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Pinto T.,University Claude Bernard Lyon 1 | Arquilliere P.,University Claude Bernard Lyon 1 | Niccolai G.P.,CNRS Interactions, Corpora, Learning, Representations | Lefebvre F.,University Claude Bernard Lyon 1 | Dufaud V.,University Claude Bernard Lyon 1
New Journal of Chemistry | Year: 2015

Mono- and bifunctional catalysts composed of silicotungstic acid (H4SiW12O40) and/or platinum nanoparticles supported on SBA-15 mesostructured silica were comparatively tested for the isomerization of n-hexane. Monofunctional catalysts were produced by impregnating the SBA-15 support with either H4SiW12O40 or the platinum particle precursor, H2PtCl6. In the bifunctional catalysts, both metallic and acidic functions were combined either by mechanically mixing the monofunctional solids yielding a multiphase bifunctional material (HSiW/SBA-15 + Pt/SBA-15), or by dual impregnation of H4SiW12O40 and Pt within a single material leading to the monophasic bifunctional catalyst, HSiW/Pt/SBA-15. These hybrid materials, with the exception of the monofunctional platinum catalyst, were all active for the gas-phase isomerization of n-hexane. The two bifunctional catalyst systems showed high activity and selectivity for branched isomers with no catalyst degradation over 3 days of reaction. © The Royal Society of Chemistry and the Centre National de la Recherche Scientifique 2015.


Freard D.,French National Center for Scientific Research | Denis A.,CNRS Lorraine Research Laboratory in Informatics and its Applications | Detienne F.,French National Center for Scientific Research | Baker M.,French National Center for Scientific Research | And 2 more authors.
ECCE 2010 - European Conference on Cognitive Ergonomics 2010: The 28th Annual Conference of the European Association of Cognitive Ergonomics | Year: 2010

Motivation - This research aims to investigate the processes by which knowledge objects - in this case Wikipedia pages on astronomy - are elaborated, in online communities, focussing on the role of argumentative interactions. Research approach - We articulate qualitative multidimensional analysis of online discussions, in relation to elaboration of Wikipedia pages, with automatic semantic and syntactic Natural Language Processing (NLP) analysis focussed on identifying the roles of dialogical argumentation processes. Findings/Design - Knowledge objects in online communities are jointly shaped by socio-relational and epistemic processes. Research limitations/Implications - Our analysis method, based on previous research, is presently restricted to in-depth analysis of a small number of discussions. In ongoing work, our objective is to apply the method to the whole corpus of the Wikipedia astronomy online epistemic community. Originality/Value - Our qualitative analysis approach distinguishes multiple functions of dialogue applying to diverse contents (task, interlocutor-related), in relation to automatic NLP analysis. Take away message - The way that online epistemic communities function goes beyond knowledge-based discussion and argumentation, to involve negotiation of competencies of so-called 'experts' and 'amateurs'.


Freard D.,French National Center for Scientific Research | Barcellini F.,French National Center for Scientific Research | Detienne F.,French National Center for Scientific Research | Quignard M.,CNRS Interactions, Corpora, Learning, Representations | And 2 more authors.
ACM International Conference Proceeding Series | Year: 2012

Motivation - This research aims to study the collective activity involved in co-elaborating knowledge objects in online communities, in this case, Wikipedia. Research approach - We propose the design of a graph visualisation for studying communicating around shared task foci in collaborative editing of Wikipedia. Findings/Design - Task foci of edits and interpersonal relations between participants shape a unified task structure that can be used to study subtasks that give rise to collaborative discussion, within the global collective process. Research limitations/Implications - Our analysis is restricted to the editing process of a single article. Originality/Value - We propose visualisation techniques of collective online activity using combinations of relations between task and discussion spaces. Take away message - Online collective epistemic activity comprises alternation between decoupled action and zones of close collaboration between specific specialised participants, in relation to specific subtasks bearing on fundamental issues. This can be visualised across task and discussion spaces using specific techniques. Copyright 2012 ACM.


Develotte C.,INRP | Guichon N.,University of Lyon | Vincent C.,CNRS Interactions, Corpora, Learning, Representations
ReCALL | Year: 2010

This paper explores how language teachers learn to teach with a synchronous multimodal setup (Skype), and it focuses on their use of the webcam during the pedagogical interaction. First, we analyze the ways that French graduate students learning to teach online use the multimodal resources available in a desktop videoconferencing (DVC) environment to monitor pedagogical interactions with intermediate level learners of French in a North-American university. Then, we examine communicational and pedagogical aspects of this process which involves orchestrating different modalities and deploying various regulations for "semio-pedagogical purposes". We define semio-pedagogical skills as the capacity to mediate a pedagogical interaction by combining or dissociating modalities (written, oral, and/or video) that are adapted to objectives and to the cognitive requisites of the task. We posit that these skills have to become part of the professional repertoire of future teachers, as they will increasingly be required to exploit the multimodal potentialities of online communication in their teaching. The study draws on screen capture recordings of teacher trainee-student interactions and is completed by semi-directive interviews with teacher trainees (n = 5). It aims (1) to identify the importance of webcamming in the share of the pedagogical range available to teachers and (2) analyze the non verbal dimension of pedagogical communication via DVC. The outcome of this study is the identification of five degrees of utilization of the webcam medium: there a certain gradation in the way webcamming is used (with a more or less significant use of image) when compared to other modalities. The different uses that are identified vary according to the perceived usefulness of webcamming to monitor teaching and to the teacher trainees capacity to manage different workspaces. © 2010 European Association for Computer Assisted Language Learning.


George S.,CNRS Informatics Laboratory of Du Maine University | Michel C.,INSA Lyon | Ollagnier-Beldame M.,CNRS Interactions, Corpora, Learning, Representations
Interactive Learning Environments | Year: 2015

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces. © 2015 Taylor & Francis


Eberle J.,Ludwig Maximilians University of Munich | Stegmann K.,Ludwig Maximilians University of Munich | Lund K.,CNRS Interactions, Corpora, Learning, Representations | Barrat A.,Aix - Marseille University | And 3 more authors.
Computer-Supported Collaborative Learning Conference, CSCL | Year: 2013

In this study, the integration of new members into a scientific community that comprised to a large extent members from the CSCL community was investigated. New members usually lack the necessary knowledge to interact successfully with more experienced members of a scientific community and to find collaboration partners. We investigated how the level of community participation and support for community knowledge were related to the building of new collaborative relationships during a scientific conference. Participants' interaction behavior was tracked using RFID devices; social network questionnaires and a bibliographic analysis provided additional data. We found that newcomers do not interact less with other participants than experienced members, but develop fewer collaborative relationships. The chances that newcomers' interactions lead to the building of new collaborative relationships were increased by access to explicit relevant community knowledge. Making such knowledge explicit seems to be a useful means for supporting newcomers in scientific communities. © ISLS.


Frejus M.,Électricité de France | Guibourdenche J.,Électricité de France | Guibourdenche J.,CNRS Interactions, Corpora, Learning, Representations
Work | Year: 2012

This paper presents our reflections on the issue of behavioral change according to energy conservation constraints and on the status of sustainability in the design of ambient interactive systems at home. We point out how ergonomics contributes to the study of human factors underlying energy consumption. Relating to situated cognition and human computer interaction, our approach relies both on the ergonomic evaluation of feedback consumption displays and on the modeling of domestic activities in order to identify household concerns in real settings. We present empirical results to illustrate this global approach. The results of those studies allow the design of interactive systems: informative and pedagogical systems as well as pervasive and adaptive ambient systems. In our approach, sustainability is taken into account as a design criterion, as security could be, whereas the main design purpose is to aid households in their daily life in order to build a "sustainable situation". © 2012 - IOS Press and the authors. All rights reserved.


Detienne F.,Orange S.A. | Baker M.,Orange S.A. | Freard D.,Orange S.A. | Barcellini F.,Orange S.A. | And 3 more authors.
International Journal of Human Computer Studies | Year: 2016

This research focuses on analysing collective activity in Wikipedia, conceptualised as an Online Epistemic Community ("OEC"). Previous research on Wikipedia has shown that widespread participation, coupled with the principle of neutrality of viewpoint, has led to 'editing wars' and associated high coordination costs. The question that we address is therefore that of how to analyse the interactive dynamics of conflictual OEC discussions. To address this issue, we performed a longitudinal analysis of a specific case-study within the French-speaking "astronomy" Wikipedia OEC, revolving around the renaming of the article on the celestial body "Pluto", given the 'descent' of its scientific status from that of a planet to an asteroid. Our choice was to focus on the analysis of dialogic and epistemic roles, as an appropriate meso-level unit of analysis. We present a qualitative-quantitative method for analysis of roles, based on filtering major participants and analysing the dialogic functions and epistemic contents of their communicative acts. Our analyses showed that online epistemic communities can be communities in the true sense of their involving cooperation, in that roles become gradually specialised and reciprocal over sequences of the discussion: when one participant changes role from one sequence to another, other participants 'fill in' for the vacant role. Secondly, we show that OECs, in the case of Wikipedia, do not function purely on a knowledge-level, but also involve, crucially, negotiation of images of participants' competences with respect to the knowledge domain. In that sense, OECs can be seen as socio-cognitive communities. The originality of our research resides in the qualitative-quantitative method for analysing interactive roles, and the results of its application to an extended longitudinal case study. © 2015 Elsevier Ltd.

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