Knowledge Mobilization

Dans cette recherche nous cherchons à évaluer l’impact de la modélisation  numérique dans la démarche d’investigation sur l’acquisition des concepts scientifiques liées aux sciences de la vie par les élèves du primaire. Dans le cadre d’une démarche de recherche-action réalisée au sein d’un établissement privé de Marrakech, deux groupes d’élèves de 6 ème année primaire, composés de 18 enfants âgés de 10 à 11 ans, ont été impliqués dans l’étude. La collecte des données s'est déroulée en plusieurs phases ; un pré-test sous forme d’une évaluation diagnostique écrite a été administré aux apprenants, après un post-test sous forme d’une évaluation sommative écrite a été effectué pour comparer les progrès réalisés dans chaque groupe et évaluer l’impact de la modélisation numérique sur la compréhension des concepts scientifiques. L’analyse des résultats du pré-test et du post-test met en évidence l’impact de la modélisation numérique sur la compréhension des concepts liés à la reproduction humaine. Au départ, les deux groupes (témoin et expérimental) affichaient des niveaux de connaissances similaires en relation avec la reproduction humaine. Cependant, le post-test met en évidence une amélioration conceptuel notable chez le groupe expérimental. L’intégration des modèles numériques sous forme de simulations de phénomènes biologiques, tels que la fécondation et le cycle menstruel, pour aider les élèves à visualiser et comprendre ces processus complexes de manière interactive et dynamique semble avoir facilité une organisation plus structurée des connaissances liées à la reproduction chez l’Homme. Les résultats indiquent que les outils d’investigation tels que la modélisation numérique, contribuent à une meilleure compréhension des phénomènes biologiques complexes.



In this research, we seek to evaluate the impact of digital modelling in the investigative process on primary school learners' acquisition of scientific concepts related to life sciences. As part of an action-research approach carried out in a private school in Marrakech, two groups of 6th-grade primary students, composed of 18 children aged 10 to 11, were covered in the study. Data collection took place over several phases; A pre-test in the form of a written diagnostic assessment was administered to the learners, after a post-test in the form of a written summative assessment was carried out to compare the progress made in each group and to assess the impact of digital modelling on the understanding of scientific concepts. The analysis of the pre-test and post-test results highlights the impact of digital modelling on the understanding of concepts related to human reproduction. Initially, the two groups (control and experimental) had similar levels of knowledge related to human reproduction. However, the post-test showed a noteworthy conceptual improvement for the experimental group. The integration of digital models in the form of simulations of biological phenomena, such as fertilization and the menstrual cycle, to help students visualize and understand these complex processes in an interactive and dynamic manner seems to have facilitated a more structured organization of knowledge related to human reproduction. The results indicate that investigative tools such as digital modelling contribute to a better understanding of complex biological phenomena.

This article drew on the concrete experiences of teachers who have implemented interdisciplinary projects in two private Lebanese schools, to examine the benefits and difficulties that these teachers have encountered when engaging in interdisciplinary practices. Our sample consisted of a group of teachers from several subjects, teaching grade seven, in each school. We used two data collection instruments in each school: a logbook that each group of teachers in each of the two schools filled in, and a focus group that we conducted with these same teachers. The results highlighted the potential of interdisciplinarity to motivate teachers, and foster their mutual enrichment by enabling them to discuss their teaching practices and develop their reflective skills while offering them opportunities for pedagogical innovation and changes in their practices. However, our results revealed these teachers' difficulties when implementing interdisciplinary projects. These difficulties are linked to the teachers' disciplinary culture, their institutional contexts regarding school organization and the organization of official curricula, highlighting aspects specific to our Lebanese context. Difficulties related to the planning and evaluation of interdisciplinary projects and student management were also identified.

la nécessité d'une formation continue pour les enseignants afin d'optimiser l'utilisation des situations déclenchantes et de mieux intégrer ces méthodes dans une séquence d'apprentissage plus large, incluant la structuration et l'évaluation des connaissances.

This systematic reflection essay blends research and community engagement with Margaret Kovach’s keynote address at the 2022 conference of the International Society of the Scholarship of Teaching and Learning (ISSOTL) and with the coauthors’ autoethnographic accounts reflecting on their challenges across Australia and the US in conducting ethically responsible SoTL scholarship. The essay is a call for engagement with community-led projects drawing on Neil Drew’s (2006) metaphor of a seagull, who flies in, takes what it wants, and leaves a mess behind. Two stories provided by the co-authors invite further discussion into the hopeful challenges of conducting community-led SoTL research.

Although the central role of educational intermediaries that can connect research and practice is increasingly appreciated, our present understanding of their motivations, products, and processes is inadequate. In response, this multiple-case study asks how and why three large-scale intermediaries—Edutopia, the Marshall Memo, and Usable Knowledge—are engaging in brokerage activities, and compares the features of the knowledge they seek to share and mobilize. These entities were deliberately chosen and anticipated to reveal diversity. Multiple data sources were analyzed based primarily upon Ward’s knowledge mobilization framework. These entities contrasted widely, especially in relation to core knowledge dimensions, enabling us to identify two distinct brokerage types. To conclude, theoretical (how to conceptualize brokerage) and practical (how to foster interactive knowledge exchange) implications are presented. This study also reveals certain innovative mobilization approaches, inc...

Universities seek to maximise the impact of their research by investing in technology commercialisation services but universities fail to support the various impacts of non-commercial research. This paper describes the experience of York University (Toronto, Canada) in developing the institutional capacity to support knowledge mobilisation to maximise the impacts of research from the social sciences and humanities. York works in partnership with local research users to provide enhanced access to research through dedicated support for research collaborations. Grounded in theories of knowledge transfer and exchange, and illustrated with examples, this paper demonstrates how investments in knowledge mobilisation create value for the institution, researchers, graduate students and research partners.

KMb Strategies. All projects exhibited similar KMb efforts: creating new or extending existing networks, developing a need-based or gap assessment, and producing appropriate products and dissemination processes based on the results gathered. New or existing partnerships were used to further develop networks. The projects generated numerous products connected to a KMb plan for networking for a particular purpose. Challenges. The major challenge was time. Innovative approaches to developing products required more time than anticipated and projects also encountered a range of practical challenges concerning time for ethics approvals, participants' workload and schedules, gaining access to stakeholders, and time required to develop trusting partnerships and to move forward to implementation. Successes. The overarching success theme was access and connection to other people. Projects reported the use of learning communities and engaging with stakeholders. KMb Strategies. Most projects within this category exhibited similar KMb strategies, they organized steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders. Once a gap in practice was identified, the projects served as research brokers by collecting and mobilizing relevant knowledge to inform practice. Challenges. Operational challenges encountered included coming to consensus across different partners about what knowledge was to be shared, balancing partners' time and workload to achieve project goals, and difficulties if the participants involved had a lack of project topic knowledge. Successes. Successes involved building lasting networks with different stakeholders for continued knowledge brokering. Success stories generally focused on the effective use of intermediaries to connect research to practice. Category 4: Visiting World Experts (6 Projects) KMb strategies. The KMb plan for these projects included hosting visiting scholars. Projects either established partnerships with recognized networks or forged new networks, including universities and schools. Projects utilized partners' social media and communication processes to mobilize KMb products. Challenges. Maximizing the benefits of short visits was a common challenge. Successes. These projects built on and advanced already established KMb efforts. There were 140 different partners of varying types involved in the projects. Over half (26 of 44) of the projects created new partnerships. All regions of Ontario had some degree of connection to a KNAER network and some networks extended nationally and/or internationally. v PIs indicated the importance of developing intentional relationships with individuals or organizations with similar interests and/or to provide intended access. Substantial time and effort needed to be invested to make face-to-face opportunities happen. For PIs who created new networks, having a strategic implementation plan regarding how to build a specific network was essential. PIs expanding existing networks indicated the importance of developing trusting relationships. Establishing collaborative teams with common goals and engaging in joint conversations was crucial. Recommendation 15: Establish a KNAER 'Secretariat' involving the previous (and future) work of the provincial KNAER university partners. Recommendation 16: Establish an Advisory Group for KNAER Phase II. Recommendation 17: Development of networks with 'backbone' infrastructure and working with local communities of practice. Recommendation 18: Provide longer-term funding (5-10 years). Recommendation 19: Involve evaluation of KNAER Phase II from the beginning. In taking these recommendations into consideration for a potential KNAER Phase II, it is also important to listen to and learn from our local stakeholders. We completed four strategic planning sessions -teachers, principals, Deans of Education, and Ministry-Faculty forum -and one Twitter #KMbchat. Overall, the suggestions from participants were highly consistent with recommendations based on our analyses of the KNAER and from our expert interviewees. There were two specific additional recommendations emerging. Recommendation 20: Take account of the importance of: engaging educators' appropriately to value their voice, ideas and actions; further developing Ministry, university, provincial partner, board and school partnerships, including the Ministry providing overarching vision, universities engaging in longer-term partnerships for example with boards and provincial organizations; and engaging graduate students more fully. The range of research topics identified suggest that educators' priorities and needs are influenced by provincial priorities and needs, yet contextualized to local situations and personal interests or needs. The key priority topics will be difficult to distill, rather our advice is that the Ministry should indicate priority areas of concern linked to specific goals -that have provincial and local relevance -as foci for the future work of the KNAER. We have formulated a set of recommendations for a future KNAER that will integrate the strengths of past successes while developing new structures, functions, capacities, activities and outcomes for a future model. We refer to this as KNAER Phase II. We reviewed a wide range of 'models' from practices in other contexts, countries and sectors. We did not find one ideal model. While drawing on evidence about 'relationships/networks' and 'systems' models, we propose a blended model building on -but adapting and advancing -the existing KNAER model, taking account of the recommendations identified in this report, and including consideration of potential future models identified and developed by the Education Research Evaluation and Strategy Branch.

The use of networks in public education is one of a number of knowledge mobilization (KMb) strategies utilized to promote evidence-based research into practice. However, challenges exist in the ability to effectively mobilizing knowledge through external partnership networks. The purpose of this paper is to further explore how networks work. Data was collected from virtual discussions for an interim report for a province-wide government initiative. A secondary analysis of the data was performed. The findings present network structures and processes that partners were engaged in when building a network within education. The implications of this study show that building a network for successful outcomes is complex and metaphorically similar to finding the “sweet spot.” It is challenging but networks that used strategies to align structures and processes proved to achieve more success in mobilizing research to practice.

The importance of 'evidence-informed practice' has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects. Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects. Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research's (KNAER) approaches to developing knowledge mobilisation over four years (2010)(2011)(2012)(2013)(2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners' meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences. Results: The Planning and Implementation Committee's role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and

Major issues for governments and universities operating locally are ambitions to be seen as straddling many subjects and cross continent referencing so as to be seen as multinational.These issue take the focus away from local attention. In this chapter, we address issues and conflicts between government, industry and University sought after initiatives with Universities playing a dominant role so as to developing a regional economic consciousness.

The II Araucárias National Seminar on Environmental Education Networks: indicators that mobilize in environmental education had a formulation that is guided by the construction and problematization of these sustainability indicators in different social spaces, including the school system.

Dans la littérature financière plusieurs contributions ont étudié la performance bancaire et les principaux indicateurs de son évaluation. En général, le but de chaque banque est de pouvoir assurer une rentabilité pérenne dans un contexte de plus en plus caractérisé par des turbulences économiques et financières. L'objectif du présent article est d'analyser l'évolution de la performance financière de trois grandes banques marocaines, pour la période 2005-2018, en se basant sur trois indicateurs fondamentaux à savoir : le ROE, le ROA et le coefficient d'exploitation. Notre analyse fait ressortir l'existence d'un lien empirique de cause à effets entre la performance financière des banques et la conjoncture économique nationale et internationale.

Evidence‐based management of fisheries means being continually open to new sources of scientific findings and data, but this is difficult when there is uncertainty or disagreement about their value and utility. We submit that this is the case for rapidly advancing animal tracking research, or biotelemetry. While biotelemetry science has been broadly accepted in fisheries and aquatic research communities, its incorporation into fisheries policy and management has been limited. To gain insight into this disjuncture, we conducted an exploratory study of perspectives on biotelemetry among government employees and nongovernmental stakeholders involved in co‐managing salmon fisheries in Canada's Fraser River. Using a knowledge mobilization theoretical framework, we examine how respondents perceived biotelemetry research across three dimensions: its epistemic value (its capacity to generate useful and valid new knowledge), its practical value (relative to real‐world considerations such...

This article examines how potential users of scientific and local/traditional/experiential knowledge evaluate new claims to knowing, using 67 interviews with government employees and non-governmental stakeholders involved in co-managing salmon fisheries in Canada's Fraser River. Research has consistently shown that there are major obstacles to moving new knowledge into policy, management, and public domains. New concepts such as Knowledge Exchange (KE) and Knowledge Mobilization (KMb) are being used to investigate these obstacles, but the processes by which potential users evaluate (sometimes competing) knowledge claims remain poorly understood. We use concepts from the sociology of science and find that potential users evaluate new knowledge claims based on three broad criteria: (1) the perceived merits of the claim, (2) perceptions of the character and motivation of the claimant, and (3) considerations of the social and political context of the claim. However, government emplo...

Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

Around the world, during the last decade policy makers increasingly emphasize the use of data in education to enhance student achievement Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives to promote 'data-based decision making' (DBDM) or 'data-driven decision making' (DDDM) has increased rapidly (e.g.

The internet is a useful medium for assisting HIV positive youth. Youth need a dedicated website to access information, services, and social support to help manage their HIV.York's Knowledge Mobilization Unit provides services and funding for faculty, graduate students, and community organizations seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. It is supported by SSHRC and CIHR grants, and by the Office of the Vice-President Research & Innovation. kmbunit@yorku.ca www.researchimpact.c

Frequently, the concept of circulatory system is difficult to understand since it brings together other biological concepts such as nutrition and respiration. This study aims to determine whether students in the third year of middle school manage to understand this concept at the end of the unit: Blood and blood circulation in humans, and to highlight the main challenges related to the teaching-learning of blood circulation in middle school as well as to describe all the ideas and obstacles encountered by the students involved. This is an exploratory and descriptive study. Our population is made up of 100 students from two colleges on the outskirts of Kenitra. Our results reveal that learners have acquisition problems to varying degrees. Thus, the percentages of difficulties encountered, in establishing the distinction between veins and arteries (86%), the opening or closing of the blood circuit model (64%), as well as the conception of the heart as a pump or as a double pump (64%), the organs and functions of the circulatory system as well as the components of the circulatory system (32%). Many students interviewed neglect the response to the risks that threaten the circulatory system. The confusion between the circulatory system and the respiratory system has finally been observed. The problem lies in the quality of learning of blood circulation concepts in our education system. It was recognized as a hindrance, highlighting the crucial importance of the lack of appropriate teaching methods to disseminate unity Blood circulation in humans.

Increasingly, researchers are beseeched, prodded and, at times, forced, to develop so-called "knowledge mobilization" (KM) plans and strategies as an integral part of their work, regardless, in some cases, of the appropriateness or utility of such activities for their research. Indeed, it seems that funders of research, especially government granting agencies, are now requiring that researchers justify why their work cannot be made to "add value" to "public" needs and priorities, rather than opting-in to such activities as and when appropriate.

Zola Faraji leaned back in her chair and let out a momentous sigh. Zola and her colleagues were wrapping up a data analysis meeting in relation to one of their research projects-the Best Practices in Refugee Health and Resettlement Services project. It had been eight months since the launch of the project within the community-based research department at Access for Health and Settlement Centre (AHSC). Looking outside the boardroom window on that late April morning, Zola noticed that the clouds were shifting unpredictably as they often did in Toronto this time of year. Sitting next to her was Jamila Ahmed, a young project coordinator, who was re-reading meeting notes at the table. Zola glanced over at Jamila and recognized an expression of curiosity on her face. This was the same curiosity that brought Zola to pursue a career in public health research. The day was full of reflection and nostalgia, as it marked 11 years since Zola started working at AHSC. She held a role as a senior scientist at the organization, leading multiple research projects within the community-based research department. Zola knew that this particular project had captured her efforts and attention as early as the ideation stage over 14 months ago in a way that no other project had done so before. She glanced back at the shifting weather, recognizing that it was a reflection of the context from which the project arose.

This article is a qualitative literature synthesis in the areas of community-campus collaborations, knowledge mobilization and social innovation. The article aims to be useful to people who work in academic settings, community organizations, public institutions, and government. The authors utilized a purposive sampling methodology to explore the following questions: 1. How can university-based knowledge mobilization leverage investments in higher education research and development (R&D) through community-campus collaboration and social innovation? 2. What is the role of university-wide knowledge mobilization projects in supporting community-campus connections and ultimately social innovation strategies that contribute to the public good? Our review indicates considerable interplay between community-campus collaborations, knowledge mobilization and social innovation given that knowledge mobilization facilitates – and is facilitated by – collaboration. With sufficient knowledge mobili...

Knowledge mobilization (KMb) and social innovation gets university research into the hands of policy makers, businesses, and community groups. These stakeholders increase the social, economic and environmental impacts of research by using it to improve the wellbeing of people and our planet. Thus, research must speak to different industries and communities to see its effect on the social economy. A stronger social economy can emerge if we work together, finish projects, join knowledge, and set goals. This study explains the relationship between people doing research, people who need that research, and its relevance to society. KMb and social innovation find ways to collaborate and communicate it to make the world a better place.

This article is a qualitative literature synthesis in the areas of community-campus collaborations, knowledge mobilization and social innovation. The article aims to be useful to people who work in academic settings, community organizations, public institutions, and government. The authors utilized a purposive sampling methodology to explore the following questions: 1. How can university-based knowledge mobilization leverage investments in higher education research and development (R&D) through community-campus collaboration and social innovation? 2. What is the role of university-wide knowledge mobilization projects in supporting community-campus connections and ultimately social innovation strategies that contribute to the public good? Our review indicates considerable interplay between community-campus collaborations, knowledge mobilization and social innovation given that knowledge mobilization facilitates – and is facilitated by – collaboration. With sufficient knowledge mobili...

Executive summary | 5 Introduction | 9 Method of selecting sources and points of emphasis | 10 1 The social economy, social enterprise, and social innovation: Key understandings for effective innovation strategies for today's world | 11 1.1 The social economy, social enterprise, and social entrepreneurship | 11 1.2 Understanding social innovation: Why it has become critical and what is needed to move forward | 13 1.3 Social innovation, getting it together: Collaboration, knowledge exchange, and knowledge mobilization | 16 2 Understanding social innovation as an ecosystem: Creating social and economic value in society | 18 2.1 Challenges for determining the impact and success of social innovation efforts | 18 2.2 A social innovation ecosystem as it supports employment: Paths and examples, public policy, and addressing fragmentation in social innovation | 19 3 Facilitating innovation through knowledge mobilization: Leveraging higher education R&D by institutionalizing social innovation through knowledge mobilization | 23 3.1 Engaging decision-makers with research, moving evidence into practice, and the utilization of research for public policy and public services | 23 3.2 Key messages and gaps in the literature | 24 3.3 Examples of institutionalized knowledge mobilization | 25 3.4 Existing programs and gaps in emerging practices | 26 4 Community-campus collaboration in leveraging higher education research and development: Key considerations for research, policy, and practice | 28 4.1 Community-campus collaboration: An overview of conceptual and methodological issues | 28 4.2 Hindering factors and facilitating conditions in community-campus collaborations | 30 4.3 Knowledge gaps in the literature on community-campus collaboration and implications for R&D policies and practices | 32 Conclusions and recommendations | 34 Closing Remarks | 36

The knowledge field is expanding, with a burgeoning associated terminology. Apart from distinctions related to information and knowledge, terms including: Research Communication, Knowledge Mobilization, Brokering, Translation, Exchange and Intermediation, have gained currency in the past decade. The meaning of others has evolved, notably Knowledge Management. Focusing on different terminology has masked one important point: that the actual functions described are all systemically related to each other and that the functions can provide real value in improving the efficiency, and accelerating the impact, of various initiatives. K* (KStar) was coined as an overarching concept, and as a useful shorthand to collectively describe the various aforementioned terms. The first global K* conference was convened by UNU-INWEH in April 2012: it brought together key experts from across the world, and from different sectors, to: try and reach mutual understanding; stall the fragmentation of the knowledge field; and avoid potential serial re-invention of the wheel. Authored by a subset of conference participants, this K* concept paper draws together collective learning from the diverse case studies discussed during the conference as well as the conference itself. It offers common language and sets out the principles shared by all K* component functions and processes. Along with associated conference outputs, such as the draft K* Green Paper, it also provides a strong basis to address the issues referred to above. The draft of this concept paper was broadly distributed and discussed, including at two subsequent meetings related to Knowledge Management and Mobilization, one of which was organized by the World Bank. Consequently, it benefitted from an extensive crowd-sourced peer-review. An unexpected, and gratifying outcome was that a significant number and variety of organizations quickly began to use and refer to the concepts as they went about their business. Although many different organizations are looking at K*, and placing increasing emphasis on knowledge management and other K* activities, they are doing so in very different ways with diverse approaches, budgets and motivations. In addition, K* functions are often dispersed across organizations, therefore it is difficult to draw causal links between the activities of K* practitioners and improved outcomes of initiatives. We hope the paper serves to underscore the importance of K* functions, whether formal or informal. We encourage readers to take the concepts outlined in this paper and to apply them in their own contexts and organizations. They will be able to do so with the added benefit of knowing, and being able to demonstrate, that others are saying the same things, despite using different language.

Cet article issu d'un mémoire de DEA et d'une thèse en cours s'intéresse à la question des liens entre mathématiques et physique. Dans un article de cette revue avait bien montré la confusion faite par les élèves et certains professeurs de mathématiques entre mouvement de translation et mouvement rectiligne. Au-delà de cet amalgame, notre propos est d'expliciter le lien qui existe entre mouvement de translation et translation mathématique. Sur la base de cette explicitation, nous montrons comment pourrait être envisagée en classe une intervention conjointe des deux enseignants de mathématiques et de physique. Mouvement de translation/Translation mathématique/vecteurs/physique/mathématiques. Dans un article de Repères, Gassser (1996) nous livre un échange intéressant entre professeurs de mathématiques (M) et professeurs de physique (P) dont nous reprenons cidessous un extrait en préambule à notre propos : M. Je me rappelle bien des cours de terminale, c'est simple. P. L'exemple de la grande roue des fêtes foraines évoqué dans les programmes de physique semble intéressant pour mieux cerner la notion de mouvement de translation chez les élèves, car il fait référence à leur expérience. M. Vous êtes en train de parler de rotation ! P. Mais non. Regardez le mouvement de la nacelle : (le physicien s'empare d'un livre censé représenter une nacelle de grande roue, et montre son mouvement) elle est bien en translation puisqu'elle reste toujours parallèle à elle-même. P. Voici ce que j'explique à mes élèves : je déplace la chaise, et j'observe ses arêtes ; quelle que soit la position de la chaise pendant le mouvement, une arête donnée reste toujours parallèle à elle-même. C'est ceci, un mouvement de translation. M. (en choeur) Aahhh ! M. Mais alors, dans le cas de la grande roue, il s'agit d'une translation circulaire ! (Gros éclats de rire) P. Si vous voulez, mais nous évitons quand même d'utiliser cette expression… M. Si j'ai bien compris, lorsqu'un solide est en mouvement de translation, à chaque instant, il existe une translation mathématique qui permet de passer de sa position initiale à sa position à l'instant t. Si un solide est en mouvement de rotation, à chaque instant, il existe une rotation mathématique qui permet de passer de sa position initiale à sa position à un instant quelconque d'observation.

As the first decade of the millennium comes to a close, a new integrated model of innovation is offering increased hope for building successful societies in the new era. This model is emerging from the convergence of theory and practice in business innovation and social innovation. Distinctions are fading between 'business innovation' as technological innovation for economic growth and competitiveness through the private sector, and 'social innovation' as behavioural and institutional innovation to meet social needs through the public and non-profit sectors. A consensus is developing about the urgency to embrace this new integrated model of innovation. Recent events and trends have set a trajectory for the 21 st century that is not favourable. The dot-com crash, 9-11, the Enron scandal, tsunamis, increasing inequality and failing states have focused attention on the challenges of the digital age, geo-political governance, climate change, sustainability, and globalization, particularly as exposed by the international financial turbulence. In this context, the integrated model of innovation recognizes that making a successful future is far more complex than technological fixes, miracle drugs, or easy solutions of policy or practice. The following discussion begins with an analysis of why theory and practice in business innovation and social innovation are converging to their mutual benefit. The profound implications of this convergence for the research community are then described with particular reference to the increasing expectations for the social sciences and humanities both on campus and in collaboration with the private, public and not-forprofit sectors. The conclusion offers encouraging reasons for optimism about our ability to accelerate implementation of the integrated model of innovation -to move from smart ideas to smart action, and thereby, to enhance quality of life. This conclusion may be surprising since there are certainly many reasons to be pessimistic. As published by the Conference Board of Canada, Canada's Competition Policy Review Panel, Canada's Science, Technology and Innovation Council, the Canadian Council of Academies and the Public Policy Forum, report after report has emphasized Canada's poor record of innovation. 1 Most recently, the Canadian Policy Research Networks has shown how Canada is falling behind other countries, such as Australia, the UK and the US in recognizing the value of social innovation. 2 But these reports also suggest that the events and trends of recent years are providing a wake-up call and, increasingly, have inspired new thinking about innovation. Indeed, leaders across society are now calling for an integrated model that recognizes the inherent oneness of economic, social, cultural and political quality of life. Thus far, talk has exceeded action but the reasons for optimism have never been greater. During the 1980s and 1990s, theory and practice generally assumed that business innovation concerned the private sector while social innovation involved the public and

-Cette contribution se situe dans le cadre de l'étude de l'usage d'un logiciel de la géométrie dynamique pour l'apprentissage des mathématiques au lycée. Les analyses se focalisent sur les stratégies mobilisées au cours de résolutions des problèmes sur les fonctions numériques et les difficultés rencontrées par les élèves. Les résultats montrent que l'utilisation de GeoGebra a provoqué une diversification des stratégies en termes des registres de représentation des fonctions numériques à une variable réelle.

This article presents the results of a study on the semiotic representations of the different registers related to kinematic concepts as they constitute a prerequisite for the learning of subsequent concepts in the field of physics within the framework of Raymond Duval's theory (1993). This study was conducted in a random sample of high school students. She was guided in this by the different approaches related to the concept of velocity. We also tried to show the DR. DJABOU DJAMEL Université Bordj Bou Arreridj djaboudj55 @gmail.com CONVERSIONS DE REGISTRE SEMIOTIQUES EN DIDACTIQUE DE LA PHYSIQUE, CAS DE LA NOTION DE VITESSE CHEZ LES APPRENANTS DU SECONDAIRE DR. DJABOU DJAMEL Revue Développement des Ressources Humaines ; VOL: 09/N01/juin 2018 26 instrumental procedures implemented by the learners and inherent to the different semiotic representations of the different registers. According to the analysis of the main results, learners tend to attribute to the concept of velocity i...

et de la Formation Meknès, Maroc In the teaching of Life Sciences and Earth, the inquiry approach has regularly reaffirmed importance, particularly with regard to the science. Its implementation requires the social constructivist perspective of its references. The present study helps, in a first time to analyze the conceptions of teachers and learners about the process of investigation and teaching paradigms. In a second step we have sought to analyze the content of textbooks dealing with teaching materials related to this new approach, detailed results are presented and discussed.

Rapport d'évaluation scientifique Nom du chercheur principal Dominique Giroux Titre du projet Mieux répondre aux besoins des proches aidants pour un maintien à domicile sécuritaire des ainés en perte d'autonomie Numéro du projet de recherche Résumé de l'évaluation

Basandonos en los planteamientos teoricos de la investigacion inclusiva y participativa asi como en las teorias sobre la produccion, transferencia e intercambio de conocimiento, en este articulo sometemos a analisis los procesos seguidos en un estudio desarrollado a lo largo de 5 anos en Galicia (Espana). La investigacion supuso la creacion de tres redes de participacion educativa (escolar, inter-escolar y comunitaria) en una misma localidad. El trabajo realizado ha pretendido la construccion compartida y gradual de un proyecto socio-educativo inclusivo de ambito local, asumiendo el compromiso de la investigacion educativa con la dinamizacion y mejora educativa y social.

OBJECTIVE: The province of Quebec has initiated a vast reform of youth mental health services. This article aims at evaluating the first year of the implementation of first-line services in Lanaudière's two local service networks. METHODOLOGY: A formative and participatory qualitative evaluation was carried out. Data collection was led by 32 key individuals who were engaged in the implementation of these services or who were involved in the decision-making process. Five semi-directed group interviews were carried out with the committees and teams concerned. The information collected is the object of a descriptive, qualitative content analysis. RESULTS: The implementation of first-line services in youth mental health in the Lanaudière region has caused partners to mobilize. This fact was identified by the group as a positive element of the establishment of these services. The decision to go ahead with the implementation of these services in spite of a lack of child and adolescent...

Traditional academic conferences that require participants to physically travel between locations have a large environmental footprint. That is why a growing number of researchers believe it is imperative to seek out more sustainable alternatives. 1 This econference case study looks at the "Around the World" virtual conferences organized at the University of Alberta as a model or 'greenprint' for hosting successful and sustainable research gatherings without the carbon cost of flying. The success of this online event, with its diverse range of topics and presentation formats (live, pre-recorded, hybrid), shows that the econference format can be adapted to a wide range of needs. Our results show that econferencing, while not without its challenges, is a viable alternative to face-to-face conferencing that can replicate its benefits without the environmental cost.

Este articulo tiene por objetivo discutir algunos elementos de los programas y politicas publicas relacionadas con la ciencia y profesionalizacion de los investigadores en Mexico que nos permitan hacer evidente su modelo subyacente de movilizacion del conocimiento, el rol que tienen sus principales actores y el rol que tiene el conocimiento en la reproduccion o transformacion social. A traves de una revision teorica, se presentan algunas concepciones y perspectivas del termino, se describe, como caso de referencia, la politica publica de Canada, posteriormente el caso de Mexico y finalmente se presentan algunas reflexiones en torno al impacto de dichas politicas en la movilizacion del conocimiento, en las universidades y en los investigadores mexicanos.

In recent years, a more sophisticated vocabulary has emerged in the field of higher education. Categories such as socially relevant research; knowledge mobilization; research impact; innovation; and university priorities have appeared. At first glance, these words may appear neutral, simple and free from conflicts of interest. However, I argue that each of them requires deeper analysis, especially in relation to current scientific and university public policies, as their use has consequences and/or impacts both at the institutional level (higher education institutions) and actor-level (scholars, project managers, etc.). Therefore, by shedding light on the fact that "social relevance" of university is a commonly addressed category in documents regulating university activities, I postulate that such categories indicate a reductionist notion of "relevance" that is used haphazardly as a substitute for the ideas of meaning, mission, and the aims of a university. In order to pinpoint and discuss these new terms and categories that are used as measures of academic knowledge, the paper focuses on public university systems in Argentina and Canada. From a comparative perspective, I aim at grasping a better understanding of the changes in knowledge mobilization.

Knowledge translation (KT) involves communication of research evidence. Within research-relevant organizations there is considerable overlap in the roles and activities associated with KT and strategic communications (SC), which calls for greater role clarity. We untangle the differences and similarities between KT and SC, bringing clarity that may benefit organizations employing both types of workers. As KT practitioners (KTPs) take hold in organizations that have long had SC personnel, there is tension but also opportunities for defining roles and exploring synergies. What follows is a description of how we have explored this duality within our networks and an analysis of how SC and KT roles are similar and divergent.L’application des connaissances (AC) suppose la communication des données de la recherche. Dans les organisations qui s’occupent de recherche, les rôles et les activités associés à l’AC et aux communications stratégiques (CS) se recoupent en maints endroits, à tel poi...

In Episode 50 Dr. Nicholas Ng-A-Fook interviews Stephen Hurley. Stephen Hurley is the Founder and Chief Catalyst at voicEd Radio. Combining a life-long love of radio and an intense 30-year career in public education, Stephen is passionate about finding ways to enliven the public square with vibrant conversations about learning, teaching, schooling, and education in its broadest sense. We discussed some of the following issues: his lived experiences in relation to lunchtime radio stations, makerspaces, creating an online live radio and podcasting ecosystem as a public square, trial and tribulations of being a host, experimenting, negotiating, and adapting to different educational, historical, political, technological contexts as a classroom teacher and teacher educator, open concept classrooms, team teaching, life transitions, theology, philosophy, his relationship with music, being a life-long learner, and so much more.

Plusieurs banques ont démontré le poids important des réformes de Bâle, et principalement de l'adoption des approches les plus avancées pour la mesure du risque de crédit. En effet, la mise en oeuvre de cette approche (IRB-A) implique un changement de l'architecture organisationnelle touchant un ou plusieurs aspects de la banque qui doit être mieux adaptée aux exigences prudentielles (réorganisation du système d'information, réajustement du système de contrôle interne, redistribution des connaissances tacites et réallocation des droits décisionnels). Notre objectif consiste à analyser l'impact de la mise en oeuvre de l'IRB-A sur l'architecture organisationnelle des banques, pour en déduire, à travers les résultats de notre enquête, l'état des lieux et les perspectives d'adoption de cette approche par les banques marocaines.