diff --git a/Diasreureflexpro.rst b/Diasreureflexpro.rst
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-=====================================
-Utiliser *Sphinx* pour créer des MOOT
-=====================================
-
-.. image:: images/reflexpro.jpg
- :scale: 20
-
-.. image:: images/logo-espe-uga.jpg
- :scale: 10
-
-
-**Philippe Dessus, LSE et Espé, Univ. Grenoble Alpes**
-
-Présentation du 18 mai 2017, Idéfi ReflexPro
-
-.. ifnotslides::
-
- Ce document présente quelques informations à propos de *Sphinx* et de son intégration dans des projets de MOOT.
-
-Objets de la présentation
-=========================
-
-* Présenter *Sphinx* et son utilisation dans l'Action A20 de ReflexPro
-* Faire une démonstration rapide de son fonctionnement
-* Réfléchir à , et susciter, de possibles utilisations dans d'autres actions
-
-📃 Présentation accessible à `http://bit.ly/reflexpro-dessus <http://bit.ly/reflexpro-dessus>`_
-
-
-La vie d'un-e enseignant-e
-==========================
-
-* Enseigner implique de produire...,
- * ... individuellement et collectivement...,
- * ... un grand nombre de types **différents** de documents (cours, TP, TD, etc.)
- * ... destinés à des niveaux d'étudiants **différents**
- * ... avec une structure **sophistiquée**, et des échéances de révisions rapprochées.
-
-* Beaucoup de temps est alloué à cette production, **pas toujours optimalement** : documents propriétaires avec de multiples versions, difficiles à modifier et convertir, forme souvent non harmonisée, etc.
-
-MOOT *vs*. MOOC
-===============
-
-* Les MOOC sont des cours censés être accessibles **massivement** et de manière **ouverte**, mais le matériel
- * est **d'actualisation difficile** (les vidéos sont coûteuses à mettre à jour)
- * n'est **pas si librement accessible** (accessible avec identification, pas moissonné par les moteurs de recherche)
- * ni toujours **librement modifiable** (les MOOC FUN sous licence BY-NC-ND, les MOOC américains sous copyright)
-
-* Choix de travailler sur une **unité plus petite**, **modulaire et ouverte**, le MOOT, pour promouvoir une pédagogie ouverte (*voir ci-dessous*)
-
-*Massive Open Online Textbook*
-==============================
-
-✠"un outil d’enseignement on-line et flexible qui combine du texte "cherchable", commentable, des outils multimédia pour une collaboration pair-à -pair, et des rétroactions" (`Hall, 2013 <http://www.newappsblog.com/2013/09/we-need-moots-not-moocs.html>`_) âœ
-
-* On passe du temps à faire de l'innovation pédagogique, pas à évaluer, donner des rétroactions, ou détecter le plagiat (Hall, 2013)
-
-* Quel outil pour les créer et diffuser ? Un simple site internet peut suffire, mais rend difficile sa mise à jour collaborative
-
-On recherche...
-===============
-
-* Un moyen multiplateforme, libre et gratuit, produisant des documents
- * **structurés sémantiquement**, pouvant s'adapter à des styles différents
- * de **types** différents (docs. de cours, présentations, blogs, etc.)
- * avec tous les **attributs** des cours (index, renvois croisés, images, vidéos, etc.)
- * générant du texte conditionnel
- * gérant correctement les références bibliographiques
-
-Principales pistes
-==================
-
-* Un `wiki <https://fr.wikipedia.org/wiki/Wiki>`_ (voir `EduTech Wiki <http://edutechwiki.unige.ch>`_, ou la `wikipédia <https://fr.wikipedia.org/wiki/Wikipédia:Accueil_principal>`_)
-
-👠souple, collaborative, extensible
-👎 docs en version ß
-
-* La suite `Scénari <https://scenari.org>`_
-
-👠performante, collaborative, nombreux dérivés
-👎 lourde et complexe d'utilisation
-
-* `LaTeX <https://www.latex-project.org>`_
-
-👠performant, édition collaborative possible
-👎 complexe
-
-* `Sphinx <http://sphinx-doc.org>`_
-
-Un moyen terme acceptable ?
-
-*Sphinx*
-========
-
-* `Sphinx <http://sphinx-doc.org>`_ est un **outil de génération de documentation**, à l'origine conçu pour établir la documentation du langage *Python* et écrit en *Python*
-* Utilise et étend le langage de description de pages `reStructuredText <http://docutils.sourceforge.net/rst.html>`_ (reST), langage assez proche du `Markdown <https://daringfireball.net/projects/markdown/>`_ et utilisé
- * dans le `Projet Gutenberg <https://www.gutenberg.org>`_
- * et dans certains wikis (`MoinMoin <https://moinmo.in/MoinMoinWiki>`_)
-* **Multiplateforme, libre et gratuit**. Communauté de développement très active, principalement japonaise (en 1 an : 15 sous-versions, de v. 1.4.1 à 1.5.5)
-
-Ce qu'on écrit et ce qu'on a
-============================
-
-* On peut se constituer une **base de textes écrits en texte brut**, qu'on peut maintenir dans des sites d'écriture collaborative ou *Gitub*/*Gitlab*, ou certains CMS qui utilisent le reST et/ou Python
-* On peut aussi avoir des **formats spécifiques** : blogs, présentations
-* On génère à la volée divers documents (**forme et contenu séparés**), accessibles aussi bien en HTML, epub, PDF, *LaTeX*, etc.
-* `Certains <http://jterrace.github.io/sphinxtr/singlehtml/>`_ s'en servent pour leur thèse
-* Un fichier `conf.py` contient l'ensemble des spécifications du cours, ce qui facilite son transfert sur d'autres cours
-
-Les fonctions de *Sphinx*
-=========================
-
-* Assez semblables à celles qu'on trouve dans la plupart des plate-formes d'enseignement à distance
- * références croisées, corrélats (*voir thème X*), numéros de sections, index, table des matières, numéros de figures, glossaires, références biblio (*BibTeX*)
- * texte conditionnel, texte à remplacer automatiquement dans un doc
- * insertion de formules *LaTeX*, d'images, de liens, de vidéos, de code, de schémas `GraphViz <http://graphviz.org>`_, ...
-
-
-Avantages et inconvénients
-==========================
-
- 👠Grande portabilité, lisibilité, et faible taille des documents-source (ces diapos font env. 10 ko)
-
- 👠Séparation entre le contenu et la présentation, produit du HTML *responsive*
-
- 👠Nombreux thèmes et extensions (notamment en maths et info), assez aisément reconfigurables
-
- 👎 Installation assez complexe, surtout sous Windows (langage *Python* et de nombreuses ressources interdépendantes)
-
- 👎 Apprentissage de *reST* (bien qu'assez `simple <http://docutils.sourceforge.net/docs/user/rst/quickref.html>`_)
-
- 👎 Gestion des tableaux ardue (surtout sans extension *ad hoc*)
-
-
-*Sphinx* à l'Espé de Grenoble
-=============================
-
-* UE "Culture Numérique"
-
- - "Sphinxisation" des documents de cours (terminé)
- - Accès via *Chamilo* (tous les docs sont dans un cours public et les instances des cours par enseignant pointent dessus, sans recopie)
-
-* UE MEEF-PIF
-
- - `Cours sur les rétroactions <http://webcom.upmf-grenoble.fr/sciedu/pdessus/sapea/index-qcm-meef.html>`_, utilisé en pédagogie inversée (en présence à l'UGA, totalement à distance au CNED)
-
-La question des rétroactions (1/2)
-==================================
-
-* Deux types de **rétroactions automatiques** sont intégrables dans *Sphinx*
-
-* les rétroactions de type QCM, pour l'instant très frustes, avec le projet d'ajouter une extension QCM avec rétroactions, à partir de `ReAuthoring <https://latte.ee.usyd.edu.au/Reauthoring/index.html>`_
-
-.. image:: images/copie-ecran-qcm.jpg
- :scale: 50
-
-
-La question des rétroactions (2/2)
-==================================
-
-* Les rétroactions fondées sur des analyses sémantiques automatiques via `ReaderBench <http://readerbench.com>`_ de
- * résumés de cours et cartes de concepts automatiques (en cours de test), voir `démo <http://webcom.upmf-grenoble.fr/sciedu/pdessus/cours/cours-qcm/tache-rb.html>`_
- * analyse de discussions en lien avec le cours (projet)
-
-.. image:: images/copie-ecran-rb-1.jpg
- :scale: 60
-
-.. image:: images/copie-ecran-rb-2.jpg
- :scale: 60
-
-
-*Sphinx* dans l'Action A20 (1/2)
-================================
-
-1. â˜‘ï¸ Portage sous *Sphinx* d'un ensemble d'env. 120 `documents de cours <http://webcom.upmf-grenoble.fr/sciedu/pdessus/sapea/>`_ de l'Espé (informatique éducative et pédagogie), sous CC:BY-NC-SA
-
- - Cours plutôt théoriques
- - Ateliers (TD courts)
- - Tutoriels (TP expliquant une procédure)
- - Ressources (listes raisonnées)
-
-2. 👷 Ajout de QCM par document de cours, pour un auto-test de compréhension
-3. Portage sur un serveur pour permettre l'édition collaborative
-
-*Sphinx* dans l'Action A20 (2/2)
-================================
-
-4. Réglage de plusieurs extensions (références biblio.)
-5. Ajout de métadonnées SCORM
-6. 👷 Ajout de services de représentation et d'évaluation automatique de contenu
-
- #) Cartes de concepts
- #) Résumé du cours
- #) Identification de stratégies de compréhension
- #) Analyse de participation dans forums de discussion
-7. Reflexion sur les usages pédagogiques du système
-8. Évaluation de certains de ces usages pédagogiques
-
-Partage inter-Actions ReflexPro
-===============================
-
-* Quelques questions ouvertes
-
- - Sphinx peut-il être utilisé dans d'autres actions ?
- - Les cours conçus à l'Espé peuvent-ils intéresser d'autres actions ?
- - Qui veut contribuer à augmenter une base de cours commune ?
- - Réfléchir à des problèmes communs (quelles métadonnées produire ?)
- - Faire d'autres séminaires comme celui-ci ?
-
-L'éducation n'est pas une app! Pour une pédagogie ouverte
-=========================================================
-
-✠"**Les apps sont les serfs d'une société de programmes d'ordinateurs**. Chaque fois que vous accédez à une app pour réaliser une tâche (lire un PDF, accéder à un livret de notes, etc.), vous dites que vous voulez réaliser cette tâche, mais **seulement de la manière prédéterminée et contrôlée par, et pour le profit, d'un tiers qui a des intérêts totalement différents des vôtres**". (Poritz & Ress 2017, p. 3) âœ
-
-Les 5 R
-=======
-
-`David Wiley <https://opencontent.org/blog/archives/3221>`_ et d'autres réfléchissent aux effets de l'ouverture sur la pédagogie. Les caractéristiques **5R** de l'ouverture :
-
-#. **Retenir** : le droit de faire ses propres copies du contenu et de les contrôler
-#. **Réutiliser** : le droit d'utiliser le contenu dans une grande diversité de situations
-#. **Réviser** : le droit d'adapter, ajuster, modifier le contenu (*e.g.*, le traduire)
-#. **Remixer** : le droit de combiner du contenu avec ses propres ajouts pour faire un contenu différent
-#. **Redistribuer** : le droit de faire des copies du contenu original, des remix
-
-Les attributs d'une pédagogie ouverte
-=====================================
-Hegarty (2015)
-
-#. Technologies permettant la participation
-#. Ouverture, confiance les uns envers les autres
-#. Innovation et créativité
-#. Partage des idées et ressources pour disséminer la connaissance
-#. Communauté connectée
-#. Génération de ressources par les apprenants
-#. Pratique réflexive
-#. Critique par les pairs
-
-Productions
-===========
-
-* Le site "kit de pérennisation" sur Sphinx (en cours de construction) : http://webcom.upmf-grenoble.fr/sciedu/pdessus/projets/reflexpro/html/index.html
-* Communication aux ORPHEE RDV : Dessus, P. *et al*. (2017). `Vers des manuels de cours universitaires ouverts et interactifs promouvant l’apprentissage auto-régulé <https://hal.archives-ouvertes.fr/hal-01476626>`_
-
-Merci de votre attention !
-==========================
-
-* Merci à l'équipe "Pôle numérique" de l'Espé UGA pour avoir accepté de s'initier à Sphinx, à **Jean Baptiste Diouf** et **Emilie Besse** de ReflexPro pour leur aide précieuse !
-
-* Présentation à : http://bit.ly/reflexpro-dessus
-
-* philippe.dessus(@)univ-grenoble-alpes.fr
-
-**Références**
-
-* Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. *Educational Technology*, *4*, 3–13.
-* Poritz, J. A. & Rees, J. (2017). *Education is not an app*. Oxon: Routledge.
diff --git a/conf.py b/conf.py
deleted file mode 100644
index ca9b79b9fe952a66c2cbff5d35d4f36b86f65d98..0000000000000000000000000000000000000000
--- a/conf.py
+++ /dev/null
@@ -1,360 +0,0 @@
-# -*- coding: utf-8 -*-
-#
-# docs documentation build configuration file, created by
-# sphinx-quickstart on Tue Jun 25 07:37:37 2013.
-#
-# This file is execfile()d with the current directory set to its containing dir.
-#
-# Note that not all possible configuration values are present in this
-# autogenerated file.
-#
-# All configuration values have a default; values that are commented out
-# serve to show the default.
-
-import sys, os
-#Pour le thème ReadTheDocs
-import sphinx_rtd_theme
-
-# If extensions (or modules to document with autodoc) are in another directory,
-# add these directories to sys.path here. If the directory is relative to the
-# documentation root, use os.path.abspath to make it absolute, like shown here.
-#sys.path.insert(0, os.path.abspath('.'))
-
-# -- General configuration -----------------------------------------------------
-
-# If your documentation needs a minimal Sphinx version, state it here.
-#needs_sphinx = '1.0'
-
-# Add any Sphinx extension module names here, as strings. They can be extensions
-# coming with Sphinx (named 'sphinx.ext.*') or your custom ones.
-# Dans le cas du projet UNRAA, ajout de sphinx-contrib-bibtex, Graphviz et hieroglyph
-# 'sphinxcontrib.bibtex', supprimé au profit de natbib (essai)
-extensions = [
- 'sphinx.ext.todo',
- 'sphinx.ext.coverage',
- 'sphinx.ext.mathjax',
- 'sphinxcontrib.bibtex',
- #'eqt_ext.eqt',
- 'sphinx.ext.intersphinx',
- # 'hieroglyph',
- #'rst2pdf.pdfbuilder',
- 'sphinx.ext.graphviz']
-
-# Add any paths that contain templates here, relative to this directory.
-templates_path = ['_templates']
-
-# The suffix of source filenames.
-source_suffix = '.rst'
-
-# The encoding of source files.
-#source_encoding = 'utf-8-sig'
-
-# The master toctree document.
-master_doc = 'index'
-
-# General information about the project.
-project = u'Documents Projet ReflexPro'
-copyright = u'2016, ReFlexPro, Univ. Grenoble Alpes'
-
-# The version info for the project you're documenting, acts as replacement for
-# |version| and |release|, also used in various other places throughout the
-# built documents.
-#
-# The short X.Y version.
-version = '1.0'
-# The full version, including alpha/beta/rc tags.
-release = '1.0'
-
-# The language for content autogenerated by Sphinx. Refer to documentation
-# for a list of supported languages.
-language = 'fr'
-
-# There are two options for replacing |today|: either, you set today to some
-# non-false value, then it is used:
-#today = ''
-# Else, today_fmt is used as the format for a strftime call.
-today_fmt = '%d %B %Y'
-
-# List of patterns, relative to source directory, that match files and
-# directories to ignore when looking for source files.
-# ne pas lire le doc. qui permet de remplacer des termes.
-exclude_patterns = ['inclure_infos.txt']
-
-
-# The reST default role (used for this markup: `text`) to use for all documents.
-#default_role = None
-
-# If true, '()' will be appended to :func: etc. cross-reference text.
-#add_function_parentheses = True
-
-# If true, the current module name will be prepended to all description
-# unit titles (such as .. function::).
-#add_module_names = True
-
-# If true, sectionauthor and moduleauthor directives will be shown in the
-# output. They are ignored by default.
-#show_authors = False
-
-# The name of the Pygments (syntax highlighting) style to use.
-pygments_style = 'sphinx'
-
-# A list of ignored prefixes for module index sorting.
-#modindex_common_prefix = []
-
-# Permet d'ajouter des scripts JS Ã l'HTML (pour les QCM).
-def setup(app):
- app.add_javascript('custom.js')
-
-
-# Met en On la numérotation des Figures et spécifie leur format (voir https://github.com/sphinx-doc/sphinx/issues/1763)
-
-numfig = True
-numfig_format = {'figure': 'Fig. %s', 'table': 'Tab. %s', 'code-block': 'Code %s'}
-
-
-# InterSphinx Mapping
-intersphinx_mapping = {
- 'cours-qcm': ('http://espe-gitlab-reflexpro.u-ga.fr/sci-ed/cours/qcm.git/QCM_def/', None),
- 'py3': ('https://docs.python.org/3', None),
-}
-
-
-# -- Options for HTML output ---------------------------------------------------
-
-# The theme to use for HTML and HTML Help pages. See the documentation for
-# a list of builtin themes.
-html_theme = 'sphinx_rtd_theme'
-
-# Theme options are theme-specific and customize the look and feel of a theme
-# further. For a list of options available for each theme, see the
-# documentation.
-#html_theme_options = {}
-
-# Add any paths that contain custom themes here, relative to this directory.
-# pour le Read_The_docs
-html_theme_path = [sphinx_rtd_theme.get_html_theme_path()]
-
-# The name for this set of Sphinx documents. If None, it defaults to
-# "<project> v<release> documentation".
-html_title = 'des MOOT avec Sphinx'
-
-# A shorter title for the navigation bar. Default is the same as html_title.
-#html_short_title = None
-
-# The name of an image file (relative to this directory) to place at the top
-# of the sidebar.
-#html_logo = None
-
-# The name of an image file (within the static path) to use as favicon of the
-# docs. This file should be a Windows icon file (.ico) being 16x16 or 32x32
-# pixels large.
-#html_favicon = None
-
-# Add any paths that contain custom static files (such as style sheets) here,
-# relative to this directory. They are copied after the builtin static files,
-# so a file named "default.css" will overwrite the builtin "default.css".
-# ajout pour que qcm-ext fonctionne
-from eqt_ext import get_eqt_ext_static_dir
-html_static_path = ['_static', get_eqt_ext_static_dir()]
-
-
-# If not '', a 'Last updated on:' timestamp is inserted at every page bottom,
-# using the given strftime format.
-#html_last_updated_fmt = '%b %d, %Y'
-
-# If true, SmartyPants will be used to convert quotes and dashes to
-# typographically correct entities.
-#html_use_smartypants = True
-
-# Custom sidebar templates, maps document names to template names.
-#html_sidebars = {}
-
-# Additional templates that should be rendered to pages, maps page names to
-# template names.
-#html_additional_pages = {}
-
-# If false, no module index is generated.
-#html_domain_indices = True
-
-# If false, no index is generated.
-#html_use_index = True
-
-# If true, the index is split into individual pages for each letter.
-#html_split_index = False
-
-# If true, links to the reST sources are added to the pages.
-#html_show_sourcelink = True
-
-# If true, "Created using Sphinx" is shown in the HTML footer. Default is True.
-#html_show_sphinx = True
-
-# If true, "(C) Copyright ..." is shown in the HTML footer. Default is True.
-#html_show_copyright = True
-
-# If true, an OpenSearch description file will be output, and all pages will
-# contain a <link> tag referring to it. The value of this option must be the
-# base URL from which the finished HTML is served.
-#html_use_opensearch = ''
-
-# This is the file name suffix for HTML files (e.g. ".xhtml").
-#html_file_suffix = None
-
-# Output file base name for HTML help builder.
-htmlhelp_basename = 'docsdoc'
-
-# Intégration GitLab
-
-html_context = {
- "display_gitlab": True, # Integrate Gitlab
- "gitlab_user": "pdessus", # Username
- "gitlab_repo": "http://espe-gitlab-reflexpro.u-ga.fr/pdessus/sandbox.git", # Repo name
- "gitlab_version": "master", # Version
- "conf_py_path": "/source/", # Path in the checkout to the docs root
-}
-
-# -- Options for LaTeX output --------------------------------------------------
-
-latex_elements = {
-# The paper size ('letterpaper' or 'a4paper').
-'papersize': 'a4paper',
-
- 'fontpkg': r'''
-\setmainfont{DejaVu Serif}
-\setsansfont{DejaVu Sans}
-\setmonofont{DejaVu Sans Mono}
-''',
-
-# The font size ('10pt', '11pt' or '12pt').
-#'pointsize': '10pt',
-
-# Additional stuff for the LaTeX preamble.
-
-}
-
-# Grouping the document tree into LaTeX files. List of tuples
-# (source start file, target name, title, author, documentclass [howto/manual]).
-latex_documents = [
- ('index', 'docs.tex', u'Kit de pérennisation de l\'Action 20, WP1, ReflexPro',
- u'Philippe Dessus, LSE, Univ. Grenoble Alpes', 'manual'),
-]
-
-# The name of an image file (relative to this directory) to place at the top of
-# the title page.
-#latex_logo = None
-
-# For "manual" documents, if this is true, then toplevel headings are parts,
-# not chapters.
-#latex_use_parts = 'False'
-
-# If true, show page references after internal links.
-latex_show_pagerefs = True
-
-# If true, show URL addresses after external links.
-#latex_show_urls = False
-
-# Documents to append as an appendix to all manuals.
-#latex_appendices = []
-
-# If false, no module index is generated.
-#latex_domain_indices = True
-
-
-# -- Options for manual page output --------------------------------------------
-
-# One entry per manual page. List of tuples
-# (source start file, name, description, authors, manual section).
-man_pages = [
- ('index', 'docs', u'docs',
- [u'Philippe Dessus'], 1)
-]
-
-# If true, show URL addresses after external links.
-#man_show_urls = False
-
-# -- Options for PDF docs --------------
-
-#pdf_documents = [('index', u'rst2pdf', u'ReflexPro-UGA', u'Ph. Dessus'),]
-
-
-# -- Options for Texinfo output ------------------------------------------------
-
-# Grouping the document tree into Texinfo files. List of tuples
-# (source start file, target name, title, author,
-# dir menu entry, description, category)
-texinfo_documents = [
- ('index', 'docs', u'docs',
- u'Philippe Dessus', 'docs', 'One line description of project.',
- 'Miscellaneous'),
-]
-
-# Documents to append as an appendix to all manuals.
-#texinfo_appendices = []
-
-# If false, no module index is generated.
-#texinfo_domain_indices = True
-
-# How to display URL addresses: 'footnote', 'no', or 'inline'.
-#texinfo_show_urls = 'footnote'
-
-
-# -- Options for Epub output ---------------------------------------------------
-
-# Bibliographic Dublin Core info.
-epub_title = u'docs'
-epub_author = u'Philippe Dessus'
-epub_publisher = u'Philippe Dessus'
-epub_copyright = u'2013, Philippe Dessus'
-
-# The language of the text. It defaults to the language option
-# or en if the language is not set.
-#epub_language = ''
-
-# The scheme of the identifier. Typical schemes are ISBN or URL.
-#epub_scheme = ''
-
-# The unique identifier of the text. This can be a ISBN number
-# or the project homepage.
-#epub_identifier = ''
-
-# A unique identification for the text.
-#epub_uid = ''
-
-# A tuple containing the cover image and cover page html template filenames.
-#epub_cover = ()
-
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-# The format is a list of tuples containing the path and title.
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-
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-
-# The depth of the table of contents in toc.ncx.
-#epub_tocdepth = 3
-
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-#epub_tocdup = True
-
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-
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-# 'hieroglyph',
-#]
-
-#slide_theme = 'single-level'
-#slide_levels = 3
-#slide_numbers = True
-
-# Place custom static assets in the _static directory and uncomment
-# the following lines to include them
-
-# slide_theme_options = {
-# 'custom_css': 'custom.css',
-# 'custom_js': 'custom.js',
-# }
-
-# ----------------------------------------------
diff --git a/docs/conf.py b/docs/conf.py
index 87455d68b800748c8bd9ee4b541c8a64de6fbec2..18a54cb5d653da85a0e66b132f0056b5d953df36 100644
--- a/docs/conf.py
+++ b/docs/conf.py
@@ -55,7 +55,7 @@ html_theme = 'sphinx_rtd_theme'
html_static_path = ['_static']
-html_logo = "./../logo_hysop_rgb.png"
+html_logo = "./../images/logo_hysop_rgb.png"
html_theme_options = {
'logo_only': True,
'display_version': False,
diff --git a/ent.bib b/ent.bib
deleted file mode 100644
index 6ffede7492ac0045cea548834536a9628f1dcc45..0000000000000000000000000000000000000000
--- a/ent.bib
+++ /dev/null
@@ -1,110 +0,0 @@
-
-@techreport{genevois14,
- title = {{ENT} 93 - {Rapport} de recherche sur les usages des {ENT} dans les collèges de {Seine}-{Saint}-{Denis}},
- url = {https://hal.archives-ouvertes.fr/hal-00991475},
- abstract = {La présente recherche s'inscrit dans le cadre d'une convention signée en juin 2013 entre le laboratoire EMA (EA 4507) de l'université de Cergy-Pontoise, le Conseil général de Seine-Saint-Denis et l'académie de Créteil. L'objectif assigné au laboratoire EMA était de recenser les usages réels des Environnements numériques de travail (ENT) dans les collèges de Seine-Saint-Denis, de saisir l'évolution des pratiques professionnelles avec ces environnements, d'évaluer les points positifs et les problèmes rencontrés par les différentes catégories d'utilisateurs (élèves, enseignants, parents, personnels administratif et de vie scolaire) De manière générale, il s'agit d'une recherche à visée compréhensive plus qu'évaluative. Elle vise à documenter les processus d'appropriation et les freins rencontrés par les utilisateurs de l'ENT. Si l'on synthétise les résultats obtenus dans le cadre du questionnaire en ligne et lors des entretiens en établissement, nous observons des visions à la fois communes et différentes selon les catégories d'utilisateurs. Ces différences dépendent en grande partie de leurs cultures de référence, de leurs pratiques professionnelles et de leur rôle au sein de l'établissement. En parlant de l'ENT, chaque utilisateur pense savoir de quoi il retourne, mais dans les faits chacun y projette ses propres représentations du changement. En conséquence, l'ENT constitue un lieu d'articulation de différentes représentations qui peut fortement différer selon les acteurs. Les potentialités organisationnelles, éducatives et pédagogiques des ENT ne sont pas encore suffisamment exploitées. Pour aboutir à un usage généralisé, un certain nombre de conditions semblent indispensables à remplir. Nous montrons dans ce rapport qu'il reste d'importantes marges de progression en termes d'intensité et de généralisation des usages des ENT dans le département de Seine-Saint-Denis. Outre les problèmes de répartition entre maitrise d'ouvrage et maîtrise d'oeuvre, il semble important de poursuivre la réflexion qui a été lancée sur la maîtrise des usages. L'académie s'oriente vers un étayage stratégique des chefs d'établissement à travers des paliers de maturité des usages du numérique. Des critères ont été définis dans le domaine du pilotage de l'établissement, de l'accès aux ressources, de l'accompagnement et de la formation, des activités pédagogiques, des infrastructures et des équipements. C'est un outil d'auto-évaluation et de prévision assez intéressant pour les chefs d'établissement. Mais cet outil de pilotage concerne l'ensemble des usages numériques et ne dispense pas de définir un véritable "projet ENT". Il ne présage pas non plus de la réelle implication des utilisateurs autour d'un tel projet qui doit nécessairement être compris et partagé pour pouvoir réussir (en créant par exemple des "comités d'usagers" afin d'exprimer les besoins et de faire remonter directement les attentes). Certes un effort d'accompagnement soutenu a pu exister au début du déploiement, mais vu que ce dernier n'a pu être conduit à son terme, il semble nécessaire de relancer la dynamique. Il est évident que les hésitations et les retours en arrière ont pu brouiller le message auprès des utilisateurs, mais il n'y a pas d'autre choix que de développer et accompagner la maîtrise des usages de l'ENT, si le Conseil général et l'académie de Créteil souhaitent passer à un stade de généralisation.Nous formulons donc trois principaux axes de réflexion pour construire un véritable "projet ENT" à l'échelle de tous les collèges de Seine-Saint-Denis : - Choisir une seule "solution ENT" fiable, ouverte et modulable pour limiter, autant que faire se peut, l'usage conjoint de différents outils en concurrence- Définir un véritable "projet ENT" partagé par tous les acteurs, la logique de "projet ENT" devant dépasser largement la simple mise à dispoition d'une "solution ENT"- Développer et accompagner la maîtrise des usages qui ne se résume pas à la seule question de la répartition entre maîtrise d'oeuvre et maîtrise d'ouvrage},
- urldate = {2015-10-22},
- author = {Genevois, Sylvain and Hamon, Dany},
- month = jan,
- year = {2014},
- note = {73 pages},
- keywords = {changements professionnels, Environnement numérique de travail, pratiques pédagogiques, usages des technologies numériques en contexte scolaire},
- file = {HAL PDF Full Text:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/MF48K5X7/Genevois et Hamon - 2014 - ENT 93 - Rapport de recherche sur les usages des E.pdf:application/pdf}
-}
-
-@misc{blanqui15,
- title = {{ENT} : {Pratiques} pédagogiques innovantes en {Midi}-{Pyrénées}},
- shorttitle = {{ENT}},
- url = {https://www.youtube.com/watch?v=HDQH8K69APk},
- abstract = {u lycée Pardailhan d'Auch, le volet pédagogique de l'ENT a déjà fait ses preuves.
-Didier Blanqui, Professeur de physique/chimie, se sert de l’outil formulaire de l’ENTmip, pour évaluer les acquis des élèves et se concentre en cours sur les notions moins bien assimilées par les élèves.},
- urldate = {2016-08-23},
- author = {{Didier Blanqui}},
- year = {2015},
- file = {Snapshot:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/Z6EPTNMG/watch.html:text/html}
-}
-
-@misc{landes15,
- title = {Environnement {Numérique} de {Travail} à l'école : les {Landes} pionnières !},
- shorttitle = {Environnement {Numérique} de {Travail} à l'école},
- url = {https://www.youtube.com/watch?v=pcNyo5ZAMSk},
- abstract = {Avec plus de 95\% des écoles maternelles et primaires reliées à l'Environnement Numérique de Travail (ENT), le département des Landes fait figure d'exception en France. Landecoles, sorte de bureau virtuel, est à la fois un outil pédagogique pour les enseignants et un moyen de communication entre élèves, enseignants, mais aussi avec les parents.
-Fruit d'un partenariat déjà ancien entre la Direction des Services Départementaux de l'Education Nationale (DSDEN) et l'Agence Landaise Pour l'Informatique (ALPI), Landecoles rencontre un franc succès, puisque 3 millions de pages ont été consultées en 2014.
-Découvrez en images les différents usages de cet ENT, dans les écoles de Villeneuve-de-Marsan, Saint-Gein et Saint-Laurent-de-Gosse.
-www.alpi40.fr},
- urldate = {2016-08-23},
- author = {{LandesPublicTV}},
- month = apr,
- year = {2015},
- keywords = {Ecole ordinateur élève B2I ALPI DSDEN, ENT}
-}
-
-@misc{macedo08,
- title = {Environnement virtuel d'apprentissage : impact et différences individuelles},
- shorttitle = {Environnement virtuel d'apprentissage},
- url = {https://www.reseau-canope.fr/agence-des-usages/environnement-virtuel-dapprentissage-impact-et-differences-individuelles.html},
- abstract = {Une étude récente analyse l’impact de l’enseignement des sciences via un environnement virtuel d’apprentissage. Certains élèves ont vu leurs notes s’améliorer, alors que pour d’autres c’était le contraire. Ces élèves identifient d’autres acquis du dispositif, comme le fait d’apprendre à gérer son rythme d’études. Les auteurs proposent une réflexion sur ces différences individuelles.},
- urldate = {2015-10-22},
- journal = {L'Agence nationale des Usages des TICE},
- author = {Macedo-Rouet, Mônica},
- year = {2008},
- file = {Snapshot:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/4M3RWPEH/environnement-virtuel-d-apprentissage-impact-et-differences-individuelles-32.html:text/html}
-}
-
-@misc{coutelet06,
- title = {L'environnement numérique : un outil prometteur},
- shorttitle = {L'environnement numérique},
- url = {https://www.reseau-canope.fr/agence-des-usages/lenvironnement-numerique-un-outil-prometteur.html},
- abstract = {Diverses études indiquent que les environnements numériques de travail (ENT) peuvent avoir de réels avantages se mesurant à la fois sur la motivation, l'enthousiasme et l'autonomie au travail et sur la communication. Quelques recommandations à ce sujet sont : faire utiliser les ENT aux élèves avec un but précis pour renforcer leur motivation ; rendre les enseignants},
- urldate = {2015-09-17},
- journal = {L'Agence nationale des Usages des TICE},
- author = {Coutelet, Béatrice},
- year = {2006},
- file = {Snapshot:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/3EEXUN5T/l-environnement-numerique-un-outil-prometteur-9.html:text/html}
-}
-
-@misc{cerisier14,
- title = {Les {ENT} vont-ils devenir des espaces numériques de création ?},
- url = {http://www.ludovia.com/2014/06/les-ent-vont-ils-devenir-des-espaces-numeriques-de-creation/},
- abstract = {Jean-François travaille depuis une trentaine d’années sur les questions relatives aux usages des technologies numériques dans le champ de l’éducation. Il s’intéresse plus spécifiquement aux processus d’appropriation des technologies par les institutions et par leurs acteurs et usagers ; ses recherches étant réalisées dans le cadre du laboratoire TECHNE qu’il dirige depuis 2012 ( voir son [...]},
- urldate = {2015-10-22},
- author = {Cerisier, Jean-François},
- year = {2014},
- file = {Snapshot:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/D5SQ9QUI/les-ent-vont-ils-devenir-des-espaces-numeriques-de-creation.html:text/html}
-}
-
-@phdthesis{cornejo13,
- title = {Les usages du cahier de textes numérique et ses effets en milieu scolaire : le cas d'enseignants des collèges de l’{Académie} de {Créteil} en {France}},
- shorttitle = {Les usages du cahier de textes numérique et ses effets en milieu scolaire},
- url = {http://archive-ouverte.unige.ch/unige:28938},
- abstract = {Cette recherche traite de la problématique de la virtualisation du cahier de textes de classe dans les établissements éducatifs français et des effets de son utilisation en milieu scolaire. L’utilisation du cahier de textes numérique a été prescrite dans tous les établissements français par une circulaire ministérielle datant de septembre 2010. L’intégration de cet outil dans le milieu scolaire s’inscrit dans la volonté politique de généraliser l’utilisation des Espaces Numériques de Travail (ENT). Cette thèse, réalisée en co-tutelle entre l’Université de Genève et Télécom ParisTech, est une réponse à l’appel au projet d’ENEIDE (Cap Digital, 1998) qui cherchait à «améliorer les espaces numériques de demain» (ENEIDE, 2008). Dans ce contexte, les questions qui ont guidé cette investigation sont : Quels sont les usages du cahier de textes numérique (CTN) des enseignants de l’Académie de Créteil? Comment caractériser les utilisateurs et les non-utilisateurs du CTN? Quels sont les effets de l’utilisation du CTN que les enseignants perçoivent dans leurs comportements et dans ceux des autres acteurs? Et enfin, comment les caractéristiques des enseignants et leurs représentations du CTN peuvent influencer les types d’effets perçus?},
- language = {fre},
- urldate = {2015-09-17},
- school = {University of Geneva},
- author = {Cornejo, Costa and Eugenia, Tilma Paola},
- year = {2013},
- file = {Full Text PDF:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/C5CT3XW3/Cornejo et Eugenia - 2013 - Les usages du cahier de textes numérique et ses ef.pdf:application/pdf;Snapshot:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/MV99I4RM/unige28938.html:text/html}
-}
-
-@article{jolivet11,
- series = {Les nouvelles technologies pour l'enseignement des mathématiques},
- title = {Réflexions sur les {ENT} : questions éthiques, perspectives pédagogiques, évolutions professionnelles},
- url = {http://revue.sesamath.net/spip.php?article326},
- urldate = {2015-09-17},
- journal = {MathémaTICE},
- author = {Jolivet, Sébastien},
- year = {2011},
- file = {Réflexions sur les ENT \: questions éthiques, perspectives pédagogiques, évolutions professionnelles - Les nouvelles technologies pour l'enseignement des mathématiques:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/VQSI4AIB/spip.html:text/html}
-}
-
-@misc{genevois15,
- title = {Usages pédagogiques des {ENT} : quel bilan ? {Quelles} perspectives ?},
- shorttitle = {L'{Agence} nationale des {Usages} des {TICE} - {Usages} pédagogiques des {ENT}},
- url = {http://www.cndp.fr/agence-usages-tice/que-dit-la-recherche/usages-pedagogiques-des-ent-quel-bilan-quelles-perspectives-87.htm},
- abstract = {Cette contribution s’appuie sur deux recherches conduites sur les usages pédagogiques des ENT dans les académies de Grenoble et Clermont-Ferrand (Genevois et Poyet, 2009) ainsi que dans l’académie de Créteil (Genevois et Hamon, 2014). Elle a pour objectif de dresser un premier bilan des usages réels des enseignants et des élèves et de mieux appréhender le potentiel de transformation des ENT d’un point de vue organisationnel, éducatif et pédagogique.},
- urldate = {2015-10-22},
- journal = {L'Agence nationale des Usages des TICE},
- author = {Genevois, Sylvain},
- year = {2015},
- file = {Snapshot:/Users/laurence/Library/Application Support/Firefox/Profiles/dtr8ldzw.default/zotero/storage/BZV23X42/usages-pedagogiques-des-ent-quel-bilan-quelles-perspectives-87.html:text/html}
-}
\ No newline at end of file
diff --git a/essaibib.bib b/essaibib.bib
deleted file mode 100644
index 8151524d13b46b7119d88fff6734fb2618425fa8..0000000000000000000000000000000000000000
--- a/essaibib.bib
+++ /dev/null
@@ -1,2645 +0,0 @@
-@book{RN6782,
- author = {A.E.C.S.E.},
- title = {Les sciences de l'éducation, enjeux et finalités d'une discipline},
- publisher = {A.E.C.S.E.},
- address = {Paris},
- year = {1993},
- type = {Book}
-}
-
-@inproceedings{RN10293,
- author = {Abadi, M. K. and Staiano, J. and Cappellei, A. and Zancanaro, M. and Sebe, N.},
- title = {Multimodal engagement classication for affective cinema},
- booktitle = {Affective Computing and Intelligent Interaction (ACII)},
- publisher = {IEEE},
- pages = {411–416},
- DOI = {10.1109/ACII.2013.75},
- year = {Year},
- type = {Conference Proceedings}
-}
-
-@article{RN2293,
- author = {Abbitt, Jason T},
- title = {An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers},
- journal = {Journal of Digital Learning in Teacher Education},
- volume = {27},
- number = {4},
- pages = {134-143},
- year = {2011},
- type = {Journal Article}
-}
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-@book{RN2294,
- author = {Abbott, Robert D},
- title = {The world as information: overload and personal design},
- publisher = {Intellect Books},
- year = {1999},
- type = {Book}
-}
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-@inbook{RN9140,
- author = {Abdi, H.},
- title = {La mémoire sémantique, une fille de l'intelligence artificielle et de la psychologie},
- booktitle = {Psychologie, intelligence artificielle et automatique},
- editor = {Hoc, J. M. and Tiberghien, G. and Bonnet, C.},
- series = {Technologie de la connaissance},
- publisher = {Mardaga},
- address = {Bruxelles},
- pages = {139–151},
- year = {1986},
- type = {Book Section}
-}
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-@book{RN7242,
- author = {Abdi, H.},
- title = {Introduction au traitement statistique des données expérimentales},
- publisher = {P.U.G.},
- address = {Grenoble},
- year = {1987},
- type = {Book}
-}
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-@book{RN6324,
- author = {Abdi, H.},
- title = {Les réseaux de neurones},
- publisher = {P.U.G.},
- address = {Grenoble},
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-}
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-@article{RN5283,
- author = {Abecassis, J.},
- title = {A propos de la communication non-verbale chez l'enfant d'âge pré-scolaire},
- journal = {Bulletin de Psychologie},
- volume = {26},
- number = {5-9},
- pages = {506–512},
- year = {1972},
- type = {Journal Article}
-}
-
-@article{RN10247,
- author = {Abell, Peter},
- title = {The role of rational choice and narrative action theories in sociological theory},
- journal = {Revue Française de Sociologie},
- volume = {44},
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- pages = {255–273},
- DOI = {10.3917/rfs.442.0255},
- year = {2003},
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-}
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-@article{RN10246,
- author = {Abell, Peter},
- title = {Narratives, Bayesian narrative and narrative actions},
- journal = {Sociologica},
- volume = {3},
- DOI = {10.2383/25959},
- year = {2007},
- type = {Journal Article}
-}
-
-@book{RN7961,
- author = {Abelson, H.},
- title = {Le LOGO sur Apple},
- publisher = {Cedic/Nathan},
- address = {Paris},
- year = {1984},
- type = {Book}
-}
-
-@misc{RN2295,
- year = {2005},
- type = {Generic}
-}
-
-@book{RN5916,
- author = {Abernot, Y.},
- title = {Les méthodes d'évaluation scolaire},
- publisher = {Dunod},
- address = {Paris},
- year = {1988},
- type = {Book}
-}
-
-@inproceedings{RN9920,
- author = {Abowd, Gregory and Dey, Anind and Brown, Peter and Davies, Nigel and Smith, Mark and Steggles, Pete},
- title = {Towards a better understanding of context and context-awareness},
- booktitle = {Handheld and Ubiquitous Computing},
- publisher = {Springer},
- pages = {304–307},
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-}
-
-@article{RN2907,
- author = {Abowd, Gregory D},
- title = {Classroom 2000: An experiment with the instrumentation of a living educational environment},
- journal = {IBM Systems Journal},
- volume = {38},
- number = {4},
- pages = {508–530},
- year = {1999},
- type = {Journal Article}
-}
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-@inproceedings{RN3781,
- author = {Balacheff, N.},
- title = {Teaching, an emergent property of eLearning environments},
- booktitle = {Actes de la conférence IST'2000},
- year = {Year},
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-}
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-@inproceedings{RN5740,
- author = {Balacheff, N.},
- title = {Les connaissances, pluralité de conceptions : le cas des mathématiques},
- booktitle = {Actes des Journées Francophones d'Ingénierie des Connaissances (IC'2000)},
- year = {Year},
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-}
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-@inbook{RN5701,
- author = {Balacheff, N. and Baron, M. and Desmoulins, C. and Grandbastien, M. and Vivet, M.},
- title = {Conception d'environnements interactifs d'apprentissage avec ordinateur},
- booktitle = {Actes des 6e journées PRC-GDR IA},
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- author = {Balacheff, Nicolas and Ludvigsen, Sten and Jong, Ton De and Lazonder, Ard and Barnes, Sally-Anne and Montandon, L},
- title = {Technology-enhanced learning},
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-@article{RN5240,
- author = {Balch, W. R. and Bowman, K. and Mohler, L. A.},
- title = {Music-dependent memory in immediate and delayed word recall},
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- author = {Baldwin, D. A.},
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- author = {Ball, Christopher T and Pelco, Lynn E},
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- author = {Ball, Linden J. and Ormerod, Thomas C.},
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- pages = {147-168},
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- author = {Ball, L. J. and Ormerod, T. C.},
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- pages = {17–168},
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-}
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-@article{RN10312,
- author = {Ball, Philip},
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- journal = {La Recherche},
- volume = {530},
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- type = {Journal Article}
-}
-
-@book{RN9161,
- author = {Ballaz, B. and Binet, P. and Girod, P. and Michallat, R.},
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- publisher = {P.U.F.},
- address = {Paris},
- year = {1974},
- type = {Book}
-}
-
-@book{RN6933,
- author = {Balle, F.},
- title = {Médias et société},
- publisher = {Montchrestien},
- address = {Paris},
- year = {1994},
- type = {Book}
-}
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-@article{RN2329,
- author = {Ballou, D. and Springer, M. G.},
- title = {Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems},
- journal = {Educational Researcher},
- volume = {44},
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- pages = {77-86},
- year = {2015},
- type = {Journal Article}
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-@article{RN7971,
- author = {Balpe, J.-P.},
- title = {L'ordinateur, sa muse},
- journal = {Pratiques},
- number = {39},
- pages = {65–78},
- year = {1983},
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-@book{RN7972,
- author = {Balpe, J.-P.},
- title = {Initiation à la génération de textes en langue naturelle},
- publisher = {Eyrolles},
- address = {Paris},
- year = {1986},
- type = {Book}
-}
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-@book{RN8644,
- author = {Balpe, J.-P.},
- title = {Hyperdocuments, hypertextes, hypermédias},
- publisher = {Eyrolles},
- address = {Paris},
- year = {1990},
- type = {Book}
-}
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-@book{RN6631,
- author = {Balpe, J.-P. and Lelu, A. and Papy, F. and Saleh, I.},
- title = {Techniques avancées pour l'hypertexte},
- publisher = {Hermès},
- address = {Paris},
- year = {1996},
- type = {Book}
-}
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-@inbook{RN10398,
- author = {Balzarini, Raffaella and Jambon, Francis},
- title = {From Map to Sky: An Empirical Study on Visual Strategies of Expert Pilots},
- booktitle = {Eye Tracking for Spatial Research, Proceedings of the 3rd International Workshop},
- editor = {Kiefer, Peter and Giannopoulos, Ioannis and Göbel, Fabian and Raubal, Martin and Duchowski, Andrew T.},
- publisher = {ETH},
- address = {Zurich},
- pages = {64–69},
- DOI = {10.3929/ethz-b-000222485},
- year = {2018},
- type = {Book Section}
-}
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-@inbook{RN6184,
- author = {Banathy, B. H.},
- title = {Systems inquiry and its application in education},
- booktitle = {Handbook of Research in Instructional Technology},
- editor = {Jonassen, D. H.},
- publisher = {Mac Millan},
- address = {New York},
- pages = {74–92},
- year = {1996},
- type = {Book Section}
-}
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-@inbook{RN2988,
- author = {Banathy, B. H. and Jenlink, P. M.},
- title = {Systems inquiry and its application in education},
- booktitle = {Handbook of Research on Educational Communications and Technology},
- editor = {Jonassen, D. H.},
- publisher = {Mac Millan},
- address = {New York},
- pages = {37–57},
- year = {2004},
- type = {Book Section}
-}
-
-@book{RN6057,
- author = {Bandura, A.},
- title = {L'apprentissage social},
- publisher = {Mardaga},
- address = {Bruxelles},
- year = {1980},
- type = {Book}
-}
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-@book{RN182,
- author = {Bandura, A.},
- title = {Social foundations of thought and action: A social cognitive theory},
- publisher = {Prentice-Hall},
- address = {Englewood Cliffs, NJ},
- year = {1986},
- type = {Book}
-}
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-@book{RN7492,
- author = {Bange, P.},
- title = {Analyse conversationnelle et théorie de l'action},
- publisher = {Hatier/Didier},
- address = {Paris},
- year = {1992},
- type = {Book}
-}
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-@article{RN6732,
- author = {Bangert, R. L. and Kulik, J. A. and Kulik, C.-L. C.},
- title = {Individualized systems of instruction in secondary schools},
- journal = {Review of Educational Research},
- volume = {53},
- number = {2},
- pages = {143–158},
- year = {1983},
- type = {Journal Article}
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-@article{RN6415,
- author = {Bangert-Drowns, R. L.},
- title = {The word processor as an instructional tool: A meta-analysis of word processing in writing instruction},
- journal = {Review of Educational Research},
- volume = {63},
- number = {1},
- pages = {69–93},
- year = {1993},
- type = {Journal Article}
-}
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-@article{RN2369,
- author = {Bangert-Drowns, Robert L and Hurley, Marlene M and Wilkinson, Barbara},
- title = {The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis},
- journal = {Review of educational research},
- volume = {74},
- number = {1},
- pages = {29-58},
- year = {2004},
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-@article{RN3747,
- author = {Bangert-Drowns, R. L. and Kulik, C. and Kulik, J. and Morgan, M. T.},
- title = {The instructional effect of feedback in test-like events},
- journal = {Review of Educational Research},
- volume = {61},
- number = {2},
- pages = {213–238},
- year = {1991},
- type = {Journal Article}
-}
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-@inproceedings{RN6185,
- author = {Bannan-Ritland, B.},
- title = {Teaching Instructional Design: An Action Learning Approach},
- booktitle = {Discussion IT Forum n° 37},
- year = {Year},
- type = {Conference Proceedings}
-}
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-@article{RN5589,
- author = {Bannert, M.},
- title = {Managing cognitive load-recent trends in cognitive load theory},
- journal = {Learning and Instruction},
- volume = {12},
- number = {1},
- pages = {139–146},
- year = {2002},
- type = {Journal Article}
-}
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-@article{RN8243,
- author = {Bapst, C.},
- title = {Quelques questions… avant qu'il ne soit trop tard…},
- journal = {Education permanente},
- number = {70-71},
- pages = {27–32},
- year = {1983},
- type = {Journal Article}
-}
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-@article{RN894,
- author = {Bar-Hillel, M. and Budescu, D. and Attali, Y.},
- title = {Scoring and keying multiple choice tests: A case study in irrationality},
- journal = {Mind & Society},
- volume = {4},
- pages = {3–12},
- DOI = {10.1007/s11299-005-0001-z},
- year = {2005},
- type = {Journal Article}
-}
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-@inbook{RN6514,
- author = {Bar-Tal, Y. and Bar-Tal, D.},
- title = {Social psychological analysis of classroom interaction},
- booktitle = {The Social Psychology of Education},
- editor = {Feldman, R. S.},
- publisher = {Cambridge University Press},
- address = {Cambridge},
- pages = {132–152},
- year = {1986},
- type = {Book Section}
-}
-
-@inbook{RN3393,
- author = {Bara, F. and Gentaz, E. and Colé, P.},
- title = {Comment les enfants apprennent-ils à écrire et comment les y aider ?},
- booktitle = {Apprentissages et enseignement : sciences cognitives et éducation},
- editor = {Dessus, P. and Gentaz, E.},
- publisher = {Dunod},
- address = {Paris},
- pages = {10–13},
- year = {2006},
- type = {Book Section}
-}
-
-@inbook{RN183,
- author = {Bara, F. and Gentaz, E. and Colé, P.},
- title = {Quels entraînements de préparation à la lecture proposés aux jeunes enfants de maternelle ?},
- booktitle = {Comprendre les apprentissages},
- editor = {Gentaz, E. and Dessus, P.},
- publisher = {Dunod},
- address = {Paris},
- pages = {11–25},
- year = {2004},
- type = {Book Section}
-}
-
-@article{RN4567,
- author = {Barab, S. A. and Barnett, M. and Squire, K.},
- title = {Developing an empirical account of a community of practice: Characterizing the essential tensions},
- journal = {The Journal of the Learning Sciences},
- volume = {11},
- number = {4},
- pages = {489–542},
- year = {2002},
- type = {Journal Article}
-}
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-@article{RN4786,
- author = {Barab, S. A. and Cherkes-Julkowski, M. and Swenson, R. and Garrett, S. and Shaw, R. E. and Young, M.},
- title = {Principles of self-organization: Learning as participation in autocatakinetic systems},
- journal = {The Journal of the Learning Sciences},
- volume = {8},
- number = {3-4},
- pages = {349–390},
- year = {1999},
- type = {Journal Article}
-}
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-@inbook{RN6545,
- author = {Barab, S. A. and Duffy, T.},
- title = {From practice fields to communities of practice},
- booktitle = {Theoretical Foundations of Learning Environments},
- editor = {Jonassen, D. and Land, S.},
- publisher = {Erlbaum},
- address = {Hillsdale},
- year = {2012},
- type = {Book Section}
-}
-
-@inbook{RN4953,
- author = {Barab, S. A. and Evans, M. A. and Baek, E.-O.},
- title = {Activity theory as a lens for characterizing the participatory unit},
- booktitle = {Handbook of Research on Educational Communications and Technology},
- editor = {Jonassen, D. H.},
- publisher = {Erlbaum},
- address = {Mahwah},
- edition = {2e},
- pages = {199–213},
- year = {2004},
- type = {Book Section}
-}
-
-@article{RN2330,
- author = {Barab, Sasha A. and Gresalfi, M. and Ingram-Goble, A.},
- title = {Transformational Play: Using Games to Position Person, Content, and Context},
- journal = {Educational Researcher},
- volume = {39},
- number = {7},
- pages = {525-536},
- year = {2010},
- type = {Journal Article}
-}
-
-@article{RN4466,
- author = {Barab, S. A. and Hay, K. E. and Duffy, T. M.},
- title = {Grounded constructions and how technology can help},
- journal = {TechTrends},
- volume = {43},
- number = {2},
- pages = {15–23},
- year = {1998},
- type = {Journal Article}
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-@article{RN2309,
- author = {Barab, Sasha A and Hay, Kenneth E and Yamagata-Lynch, Lisa C},
- title = {Constructing networks of action-relevant episodes: An in situ research methodology},
- journal = {The journal of the learning Sciences},
- volume = {10},
- number = {1-2},
- pages = {63-112},
- year = {2001},
- type = {Journal Article}
-}
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-@article{RN2310,
- author = {Barab, Sasha A and Plucker, Jonathan A},
- title = {Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning},
- journal = {Educational psychologist},
- volume = {37},
- number = {3},
- pages = {165-182},
- year = {2002},
- type = {Journal Article}
-}
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-@article{RN5447,
- author = {Barab, S. A. and Plucker, J. A.},
- title = {Smart people of smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning},
- journal = {Educational Psychologist},
- volume = {37},
- number = {3},
- pages = {165–182},
- year = {2002},
- type = {Journal Article}
-}
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-@article{RN2370,
- author = {Barak, Miri and Hussein-Farraj, Rania and Dori, Yehudit Judy},
- title = {On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings},
- journal = {International Journal of Educational Technology in Higher Education},
- volume = {13},
- number = {1},
- pages = {35},
- year = {2016},
- type = {Journal Article}
-}
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-@article{RN690,
- author = {Barata, G. and Gama, S. and Jorge, J. and Gonçalves, D.},
- title = {Identifying student types in a gamified learning experience},
- journal = {International Journal of Game-Based Learning (IJGBL)},
- volume = {4},
- DOI = {10.4018/ijgbl.2014100102},
- url = {http://dx.doi.org/10.4018/ijgbl.2014100102},
- year = {2014},
- type = {Journal Article}
-}
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-@article{RN8244,
- author = {Barba, R.H. and Rubba, P.A.},
- title = {Expert and novice, earth and space science : teachers' declarative , procedural and structural knowledge},
- journal = {International journal of science education},
- volume = {15},
- number = {3},
- pages = {273–282},
- year = {1993},
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-@book{RN6885,
- author = {Barbado, M.},
- title = {Introduction à la psychologie expérimentale},
- publisher = {Lethielleux},
- address = {Paris},
- year = {1931},
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- author = {Barbera, E. and Gros, B. and Kirschner, P.},
- title = {Paradox of time in research on educational technology},
- journal = {Time & Society},
- volume = {24},
- number = {1},
- pages = {96-108},
- year = {2014},
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- author = {Barbier, J.-M.},
- title = {Élaboration de projets d'action et planification},
- publisher = {P.U.F.},
- address = {Paris},
- year = {1991},
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-@inbook{RN5381,
- author = {Barbier, J.-M.},
- title = {La singularité des actions : quelques outils d'analyse},
- booktitle = {L'analyse de la singularité de l'action},
- editor = {Collectif},
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- address = {Paris},
- pages = {13–51},
- year = {2000},
- type = {Book Section}
-}
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- author = {Barbier, J.-M. and Durand, M.},
- title = {L'activité : un objet intégrateur pour les sciences sociales ?},
- journal = {Recherche et Formation},
- volume = {42},
- pages = {99–117},
- year = {2003},
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- author = {Barbier, J.-M. and Galatanu, O.},
- title = {La singularité des actions : quelques outils d'analyse},
- booktitle = {L'analyse de la singularité},
- editor = {Collectif},
- publisher = {P.U.F.},
- address = {Paris},
- pages = {13–51},
- year = {2000},
- type = {Book Section}
-}
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-@article{RN2331,
- author = {Barbier, Marie-Laure and Piolat, Annie and Roussey, Jean-Yves},
- title = {Effet du traitement de texte et des correcteurs sur la maîtrise de l'orthographe et de la grammaire en langue seconde},
- journal = {Revue française de pédagogie},
- pages = {83-98},
- year = {1998},
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- author = {Barch, Jon Craig},
- title = {On measuring student-teacher relationships: Sorting out predictors, outcomes, and schematic structure of students' internal relationship representations},
- school = {The University of Iowa},
- year = {2015},
- type = {Thesis}
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- author = {Bardram, J. E.},
- title = {Plans as situated action: an activity theory approach to workflow systems},
- booktitle = {ECSCW'97 Conference},
- year = {Year},
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- author = {Bargh, John A. and Gollwitzer, Peter M. and Oettingen, Gabriele},
- title = {Motivation},
- booktitle = {Handbook of social psychology, Vol 1 (5th ed.)},
- editor = {Fiske, Susan T. and Gilbert, Daniel T. and Lindzey, Gardner and Fiske, Susan T. and Gilbert, Daniel T. and Lindzey, Gardner},
- publisher = {Wiley},
- address = {Hoboken, NJ},
- pages = {268-316},
- ISBN = {978-0-470-13748-2},
- url = {http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-03505-008&lang=fr&site=ehost-live},
- year = {2010},
- type = {Book Section}
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-@book{RN7251,
- author = {Barilari, A.},
- title = {Méthode pratique de dissertation},
- publisher = {Hatier},
- address = {Paris},
- year = {1980},
- type = {Book}
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-@article{RN6416,
- author = {Barker, R. T. and Pearce, C. G.},
- title = {Personal attributes and computer writing quality},
- journal = {Journal of Educational Computing Research},
- volume = {13},
- number = {1},
- pages = {17–26},
- year = {1995},
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- author = {Barlow, M.},
- title = {Formuler et évaluer ses objectifs en formation},
- publisher = {Chronique sociale},
- address = {Lyon},
- year = {1996},
- type = {Book}
-}
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-@phdthesis{RN9933,
- author = {Barmaki, Roghayeh},
- title = {Gesture Assessment of Teachers in an Immersive Rehearsal Environment},
- school = {University of Central Florida},
- year = {2016},
- type = {Thesis}
-}
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-@misc{RN10563,
- pages = {531-537},
- DOI= {10.1145/2818346.2830604},
- year = {2015},
- type = {Conference Paper}
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- author = {Barnard, P J and Scott, S and Taylor, J and May, J and Knightley, W},
- title = {Paying Attention to Meaning},
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- pages = {179-186},
- year = {2004},
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- author = {Barnes, H. L.},
- title = {The conceptual basis for thematic teacher education programs},
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- volume = {38},
- number = {4},
- pages = {13–18},
- year = {1987},
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- author = {Barnes, Marcia A. and Dennis, Maureen and Haefele-Kalvaitis, Jennifer},
- title = {The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen},
- journal = {Journal of Experimental Child Psychology},
- volume = {61},
- pages = {216–241},
- year = {1996},
- type = {Journal Article}
-}
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-@article{RN848,
- author = {Barnes, Ralph M and Church, Rebecca A and Draznin-Nagy, Samuel},
- title = {The Nature of the Arguments for Creationism, Intelligent Design, and Evolution},
- journal = {Science & Education},
- pages = {1-21},
- ISSN = {0926-7220},
- year = {2017},
- type = {Journal Article}
-}
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-@article{RN2333,
- author = {Barnett, John and Hodson, Derek},
- title = {Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know},
- journal = {Science Education},
- volume = {85},
- number = {4},
- pages = {426-453},
- year = {2001},
- type = {Journal Article}
-}
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-@book{RN6515,
- author = {Barnett, R.},
- title = {The limits of competence : knowledge, higher education and society},
- publisher = {Open University Press},
- address = {Buckingham},
- year = {1994},
- type = {Book}
-}
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-@article{RN2372,
- author = {Barnett, S A},
- title = {The instinct to teach: Altruism or aggression?},
- journal = {Aggressive Behavior},
- volume = {3},
- number = {3},
- pages = {209-229},
- year = {1977},
- type = {Journal Article}
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- author = {Barnett, S. M. and Ceci, S. J.},
- title = {When and where do we apply what we learn? A taxonomy for far transfer},
- journal = {Psychological Bulletin},
- volume = {128},
- number = {4},
- pages = {612–637},
- year = {2002},
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- author = {Barnett, W. Steven},
- title = {Effectiveness of Early Educational Intervention},
- journal = {Science},
- volume = {333},
- number = {6045},
- pages = {975-978},
- year = {2011},
- type = {Journal Article}
-}
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-@book{RN7252,
- author = {Baron, G.-L.},
- title = {L'informatique discipline scolaire ? Le cas des lycées},
- publisher = {P.U.F.},
- address = {Paris},
- year = {1989},
- type = {Book}
-}
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-@article{RN8661,
- author = {Baron, G.-L.},
- title = {L'informatique en éducation},
- journal = {Revue Française de Pédagogie},
- number = {92},
- pages = {57–77},
- year = {1990},
- type = {Journal Article}
-}
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-@book{RN7253,
- author = {Baron, G.-L.},
- title = {Informatique et apprentissages},
- publisher = {I.N.R.P.},
- address = {Paris},
- year = {1991},
- type = {Edited Book}
-}
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-@book{RN4709,
- author = {Baron, G.-L. and Bruillard, E.},
- title = {L'informatique et ses usagers dans l'éducation},
- publisher = {P.U.F.},
- address = {Paris},
- year = {1996},
- type = {Book}
-}
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-@article{RN3823,
- author = {Baron, G.-L. and Bruillard, E.},
- title = {ICT, educational technology and educational instruments. Will what has worked work again elsewhere in the future?},
- journal = {Education and Information Technologies},
- volume = {12},
- pages = {71–81},
- year = {2007},
- type = {Journal Article}
-}
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-@article{RN3394,
- author = {Baron, G.-L and Bruillard, E.},
- title = {Technologies de l’information et de la communication et indigènes numériques : quelle situation ?},
- journal = {STICEF},
- volume = {15},
- year = {2008},
- type = {Journal Article}
-}
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-@inbook{RN7864,
- author = {Baron, G.-L. and de la Passardière, B.},
- title = {Médias, multi et hypermédias pour l'apprentissage, points de repères sur l'émergence d'une communauté scientifique},
- booktitle = {Hypermédias et apprentissages},
- editor = {de la Passardière, B. and Baron, G. L.},
- publisher = {INRP/MASI},
- address = {Paris},
- pages = {7–18},
- year = {1991},
- type = {Book Section}
-}
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-@article{RN8356,
- author = {Baron, M.},
- title = {Les environnements interactifs d'apprentissage avec ordinateur},
- journal = {Le courrier du CNRS},
- number = {80},
- pages = {108–109},
- year = {1993},
- type = {Journal Article}
-}
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-@article{RN3782,
- author = {Baron-Cohen, S.},
- title = {How to build a baby that can read minds: Cognitive mechanisms in mindreading},
- journal = {Cahiers de Psychologie Cognitive/Current Psychology of Cognition},
- volume = {13},
- number = {5},
- pages = {513–552},
- year = {1994},
- type = {Journal Article}
-}
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-@book{RN3678,
- author = {Baron-Cohen, S.},
- title = {La cécité mentale : Un essai sur l'autisme et la théorie de l'esprit},
- publisher = {P.U.G.},
- address = {Grenoble},
- year = {1998},
- type = {Book}
-}
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-@inbook{RN6372,
- author = {Barone, T. E.},
- title = {Curriculum platforms and literature},
- booktitle = {The curriculum, problems, politics, and possibilities},
- editor = {Beyer, L. E. and Apple, M. W.},
- publisher = {SUNY Press},
- address = {Albany},
- pages = {140–165},
- year = {1988},
- type = {Book Section}
-}
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-@article{RN10328,
- author = {Baroody, Alison E. and Diamond, Karen E.},
- title = {Measures of preschool children's interest and engagement in literacy activities: Examining gender differences and construct dimensions},
- journal = {Early Childhood Research Quarterly},
- volume = {28},
- number = {2},
- pages = {291-301},
- ISSN = {08852006},
- DOI = {10.1016/j.ecresq.2012.07.002},
- year = {2013},
- type = {Journal Article}
-}
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-@article{RN2311,
- author = {Barowy, William and Jouper, Cindy},
- title = {The complex of school change: Personal and systemic codevelopment},
- journal = {Mind, Culture, and Activity},
- volume = {11},
- number = {1},
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- author = {Barrère, A.},
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- author = {Barrère, A.},
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- author = {Barrère, A.},
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- title = {Sociologie de l'éducation},
- publisher = {Nathan},
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- author = {Barrett, H.},
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- author = {Barrett, H.},
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- author = {Barrett, Lisa Feldman},
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- author = {Barrett, Lisa Feldman},
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- author = {Barrett, Lisa Feldman},
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-@book{RN10216,
- author = {Barrett, Lisa Feldman },
- title = {How emotions are made. The secret life of the brain},
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- author = {Barrett, Lisa Feldman and Russell, James A.},
- title = {The psychological construction of emotion},
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- author = {Barrett, Lisa Feldman and Russell, James A.},
- title = {An introduction to psychological construction},
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- author = {Barrett, M.},
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- author = {Barrio, C.M. and M.M., Organero and Soriano, J. S.},
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- author = {Basque, J. and Contamines, J. and Maina, M.},
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- author = {Bates, E. and Goodman, J. C.},
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- author = {Bates, Tony},
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- author = {Bates, T.},
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- author = {Bateson, G.},
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- author = {Baudelot, C. and Establet, R.},
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- title = {Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade studentsÂ’ ability to derive and infer word meanings},
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- author = {Baumgartner, E.},
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- author = {Bausell, R Barker},
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- author = {Bautier, E.},
- title = {Entrée "école maternelle"},
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- author = {Bautier, E. and Charlot, B. and Rochex, J.-Y.},
- title = {Entre apprentissage et métier d’élève : le rapport au savoir},
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- author = {Bax, S.},
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- author = {Bayer, E.},
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- author = {Bayer, E.},
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- author = {Bayer, E.},
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- booktitle = {L'art et la science de l'enseignement},
- editor = {Crahay, M. and Lafontaine, D.},
- series = {Education 2000},
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- address = {Bruxelles},
- pages = {483–507},
- year = {1986},
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-@inbook{RN4571,
- author = {Bayer, E. and Ducrey, F.},
- title = {Une éventuelle science de l'enseignement aurait-elle sa place en sciences de l'éducation ?},
- booktitle = {Le pari des sciences de l'éducation},
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- author = {Bazerman, C.},
- title = {Intertextualities. Volosinov, Bakhtin, literary theory, and literacy studies},
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- author = {Bazin, R.},
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- number = {1},
- pages = {85–125},
- year = {2010},
- type = {Journal Article}
-}
-
-
-@inbook{RN7867,
- author = {Beltran, T.},
- title = {Une architecture pour la surveillance et le guidage de l'apprenant dans un hypermédia éducatif},
- booktitle = {Hypermédias et apprentissages},
- editor = {de la Passardière, B. and Baron, G. L.},
- publisher = {INRP/MASI},
- address = {Paris},
- volume = {1},
- pages = {95–110},
- year = {1991},
- type = {Book Section}
-}
-
-@inbook{RN7868,
- author = {Beltran, T.},
- title = {Hypermédias éducatifs : de la théorie à la pratique},
- booktitle = {Hypermédias et apprentissages},
- editor = {Baron, G. L. and Baudé, J. and de la Passardière, B.},
- publisher = {INRP},
- address = {Paris},
- volume = {2},
- pages = {169–182},
- year = {1993},
- type = {Book Section}
-}
-
-@article{RN190,
- author = {Ben Youssef, A. and Dahmani, M.},
- title = {The impact of ICT on student performance in higher education: Direct effects, indirect effects and organisational change},
- journal = {Revista de Universidad y Sociedad del Conocimiento},
- volume = {5},
- number = {1},
- pages = {45–56},
- year = {2008},
- type = {Journal Article}
-}
-
-@book{RN7976,
- author = {Benabou, S. and Abravanel, H.},
- title = {Le comportement des individus et des groupes dans l'organisation},
- publisher = {Gaëtan Morin},
- address = {Chicoutimi},
- year = {1986},
- type = {Book}
-}
-
-@article{RN8031,
- author = {Benali, A.},
- title = {Enseignement à distance : Minitel et corrigé personnalisé},
- journal = {Bulletin de l'E.P.I.},
- number = {67},
- pages = {185–198},
- year = {1992},
- type = {Journal Article}
-}
-
-@inbook{RN7644,
- author = {Benarrosh, Y.},
- title = {Les compétences transférées par des OS du textile se reclassant},
- booktitle = {Formation et apprentissage des adultes peu qualifiés},
- editor = {Ginsbourger, F. and Merle, V. and Vergnaud, G.},
- publisher = {La documentation française},
- address = {Paris},
- pages = {71–75},
- year = {1992},
- type = {Book Section}
-}
-
-@book{RN7741,
- author = {Benasayag, M.},
- title = {Penser la liberté : la décision, le hasard et la situation},
- publisher = {La Découverte},
- address = {Paris},
- year = {1994},
- type = {Book}
-}
-
-@misc{RN2383,
- year = {2014},
- type = {Generic}
-}
-
-@article{RN5246,
- author = {Bénaudet, J.-C. and Delporte, J. and Lecocq, P. and Psaume, S. and van Iseghem, J.},
- title = {Utilisation d'un support figuratif dans l'enseignement de la géométrie en 4e et 3e},
- journal = {Bulletin de Psychologie},
- volume = {30},
- number = {17},
- pages = {859–871},
- year = {1977},
- type = {Journal Article}
-}
-
-@inbook{RN9171,
- author = {Benchimol, G. and Levine, P. and Pomerol, J.-C.},
- title = {Ce que savent faire les systèmes experts},
- booktitle = {L'intelligence artificielle : philosophie, science ou technologie ?},
- editor = {Minel, J. L. and Pomerol, J. C. and Levine, P.},
- publisher = {La Documentation Française},
- address = {Paris},
- pages = {35–37},
- year = {1991},
- type = {Book Section}
-}
-
-@techreport{RN2989,
- author = {Benhaim-Grosse, J.},
- title = {L’expérimentation d’un enseignement intégré de science et de technologie (EIST) en classes de sixième et de cinquième en 2008-2009},
- institution = {Ministère de l’Education Nationale},
- year = {2011},
- type = {Report}
-}
-
-@book{RN9172,
- author = {Bénichoux, R.},
- title = {Guide pratique de la communication scientifique},
- publisher = {Lachurié},
- address = {Paris},
- year = {1985},
- type = {Book}
-}
-
-
diff --git a/glossaire.rst b/glossaire.rst
deleted file mode 100644
index bbc875b1ad351b83fe1b8f17974fdf8a3566181d..0000000000000000000000000000000000000000
--- a/glossaire.rst
+++ /dev/null
@@ -1,34 +0,0 @@
-*********
-Glossaire
-*********
-
-.. topic:
- * **Auteur** : `Philippe Dessus <http://webcom.upmf-grenoble.fr/sciedu/pdessus>`_, Espé & LSE, Univ. Grenoble Alpes.
-
- * **Date de création** : Juillet 2016.
-
- * **Date de modification** : |today|.
-
- * **Statut du document** : en travaux.
-
- * **Résumé** : Ce document donne les principaux termes utilisés dans cette documentation.
-
- * *Licence** : Ce document est placé sous licence *Creative Commons* : `BY-NC-SA <http://creativecommons.org/licenses/by-nc-sa/3.0/fr/>`_.
-
-
-.. glossary::
- :sorted:
-
- Builder
- Un builder est un format de sortie-cible, généré par la commande ``sphinx-build`` ou ``make``. De très nombreux builder sont disponibles par défaut (epub, html, singlehtml) et d'autres peuvent également être ajoutés via des extensions (slides).
-
- Projet Sphinx
- Un projet Sphinx est un ensemble de documents à propos d'un thème donné, réunis et ordonnancés par un fichier index.
-
- Directive
- Une directive est une extension du langage reStructuredText de base (voir :ref:`syntaxe_rest`), lui donnant de nouvelles fonctionnalités. Sphinx comprend un certain nombre de directives étendant ce langage. Une directive commence par ".." lorsqu'elle est utilisée comme un bloc ou est encadrée par des ":" lorsqu'utilisée dans le corps d'un paragraphe. Chaque directive peut comporter des arguments, des options, et un contenu.
-
- Role
- Un role est une directive qui agit sur un élément dans le texte.
-
-
\ No newline at end of file
diff --git a/index.rst b/index.rst
deleted file mode 100644
index 6b529e50021bce3f5e4f22c519d1af2239f7d010..0000000000000000000000000000000000000000
--- a/index.rst
+++ /dev/null
@@ -1,66 +0,0 @@
-.. _index_kit_reflexpro:
-
-.. TODO
-.. Content Strategy: An Integrative Literature Review
-.. Pré-requis pour se lancer
-.. Louer un manuel (au USA), coûte env. 30 € le mois !!! (Netflix et Spotify permettent de louer des films et chansons, respectivement, pour 8 $ par mois )
-.. Les MOOC comme livres https://dms.revues.org/1830 (bruillard)
-
-.. Nouvelle structure
-.. 1. PUBLIC : ens/étudiants/Admin + vidéos par type de public
-.. 2. CONTEXTE : formation au num, les types de syst. possibles (2-3 p. et ldes liens vers les autres syst.)
-.. 3. ACTIONS: Vue du projet, structure, QCM, Roumanie : 10 p. de texte et vidéos des concepteurs
-.. 4. SI C'ETAIT à REFAIRE: Limites, points de vigilance, leviers SWOT? (4 p. + vidéos)
-.. 5. CHIFFRES : insérer des données factuelles, point sur QCM (4 p)
-.. 6. RESSOURCES : doc. sphinx, présentations MOOT, papiers, th. Gabi Gutu.
-
-j'ai modifié l'index
-
-XXXXX AJOUTER QQ CHOSE.
-
-Les administrateurs
--------------------
-
-Les administrateurs font leur possible pour donner à leur personnel les outils les plus appropriés pour travailler. Certains leur demandent l'accès à des outils très spécialisés, demande à laquelle ils ne peuvent pas toujours répondre,
-
-Contexte
-========
-
-.. Attention, singlehtml ne produit pas de toc. Il faut donc la copier-coller en HTML dans le fichier HTML produit, provenant du fichier singlehtml (au début, créé pour la sidebar).
-
-Les 2 premiers sont des tests !
-
-
-.. toctree::
- :maxdepth: 2
-
- essais_sophie.rst
- essais_sophie_2.rst
- references-essai
- test-qcm
- contexte-reflexpro
- actions-reflexpro
- scenariser-reflexpro
- facts-reflexpro
-
-
-Ressources
-==========
-
-.. toctree::
- :maxdepth: 2
-
- installer_sphinx
- syntaxe_rest
- syntaxe_sphinx
- res_sphinx
- Diasreureflexpro
- glossaire
-
-
-Indices and tables
-==================
-
-* :ref:`genindex`
-* :ref:`search`
-
diff --git a/references-essai.rst b/references-essai.rst
deleted file mode 100644
index b88ea4857d8676e7fd240addc020b5518bf6efb2..0000000000000000000000000000000000000000
--- a/references-essai.rst
+++ /dev/null
@@ -1,13 +0,0 @@
-*********
-Essai APA
-*********
-
-Ce fichier est un test de la norme APA de l'extension bibtex revue par Naeka
-
-
-Références
-**********
-
-.. bibliography:: essaibib.bib
- :style: apa
- :notcited:
\ No newline at end of file
diff --git a/refs.bib b/refs.bib
deleted file mode 100644
index cda84abebd8f73cb249a2fce30a388a9ebef619e..0000000000000000000000000000000000000000
--- a/refs.bib
+++ /dev/null
@@ -1,123 +0,0 @@
-@book{2011:Prost,
- author = {Prost, B.},
- title = {XML pour l'édition},
- publisher = {Eyrolles},
- address = {Paris},
- year = {2011}
-}
-
-
-@book{2001:hirtt,
- author = {Hirtt, N.},
- title = {L'école prostituée. L'offensive des entreprises sur l'enseignement},
- publisher = {Labor},
- address = {Bruxelles},
- year = {2001}
-}
-
-@book{2004:laval,
- author = {Laval, C.},
- title = {L'école n'est pas une entreprise},
- publisher = {La Découverte},
- address = {Paris},
- year = {2004}
-}
-
-@article{2003:kerres,
- author = {Kerres, M. and de Witt, C.},
- title = {A didactical framework for the design of blended learning arrangements},
- journal = {Journal of Educational Media},
- volume = {28},
- number = {2–3},
- pages = {101–113},
- year = {2003}
-}
-
-@article{2004:conole,
- author = {Conole, G. and Dyke, M. and Oliver, M. and Seale, J.},
- title = {Mapping pedagogy and tools for effective learning design},
- journal = {Computers & Education},
- volume = {43},
- pages = {17–33},
- year = {2004}
-}
-
-@article{2009:clarke,
- author = {Clarke, T. and Clarke, E.},
- title = {Born digital? Pedagogy and computer-assisted learning},
- journal = {Education + Training},
- volume = {51},
- number = {5–6},
- pages = {395–407},
- year = {2009}
-}
-
-
-@inbook{2003:bonk,
- author = {Bonk, C. J. and Dennen, V.},
- title = {Frameworks for research, design, benchmarks, training and pedagogy in web-based distance education},
- booktitle = {Handbook of distance education},
- editor = {Moore, M. G. and Anderson, W. G.},
- publisher = {Erlbaum},
- address = {Mahwah},
- pages = {331–348},
- year = {2003}
-}
-
-@book{2012:laurillard,
- author = {Laurillard, D.},
- title = {Teaching as a design science. Building pedagogical patterns for learning and technology},
- publisher = {Routledge},
- address = {New York},
- year = {2012}
-}
-
-@article{hegarty15,
- author = {Hegarty, Bronwyn},
- title = {Attributes of open pedagogy: A model for using open educational resources},
- journal = {Educational Technology},
- volume = {4},
- pages = {3–13},
- year = {2015}
-}
-
-@inbook{winne11,
- author = {Winne, P. H.},
- title = {A cognitive and meta-cognitive analysis of self-regulated learning},
- booktitle = {Handbook of self-regulation of learning and performance},
- editor = {Zimmerman, B. J. and Schunk, D. H.},
- publisher = {Routledge},
- address = {New York},
- pages = {15–32},
- year = {2011}
-}
-
-@inproceedings{dessus17,
- author = {Dessus, P. and Gutu, G. and Dascalu, M. and Diouf, J. B. and Trausan-Matu, S.},
- title = {Vers des manuels de cours universitaires ouverts et interactifs promouvant l’apprentissage auto-régulé},
- booktitle = {Atelier "Evaluation formative pratiquée en classe ou en amphithéâtre" joint à l'ORPHEE Rendez-vous},
- editor = {Silvestre, F. and Amadieu, F. and Joseph, M.},
- year = {2017}
-}
-
-@book{rosenfeld02,
- author = {Rosenfeld, Louis and Morville, Peter},
- title = {Information architecture for the world wide web},
- publisher = {O'Reilly Media, Inc.},
- year = {2002},
- type = {Book}
-}
-
-@article{resmini12,
- author = {Resmini, Andrea and Rosati, Luca},
- title = {A brief history of information architecture},
- journal = {Journal of Information Architecture},
- volume = {3},
- number = {2},
- year = {2012},
- type = {Journal Article}
-}
-
-
-
-