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.
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).
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.006 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".