L’intégration du vocabulaire des Documents linguistiques galloromans dans le DEAF électronique

2019 ◽  
Vol 35 (1) ◽  
pp. 235-267
Author(s):  
Martin Glessgen ◽  
Marguerite Dallas
Keyword(s):  
21St Century ◽  
Element Concentration ◽  
Computer Assisted ◽  
Manual Treatment ◽  
Computer Based ◽  
The Cost

Abstract The exploitation of databases for lexical purposes has undergone extensive development during the first two decades of the 21st century. The methodological implications of this fruitful alliance between corpora and electronic dictionaries nonetheless deserve particular attention, the digital aspects as well as those pertaining to lexicology and metalexicography. The integration of the non-literary vocabulary of the Documents linguistiques galloromans into the database of the Dictionnaire Étymologique de l’Ancien Français (DEAFpré), currently in progress, provides an opportunity to illustrate the demands of a rigorous conception of computer-based lexicography (i. e. based on sound philological principles, ideally innovative, manual treatment of lexemes with a computer-assisted element, concentration on etymological, semantic and syntagmatic aspects). The case-study presented in this article focuses on the potential for interpretation afforded by corpus-based lexicography, its other main aim being an evaluation of the results and the cost in terms of time. The computerised system elaborated for this purpose can be extended to other projects, particularly those focusing on medieval Galloromania.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

Are Apprenticeships Still Relevant in the 21st Century? A Case Study of Changing Youth Training Arrangements in German Banks

ILR Review ◽  
2002 ◽  
Vol 55 (4) ◽  
pp. 667-685 ◽  
Author(s):  
David Finegold ◽  
Karin Wagner
Keyword(s):  
21St Century ◽  
Cost Savings ◽  
New Firms ◽  
Workplace Flexibility ◽  
Transferable Skills ◽  
The Past ◽  
Detailed Case ◽  
The Cost ◽  
Youth Training

The authors present a detailed case study of the evolution of apprenticeships in German banking over the past two decades to analyze why employers continue to be willing to invest in these programs that provide workers with transferable skills. They explain employers' motivation in terms of two “logics.” Some considerations stemming from the logic of consequences, such as recruitment cost savings and enhanced workplace flexibility, encourage retention of the apprenticeship system. On balance, however, the cost calculus that is at the heart of the logic of consequences would, if unopposed, encourage head-hunting for apprentices trained by other firms, eventually undermining the system. The countervailing logic of appropriateness, however, discourages defections from the system by fostering trust among employers, encouraging new firms to participate in the system, supporting the strong reputational effect associated with training, and creating mechanisms with which banks can have a hand in keeping the system efficient.

Assessment in the Modern Age

2016 ◽  
pp. 415-444
Author(s):  
Mahmoud Emira ◽  
Patrick Craven ◽  
Sharon Frazer ◽  
Zeeshan Rahman
Keyword(s):  
Computer Assisted ◽  
Recent Experience ◽  
Modern Age ◽  
Two Systems ◽  
Computer Based ◽  
The Uk

This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.

Assessment in the Modern Age

2020 ◽  
pp. 1248-1279
Author(s):  
Mahmoud Emira ◽  
Patrick Craven ◽  
Sharon Frazer ◽  
Zeeshan Rahman
Keyword(s):  
Computer Assisted ◽  
Recent Experience ◽  
Modern Age ◽  
Two Systems ◽  
Computer Based ◽  
The Uk

This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.

Computer Assisted Evaluation a Case Study

1974 ◽  
Vol 3 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Samuel Spero
Keyword(s):  
Instructional Strategies ◽  
Student Performance ◽  
Statistical Information ◽  
Computer Assisted ◽  
General Electric ◽  
Computer Based ◽  
Turn Around Time

A computer based system for the evaluation of instructional strategies and student performance is described. The system provides the teacher with student scores and statistical information. The system also provides comments for students. The system assumes a one-hour turn around time for processing. The hardware includes a Bell and Howell Mark Document Reader and a General Electric Terminet 1200 Printer. These units are connected by telephone to a remote processor.

Sigal's Ineffective Computer-Based Practice of Arithmetic: A Case Study

1988 ◽  
Vol 19 (3) ◽  
pp. 195-214
Author(s):  
Nira Hativa
Keyword(s):  
Substantial Improvement ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Design And Implementation ◽  
Hierarchical Levels ◽  
Computer Based ◽  
Paper And Pencil ◽  
Assisted Instruction

Sigal, a second-grade girl in Israel, was observed for several months while practicing arithmetic with a structured and controlled computer-assisted instruction (CAI) system. Sigal was average in arithmetic in her class, enjoyed the computer practice, and believed that it helped her in arithmetic. However, observations showed that she consistently failed to solve problems on the computer that she could do successfully with paper and pencil. She was therefore given CAI practice well below her real arithmetic ability. She often oscillated among a few types of exercises, sometimes regressing rather than advancing upward in the hierarchical levels of practice. Several kinds of interventions did not bring about substantial improvement in her work with the computer. Continued observations in the following 2 years showed almost no change in her CAI-related behavior. This paper suggests the reasons for Sigal's problems with the CAI practice and draws implications for CAI design and implementation.

Learning by Simulations

2015 ◽  
Vol 4 (2) ◽  
pp. 13-25 ◽  
Author(s):  
Tukaram D. Dongale ◽  
Sarita S. Patil ◽  
Rajanish K. Kamat
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
21St Century ◽  
Adaptive Learning ◽  
Content Delivery ◽  
Traditional Learning ◽  
Undergraduate Engineering ◽  
Computer Based

Using a pedagogic case study in a traditional learning environment, in this paper, the authors demonstrate how an innovative yet practical computer-based simulation of a complex nano device was an effective tool that improved the learning outcomes of academically less-prepared Bachelor of Nanoscience students in an undergraduate engineering course in a rural university. The authors' case study presented in this paper strongly suggests that innovations in content delivery, and adaptive learning such as via simulations, can transform what it means to educate students in the 21st century.

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