Notice bibliographique
Résumé
Collaborative projects are a natural for the language class because all language is fundamentally communicative and collaboration requires real communication to work. By creating an environment in which students want to communicate in a creative manner about something that is personally interesting to them, we can encourage writing in which the students' true goal is to get an idea across rather than just to complete the assignment (Hadley, 2001; Shrum & Glisan, 2000). In this column we examine a project that brought together elementary and middle school students in France and Canada as well as a Basque school to communicate about a topic of concern to any child who has heard a fairy tale or watched a Disney movie, MONSTERS! It is hoped that other teachers may use this project as a model for similar collaborative efforts, and to this end we mention several other useful tools as well. Dessinez-moi un Monstre! (Draw me a Monster!) is a collaborative project coordinated by Jane Scaplen of Sacred Heart Elementary School, Marystown, Terre-Neuve, Canada. Students of French in grades 3 to 8 from over 20 different schools participated in writing about their invented monsters, sharing their descriptions, and drawing each other's creations. An innovative aspect of this project is the use of the Internet as the medium for interaction, allowing more students to participate and so reap the benefits of the communication while at the same time motivating the participants by providing a larger audience with whom to share their work. Students thus have the excitement of knowing that their descriptions will come alive at the hands of someone who has carefully read their work for its content and in order to actually do something with it. In addition, this person may live in a different part of the world. In this way, the activity brings together the interdisciplinary components of language, art, and technology. The site for the project is divided into three sections: Renseignements Participants Monstres These include a detailed explanation of the projet and instructions for teachers and students, a listing of the participating schools, and the children's work, both descriptions and drawings. The Project The project is set up to take place over a period of a little more than 3 months with specific dates for registering as a participant, sending in the texts and drawings, and comparing the descriptions and one's own work with the original concept of the monster's creator and receiving a certificate of participation. The description of the project clearly sets forth the activities of the participants so that the children and teachers know exactly what is expected of them and what will happen throughout the course of the activity: Les participants ecrivent des descriptions et font des dessins de monstres. Ils nous envoient ensuite les descriptions pour etre preparees et affichees sur une page Web. Les descriptions seront aussi envoyees a chaque participant. Personne ne va voir les vrais dessins jusqu'a la fin du projet. Pendant la periode du 7 avril au 25 avril, les participants seront invites a essayer a dessiner des monstres d'autres participants selon les descriptions fournies. A la fin, les dessins originaux seront affiches. Each participating student writes a description and provides a drawing of a monster. The coordinator resends these descriptions to all participants via e-mail and also places them on the Web where everyone can read them and try his or her hand at drawing the monster to fit the description. At the end of the project, the original drawing by the monster's creator is distributed to all and also placed on the page so that all of the students can compare their drawings to the original. To accomodate individual needs, there is also flexibility in the level of participation for a class that might not have time to devote to the entire range of project activities: Une classe peut decider de participer a plusieurs niveaux: 1. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,004 | 0,005 |
| Science ouverte | 0,002 | 0,008 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,825 | 0,690 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».