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La réflexion ici développée est tournée vers une analyse approfondie du profil artistique de Perréal par laquelle on cherchera à délimiter l'environnement historique dans lequel son expérience culturelle s'enracine et à montrer ainsi l'importance de sa production dans le portrait privé. Avec certitude, on sait qu'il se rend à Milan en 1499, pour l'entrée solennelle de Louis XII; visite historique durant laquelle il entre en contact avec Léonard désireux d'apprendre la technique de la couleur « a secco ». Les motivations exprimées dans l'art de ce dernier sont plutôt à rechercher dans la combinaison d'influences diverses dont il prit l'essence dans un exercice de réélaboration de modèles nordiques vers une direction lombarde où l'artiste démontra sa capacité à dominer la double origine de son style. Des rapports entre l'artiste lyonnais et les Flandres, il en est fait mention même dans l'historiographie du XIXe siècle, où l'hypothèse d'un séjour à Bruges de Perréal pour se perfectionner dans la peinture à l'huile a été émise.

International audience

International audience; Globalization through individualization together with an increase of translocal relations has opened up new ways of identification. Music as a set of symbolic elements enables this identification process. Indie rock as a globalized musical genre is a fruitful field that gives insight into understanding how individuals adopt and adapt a musical style. The aim of this research is to describe how indie rock bands are situated in Switzerland within the indie rock genre, and how they get in contact and identify with it. This research is based on 15 individual interviews conducted with members of six different Swiss indie bands. The results show that these bands uphold translocal identification with the international musical genre through, among others, the generalized use of English as the language of indie rock. However, since only few of them have connections abroad, this translocal identification is mainly mediated through the consumption of both live and recorded music from international artists. Due to this peripheral position, these bands are unable to play a significant role within the indie rock scene. Their music is, so to say, internationally inspired but locally produced. In this context, they are still very dependent on their geographical environment considered as a space of experience and resource. Yet, local identity does not seem to be claimed neither is the feeling of belonging to a local scene. This research shows that indie rock has to be understood through the lense of a rhizomic phenomenon, which is being constantly adapted by individuals through a variety of mediators. Moreover it challenges the idea of a local scene by showing how it is socially constructed.

The French experience of validating the knowledge, skills and competences acquired through informal and non-formal learning is unique in the world. In this chapter, we argue for the singularity of this experience in France. We first review the beginnings of accreditation of prior learning (APL) movement, from the early experiments until its current modes of functioning. We show in particular how the implementation of APL introduced a significant break in the French educational model that attaches great importance to diplomas obtained within the school system. APL radically transformed the landscape of classic means of certification. It established a strong distinction between diplomas and other pathways to gain certification, by recognising the formative dimension of work experience. The issue which then arises is not so much the recognition of knowledge, skills and competences that have been acquired at work, but the means by which the recognition can be operationalised. We focus, therefore, on the methodological resources provided to support candidates and to assist the complex process by which they are expected to put into words their work experience. To do so, we discuss recent research conducted in France in the field of psychology and educational sciences that investigate the counsellors' activities. This research, we argue, opens up interesting perspectives in terms of training and professionalisation in the field of APL.

Dans le cadre de la « Conférence internationale des Humanités Numériques » qui s’est tenue en 2014 à Lausanne, nous avons réalisé une représentation. Celle-ci est une cartographie en réseau des auteurs et des mots-clés de la conférence. Les cartes résultantes sont reproduites sur divers objets : bâche, tapis, ouvrages, posters, tasses. Ces derniers avaient pour fonction de susciter l'intérêt des auteurs et leur identi cation au champ des humanités numériques. La qualité de la car- tographie en réseau est qu'elle exclut peu d'acteurs et dans notre cas peu de participants. De ce fait un grand nombre de participants à la conférence a pu se trouver sur la représentation et par là prendre part au collectif suggéré par les liens de la cartographie. Par ces reproductions, qui ne sont jamais vraiment mécaniques, la représentation a circulé en alimentant des interprétations qui tracent les contours d'un collectif propre à la conférence. Les traces fabriquées par les participants - commentaires de la cartographie, photos, souvenirs, tweets, etc. -, permettent de suivre la trajectoire de la représentation. Par conséquent, savoir si la représentation a réussi revient à enquêter sur l’étendue et la qualité de sa trajectoire entre les épreuves. L’enjeu de cet article est donc d’enquêter sur le design cartographique en tant qu’art du rassemblement, grâce aux outils du design cartographique.

Cet article propose un modèle, ainsi qu'une vision, de ce que devrait être une démarche de pilotage de l'innovation au niveau universitaire. Il se propose d'aider tous les différents acteurs impliqués dans la dynamique du changement - des responsables institutionnels aux professeurs et étudiants -, à rendre leurs projets d'innovation technopédagogique durables et pérennes. Pour cela, ce modèle se donne pour objectif de répondre à la question suivante : comment rendre l'innovation confortable pour les différents acteurs ? Ce que l'on peut formuler de façon plus opérationnelle comme suit : quelle démarche mettre en place ? Quel rôle vais-je jouer moi-même et quelles fonctions vais-je m'attribuer ? Quels rôles attribuer aux acteurs et comment les intégrer au processus ? Comment transformer les acteurs en agents de changement ? De quel type d'information les acteurs ont-ils besoin à chaque étape du processus d'innovation pour prendre des décisions allant dans le sens des objectifs du projet ? Comment exploiter les données récoltées ? Comment intégrer les résultats dans le processus ? This paper proposes a model, and a vision, that attempts to provide information and scaffolding mainly to university staff but also to policy makers who currently face the initiative of implementing innovation, in all its forms, in the education system. It aims at helping all the different actors, from university managers to university lecturers, involved in the teaching and learning process to answer the following questions: “How do I analyse, guide, and sustain innovation in Higher Education?”, “What kind of information do I need at each stage of the innovation process to make decisions that serve my goals?”, “How do I process the data generated?”, and “How do I feed the results back into the process?”

The European MAPA (Multilingual Anonymisation for Public Administrations) project aims at developing an open-source solution for automatic de-identification of medical and legal documents. We introduce here the context, partners and aims of the project, and report on preliminary results. Peer Reviewed "Article signat per 30 autors/es: Lucie Gianola, Ēriks Ajausks, Victoria Arranz, Chomicha Bendahman, Laurent Bié, Claudia Borg, Aleix Cerdà, Khalid Choukri, Montse Cuadros, Ona De Gibert, Hans Degroote, Elena Edelman, Thierry Etchegoyhen, Ángela Franco Torres, Mercedes García Hernandez, Aitor García Pablos, Albert Gatt, Cyril Grouin, Manuel Herranz, Alejandro Adolfo Kohan, Thomas Lavergne, Maite Melero, Patrick Paroubek, Mickaël Rigault, Mike Rosner, Roberts Rozis, Lonneke Van Der Plas, Rinalds Vīksna, Pierre Zweigenbaum"

International audience; This paper introduces to Class-Card, a role-playing simulation allowing pre-service teachers to experience a large part of the instructional process, from planning, to post-active phases. The players first have to perform a cognitive analysis of the learning tasks of a lesson, then they are faced with disruptive events they react on, guided by theoretically-sound frameworks. We examined seven pre-service teacher students using Class-Card on five simulations. The results show that participants were engaged in rich decisions and verbal interactions about the events they were faced to. We contend that Class-Card is a promising way to attenuate the "reality-shock" novice teachers experience and help them build professional knowledge.

Part 3: Understanding eParticipation; International audience; This paper examines how design thinking and serious games approaches can be used to support participation through the analysis of three case studies. Indeed we will analyze these approaches in three different contexts: (i) a state-owned multi-utilities company; (ii) a political party; (iii) an information system strategic committee. Our analysis framework relies on the concepts of "perceived usefulness" and "perceived ease of use" and we will use it to discuss the lessons learned. Our main finding is that these approaches really contributing in making complex and abstract matters more "tangible" and thus understandable.

Over 40 years of diffusion worldwide, Environmental Impact Assessment (EIA) has acquired an authoritative governance script that says that part of the decision-making process about the licensing or the funding of territorial development projects can be delegated to the instrument. Inscribed in applicable planning and development (hard and soft) law, regulations, and general technical reference documents, EIA affords its use for legitimizing and challenging decisions where a balance between competing environmental and developmental interests is to be struck. Initially associated with information provision for ecologically rational planning, EIAs became enshrined as a means, and ultimately a condition, for the substantiation of sustainable development and participatory governance, whatever these may mean (Cashmore et al. 2007).