 在VR學習環境中，採自由探索方式的學童有較正向的「學習經驗」和「互動經驗」。 5. 不同學習成就的學童其地球的運動相關概念有著極大的差異，一些容易受到直覺觀念影響的錯誤觀念，即使經過教學也很難改變。 6. 課本平面教材在傳達具有空間性質的概念時，易使學童誤解，有必要發展3D空間性質的教材。 根據研究結果，本研究提出建議，以供教育行政單位、國小自然科教師、電腦輔助教學軟體發展者以及未來相關研究之參考。 / The purposes of this dissertation were (1) to design and develop an innovative VR-based learning environment to teach "the motion of the earth" for the 6th grade students, (2) to investigate the effects after two weeks' instruction of VR-based learning environment on students’ learning achievements, which include different cognitive levels and different content areas, (3) to investigate the effects of cooperative dyads and provide guidance within the VR-based learning environment, (4) to analyze what factors may influence on the conceptual knowledge about the earth for sixth graders through interviews. Research approaches of this study included designing a computer-based learning environment, quasi-experiment, questionnaire survey and structured interview. The VR-based learning environment was designed through the processes of literature review, objective analysis, and content analysis. The evaluation of the VR learning environment was conducted through questionnaire surveying 12 experts and 76 students of the 6th grade to elicit their general opinions. This study employed quasi-experimental design to experiment on 3 classes of 125 students from Tainan Jying-Shyue elementary school. Two classes participated in VR learning environment. The members of the two classes were grouped by heterogeneous mixed-ability dyads or individual learning. The members of one of the VR groups learned through the guidance of worksheets; the students of the other VR group explored the environment by themselves. The third class was a control group whose members learned in traditional model based learning environment. After two weeks' instruction, all subjects accepted the test of the unit of "the motion of the earth" and retest after 4 weeks. 12 subjects attending interviews were selected from 125 students by different test achievements and different groups for the analytic framework. Through the design and evaluation of the VR world and the results from quantitative measure and interview data, the results were as follows: 1. We were gaining insights into the virtual reality's potential and limitations for learning. Constructivist VR-based learning environment is a new direction in the future. 2. Students learning by VR learning environment through guidance performed significantly better on the posttest than the other groups. Whether provided guidance or not, students learning by VR outperformed on test after 4 weeks than traditional learning environment. 3. There were no interaction effects between cooperative dyads and other factors. Cooperative dyads had no effect on test achievement in this study. 4. Students exploring the VR environment by themselves had more positive " learning experience" and "interactive experience" toward the environment than those learned through guidance. 5. Students with different achievement levels held extremely different mental models of the earth. The native conceptual knowledge of the earth was difficult to replace even after instruction. 6. The incorrect mental models concerned 3D concepts held by students were ineffectively corrected by the 2D textbooks. Based on the results of the study, recommendations are then made for related educational administration institution, researchers, instructional designers and elementary teachers.

The ability to interpret and apply experiences, or cases (Kolodner, 1993; 1997) is a skill (Anderson, et. al, 1981; Anderson, 2000) that is key to successful learning that can be transferred (Bransford, Brown and Cocking, 1999) to new learning situations. For middle-schoolers in a project-based inquiry science classroom, interpreting and applying the experiences of experts to inform their design solutions is not always easy (Owensby and Kolodner, 2002). Interpreting and applying an expert case and then assessing the solution that results from that application are the components of a process I call case use. This work seeks to answer three questions: 1. How do small-group case use capabilities develop over time? 2. How well are students able to apply case use skills in new situations over time? 3. What difficulties do learners have as they learn case use skills and as they apply case use skills in new situations? What do these difficulties suggest about how software might further support cognitive skill development using a cognitive apprenticeship (Collins, Brown and Newman, 1989) framework? I argue that if learners in project based inquiry classrooms are able to understand, engage in, and carry out the processes involved in interpreting and applying expert cases effectively, then they will be able to do several things. They will learn those process and be able to read an expert case for understanding, glean the lessons they can learn from it, and apply those lessons to their question or challenge. Furthermore, I argue that they may also be able to transfer interpretation, application, and assessment skills to other learning situations where application of cases is appropriate.

This doctoral thesis addresses human resource management in project-based organisations. The aim is to explore the challenges for HRM in project-based organisations and the changes in people management systems to meet these challenges. The thesis consists of a compilation of six papers and an extended summary. The research reported in the thesis is based on a combination of multiple, comparative, and single case studies of project-based organisations. The core case studies have been conducted at Saab Aerosystems, AstraZeneca, Volvo Car Corporation, and Tetra Pak. The results indicate central challenges regarding competence development and career structures, performance review processes and reputation of project workers, and the increased responsibility and pressured work environment for project workers. They further indicate that many of these challenges are handled through a more HR-oriented line manager role, while HR departments are downsized and centralised. The thesis hence emphasises the need to understand HRM as a dimension of management in which various players share the responsibility for its design and performance. To conclude, the thesis applies a capabilities perspective on project-based organisations and develops a conceptual framework that embraces people capability: the organisational capability to manage the relation between people and their organisational context. In this framework, people management systems improve people capability when they integrate it with strategic, functional, and project capabilities. It is suggested that the people capability framework provides new possibilities to analyse HRM in project-based organisations and to explain the changes in people management systems that are needed to align them to the project-based context. / I avhandlingen studeras human resource management (HRM) i projektbaserade organisationer. Syftet är att utforska de utmaningar som HRM i projektbaserade organisationer möter på grund av de speciella karaktärsdrag som denna organisationsform har, samt hur personalarbetet i denna typ av organisationer förändras för att anpassas till ett projektbaserat arbetssätt. Avhandlingen är en sammanläggningsavhandling bestående av sex artiklar och kappa, författade på engelska. Artiklarna bygger på fallstudier av projektintensiva och kunskapsintensiva organisationer. De centrala fallstudierna har genomförts på Saab Aerosystems, AstraZeneca, Volvo Car Corporation och Tetra Pak. Avhandlingen visar på utmaningar gällande kompetensutveckling och karriärvägar, utvärderingsprocesser och rykte för projektmedarbetare, samt individens ökade ansvar och tidspressade arbetssituation. De visar vidare på att många av dessa utmaningar framför allt hanteras genom en mer HR-orienterad roll för första linjens chefer medan personalavdelningar minskas och centraliseras. I avhandlingen tydliggörs därför vikten av att förstå HRM som en dimension av management där flera aktörer tillsammans bidrar till dess utförande och uppbyggnad. Avslutningsvis används ett perspektiv som fokuserar organisatoriska förmågor i projektbaserade företag för att utveckla en konceptuell modell för people capability: den organisatoriska förmågan att hantera relationen mellan individer och deras organisatoriska kontext. Modellens utgångspunkt är att personalarbetet i projektbaserade organisationer kan bidra till en förbättrad people capability om det integrerar denna förmåga med strategiska, funktionella och projektförmågor. I avhandlingen föreslås att people capability modellen ger nya möjligheter att analysera HRM i projektbaserade organisationer och att förklara de förändringar personalarbetet som krävs för att anpassa det till det projektbaserade arbetssättet.

Inspiré par la réflexion quant aux nouvelles formes d’organisation du travail de la nouvelle économie, ce mémoire s’intéresse à la question des heures supplémentaires non formellement rémunérées chez une frange de travailleurs hautement qualifiés, les concepteurs de jeux vidéo. Très innovantes pour les employeurs, ces formes d’organisation, en particulier l’organisation par projets, ne sont pas sans poser des problèmes aux travailleurs. À l’instar des travailleurs du savoir qui sont souvent prêts à investir de longues heures au travail, les concepteurs de jeux vidéo travaillent fréquemment en heures supplémentaires. Or ces heures supplémentaires sont non seulement non rémunérées, mais elles sont aussi longues et fréquentes. Comment en vient-on à faire accepter aux concepteurs cette situation, sans toutefois exiger d’eux qu’ils travaillent en heures supplémentaires? Pour explorer cette question, les discours de 53 concepteurs de jeux vidéo montréalais ont été analysés. Les résultats de cette recherche dévoilent une explication basée sur un système informel de récompenses et de châtiments qui induit chez la majorité des concepteurs de jeux interrogés une propension à travailler en heures supplémentaires non rémunérées. / Inspired by the reflection made on the new forms of work organization system brought by the new economy, this M. Sc. Thesis is interested in unlimited overtime informally compensated for, among a highly skilled group of workers: video game developers. Innovative from employer’s standpoint, these types of organization system, in particular the project-based system does generate problems for the workers. Like the knowledge workers who are willing to invest long hours of work, the video game developers frequently work overtime. Not only is this overtime unpaid, but also it is long and frequent. How does management come to make the developers consent to such a demand, without requiring them to work overtime? To explore this question, we analyzed the interviews done with 53 designers from the Montreal’s video game industry. Indeed, interviews revealed that a majority of game developers make unlimited unpaid overtime on a regular basis. The results of this research offer an explanation based on an informal system of rewards and punishments.