References of "Leclercq, Dieudonné"
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See detailLa Triple Concordance O-M-E dans les systèmes éducatifs
Leclercq, Dieudonné ULg

Learning material (2006)

Cette série de 28 diapositives illustre par des exemples et contre-exemples, la triple concordance entre Objectifs de formation, Méthodes et Evaluations.

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See detailUn prisme ou une rose des vents des finalités et caractéristiques d'un Dispositif d'Evaluation (DEA)
Leclercq, Dieudonné ULg

Learning material (2006)

According to the prism through which performances are observed (measured and judged), the resulting (numerical or qualitative) pictures that reflect them may vary greatly. A prism has several dimensions ... [more ▼]

According to the prism through which performances are observed (measured and judged), the resulting (numerical or qualitative) pictures that reflect them may vary greatly. A prism has several dimensions. It can also be spoken of a compass of several bipolar dimensions (directions) represnted by nails. A dozen of them are presented and illustrated. [less ▲]

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See detailFrom Expository Teaching to First e-Learning Course Production: Capture in a 17 Online Course Sample of a Pedagogical Pattern Facilitating Transition
Verpoorten, Dominique ULg; Poumay, Marianne ULg; Delcomminette, Séverine ULg et al

in Advanced Learning Technologies (2006)

This paper discusses an activity structure, RQAT, mined from a study of 17 on-line courses. It formats this structure as a pedagogical pattern and presents it as an abstraction to support staff ... [more ▼]

This paper discusses an activity structure, RQAT, mined from a study of 17 on-line courses. It formats this structure as a pedagogical pattern and presents it as an abstraction to support staff development, especially faculty willing to incorporate first online components to enhance face to face courses. [less ▲]

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See detailAn inductive and opportunistic detection of a pedagogical pattern in a 17 online course sample
Verpoorten, Dominique ULg; Poumay, Marianne ULg; Delcomminette, Séverine ULg et al

in Proceedings of the European Distance Education Network (2006)

LabSET (Support Lab for Telematic Learning – University of Liège, Belgium) applied a pedagogical pattern detection process on 17 online courses designed by faculty. The analysis unearths 11 instances of ... [more ▼]

LabSET (Support Lab for Telematic Learning – University of Liège, Belgium) applied a pedagogical pattern detection process on 17 online courses designed by faculty. The analysis unearths 11 instances of an activity structure named here RQAT (Reading-Questions/Answers-Test) which offers an alternative (among others) to the conventional lecturing, still extensively practiced in higher education. The recurrence and the relative invariance of the RQAT learning design legitimated an attempt to format it as a pedagogical pattern, used within LabSET's missions of teacher professional development. The conceptual documentation of RQAT suggests also an "illustration" of the pattern and its linkage to a taxonomy of skills. [less ▲]

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See detailThe triple Consistency Illustrated by e-tivities to Help Understand National and International Policies in e-learning
Kovertaite, Vilma Ruta; Leclercq, Dieudonné ULg

in Revue Internationale des Technologies en Pédagogie Universitaire (2006), 3(1-2), 1-7

Les auteurs décrivent la conception et l’utilisation d’e-tivités, mot forgé pour designer des activités menées dans le cadre d’un cours à distance appelé « Politique nationale et internationale dans ... [more ▼]

Les auteurs décrivent la conception et l’utilisation d’e-tivités, mot forgé pour designer des activités menées dans le cadre d’un cours à distance appelé « Politique nationale et internationale dans l’enseignement ouvert et à distance », lui-même inclus dans un diplôme de maîtrise intitulé « Technologie de l’Information en Enseignement à Distance ». L’article se concentre sur la triple concordance entre les objectifs, les méthodes et le système d’évaluation, et sur la représentation de cette triple concordance. [less ▲]

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See detailL'évolution des QCM
Leclercq, Dieudonné ULg

in Figari, Gérard; Mottiez-Lopez, Lucie (Eds.) Recherches sur l'évaluation en Education (2006)

The history of one century of evolution of MC questions is described via a grid of 8 quality criteria or validities : ETIC PRAD (Ecological, Theoretical, Informative, Consequential, Predictive, Reliable ... [more ▼]

The history of one century of evolution of MC questions is described via a grid of 8 quality criteria or validities : ETIC PRAD (Ecological, Theoretical, Informative, Consequential, Predictive, Reliable, Acceptable, Deontological. [less ▲]

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See detailTOPACMER : indices de participation d'étudiants à un cours dans l'Enseignement Supérieur
Leclercq, Dieudonné ULg; Glowacki, Jessica

in Rege-Colet, Nicole (Ed.) Actes du Colloque AIPU 2005 : L'enseignement supérieur du XXIe siècle : de nouveaux défis à relever (CD Rom) (2005, September)

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See detailThree metacognitive indices of realism in self assessment
Leclercq, Dieudonné ULg; Poumay, Marianne ULg

Learning material (2005)

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See detailAdjusting insulin doses : from knowledge to decision
Reach, G.; Zerroucki, A.; Leclercq, Dieudonné ULg

in Patient Education & Counseling (2005), 56

The aim of this study was to analyze the absence of adjustment of insulin doses in type 1 diabetic patients with poorly controlled diabetes. Twenty-eight patients (HbA1c higher than 8.5% during the last 6 ... [more ▼]

The aim of this study was to analyze the absence of adjustment of insulin doses in type 1 diabetic patients with poorly controlled diabetes. Twenty-eight patients (HbA1c higher than 8.5% during the last 6 months, performing at least three capillary blood glucose determinations per day), completed a questionnaire on the degree of confidence in their own knowledge, the nature of their health beliefs, their fear of hypoglycemia, their own appreciation on how they adjust their insulin doses (subjective score). An analysis of their diabetes logbook provided an objective score of the adjustment of doses actually performed. The results show that the subjective and objective scores of adjustment were not significantly correlated. Further there was a significant negative correlation between the score of uncertainty on knowledge and the subjective score of adjustment of the insulin doses, but not with the objective score. There was a significant correlationbetween the score of positive health beliefs and the subjective score of adjustment of the insulin doses, but not with the objective score. No correlation was found between the score of fear of hypoglycemia and the subjective score of adjustment of the insulin doses. Correlation with the objective score was higher, but not significant. Actually, the fear of hypoglycemia was the most frequently given reason for not adjusting the insulin doses, when the question was asked to the patients with an open answer. This study illustrates the difference between thinking and doing. It also shows that the degree of confidence in one’s own knowledge, the health beliefs, and the fear of hypoglycemia differently influence the perception that the patients have of their behavior, and what they really do. © 2004 Elsevier Ireland Ltd. All rights reserved. [less ▲]

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See detailThe 8 learning Events Model and its principles (Release 2005-1)
Leclercq, Dieudonné ULg; Poumay, Marianne ULg

Learning material (2005)

we have developed a theoretical reference model that has three components: (1) A series of Learning Events (LE), seeking to describe and conceive the multiplicity of learning/teaching experiences and ... [more ▼]

we have developed a theoretical reference model that has three components: (1) A series of Learning Events (LE), seeking to describe and conceive the multiplicity of learning/teaching experiences and their underpinning psychological theories ; (2) a series of Principles helping in designing and evaluating learning environments, and their underpinning educational theories ; (3) a series of more specific descriptors, or metadata, that provide detailed information about the Learning Events, enabling to judge their intrinsic qualities, their underpinning theories (from media properties to group work rules) and their degree of appropriateness to specific learners and situations. The present document is a short description of the two first components: LE and Principles. [less ▲]

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See detailUne définition opérationnelle de la Métacognition et ses mises en oeuvre
Leclercq, Dieudonné ULg; Poumay, Marianne ULg

in 21e colloque de l'Association Internationale de Pédagogie Universitaire (A.I.P.U.) Université Cadi Ayyad de Marrakech (Maroc). "L'AIPU : 20 ans de recherches et d'actions pédagogiques; bilan et perspectives." (2004)

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See detailDocimologie critique : des difficultés de noter des copies et d'attribuer des notes aux élèves
Leclercq, Dieudonné ULg; Nicaise, J.; Demeuse, Marc ULg

in Demeuse, Marc (Ed.) Introduction aux théories et aux méthodes de la mesure en sciences psychologiques et en sciences de l'éducation : 2e candidature en Sciences psychologiques et de l'Education, 1ère licence en Sciences de l'Education (Passerelle) (2004)

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See detailThe use of degrees of certainty to evaluate knowledge
Brutomesso, Daniela; Gagnayre, Remi; Leclercq, Dieudonné ULg et al

in Patient Education & Counseling (2003), 51(1), 29-37

In patients with chronic diseases education should improve knowledge about the disease and increase certainty in knowledge. We present here a technique to measure changes in certainty after an educational ... [more ▼]

In patients with chronic diseases education should improve knowledge about the disease and increase certainty in knowledge. We present here a technique to measure changes in certainty after an educational intervention. For this purpose, before and after a course, patients answer a questionnaire in which answers are accompanied by an estimate of the degree of certainty. Answers are then assigned to areas of knowledge defined a priori: mastered (certainty greater than or equal to90%, correctness greater than or equal to90%), hazardous (certainty greater than or equal to90%, correctness less than or equal to50%), uncertain (certainty less than or equal to50%, correctness greater than or equal to90%) and residual. Finally differences in the distribution of answers among different areas are analysed statistically. Using this technique in a group of patients with type I diabetes who followed a course on insulin use, we found significant changes in the distribution of answers among different areas of knowledge. Thus changes in certainty can be analysed quantitatively and used to evaluate better the effect of therapeutic education. (C) 2002 Elsevier Science Ireland Ltd. All rights reserved. [less ▲]

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See detailTowards a quality label for distance courses. The EMDEL experimentation.
Dupont, Chantal ULg; Poumay, Marianne ULg; Leclercq, Dieudonné ULg et al

in Valorising good products and experiences in eductional and vocational training for enlarged Europe (2003, April)

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