La méthode de l’autoconfrontation : une méthode bien adaptée à l’investigation de l’activité de recherche d’information ?

Boubée, Nicole

doi:10.4000/edc.2265

Cited by 15 publications

(4 citation statements)

References 26 publications

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“…Proper preparation (in this case the initial interview, observation and work activity analysis) aides in raising awareness surrounding the measures and strategies required to successfully carry out work tasks (Boubée 2010). A drawback of this approach is the amount of time required to put it into practice.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies on the use of video as an aid to self reflection in training have shown that it can have drawbacks. Boubée (2010) notes that film recordings do not always garner positive responses to seeing images of oneself. Linard and Prax (1984) have urged for caution in relation to ethical questions raised by the technique, particularly with regard to handling images.…”

Section: Discussionmentioning

confidence: 99%

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Development of a reflective learning method to support health and safety of adolescents with learning difficulties enrolled in a pre-work practicum

2022

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The challenges of youth employment include providing appropriate job training and safe working conditions for women and men. Adolescents enrolled in the Work-oriented Training Path (WOTP) complete a practicum as part of their vocational preparation, notwithstanding learning difficulties or disabilities. This research-action study among this subpopulation used a method called the self-reflection interview (SRI). Developed in the field of ergonomics, it combines interviews and worksite observations to establish discussion prompts. This method is based on the principles of situated learning. The objective is to analyze the process of conducting SRIs with WOTP's students in order to suggest adaptations for this specific population considering their challenges. SRIs were used to address gender stereotypes and occupational health and safety (OHS) risks, two learning targets. The study found that these dimensions are accurately addressed with this method. The findings confirm that the prompts and the method must be adapted to the population.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Development of a reflective learning method to support health and safety of adolescents with learning difficulties enrolled in a pre-work practicum

2022

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“…Le projet de recherche Néopass Stages est issu d'un programme de recherche plus large, qu'il complète : Néopass@ction (Ria et Leblanc, 2011). Ce projet a débuté en France il y a plus de dix ans et est entré dans le paysage des « ressources vidéoscopiques ordinaires » (Ria, 2019, p. 233) en proposant, entre autres, des capsules vidéoscopiques d'activités réelles d'enseignantes et enseignants novices filmés dans des classes et mettant en évidence, d'une part, les actions de ces novices en train de donner cours et, d'autre part, des extraits d'entretiens d'autoconfrontation (EAC) (Boubée, 2010;Theureau, 2010). Les EAC, tels que conçus par Theureau (2006Theureau ( , 2010, sont des entretiens qui visent, sur la base du visionnement de la vidéo de son activité, à faire exprimer à l'acteur ce qu'il a fait, vécu, pensé ou ressenti au moment des faits, et non à susciter une réflexion a posteriori sur les événements vécus.…”

Section: La Plateforme Néopass Stagesunclassified

Conception continuée de la plateforme Néopass Stages : le point de vue des formateurs et formatrices et des utilisateurs et utilisatrices

Blondeau,

Hanin,

Lambert

et al. 2024

RITPU

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Mis en ligne : 23 mai 2024 RésuméLa recherche rapportée dans cet article s'inscrit dans le projet Néopass Stages, une plateforme en ligne de ressources vidéoscopiques pour la formation initiale des instituteurs et institutrices primaires. En tant qu'équipe conceptrice de la plateforme, dans une logique de conception continuée, notre étude vise : 1) à recueillir les avis et remarques (positives et négatives) des premiers formateurs et formatrices d'enseignants et enseignantes (FE) qui l'ont mobilisée dans leurs dispositifs de formation initiale des enseignants et enseignantes (FIE), au sein du département pédagogique de la Haute École (HE) EPHEC; 2) à exploiter ces avis et remarques pour améliorer la conception en cours de la plateforme Néopass Stages. À la suite d'un entretien de groupe, nous avons retranscrit et analysé les verbatims de ces premiers utilisateurs et utilisatrices. Cette analyse met en évidence les points positifs et les points de vigilance que les FE ont formulés sur la conception et la mobilisation de la plateforme, ainsi que les effets perçus sur leurs pratiques de formation et sur les étudiants et étudiantes. Finalement, des pistes d'amélioration proposées par les FE sont discutées.

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“…Regularly used in ergonomics, auto-confrontation [21] is a method where a subject observes his own activity, often through a film of this activity, and expresses a subjective perspective on it, which can be a complement to the extrinsic analyses done by researchers (e.g. [4]). The advantage is that the retrospection allows to keep the co-ideation activity uninterrupted.…”

Section: Principlesmentioning

confidence: 99%

Patterns of creative UX in immersive collaborative design

Safin

Dorta

Kinayoglu

2018

Proceedings of the 30th Conference on l'Interaction Homme-Machine

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Creativity can be studied in many ways: processes, tools, personality, etc. In this paper, we are interested in subjective emotional experience linked to creativity. People usually make rich experiences, and are more likely to be engaged in creative processes, when they face highly challenging task, and feel confident in their skills (Flow from Csikszentmihalyi [9]). On this base, our interest is to understand the dynamics of experience, how it evolves in time. We use a previously developed method, the Design Flow 2.0 [18], which allow, on a granular way, to describe the emotional states during design. In a sample of ideation sessions, during a co-design immersive studio in design pedagogy, thanks to the granular assessment, we identify patterns of creative experience linked to the creation of new and relevant ideas. Our results show two patterns, one which was expected (designers experience stress before the expression of the idea, optimal experience-flow-during its expression, and feel in control just after), and an unexpected reversed pattern (control-flow-stress), which respectively illustrate a proactive and a reactive posture in design. We discuss these results and open perspectives, about the usage of the method to enhance co-design and to address other types of user experiences.

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La méthode de l’autoconfrontation : une méthode bien adaptée à l’investigation de l’activité de recherche d’information ?

Cited by 15 publications

References 26 publications

Development of a reflective learning method to support health and safety of adolescents with learning difficulties enrolled in a pre-work practicum

Development of a reflective learning method to support health and safety of adolescents with learning difficulties enrolled in a pre-work practicum

Conception continuée de la plateforme Néopass Stages : le point de vue des formateurs et formatrices et des utilisateurs et utilisatrices

Patterns of creative UX in immersive collaborative design

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