Le travail collaboratif désigne un mode de travail où de nombreuses personnes collaborent grâce aux technologies de l’information et de la communication. Cette méthode, naturellement collective et collaborative, permet de maximiser la créativité et l’efficience d’un groupe associé à des projets d’envergure même si elles sont très dispersées dans l’espace et le temps . Nous aborderons, dans cette session, les intérêts de ces méthodes dans l’enseignement de la psychiatrie . Les limites de ces méthodes et des pistes de réflexion seront également discutées . Finalement, les projets et les avancées de l’AESP dans ce domaine seront présentés.

A growing number of researchers have acknowledged the potential for using wikis in online collaborative language learning. While researchers appreciate the wikis platform for engaging students in virtual team work and authentic language learning, many also have recognized the limitations of using wikis to promote student collaboration (Alyousef & Picard, 2011; Arnold, Ducate & Kost, 2009; Coniam & Kit, 2008; Judd, Kennedy & Cropper, 2010; Warschauer, 2010). The current study aims to examine what factors facilitated or hindered student collaboration when a wiki environment was used to engage 103 Taiwanese students from two universities in an online picture book production project. Divided into 17 groups of four to six members, the students spent approximately one academic year forming online communities, learning to conduct peer editing, and collaboratively completing a final learning product, an online picture book. A variety of data, including the electronically archived versions of the wiki pages, students’ responses to retrospective surveys, and focused follow-up interviews were collected and analysed. The findings suggested that the nature of the learning tasks, students’ constant communication and appreciation of different opinions, the difficulties they encountered when communicating asynchronously, and students’ expectations toward English learning affected to what extent they were involved in the online collaboration.

The General Insurance Premium Rating Issues Working Party (GRIP) was established by the General Insurance Board of the Faculty and Institute of Actuaries in 2005 to review actuarial involvement in premium rating issues, pricing being one of the key areas in which actuaries work.

GRIP published a full report in January 2007, which is available at www.actuaries.org.uk/grip. This short paper summarises the recommendations of that full report. Further background, discussion and the rationale for these recommendations are set out in more detail in the full report.

For language learning, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates what wikis can do as a means to enhance group interaction, when students are encouraged to participate in constructing text and exchanging peer response. The research focus is on exploring what interaction unfolds in the wiki and how it promotes language learning, from a sociocultural perspective. This interaction is framed both by affordances in the wiki but also by what is expected from students as language learners in an English for Specific Purposes class environment. The analysis has a multilevel approach, focusing on patterns of interaction and the nature of feedback. The study shows that collaboration becomes specifically interesting from a language learning perspective. In the findings, on the student wiki pages there are numerous contributions relating to both local language and global content. Revising co-constructed text opens up possibilities for the students to evaluate existing contributions and it also provides opportunities for them to suggest constructive changes. In addition, with the environment being web based, we discuss certain benefits arising from the fact that it allows for user-generated content.

In the knowledge-based digital economy the ability to harness digital technologies to capture and manage information is a critical skill for tourism professionals. This article examines the use of wikis as a teaching and learning tool to help students develop a range of knowledge management skills, including creative collaboration, consensus-building and technical literacy. The purpose of the study is to provide an exploratory analysis of student attitudes toward the use of wikis as a collaborative assessment task. The results indicate that wikis are perceived to be a flexible, convenient and fair pedagogical technique for collaborative learning. Many students readily understood and exploited the collaborative and reflective nature of wikis. However, some students did not spend enough time on the task and did not appear to gain as much from the learning experience. This impacted on the extent and quality of collaboration in some groups. It is suggested that a staged wiki assessment might overcome some of the perceived shortcomings reported by students.

Ashared understanding of autism spectrum disorders (ASD) and a coordinated approach to teaching diagnosed students is essential because of the complex learning needs of this cohort. This research examines the ways in which special educators used wiki technology to create a working document and to share and develop their perspectives about fundamental autism constructs. The teachers appreciated the flexibility and convenience of wikis in a postgraduate course and collaboratively authored a working document. This suggested the wiki facilitated the development of a community of practice. Analysis of wiki comments further showed that, despite considerable experience in face-to-face communication, the teachers did not construct transparent protocols to guide the online decision-making process so did not fully exploit the capacity of this technology. Teachers had confidence in the privacy of a password-protected site but did not consider that the collaborative e-learning tool would be gainfully used by students on the spectrum because of their social and communication deficits. Nevertheless, teachers envisaged potential benefits if wikis were to be adopted by school staff.

Wikis represent a particular type of collaborative learning environment where collaboration can result in aggregated, collective products. This study makes the claim that such potential challenges language production practices in school where the individual learner's output is often the focus of attention. The argument is put forth by juxtaposing theory, literature review, and videotaped wiki activities. Wikis are examined in a sociocultural perspective, in particular the notions of collective zones of proximal development and sociogenesis – that we come to knowledge by taking part in activities where individuals relate to a greater collective that evolves over time and where language and material artifacts function as structural resources. A review of some recent research in CALL and Second Language Acquisition (SLA) seeks to form a backdrop for this study of collective language production. Empirically the argument is illustrated and supported by selected videotape transcripts of learner interactions involving the use of a wiki in an English as a Foreign Language (EFL) classroom. The study shows that learners work in and across activity types that create tensions between individual and collective, institutional and novel practices, but that the wiki also holds the potential for collective knowledge advancement and language development.