Baptiste Campion | Institut des Hautes Etudes des Communications Sociales (original) (raw)
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Books by Baptiste Campion
Médiations & Médiatisations,, 2021
"Le récit est employé dans de nombreux dispositifs d’éducation non formelle. La manière dont il p... more "Le récit est employé dans de nombreux dispositifs d’éducation non formelle. La manière dont il peut contribuer à la transmission des connaissances reste cependant mal connue. Cette recherche s’attache à comprendre la manière dont il sert de support cognitif au récepteur lorsqu’il est employé dans des hypermédias de vulgarisation scientifique.
Ce travail se base sur un modèle de la compréhension du récit élaboré dans le cadre de la narratologie cognitive, à la jointure de la narratologie classique et des sciences cognitives. De ce modèle, découlent différentes hypothèses relatives à l'effet de la narration et des caractéristiques structurelles du récit (linéarité, intégration du domaine de connaissance à l'univers diégétique, rôle des personnages) sur la compréhension d'un domaine de connaissance. Celles-ci ont donné lieu à deux études quasi-expérimentales menées sur un échantillon de plus de 300 enfants en fin de scolarité primaire.
Les résultats montrent que le récit sert de support à certaines opérations cognitives, favorisant notamment des représentations plus riches et plus contextualisée du domaine de connaissance. Par contre, les résultats ne permettent pas de considérer que les alternatives hypertextuelles proposées aux utilisateurs par le dispositif narratif interactif constituent une variable d'entrée dans le traitement du récit éducatif. De la même manière, le rôle tenu par les personnages d’un récit interactif relativement aux liens hypertextuels ne semble jouer aucun rôle dans les représentations construites par les récepteurs. Ces deux résultats amènent à considérer d'un œil critique l'intérêt qu'il y aurait à élaborer des récits interactifs pour faire comprendre des domaines de connaissance complexes."
Papers by Baptiste Campion
Medical Education Online
Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of ... more Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can develop complex pedagogical competencies through participation in a Massive Open Online Course on the supervision of clinical reasoning (MOOC SCR). Participants self-assed their clinical supervision skills before and after partaking in the MOOC SCR through the Maastricht Clinical Teachers Questionnaire. Item scores and the distribution of response proportions before and after participation were compared using paired t-tests and McNemar's tests respectively. In parallel, the evolution of a subset of MOOC participants' pedagogical practice and posture was explored via semi-structured interviews throughout and beyond their MOOC participation using simulated and personal situational recalls. The verbatim were analysed with standard thematic analysis. Quantitative and qualitative findings converged and their integration demonstrated that partaking in the MOOC SCR promoted the development of complex pedagogical competencies and reflexivity with the participants. This was quantitatively evidenced by significantly higher self-assessed supervision skills and corresponding attitudes after completing the MOOC. The qualitative data provided rich descriptions of how this progression in pedagogical practice and posture occurred in the field and how it was shaped by participants' interaction with the MOOC's content and their motivations to progress. Our findings provide evidence for the development of pedagogical skills and corresponding attitudes for the supervision of clinical reasoning through participation in the MOOC SCR and contribute to the literature body on the opportunities that distance learning provides for the development of pedagogical competencies. The extent to which the pedagogical underpinnings of the MOOC contributed to these developments remains to be determined.
Media and Communication, 2024
This article presents qualitative research findings on parents' digital media practices. Through ... more This article presents qualitative research findings on parents' digital media practices. Through 32 in-depth interviews with parents of 0-6-year-olds in French-speaking Belgium, the study addresses digital inclusion by exploring the diverse ways parents experience and benefit (or not) from digital media. Our research uncovers the dual nature of digital media use in parenting, presenting both advantageous and problematic outcomes across four dialectical dimensions. Our work sheds light on how digital media can (a) offer informational support or constitute an informational challenge, (b) provide emotional assistance or cause emotional struggles, (c) grant access to social support or contribute to social pressures, and (d) serve as a tool for the daily organisation or complicate daily life. Our article also investigates the factors associated with either positive or negative outcomes. We show the role of personal, situational, social, and normative factors. To conclude, we identify strategies for childcare and parenting support professionals to promote digital inclusion among parents by addressing barriers to positive experiences and outcomes related to the use of digital media. By integrating the outcomes of parents' experiences with digital media into discussions of digital inclusion, this article contributes to a comprehensive approach to promoting digital equity beyond questions of access and skills. It calls for user-centric strategies that consider the diverse experiences and concrete outcomes associated with digital media use and emphasises the importance of supporting parents and families regarding these tools.
La revue nouvelle, Sep 8, 2021
La revue nouvelle, Apr 1, 2019
Communication, Jun 15, 2008
Parmi les caracteristiques des « nouveaux » medias (sous-entendu : numeriques) les plus souvent m... more Parmi les caracteristiques des « nouveaux » medias (sous-entendu : numeriques) les plus souvent mises en avant, on retient generalement la non-linearite, la reticularite et l’interactivite. Elles permettent de categoriser les supports numeriques a part des grands medias traditionnels, lineaires et non directement (par nature) reticulaires et interactifs. Pour ces raisons, les medias electroniques ont assurement ouvert des possibilites expressives nouvelles, dont les createurs de tous types ne...
Recherches en Communication, 2002
Revue internationale des technologies en pédagogie universitaire, 2023
Sciences humaines, Dec 1, 2016
Medical Education Online, 2023
Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of ... more Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can develop complex pedagogical competencies through participation in a Massive Open Online Course on the supervision of clinical reasoning (MOOC SCR). Participants self-assed their clinical supervision skills before and after partaking in the MOOC SCR through the Maastricht Clinical Teachers Questionnaire. Item scores and the distribution of response proportions before and after participation were compared using paired t-tests and McNemar's tests respectively. In parallel, the evolution of a subset of MOOC participants' pedagogical practice and posture was explored via semi-structured interviews throughout and beyond their MOOC participation using simulated and personal situational recalls. The verbatim were analysed with standard thematic analysis. Quantitative and qualitative findings converged and their integration demonstrated that partaking in the MOOC SCR promoted the development of complex pedagogical competencies and reflexivity with the participants. This was quantitatively evidenced by significantly higher self-assessed supervision skills and corresponding attitudes after completing the MOOC. The qualitative data provided rich descriptions of how this progression in pedagogical practice and posture occurred in the field and how it was shaped by participants' interaction with the MOOC's content and their motivations to progress. Our findings provide evidence for the development of pedagogical skills and corresponding attitudes for the supervision of clinical reasoning through participation in the MOOC SCR and contribute to the literature body on the opportunities that distance learning provides for the development of pedagogical competencies. The extent to which the pedagogical underpinnings of the MOOC contributed to these developments remains to be determined.
Culture & Communication, 2014
Communication, 2002
Au depart d’une lecture critique de l’utilisation d’images de synthese dans les medias, et plus s... more Au depart d’une lecture critique de l’utilisation d’images de synthese dans les medias, et plus specialement des sequences qui furent consacrees aux catastrophes du Concorde et du Koursk, cet article vise a poser la question de l’inscription sociale des systemes de representation. Generees au depart de modeles, sans necessairement avoir recours a un referent « reel » exterieur, ces images temoignent a la fois ontologiquement et socialement d’une relation au monde tendant vers une recherche de la transparence et de la performativite de la representation. Elles s’inserent dans un imaginaire d’augmentation du reel. Ce cadre general permet de poser differents concepts susceptibles de federer ces images au-dela de leur diversite d’usage et de finalite, comme le montrent les differents exemples.
Médiations & Médiatisations,, 2021
"Le récit est employé dans de nombreux dispositifs d’éducation non formelle. La manière dont il p... more "Le récit est employé dans de nombreux dispositifs d’éducation non formelle. La manière dont il peut contribuer à la transmission des connaissances reste cependant mal connue. Cette recherche s’attache à comprendre la manière dont il sert de support cognitif au récepteur lorsqu’il est employé dans des hypermédias de vulgarisation scientifique.
Ce travail se base sur un modèle de la compréhension du récit élaboré dans le cadre de la narratologie cognitive, à la jointure de la narratologie classique et des sciences cognitives. De ce modèle, découlent différentes hypothèses relatives à l'effet de la narration et des caractéristiques structurelles du récit (linéarité, intégration du domaine de connaissance à l'univers diégétique, rôle des personnages) sur la compréhension d'un domaine de connaissance. Celles-ci ont donné lieu à deux études quasi-expérimentales menées sur un échantillon de plus de 300 enfants en fin de scolarité primaire.
Les résultats montrent que le récit sert de support à certaines opérations cognitives, favorisant notamment des représentations plus riches et plus contextualisée du domaine de connaissance. Par contre, les résultats ne permettent pas de considérer que les alternatives hypertextuelles proposées aux utilisateurs par le dispositif narratif interactif constituent une variable d'entrée dans le traitement du récit éducatif. De la même manière, le rôle tenu par les personnages d’un récit interactif relativement aux liens hypertextuels ne semble jouer aucun rôle dans les représentations construites par les récepteurs. Ces deux résultats amènent à considérer d'un œil critique l'intérêt qu'il y aurait à élaborer des récits interactifs pour faire comprendre des domaines de connaissance complexes."
Medical Education Online
Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of ... more Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can develop complex pedagogical competencies through participation in a Massive Open Online Course on the supervision of clinical reasoning (MOOC SCR). Participants self-assed their clinical supervision skills before and after partaking in the MOOC SCR through the Maastricht Clinical Teachers Questionnaire. Item scores and the distribution of response proportions before and after participation were compared using paired t-tests and McNemar's tests respectively. In parallel, the evolution of a subset of MOOC participants' pedagogical practice and posture was explored via semi-structured interviews throughout and beyond their MOOC participation using simulated and personal situational recalls. The verbatim were analysed with standard thematic analysis. Quantitative and qualitative findings converged and their integration demonstrated that partaking in the MOOC SCR promoted the development of complex pedagogical competencies and reflexivity with the participants. This was quantitatively evidenced by significantly higher self-assessed supervision skills and corresponding attitudes after completing the MOOC. The qualitative data provided rich descriptions of how this progression in pedagogical practice and posture occurred in the field and how it was shaped by participants' interaction with the MOOC's content and their motivations to progress. Our findings provide evidence for the development of pedagogical skills and corresponding attitudes for the supervision of clinical reasoning through participation in the MOOC SCR and contribute to the literature body on the opportunities that distance learning provides for the development of pedagogical competencies. The extent to which the pedagogical underpinnings of the MOOC contributed to these developments remains to be determined.
Media and Communication, 2024
This article presents qualitative research findings on parents' digital media practices. Through ... more This article presents qualitative research findings on parents' digital media practices. Through 32 in-depth interviews with parents of 0-6-year-olds in French-speaking Belgium, the study addresses digital inclusion by exploring the diverse ways parents experience and benefit (or not) from digital media. Our research uncovers the dual nature of digital media use in parenting, presenting both advantageous and problematic outcomes across four dialectical dimensions. Our work sheds light on how digital media can (a) offer informational support or constitute an informational challenge, (b) provide emotional assistance or cause emotional struggles, (c) grant access to social support or contribute to social pressures, and (d) serve as a tool for the daily organisation or complicate daily life. Our article also investigates the factors associated with either positive or negative outcomes. We show the role of personal, situational, social, and normative factors. To conclude, we identify strategies for childcare and parenting support professionals to promote digital inclusion among parents by addressing barriers to positive experiences and outcomes related to the use of digital media. By integrating the outcomes of parents' experiences with digital media into discussions of digital inclusion, this article contributes to a comprehensive approach to promoting digital equity beyond questions of access and skills. It calls for user-centric strategies that consider the diverse experiences and concrete outcomes associated with digital media use and emphasises the importance of supporting parents and families regarding these tools.
La revue nouvelle, Sep 8, 2021
La revue nouvelle, Apr 1, 2019
Communication, Jun 15, 2008
Parmi les caracteristiques des « nouveaux » medias (sous-entendu : numeriques) les plus souvent m... more Parmi les caracteristiques des « nouveaux » medias (sous-entendu : numeriques) les plus souvent mises en avant, on retient generalement la non-linearite, la reticularite et l’interactivite. Elles permettent de categoriser les supports numeriques a part des grands medias traditionnels, lineaires et non directement (par nature) reticulaires et interactifs. Pour ces raisons, les medias electroniques ont assurement ouvert des possibilites expressives nouvelles, dont les createurs de tous types ne...
Recherches en Communication, 2002
Revue internationale des technologies en pédagogie universitaire, 2023
Sciences humaines, Dec 1, 2016
Medical Education Online, 2023
Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of ... more Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can develop complex pedagogical competencies through participation in a Massive Open Online Course on the supervision of clinical reasoning (MOOC SCR). Participants self-assed their clinical supervision skills before and after partaking in the MOOC SCR through the Maastricht Clinical Teachers Questionnaire. Item scores and the distribution of response proportions before and after participation were compared using paired t-tests and McNemar's tests respectively. In parallel, the evolution of a subset of MOOC participants' pedagogical practice and posture was explored via semi-structured interviews throughout and beyond their MOOC participation using simulated and personal situational recalls. The verbatim were analysed with standard thematic analysis. Quantitative and qualitative findings converged and their integration demonstrated that partaking in the MOOC SCR promoted the development of complex pedagogical competencies and reflexivity with the participants. This was quantitatively evidenced by significantly higher self-assessed supervision skills and corresponding attitudes after completing the MOOC. The qualitative data provided rich descriptions of how this progression in pedagogical practice and posture occurred in the field and how it was shaped by participants' interaction with the MOOC's content and their motivations to progress. Our findings provide evidence for the development of pedagogical skills and corresponding attitudes for the supervision of clinical reasoning through participation in the MOOC SCR and contribute to the literature body on the opportunities that distance learning provides for the development of pedagogical competencies. The extent to which the pedagogical underpinnings of the MOOC contributed to these developments remains to be determined.
Culture & Communication, 2014
Communication, 2002
Au depart d’une lecture critique de l’utilisation d’images de synthese dans les medias, et plus s... more Au depart d’une lecture critique de l’utilisation d’images de synthese dans les medias, et plus specialement des sequences qui furent consacrees aux catastrophes du Concorde et du Koursk, cet article vise a poser la question de l’inscription sociale des systemes de representation. Generees au depart de modeles, sans necessairement avoir recours a un referent « reel » exterieur, ces images temoignent a la fois ontologiquement et socialement d’une relation au monde tendant vers une recherche de la transparence et de la performativite de la representation. Elles s’inserent dans un imaginaire d’augmentation du reel. Ce cadre general permet de poser differents concepts susceptibles de federer ces images au-dela de leur diversite d’usage et de finalite, comme le montrent les differents exemples.
XX° congrès de l'ACFAS, 2001
Please be patient while the object screen loads. Change Site View : Select a site UCL FUNDP FUSL... more Please be patient while the object screen loads. Change Site View : Select a site UCL FUNDP FUSL FUCaM. ...
L’actualité terroriste et l’état d’urgence qui a suivi ont failli éclipser la fameuse « COP21 » q... more L’actualité terroriste et l’état d’urgence qui a suivi ont failli éclipser la fameuse « COP21 » qui vient de s’ouvrir à Paris. Pourtant, cette conférence est un événement fondamental : considérée sur le long terme, elle est sans doute plus importante pour le siècle à venir que les légitimes préoccupations sécuritaires de cet automne 2015. Si les médias ne manquent pas de superlatifs pour dire qu’elle a pour but de « sauver la planète », elle s’inscrit surtout dans un mouvement de construction d’un horizon politique sur des problèmes complexes et graves de nature globale. (...)
Dossier thématique de la Revue Nouvelle coordonné par Baptiste Campion et Caroline Van Wynsberghe... more Dossier thématique de la Revue Nouvelle coordonné par Baptiste Campion et Caroline Van Wynsberghe
-Experts médiatiques, par Baptiste Campion, Caroline Van Wynsberghe
-Ce que les médias font à l’expertise. Quels enjeux pour l’expertise médiatique ?, par Baptiste Campion
-Des experts dans les médias. Si on lisait la notice avant emploi ?, par Antonio Solimando
-Les académiques ont-ils vocation à passer à la télé ?, par Baptiste Campion
-Diversités des experts dans les médias. Entre invisibilité et variable d’ajustement, par Caroline Van Wynsberghe
-Mutations de l’expertise face à l’impératif de performance médiatique, par Nicolas Baygert
-L’expert dans le miroir, par Renaud Maes
Critique of social media tends to focus on the content of online discourse, particularly the impa... more Critique of social media tends to focus on the content of online discourse, particularly the impacts of fake news and hate speech. But how do social media platforms themselves determine interaction, and how can users adapt to default functionalities in the interests of constructive debate?
Campion, B. (2017). Rester libre dans un marché informationnel confus. La Revue Nouvelle, 2017(1)... more Campion, B. (2017). Rester libre dans un marché informationnel confus. La Revue Nouvelle, 2017(1), 2‑5.
Le projet UrRu étudie l’évolution de l’activité scientifique individuelle et collective. Il envis... more Le projet UrRu étudie l’évolution de l’activité scientifique individuelle et collective. Il envisage cette question au regard des concepts d’appropriation sociotechnique (notamment, De Smedt 2006) et d’artefact cognitif (Norman 1991). Le terrain d’analyse est l’organisation de l’environnement informatique de travail des membres de l’équipe de recherche elle-même, décrite lors de démonstrations enregistrées. L’équipe réalise une analyse sociotechnique qualitative de ces données, mettant en évidence les fonctions principales des usages des TIC (accéder, organiser, produire, …) ainsi que les dimensions transversales qui permettent d’articuler ces fonctions (individualisation, synchronie, automaticité, …). Ces analyses caractérisent en quoi l’activité scientifique est distribuée sur un système socioculturel incluant individus et technologie (Hutchins 1995), au sein duquel la technique procure à l’activité cognitive et sociale des chercheurs une structure qui la guide et la contraint.