1. Vers carte "François Georges"
2. 1
2.1. Domaine conceptuel
2.1.1. Ressources d'Alan Wright
2.1.1.1. A propos de l'autonomie
2.1.1.1.1. Barr, R. & Tagg, J. (1995). From Teaching to Learning. New Paradigm for Undergraduate Education.
2.1.1.1.2. Biggs, J. (2003). Teaching for quality learning at university. What the student does. (2nd ed.). London: Society for Research into Higher Education & Open University Press.
2.1.1.1.3. Brockett, R. & Hiemstra, R. (1991). Sel-direction in adult learning. Perspectives on theory, research and pratice. London, GB : Routledge.
2.1.1.1.4. Boud, D. (1988). Developing Student Aunomy in Learning. New York, NY : Nichols Publishing Company.
2.1.1.1.5. Candy, P. (1991). Self-Direction for lifelong learning : A comprehensive Guide to Theory and Practice. Oxford, GB : Jossey-Bass Publishers.
2.1.1.1.6. Landers, K. W., Jr. (1989). The Oddi Continuous Learning Inventory: An alternate measure of selfdirection in learning. Unpublished doctoral dissertation, Syracuse University, Syracuse, NY.
2.1.1.1.7. LONG, D.G. (1990), Learner Managed Learning. London, GB : Kogan Page.
2.1.1.1.8. Thanasoulas, D. (2000). What is Learner Autonomy and How Can It Be Fostered. Consulté le 8 août 2008 dans http://iteslj.org/Articles/Thanasoulas-Autonomy.html
2.1.1.1.9. Wright, A. (s.d.). Learning Autonomy Worshop Exercises.
2.1.1.1.10. Wright, A. (2004). Professors as Learners: Fostering Autonomy. Consulté le 8 août 2008 dans http://www.uottawa.ca/services/tlss/iced2004/pages/program/conc7_7.htm#head
2.1.1.1.11. Wright, A. (2006). Autonomous Learning : Fertile Soil for SoTL ? Paper presented at STLHE, Victoria, Canada.
2.1.1.1.12. Wright, A. (2004)Vers l'autonomie étudiants : théorie et pratique. Paper presented at ACFAS, Montréal, Canada.
2.1.1.1.13. Wright, A. (2008). Development of Learning Survey Results.
2.1.1.1.14. Ryan, R. & Deci, E. (2000). Intrinsic and Extrinsic Motivations : Classic Definitions and New Directions. Compempory Educational Psychology 25, 54-67.
2.1.1.2. A propos de l'encadrement des doctorants
2.1.1.2.1. Pearson, M. & Brew, A. (2002). Research Training and Supervision Development. Studies in Higher Education Volume 27, No. 2, 2002
2.1.1.3. A propos du développement professionnel des enseignants
2.1.1.3.1. The Learning and Teaching Centre (2005). Critical Incidents. Victoria, Canada : University of Victoria.
2.2. Domaine technique
2.2.1. STLHE
2.2.1.1. Site
2.2.1.2. Games and Simulations in Higher Education
2.2.1.3. The First Lecture
2.2.1.4. L'utilisation d'un portofolio électronique dans un programme simultané pour la formation des enseignants
2.2.1.5. Why We Blog: Adopting a New Communications Strategy for Teaching and Learning Centres
2.2.1.6. Designing Successful Learning Models in Undergraduate Education: A Journey in Podcasting/Vodcasting at McMaster University
2.2.1.7. Mech 2
2.2.2. Centre for Teaching and Learning (CTL)
2.2.2.1. Site
2.2.2.2. The Impact of Space on Learning
2.2.2.3. Georges, F. (2008). Compétence, autonomie, régulation : trois champs de recherche pour soutenir la professionalisation des enseignants. Conférence sur invitation, Windsor, Canada.
2.2.2.4. CLEW (Collaboration and Learning Environment Windsor)
2.2.3. New Faculty Orientation
2.2.3.1. Agenda
2.2.3.2. Promotion, tenure & renewal
2.2.3.2.1. Site
2.2.3.2.2. The tenure dialogues
2.2.3.2.3. Success stories and strategies form researchers on campus
2.2.3.2.4. Outil : Promotion, Tenure and Renwal (P.T.R) Guide
2.2.3.3. UWResearch Support Services
2.2.3.3.1. Site
2.2.3.3.2. Overview of the Office of Research
2.2.3.3.3. Outil : UWin Research Guide
2.2.3.4. Center For Teaching and Learning
2.2.3.4.1. Site
2.2.3.4.2. Overview of the CTL
2.2.3.4.3. Faciliting Small-Group Discussion
2.2.3.4.4. Who are my students and how do they learn?
2.2.3.5. Leddy Library Services
2.2.3.5.1. Site
2.2.3.5.2. Outils