anglais, lycée Germaine Tillion, Sain-Bel L'orientation et l'éducation au numérique sont des questions vives dans la société, et présentent des problèmes pour les enseignants. En quoi une recherche impliquant des enseignants et des chercheurs peut-elle permettre de développer des savoirs et des nouvelles pratiques sur ces questions ? Une recherche a été conduite dans le LéA Germaine Tillion de Sain-Bel de l'académie de Lyon, la recherche INO (Identité Numérique et Orientation), un projet du réseau des LéA de 2011 à 2014. Rassemblant quatre professeurs, un ingénieur pédagogique et deux chercheures, elle s'est donné comme objectif, d'une part, de produire des ressources partageables sur les thématiques en jeu, d'autre part, de soutenir l'apprentissage et le potentiel développement de l'activité pour les acteurs du projet. Cette activité est orientée vers les aspects éducatifs de l'enseignement. Une enquête qualitative est menée six ans après le projet. Les retombées du projet sont analysées du point de vue de l'appropriation des questions en jeu pendant le projet, et du développement, à plus long terme, d'outils et instruments symboliques et de pratiques collectives. INO: a collective research project on digital identity and orientation Guidance and digital education are hot issues in society, and present problems for teachers. How can research involving teachers and researchers help develop knowledge and new practices on these issues? A research project was conducted in theLéA Germaine Tillion of Sain-Bel in the Lyon academy, the INO (Identité Numérique et Orientation) research, a project of the LéA network from 2011 to 2014. Bringing together four teachers, an educational engineer and two researchers, it has set itself the objective, on the one hand, of producing shareable resources on the Mots-clés : orientation, démarche, portfolio, conception collective. INO : uN travaIl cOllectIf de recherche sur l'IdeNtIté NumérIque et l'OrIeNtatION

Simon Metz, Als Sachsen in Seckach lag. Das NS-Verlagerungsprojekt der Schweinfurter Kugellagerindustrie 1944/45 (Beiträge zur Geschichte des Neckar-Odenwald-Kreises, Bd. 9). Ubstadt-Weiher: verlag regionalkultur 2022. 78 S., Abb. ISBN 978-3-95505-365-9. € 11,90

No abstract

"E-portfolios play an important role in the success of online courses in higher education. They help universities to provide a more effective and efficient teaching-learning process by enabling students to track their skills and proceed towards their future career goals. In view of the rapid expansion of e-portfolios in French universities, a challenging problem arises regarding its acceptance and use by higher education students, particularly in the context of online courses. Indeed, using new technology can be considered as a process that implies the evolution of judgment over time. To address this gap, the present study has two objectives. First, it explores the key factors of acceptability (before use) and acceptance (after first use) of the e-portfolio Karuta according to the literature and the Unified Theory of Acceptance and Use of Technology (UTAUT). Second, it aims to generate appropriate assumptions and validate research instruments for a new experiment (e.g., questions, items). This is a quantitative and qualitative survey with a descriptive scope. Data were collected from 10 Master students in pedagogical and digital engineering at Aix-Marseille University, France. The research instrument is a questionnaire consisting of open and closed-end questions including: 41 items using a 7 points Likert Scale, which covers Self-Regulated Online Learning (SRSOL), UTAUT’s factors and the perceived enjoyment variable administered before and after use; 2 open questions to gather more explanations from participants about their reasons to continue to (or not to) use the e-portfolio in the future; and 1 question about their feelings regarding the reflexive activity implemented when they completed or used the e-portfolio within the Karuta tool. The results showed that students seem to have the intention to continue to use the e-portfolio as part of their learning process. Besides, it appears that performance expectancy, effort expectancy, social influence predict behavioral intention to use and to continue to use the e-portfolio."