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THE CONTRIBUTION OF CONCEPT MAPS TO LOLA – THE ON-LINE LEARNING LAB Concept Maps: Theory, Methodology, Technology Proc. of the First Int. Conference on Concept MappingAbstract The need for continuous learning and professional-improvement has never been so strong. Driven by the process of economic development and its social and cultural consequences, pedagogy has been trying to encourage the teaching community to react to the demands and changes of the market, its products and processes. From this world perspective of constant changes due to the globalisation and technological evolution, comes one of the greatest challenges to education: the access to continuous learning, made easier to all segments of society, by the development of a new and creative model which answers to the needs of this society where knowledge ages in an accelerated manner and the production and circulation of information grows by the minute. On-line education becomes a possible alternative to address this issue as it makes use of a technology (the Internet) that allows the reaching of resources that were, up to now, unimaginable. With the objective of overcoming the learning/teaching model of reproduction and accumulation of knowledge, LOLA – The On-line Learning Lab was created in 2002. LOLA, product of TORRES ´ doctorate dissertation, was awarded 1 st place prize by the Brazilian Association on Distance Learning and the Brazilian telephone communications company EMBRATEL in the category Research. Its proposal is now being augmented by MARRIOTT with the inclusion of the creation of Concept Maps (CM) as both a reading and writing technique. Based on Ausubel’s meaningful learning theory, it promotes- at the same time- the activity of both sides of the brain, the analytical/rational and the creative/intuitive, and the construction and the interpretation of its representation promote levels of cognition and communication of the highest levels. In this article, you will learn briefly about the activities developed by LOLA
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Approche interactionnelle et didactique invisible – Deux concepts pour la conception et la mise en œuvre de tâches sur le web social The interaction-based approach and invisible didactics – Two concepts for the design and practice of tasks on the social webCet article commence par revenir sur ce qu'est la compétence d'action et de communication que nous concevons comme ayant lieu, toutes les deux, sous contrainte relationnelle. Sur cette base est proposée une approche interactionnelle de l'enseignement / apprentissage des langues qui ajoute aux catégories de tâches telles qu'elles sont généralement conçues (notamment par le CECRL) des tâches de la vie réelle à réaliser dans des interactions sociales réelles dépassant le cadre de la classe. Nous abordons ensuite le principe de didactique invisible qui a permis de construire les sites du projet Babelweb (Ollivier et al.) dans le but de créer des espaces d'interaction de type web social sur lesquels les apprenants peuvent se comporter en &#34;acteurs sociaux&#34; à part entière. La comparaison, croisée avec les résultats de recherches antérieures, du comportement langagier des apprenants sur un blogue de Babelweb et de francophones réalisant une tâche très similaire sur le web social permet de faire émerger les convergences et divergences entre le comportement de ces deux groupes et de faire ressortir les limites, mais aussi les avantages de la didactique invisible.<br>This paper starts by going back to the notions of the actional and communicative competence, both of which we consider to be determined by the relationship between the persons who are involved in the action and/or communication. On this basis, we define an interaction-based approach of language learning/teaching that, in addition to the usual kinds of tasks integrates real-life tasks, which learners accomplish within the framework of real social interactions outside the classroom. Then, we introduce the principle of invisible didactics used to design the websites of the Babelweb project (Ollivier et al.) and which allows us to create virtual interaction spaces that resemble other social media on which learners can act as real “social agents”. The comparison, cross-checked with previous research, between the language behaviour of learners on a Babelweb blog and the language behaviour of French native speakers who complete a similar task on the social web, makes it possible to show the similarities and differences in the behaviour of both groups so that not only the limits but the advantages of invisible didactics can be distinguished.
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Clarifying "Faith-Learning Integration": Essentially Contested Concepts and the Concept-Conception DistinctionThe language of “faith-learning integration” remains popular among evangelical educators in both K–12 and higher education. Some observers suggest for theological and educational reasons that Christan educators replace integration language with other language. Even its advocates do not agree on what would count as integration. This article suggests that both the concept-conception distinction and W. B. Gallie’s category of an essentially contested concept shed light on the phrase. If faith-learning integration is an essentially contested concept, or is a concept subject to conception-building, then Christian educators may never agree on what counts as a paradigm case.