International Review of CRIRES: Innovating in the tradition of Vygotsky
Whether sharing theoretical, methodological or empirical reflections as well as professional experiences rooted in practice settings, the International Review of CRIRES: Innovating in the tradition of Vygotsky is intended to be a space accessible to the entire community of researchers and practitioners as well as graduate students. This journal provides immediate free access to its content based on the principle that making research available to the public free of charge facilitates a greater exchange of knowledge on a global scale.
Centre de recherche et d’intervention sur la réussite scolaire, Faculté des sciences de l’éducation
Copyright (c) 2025 Sylvie Barma, Marie-Claude Bernard https://creativecommons.org/licenses/by-nc-nd/4.0
Engaging primary school students in the learning assessment process while actively involving parents in their educational journey
This article explores assessment within an active pedagogical framework by examining the experience of a second-grade elementary student in a U.S. public school. The teacher fosters an engaging learning environment by encouraging students to take on the role of teacher, including during assessment activities. Additionally, an inclusive approach involving parents helps cultivate a sense of trust within the classroom. By analyzing students’ discourse, this study aims to document an innovative assessment practice and highlight its underlying learning purpose. It contributes to the ongoing discussion on rethinking assessment from multiple perspectives to enhance its role in student development.
Copyright (c) 2025 Marie-Claude Bernard https://creativecommons.org/licenses/by-nc-nd/4.0
Engaging primary and secondary school studentsin digitally-enhanced peer assessment
This article explores the integration of digital platforms into assessment in aid of learning (formative assessment), focusing on new alignments between learning goals and student engagement in providing feedback to peers. The theoretical framework draws on sociocultural perspectives on learning that emphasize the importance of context in students' active classroom participation and engagement. A collaborative research methodology (design-based research), is employed to develop these new alignments for exploiting the possibilities of digital platforms in assessment situations. The results provide detailed descriptions of these alignments and exemplify the traces left by students when exercising their evaluative judgment, notably through their feedback to their peers. These results shed new light on student engagement in the classroom, showing how assessment as a learning aid enriches the quality of peer interactions.
Copyright (c) 2025 Thérèse Laferrière, Mélanie Tremblay, Sophie Nadeau-Tremblay, France Boisjoly, Stéphane Allaire https://creativecommons.org/licenses/by-nc-nd/4.0
Anasynthesis as a methodological framework for developing a model to support teaching planning aligned with the curriculum-based assessment approach
Cet article présente la genèse d’un modèle inédit de planification de l’enseignement à visée universelle (PEVU) des mathématiques, élaboré en suivant le processus méthodologique de l’anasynthèse (Legendre, 2005; Messier et Dumais, 2016). On y explique les phases ayant mené à son développement et comment, en restant ancré dans l’approche de l’évaluation fondée sur le programme (EFP), il intègre les principes de la conception universelle de l’apprentissage (CUA) et le recours à l’évaluation formative. Tout en considérant les besoins des enseignants du secondaire dans la réponse à la diversité des besoins des élèves de leur classe, des pistes de recherches futures sont présentées notamment pour la validation externe et la mise en œuvre du prototype proposé.
Copyright (c) 2025 Maria del Carmen Grullon Carvajal https://creativecommons.org/licenses/by-nc-nd/4.0
Assess without grading, an inspiration for cegeps? Systematic review of the literature on assessment practices that reduce or eliminate grading.
This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and explore their impact, a systematic review of the literature is presented in this article. The result is 16 papers looking at practices that fit within the terminology of PRÉN. Some of the papers reviewed concluded that these practices would have a positive impact on students' intrinsic and autonomous motivation. However, the results concerning mental health are more nuanced, with some people experiencing stress linked to the absence of traditional reference marks such as grades. The study concludes that further research is needed to better understand the impact of these practices in the Quebec context, and their potential for the success and perseverance of college students.
Copyright (c) 2025 Myriam Girouard-Gagné, Philippe Langlois, Mathieu Poulin-Lamarre, Mélissa Goulet, Catherine Tardif https://creativecommons.org/licenses/by-nc-nd/4.0
Human interaction at the heart of inclusive assessment
This article highlights the importance of inclusive and humanistic assessment in a diverse educational setting. It proposes rethinking assessment as a collaborative space, valuing interactions between teachers and learners. Inclusive assessment responds to the diverse needs of students by offering flexible modalities, adapted to different profiles, and promotes the development of essential skills needed to evolve in the contemporary world. The humanistic approach emphasizes collaboration, personalization and recognition of individual strengths, involving students in their own assessment process. The article also focuses on the importance of communication between teachers and learners, creating a stimulating and equitable learning environment. This relational dynamic helps both to support learning and to strengthen the professional development of teachers in an ever-changing context.
Copyright (c) 2025 Myriam Girouard-Gagné, Marie-Aimée Lamarche https://creativecommons.org/licenses/by-nc-nd/4.0
Link assessment for learning and evaluation: Examples of teaching practices in elementary education.ting: Examples of Teaching Practices in Primary Education."
This article presents the results of a research project with a teaching team wanting to move away from grade-based assessment. The results shed light on the process followed by the school to develop an assessment approach consistent with assessment, integrating the two functions promoted in Quebec: assessment for learning and evaluation. The main conclusions emphasize the quality of the teaching team's collaboration and the importance of a shared vision, in this case a humanistic perspective on learning. In addition, the implementation of practices focused on cooperative learning, student engagement and communication strategies with parents are found to be essential for the success of the project. Finally, some questions remain, such as the issue of report card results as a factor in access to support for students with learning difficulties.
Copyright (c) 2025 Nicole Monney, Christian Dumais, Christine Couture, Thomas Rajotte, Catherine Duquette, Laura Soulat, Sarah Lalancette https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching-learning of social-emotional skills to students with visual impairments: from theory to practice adolescents with visual impairments : from theory to practice
Socio-emotional skills (SESs) are primarily acquired implicitly through observation and imitation in social interactions. Students with visual impairment (VI) are likely to face challenges in this area, which can affect their relationships with peers, increase their dependence on adults, and limit their social participation. Nevertheless, students with VI have the potential to learn SESs and develop compensatory strategies. This theoretical article therefore has three objectives. First, from a theoretical perspective, it explores the specific link between SESs and VI. Second, it proposes a general theory of teaching-learning of SESs, drawing on the vygotskian approach towards special education. Third, from a practical perspective, it presents assessment tools and teaching-learning strategies for SESs, aimed at supporting special education teachers and educators working in this field.
Copyright (c) 2025 Alessio Barras https://creativecommons.org/licenses/by-nc-nd/4.0
Encouraging the development of regenerative cultures in the field of education: an approach centered on expansive learning.
In the face of the climate and collective well-being urgency in the contemporary world, it is possible to question the ontological and epistemological approach of the educational and productive system in our societies. The reconceptualization of our relationship with the living requires a transformation of practices that can be considered from the perspective of expansive learning. In this article, we analyze the collective design process of a group of secondary school teachers engaged in creating teaching and learning sequences incorporating sustainable development goals (SDGs). We draw on the cultural-historical activity theory (CHAT) to analyze the design process. The formative intervention implemented with these teachers helps identify manifestations of contradictions present when integrating a sustainable development approach into disciplinary learning. Levers to overcome these contradictions are also identified. The results of this formative intervention, which led to a guide for interdisciplinary activities on the SDGs, are also presented.
Theoretical and methodological considerations
Copyright (c) 2025 Margarida Romero, Sylvie Barma https://creativecommons.org/licenses/by-nc-nd/4.0
Creative and social activities in Minecraft: How a video game is mobilized into a social digital literacy approach
Although interest in children's digital culture in early childhood education is on the rise, research has so far paid limited attention to their digital culture in informal contexts. Our research question is as follows: what are the social and digital literacy implications of children's informal activity in digital games? Drawing inspiration from socio-material theorization as well as Rogoff's work (2014), we explore the social activity of creation within virtual environments. In our case study, we identify two main dimensions: resources for creating digital objects and the social status of digital objects. The interaction between the material and virtual world reveals the richness of dialogues between actors and objects, both inside and outside of games, suggesting new modes of play and engagement with reality.
Copyright (c) 2024 Maria Antonietta Impedovo https://creativecommons.org/licenses/by-nc-nd/4.0
The influence of principal leadership on the activity of a learning organization in a Quebec elementary school context
The needs of Quebec students, which have become increasingly diverse and evolving in recent years (Government of Quebec, 2020), call for a change in teaching practices. To achieve this, the development of a mechanism following the principles of the learning organization, such as a professional learning community (PLC), within the school can support these changes. Although principal leadership is likely to be a lever, its influence has been little documented in a Quebec elementary school context. This study therefore examined the influence of principal leadership on the activity of a learning organization, using Engeström's (2000, 2001, 2011, 2015) activity theory. This descriptive qualitative study mobilized the case study approach, involving in an elementary school in the Eastern Townships in which the classroom teachers work in PLC. Semi-directed individual interviews were conducted with the school principal and five teachers. Our analyses show that the principal's leadership contributes to resolving many of the contradictions that can arise in a system of activity, and thus promotes its transformation.
Copyright (c) 2024 Elise Lebeau, Anne Lessard, Nancy Granger, Manon Beaudoin https://creativecommons.org/licenses/by-nc-nd/4.0
OTHERNESS: A KEY COMPONENT OF EXPERIENTIAL LEARNING?
Taking the view that learning is only learning when it is accompanied by experience, this research focuses on the identifiable variables of this experiential dimension. To do this, the researchers followed learners as they discovered cultural otherness through the Dialogue en route project (https://enroute.ch/fr/), which involves a dual encounter with a cultural site and a witness to that site. To reach the learners' semiosis, the researchers documented their learning activity using two types of trace, visual and verbal. Because of their fundamentally different intrinsic characteristics, the two types of trace opened up a process-space of intelligibility that enabled the researchers to empirically document the complexity of meaning-making, its situated nature and its potential impact on learning. To this end, the temporality of trace production was used as an instrument, since the learners photographed moments in the double encounter situation and then captioned them afterwards. Reconstructing the situation as it unfolded turned the visual and verbal modalities into semiotic resources that the learners used to reconstruct their potential experience. For the researchers, the study of the relationships between these two modal traces makes it possible to qualify the experience lived by the learners. The limited number of so-called 'rupture' relationships between the images and their verbal captions, revealing a singular experience with a high learning potential, raises questions about both the pedagogical device and the emergence of collectively constructed knowledge, captured here in its 'average' restitution rather than in its negotiation.
Copyright (c) 2024 Maud Lebreton, Samuel Grilli, Mathilde Schinz, Clothilde Stern https://creativecommons.org/licenses/by-nc-nd/4.0
Design of an interdisciplinary training program for interprofessional collaboration in health and social services in patient partnership: contribution of an empowering approach reinforced by instructional design
Interprofessional education (IPE) has been a key area of research and teaching practice for the past twenty years in both university and practice settings in the health sciences and social psychology. IPE training opportunities arise when students from multiple health professions interactively learn together about interprofessional collaboration and how to improve care outcomes for the community at large. It has been proven that the design of care is of higher quality when healthcare professionals understand each other's respective roles, facilitating their communication and teamwork. However, this type of pedagogical approach to interdisciplinary training is fraught with problems, such as communication barriers, synchronization of schedules and logistics, as well as the compartmentalization of professions, which can lead to prejudice despite the educational efforts made. What's more, these courses are attended by large cohorts of initial university trainees, and their pedagogical design may lack authentic anchors, thus diminishing the ability of individuals to mobilize interprofessional collaboration in care partnerships. This article proposes a theoretical model based on an enhanced capability approach, including the use of pedagogical design for student success, to design this type of training by overcoming.
Copyright (c) 2023 Audrey Raynault, Solange Ciavaldini-Cartaut, Esther Simard St-Pierre, Im`ene Kaba, Tiphanie Bouchez, Stéphane Munck https://creativecommons.org/licenses/by-nc-nd/4.0
Un autre texte; des propos au regard étroit similaire.
Ce texte est une réponse à celui intitulé « Les conclusions formulées par Boyer et Bissonnette en 2021 sont valables en 2023 : une réponse au texte de Allaire et ses collègues (2022) », rédigé par Steve Bissonnette (2023), lequel répondait à « Un enseignement en ligne presque invisible : une réponse à Christian Boyer et Steve Bissonnette » (Allaire et al., 2022). Nous soutenons que les propos du texte de Bissonnette (2023) témoignent d’une mécompréhension du travail d’analyse que nous avons effectué et plus globalement des perspectives socioculturelles en recherche.
Copyright (c) 2023 Stéphane Allaire, Patrick Giroux, Patrick Charland, Mélanie Tremblay https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2023 Sylvie Barma https://creativecommons.org/licenses/by-nc-nd/4.0
L’apprentissage expansif : important réalisme ou séduisante utopie?
À la manière d’une réponse aux enjeux structurels auxquels est confronté l’école aujourd’hui, deux paradigmes s’opposent, l’un visant l’amélioration (Bryk, 2015) et l’autre la transformation (Engeström, 2017) des systèmes éducatifs. Cette seconde orientation, qui s’appuie sur le cadre conceptuel de la théorie de l’activité (Engeström, 1987), suppose la survenue d’un apprentissage expansif au cœur de cette transformation qualitative, seul processus d’apprentissage, en pratique pour Engeström (2001), véritablement en mesure de s’attaquer aux contradictions profondément enracinées dans les systèmes pour mieux les surmonter. Au coeur de cet article qui prend les traits d’une revue narrative, le potentiel de la transformation, par le biais de l’apprentissage expansif (AE) qui la caractérise, est étudié dans le but d’en évaluer le réalisme en contexte d’opérationnalisation concrète dans les milieux. Pour ce faire, un portrait global de l’AE est proposé, incluant un détour vers ses fondements théoriques, lequel concept est ensuite contextualisé à l’aune d’exemples réels d’application, enfin critiqué sous l’angle entre autres de ses limites méthodologiques. En résulte un constat mitigé, qui propose de voir l’apprentissage expansif, en dehors du spectre qui la considère entre réalisme et utopie - du reste tout en sortant de l’idéalisme, c’est-à-dire tout en affirmant les défis de taille auxquels son implantation et son actualisation font face - comme un passage obligé ou inévitable, une nécessité pour l’école de demain et eu égard aux enjeux à plusieurs faces qui en ébranlent présentement les colonnes.
Copyright (c) 2023 Simon Bilodeau-Carrier, Thomas Plouffe-Leboeuf https://creativecommons.org/licenses/by-nc-nd/4.0
The concept of Perezhivanie to study the complexity of interactions betwee the child and his her socio-cultural environment
Interacting with children in their make-believe play to promote their learning and development is a complex and sensitive teaching practice (Wood, 2007). It raises many questions for early childhood teachers (Bouchard et al., 2021; Pyle and Alaca, 2018), including maintaining the child's perspective during these interactions (Clerc-Georgy et al., 2021). An original way of finding answers to these questions would be to involve a concept from the cultural-historical approach, namely perezhivanie. The aim of this theoretical article is to present perezhivanie in the context of Vygotski's writings and to explain the relevance of its use in educational research. In his early writings, Vygotski (1994) gives a phenomenological meaning to perezhivanie. It refers to the consideration of any lived experience and how it is lived by intertwining affective and cognitive dimensions (Veresov, 2017). With the advancement of his cultural-historical theory, Vygotski circumscribed perezhivanie as a theoretical concept (Veresov, 2016). From this perspective, the concept of perezhivanie allows us to understand the influence of the environment on the child's developmental process (Vygotski, 1994). Although fraught with theoretical and methodological challenges (Brennan, 2014), perezhivanie is a relevant framework to consider for future educational research, since it would make it possible, in particular, to study the dynamics of the interactions in the early childhood education classroom, such as between the teacher and the child in a make-believe play situation.
Copyright (c) 2023 Marie-Claude Marchand, Caroline Bouchard, Christelle Robert-Mazaye https://creativecommons.org/licenses/by-nc-nd/4.0
Realization of intership in a context of contradictions : negotiation of the support of apprentices by field tutors in Cameroon
This study analyses the tutoring activity in a context marked by contradictions in the realization of internship. From a qualitative methodology based on group interviews, as well as a theorical framework related to the effects of contexts, the article opens up avenues of research for understanding the negotiations that are woven at the heart of the tutoring activity beyond the singular accompaniment put in the place by the tutors.
Copyright (c) 2023 Russel Ponty Zambo https://creativecommons.org/licenses/by-nc-nd/4.0
The conclusions reached by Boyer and Bissonnette in 2021 are valie in 2023: A response to the text by Allaire and colleagues (2022).
Boyer and Bissonnette (2021) published a synthesis of research that measured the effects of virtual school on student achievement before and during the COVID-19 pandemic. The researchers showed that fully online schools generally produce significantly lower learning gains than brick-and-mortar schools. Following this publication, Allaire et al. (2022) reanalyzed some of this research and present different arguments attempting to mitigate the ineffectiveness of virtual schools. In this article, we take up each of these arguments and demonstrate that they are flawed, invalid, and unauthorized. Therefore, we consider the conclusions made by Boyer and Bissonnette in 2021 to be just as valid and tenable in 2023!
Copyright (c) 2023 steve bissonnette https://creativecommons.org/licenses/by-nc-nd/4.0
Conception d'apprentissage pour la co-agence enseignant-élève dans les espaces hybrides
Cet article est une réflexion sur la conception d'apprentissage hybride axée sur la co-agence entre enseignants et étudiants. La question de recherche est la suivante : comment la conception de l'apprentissage avec la technologie pourrait-elle tirer parti de l'hybridité de l'environnement d'apprentissage et de la co-agence des enseignants et des étudiants pour l'apprentissage post-pandémique ? Pour répondre à cette question, nous examinons les publications académiques pour des études connexes afin de dériver d'éventuels principes de conception d'apprentissage post-Covid pour répondre à la question de recherche. Conformément à l'objectif de bridging hybridity, nous nous appuyons sur des études impliquant différentes technologies émergentes dans deux contextes différents : la France et Singapour. Les implications pour l'hybridité, la co-agence et les zones de possibilité sont analysées. La discussion met l'accent sur la transformation virtuelle, matérielle et agentique dans la conception d'apprentissage hybride pour une conception d'apprentissage post-pandémique.
Copyright (c) 2023 Marie Antonietta Impedovo, Seng Chee TAN https://creativecommons.org/licenses/by-nc-nd/4.0
Teacher's intervention in the pretend play to scaffold kindergartener's language development
Pretend play plays an invaluable role in the development of kindergarteners and enables their language development. However, play time is decreasing in kindergarten due to an increased emphasis on adult-directed academic activities. This could be explained by the need for kindergarten and preschool teachers to develop their ability to intervene in pretend play to scaffold children's oral and written language. To meet this need, an educational design research was carried out with the aim of developing a pedagogical device based on the Vygotskian perspective. First, this article describes how, with anasynthesis, we created a flowchart presenting eight interventions to be conducted in the pretend play to scaffold children’s language development. Second, it presents the usefulness of this tool according to three kindergarten teachers who try it out in their class for 10 to 12 weeks. Data were collected with the think-aloud method, two semi-structured interviews and one focus group. A qualitative analysis allowed to identify the interventions that have proven useful in scaffolding the children’s language development, to describe to what extent the flowchart has made it possible to meet the needs of teachers, to highlight the interest of children in using the writing and in doing writing attempts, as well as children's progress in language development. Thus, the results presented in this article contribute to the operationalization of Vygotsky's ideas in the educational environment concerning the development of language and pretend play.
Copyright (c) 2023 Roxane Drainville, Krasimira Marinova, Christian Dumais https://creativecommons.org/licenses/by-nc-nd/4.0
Parents' involvement in fostering children's creativity Effect of gender and educational level
The present study aims to explore the relationships between the creative potential of a sample of Tunisian sixth-grade elementary school children (n = 142) and parental education level as well as gender in order to determine possible factors to explain these links. The results obtained were consistent, revealing a significant positive gender effect of parental involvement on children’s creativity. Also, the mother’s education seems to favour the children’s creative cognitive skills rather than non-cognitive skills whereas the father’s education seems to favour the children’s creative non-cognitive skills rather than cognitive skills.
Copyright (c) 2023 Marouen Ben Abdallah, Ghazi Chakroun https://creativecommons.org/licenses/by-nc-nd/4.0
The codesign of an educational guide on networked classrooms: a long-term collective professional development experience
This paper reports on the co-design experience of an educational guide experienced by its author. The case is that of the primary and secondary networked classrooms, back to 2010. It was based on ten years of research conducted by a multicenter team, in collaboration with many stakeholders from several school boards. In addition to the process of collective development of the resource itself, we retrace its historical roots and discuss the issues and benefits associated with the process implemented. Aware that the reported practice cannot be reproduced as it is, we believe its sharing could nevertheless guide researchers interested in the co-design of pedagogical artefacts with practitioners.
Copyright (c) 2022 Stéphane Allaire https://creativecommons.org/licenses/by-nc-nd/4.0
Éditorial: Créativité, activités et éducation
Copyright (c) 2022 Sylvie Barma; Margarida Romero https://creativecommons.org/licenses/by-nc-nd/4.0
The Adolescent at the Center of Activity Systems in the Context of COVID-19: Redefining Routines and Relationships at the Heart of Learning
In March 2020, teenagers in Quebec, Canada suddenly faced with a challenge related to the way their learning activity was mediated following the closure of schools due to the COVID-19 pandemic. Studies reporting the effects of human disasters and confinement in young people are limited. This study identifies the tensions experienced by 1057 adolescents as they redefine their relationship to family life, learning and school: mediation tools to their learning activities, spatio-temporal redefinition of their activities, modi­fication of relationships with significant adults for them. Two theoretical frameworks are combined: the overlapping spheres of influence model and cultural historical activity theory. A questionnaire was sent online on an opensource survey software. The results present the demographic characteristics of the ado­lescents’ participants and their family, their general state of mind and daily routines adjustments at school and at home, and their perceptions with regards to their relations to their peers, teachers and their parents’ support. Findings pinpoint the tensions related to loss in the activity systems of adolescents as their school activity is challenged by the pandemic and proposes avenues to put in place a boundary zone to support the adolescent.
Copyright (c) 2022 Sylvie Barma, Rollande Deslandes, Nathalie Ste-Marie https://creativecommons.org/licenses/by-nc-nd/4.0
Interactions between critical pedagogy and cultural-historical activity theory in the context of teaching innovation
Several challenges face teachers who wish to change their practices to move away from the top-down approach. These challenges are more associated with cultural factors than individual factors, including the school environment and the educational systems in place. To understand how these cultural elements influence the choice of teaching practices and the willingness of teachers to do things differently, the framework of cultural-historical activity theory is interesting. However, it is possible to improve it with regard to the political aspects of education using certain concepts of the critical pedagogy philosophy. This article discusses possible contributions of critical pedagogy to the framework of cultural-historical activity theory in addressing the challenges associated with teaching innovation. While many elements of teaching practice can be studied from the perspective of these two streams, a literature rewiew on their complementarities and similarities has identified two interrelated themes: the effect of political forces on the choice of teaching approaches and the importance of questioning in changing mindsets. At the end of the analysis, we were able to map out the stages of individual consciousness-raising using important concepts from the third generation of cultural-historical activity theory.
Copyright (c) 2022 Jessy Turcotte https://creativecommons.org/licenses/by-nc-nd/4.0
Nearly invisible online education. A response to Christian Boyer and Steve Bissonnette.
This paper offers an empirical critical look at studies cited as proof of the ineffectiveness of online teaching. Given the importance of considering the practices and activity of actors with a certain finesse when analyzing or evaluating any educational system, we have examined what information of this order is considered in a few large studies cited for their scientific rigour. We conducted a content analysis of the information provided on how the online teaching took place. The results bring important nuances to works that claim to report evidence concluding that online teaching is ineffective.
Copyright (c) 2022 Stéphane Allaire, Marie-Pier Forest, Nancy Granger, Mélanie Tremblay, Nicole Monney, Patrick Charland, Patrick Giroux https://creativecommons.org/licenses/by-nc-nd/4.0
Iconotextual narration at the service of creative activity. Didactic device and anthroposemiotic approach to make the pupil a creator-actor of his learning.
This research was conducted in three cycle 1 classes in the canton of Vaud in Switzerland. Based on the creative process of Wallas (2003) and the identified factors of creativity (Lubart, 2003), it proposes to put the posture of creator in a social semiotic perspective by using the multimodal narration of the album as a mediating object. The results of this research make it possible to refine the initial process by invoking, in particular, astonishment (Thiévenaz, 2017), inquiry (Dewey, 1993) and Vygotsky's symbolic play (1978). The creative act, by being anchored in the individual's reality, generates experiential learning in and for him, by the group and for the group (Sullivan, 2017). As pedagogical support of choice, notably because of the richness of the offer, the affective dimension of the images and the narration, the album is a composite object whose semiotic complexity forces a process of metaphorical meaning-making described as highly creative (Kress, 2010). Thus, the organizing principle of each modality present allows for the establishment of relationships which, when deepened by the students' actions, become the basis for learning beyond the strict framework of the discipline and developing skills that are both productive and constructive (Pastré, 2006). As the motivation of the sign-maker depends on his or her interests (Kress, 2010), participation in a narrative that has to find its conclusion places the student in the position of a creator-actor of his or her learning. The multimodal medium serves here as a material for (re)conceptualisation in which the transmediation (Suhor, 1984, cited in Sullivan, 2017) specific to the composite nature of the medium is put at the service of the creator's posture. The object produced can then take an active role in the construction of meaning (Bowker & Star, 2000), making the process a transformative practice (Conne, 2008) for the learner who critically co-constructs her/his learning (The New London Group, 1996; Sullivan, 2017). Referring back to social semiotics, learning is here considered primarily as a situated meaning-making process (Budach, 2018; Mottier Lopez, 2016) from an anthropological perspective of education (Ingold, 2018).
Copyright (c) 2022 Maud Lebreton, Rachel Attanasio https://creativecommons.org/licenses/by-nc-nd/4.0
Understanding co-creativity in real-world problem solving in project-based learning in higher education
The present study constitutes a preliminary effort to frame co-creativity, project-based learning and real-world problem-solving under a cultural historical activity theory framework. The paper establishes co-creativity as collective concept formation in the wild and collective mediation as primary elements for the study of real-world problem solving in higher education. This study aims at bridging gaps between co-creative real-world problem solving in higher education and knowledge, competency, action between higher education and the real world.
cultural historical activity theory (CHAT)
Copyright (c) 2022 Guillaume Isaac, Margarida Romero, Syvie Barma https://creativecommons.org/licenses/by-nc-nd/4.0
Epicene writing guide for the special issues of the Participation series of the PERISCOPE network
Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-nd/4.0