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EdTechTeacher looks at how mobile devices can help create a 'least restrictive environment' not only for students with disabilities, but for everyone else as well.", "websiteTitle": "Edutopia", "websiteType": "", "date": "2013-10-18T17:09:27+00:00", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.edutopia.org/blog/least-restrictive-environment-mobile-devices-beth-holland", "accessDate": "2016-10-05T01:10:01Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-10-05T01:10:01Z", "dateModified": "2016-10-05T01:10:01Z" } }, { "key": "4IRBRR7E", "version": 5, "library": { "type": "group", "id": 736718, "name": "Classe inversée", "links": { "alternate": { "href": "https://www.zotero.org/groups/classe_inverse", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/736718/items/4IRBRR7E", "type": "application/json" }, "alternate": { "href": 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\"The simple goal of (this study) is to understand enjoyement, here and now - not as compensation for past desires, not as preparation for future needs, but as an ongoing process which provides rewarding experiences in the present.\" p.9

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\"It is not so much what people do but how they perceive and interpret what they are doing that makes the activity enjoyable.\" p.x

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Def: autotelic \"An activity was assumed to be autotelic (from the Greek auto = self and telos = goal, purpose) if it required formal and extensive energy output on the part of the actor, yet provided few if any conventional rewards.\" p.10

", "tags": [], "relations": {}, "dateAdded": "2016-10-05T00:55:17Z", "dateModified": "2016-10-05T00:55:17Z" } }, { "key": "CWSG8ESS", "version": 4, "library": { "type": "group", "id": 736718, "name": "Classe inversée", "links": { "alternate": { "href": "https://www.zotero.org/groups/classe_inverse", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/736718/items/CWSG8ESS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/classe_inverse/items/CWSG8ESS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 439563, "username": "dirina", "name": "Daniel Irina", "links": { "alternate": { "href": "https://www.zotero.org/dirina", "type": "text/html" } } }, "creatorSummary": "Precht", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "CWSG8ESS", "version": 4, "itemType": "book", "title": "Qui suis-je et, si je suis, combien?: voyage en philosophie", "creators": [ { "creatorType": "author", "firstName": "Richard David", "lastName": "Precht" } ], "abstractNote": "Un livre phénomène, vendu à plus de un million d'exemplaires en Allemagne. À la fois drôle et érudite, divertissante et cultivée, une extraordinaire initiation à la philosophie, ou comment un jeune et brillant philosophe allemand dépoussière les classiques. De Descartes à Freud en passant par Star Trek et les Monty Python, jamais vous n'auriez imaginé si réjouissante approche de la philosophie. Inspiré des trois questions kantiennes (Que puis-je savoir ? Que dois-je faire ? Que m'est-il permis d'espérer ?), cet essai est une invitation à réfléchir par soi-même en revisitant les notions fondamentales que sont la vérité, la connaissance, la mémoire, la religion, la justice ou le bonheur. Mêlant les disciplines, ajoutant anecdotes personnelles et références inattendues, l'auteur nous guide avec esprit à travers le continent du savoir, à la découverte de nous-mêmes. Chemin faisant, il convoque aussi bien Nietzsche, Schopenhauer ou Darwin que Louis Armstrong, nous entraîne dans les îles grecques pour évoquer Socrate, cite les Beatles pour parler d'anthropologie ou Tolstoï pour nous initier au sens de la vie. Un voyage aussi amusant qu'enrichissant, qui vous fera tout simplement redécouvrir le plaisir de penser.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2010", "publisher": "Belfond", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "380", "ISBN": "978-2-7144-4552-0", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Qui suis-je et, si je suis, combien?", "language": "fr", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-10-05T00:55:17Z", "dateModified": "2016-10-05T00:55:17Z" } }, { "key": "MBZREDX7", "version": 4, "library": { "type": "group", "id": 736718, "name": "Classe inversée", "links": { "alternate": { "href": "https://www.zotero.org/groups/classe_inverse", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/736718/items/MBZREDX7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/classe_inverse/items/MBZREDX7", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/736718/items/CWSG8ESS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 439563, "username": "dirina", "name": "Daniel Irina", "links": { "alternate": { "href": "https://www.zotero.org/dirina", "type": "text/html" } } } }, "data": { "key": "MBZREDX7", "version": 4, "parentItem": "CWSG8ESS", "itemType": "attachment", "linkMode": "linked_url", "title": "Google Books Link", "accessDate": "2015-12-23T12:20:07Z", "url": "https://books.google.ca/books?id=9d8aQwAACAAJ", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-10-05T00:55:17Z", "dateModified": "2016-10-05T00:55:17Z" } }, { "key": "BVMDZVIQ", "version": 4, "library": { "type": "group", "id": 736718, "name": "Classe inversée", "links": { "alternate": { "href": "https://www.zotero.org/groups/classe_inverse", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/736718/items/BVMDZVIQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/classe_inverse/items/BVMDZVIQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/736718/items/CWSG8ESS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 439563, "username": "dirina", "name": "Daniel Irina", "links": { "alternate": { "href": "https://www.zotero.org/dirina", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "BVMDZVIQ", "version": 4, "parentItem": "CWSG8ESS", "itemType": "note", "note": "

\"Apprendre sans plaisir rend sec, prendre du plaisir sans rien apprendre rend stupide.\" p.17

\n

 

\n

\"Poser des questions est une chose que l'on ne devrait  jamais oublier faire. L'apprentissage et le plaisir sont les secrets d'une vie bien remplie. Apprendre sans plaisir rend sec, prendre du plaisir sans rien apprendre rend stupide.\" p.17

", "tags": [], "relations": {}, "dateAdded": "2016-10-05T00:55:17Z", "dateModified": "2016-10-05T00:55:17Z" } }, { "key": "BMU5JQ4U", "version": 4, "library": { "type": "group", "id": 736718, "name": "Classe inversée", "links": { "alternate": { "href": "https://www.zotero.org/groups/classe_inverse", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/736718/items/BMU5JQ4U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/classe_inverse/items/BMU5JQ4U", "type": "text/html" } }, "meta": { "createdByUser": { "id": 439563, "username": "dirina", "name": "Daniel Irina", "links": { "alternate": { "href": "https://www.zotero.org/dirina", "type": "text/html" } } }, "creatorSummary": "Barker et al.", "parsedDate": "2014", "numChildren": 0 }, "data": { "key": "BMU5JQ4U", "version": 4, "itemType": "journalArticle", "title": "Less-structured time in children's daily lives predicts self-directed executive functioning", "creators": [ { "creatorType": "author", "firstName": "Jane E.", "lastName": "Barker" }, { "creatorType": "author", "firstName": "Andrei D.", "lastName": "Semenov" }, { "creatorType": "author", "firstName": "Laura", "lastName": "Michaelson" }, { "creatorType": "author", "firstName": "Lindsay S.", "lastName": "Provan" }, { "creatorType": "author", "firstName": "Hannah R.", "lastName": "Snyder" }, { "creatorType": "author", "firstName": "Yuko", "lastName": "Munakata" } ], "abstractNote": "Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children's daily, annual, and typical schedules. We categorized children's activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.", "publicationTitle": "Developmental Psychology", "publisher": "", "place": "", "date": "2014", "volume": "5", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "593", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Front. Psychol", "DOI": "10.3389/fpsyg.2014.00593", "citationKey": "", "url": "http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00593/full", "accessDate": "2016-02-09T13:07:06Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Frontiers", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "cognitive development", "type": 1 }, { "tag": "leisure time", "type": 1 }, { "tag": "self-directed executive function", "type": 1 }, { "tag": "unstructured activities", "type": 1 }, { "tag": "verbal fluency", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-10-05T00:55:17Z", "dateModified": "2016-10-05T00:55:17Z" } } ]