La narration iconotextuelle au service de l’activité de création. Dispositif didactique et démarche sémiotique pour rendre l’élève cré-acteur·rice de ses apprentissages.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This research was conducted in three cycle 1 classes in the canton of Vaud in Switzerland. Based on the creative process of Wallas (2003) and the identified factors of creativity (Lubart, 2003), it proposes to put the posture of creator in a social semiotic perspective by using the multimodal narration of the album as a mediating object. The results of this research make it possible to refine the initial process by invoking, in particular, astonishment (Thiévenaz, 2017), inquiry (Dewey, 1993) and Vygotsky's symbolic play (1978). The creative act, by being anchored in the individual's reality, generates experiential learning in and for him, by the group and for the group (Sullivan, 2017). As pedagogical support of choice, notably because of the richness of the offer, the affective dimension of the images and the narration, the album is a composite object whose semiotic complexity forces a process of metaphorical meaning-making described as highly creative (Kress, 2010). Thus, the organizing principle of each modality present allows for the establishment of relationships which, when deepened by the students' actions, become the basis for learning beyond the strict framework of the discipline and developing skills that are both productive and constructive (Pastré, 2006). As the motivation of the sign-maker depends on his or her interests (Kress, 2010), participation in a narrative that has to find its conclusion places the student in the position of a creator-actor of his or her learning. The multimodal medium serves here as a material for (re)conceptualisation in which the transmediation (Suhor, 1984, cited in Sullivan, 2017) specific to the composite nature of the medium is put at the service of the creator's posture. The object produced can then take an active role in the construction of meaning (Bowker & Star, 2000), making the process a transformative practice (Conne, 2008) for the learner who critically co-constructs her/his learning (The New London Group, 1996; Sullivan, 2017). Referring back to social semiotics, learning is here considered primarily as a situated meaning-making process (Budach, 2018; Mottier Lopez, 2016) from an anthropological perspective of education (Ingold, 2018).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it