Publications
Demande de tirés à part - Request for reprints : Erica.deVries@upmf-grenoble.fr
Articles dans des revues - Journal articles
De
Vries, E. (2006). Students' construction of external
representations in design-based learning situations. Learning and Instruction, 16, 213-227.
Geronimi, A., De Vries, E., Prudhomme, G., et Baillé, J.
(2005). «Objets intermédiaires» dans une situation de conception en technologie
avec CAO au collège. ASTER, 41,
95-115.
d'Ham, C., De Vries, E., Girault,
I., & Marzin, P. (2004). Exploiting distance
technology to foster experimental design as a neglected learning objective in labwork in chemistry. Journal of Science Education and Technology, 13, 425-434. (dHam_etal_JSET.pdf)
De Vries, E., Lund, K. & Baker, M. (2002). Computer-mediated
epistemic dialogue: Explanation and argumentation as vehicles for understanding
scientific notions. Journal of the Learning
Sciences, 11, 63-103. (deVries_etal_JLS.pdf)
De Vries,
E. (2001). Les logiciels d'apprentissage
: panoplie ou éventail ? Revue Française de
Pédagogie, 137, 105-116.(deVries_RFP.pdf)
Baker, M., De Vries, E., Lund, K., & Quignard, M. (2001). Interactions épistémiques médiatisées
par ordinateur pour l'apprentissage des sciences : bilan de recherches. Sciences et Techniques Educatives - EIAO'01, 8,
21-32. (Baker_etal_EIAO.pdf)
De Vries, E. (2000). Hypermédias et
apprentissage de la physique : une familiarisation avec les termes d'une
modélisation ? Sciences et Techniques
Educatives, 7, 313-332.
De Vries, E.,
& de Jong, T. (1999). The design and evaluation of hypertext
structures for supporting design problem solving. Instructional Science, 3-4, 285-302.(deVries_IS99.pdf)
De Vries, E., & Tricot, A. (1998).
Évaluer l'utilisation d'hypermédias : intérêts et limites des variables de
performance. In A. Tricot & J.-F. Rouet (Eds.), Les hypermédias : approches cognitives et
ergonomiques (pp. 175-190). Paris : Hermès, n° Hors Série de la
revue Hypertextes et Hypermédias.
De Vries, E.,
& de Jong, T. (1997). Using information
systems while performing complex tasks: an example from architectural design. International Journal of Human-Computer Studies, 46,
31-54.
Tiberghien, A., & De Vries, E. (1997). Relating characteristics of
learning situations to learner activities. Journal of Computer Assisted
Learning, 13, 163-174.(Tib_deVries_JCAL.pdf)
Chapitres d'ouvrage - Chapters in edited books
De Vries E. (sous presse).
Convention, ou le partage de l’arbitraire. Dans J. Baillé (Ed.), Du mot au concept : Convention.
Grenoble : PUG.
De Vries E., Demetriadis,
S, & Ainsworth, S. (2009). Learning with external representations: Headed towards a digital culture.
In N. Balacheff, S. Ludvigsen,
T. de Jong, A. Lazonder, & S. Barnes (Eds.) Technology Enhanced Learning – Principles
and Products (pp. 137-153). Heidelberg: Springer.
De Vries, E. & Ainsworth, S. (2007).
Conversions dans les environnements interactifs d’apprentissage. Dans J. Baillé
(Ed.), Du mot au concept : Conversion
(pp. 165-187). Grenoble : PUG.
De Vries, E., Baillé, J. & Geronimi, A. (2006). Quelles situations pour l’introduction
de la conception assistée par ordinateur (CAO) en technologie au collège ? Dans
P. Dessus & E. Gentaz (Eds.), Apprentissages et enseignement : Sciences cognitives et éducation
(143-160). Paris : Dunod.
De Vries, E. & Baillé, J. (2006).
Apprentissage : Référents théoriques pour les EIAH. In M. Grandbastien
& J.-M. Labat (Eds.), Environnements Informatiques et Apprentissages Humains (pp.
27-45). Paris : Hermès, collection IC2.
Baker, M., De Vries, E., Lund, K., & Quiqnard, M. (2003). Interactions épistémiques médiatisées
par ordinateur : la coélaboration des notions
scientifiques. In C. Deaudelin & Th. Nault (Eds.), Collaborer pour
apprendre et faire apprendre : la place des outils technologiques
(pp. 121-134). Québec : Presses de l'université du Québec.
De Vries,
E. (2003). Educational technology and multimedia from a cognitive perspective:
Knowledge from inside the computer, onto the screen, and into our heads? In H.
van Oostendorp (Ed.), Cognition in a digital world (pp. 155-174).
De Vries,
E., (2000). Hypermedia for physics learning: the case of the energy concept. In
J.-F. Rouet, J. J. Levonen,
& A. Biardeau (Eds.), Multimedia learning: Cognitive and instructional issues (pp.
141-154).
Articles dans des actes de congrès (acceptation sur papier )-
Articles in conference proceedings
De
Vries, E. (accepted). Formaliser la représentation : controverses et perspectives. Actes du colloque
ARCo’09.
Depret, C. & De
Vries, E. (2008). How to designate objects of learning: the case of the
vector. In F. Maes & S. Ainsworth (Eds.), Proceedings of EARLI SIG 2 bi-annual
Conference: Exploiting the opportunities: Learning with textual, graphical and multimodal
representations (pp. 46 – 49).
De Vries,
E., Geronimi, A. & Baillé,
J. (2008). Introducing a representational tool of the trade in middle school.
In G. Kanselaar, J. van Merriënboer,
P. Kirschner, & T. de Jong
(Eds.), Proceedings of the International
Conference of the Learning Sciences,
Marzin, P. & De Vries, E. (2008). How can we take into
account students’ conceptions of the facial angle in a palaeontology laboratory
work? In G. Kanselaar, J. van Merriënboer,
P. Kirschner, & T. de Jong
(Eds.), Proceedings of the International
Conference of the Learning Sciences,
De Vries,
E. (2006). Semiotic highways and the problem of abduction in ILEs. In
De Vries,
E. (2005). What's in a rectangle? An issue for AIED in the design of semiotic
learning tools. In C.-K Looi, G. McCalla,
B. Bredeweg, J. Breuker
(Eds.), Artificial Intelligence in
Education. Supporting learning through intelligent and socially informed
technology (pp. 938-940).
Dessus, P., & De Vries, E. (2004). Do students apply
constructivist principles in designing Computer-Supported Learning
Environments? Special Interest Meeting of EARLI SIG 6 & SIG 7 Instructional design for effective and enjoyable
computer- supported learning. Tübingen :
Baker,
M., De Vries, E.,
Baker, M., De
Vries, E., & Lund, K. (1999). Designing
computer-mediated epistemic interactions. In S. P. Lajoie
& M. Vivet (Eds.), Artificial Intelligence in Education. Open Learning Environments: New
technologies to support learning, exploration and collaboration
(pp. 139-146).
De Vries,
E., (1996). Educational multimedia for learning and problem solving. In P. Brna, A. Paiva, & J. Self
(Eds.), Proceedings of the European
Conference on Artificial Intelligence in Education (pp. 157-163). Lisbon, Portugal: Edições
Colibri.
Tricot, A., Bétrancourt,
M., Dufresne, A., Merlet, S., Rouet, J.-F., & De
Vries, E. (1996). Des hypermédias pour quoi faire ? L'apport des modèles de
tâches à la conception d'hypermédias pour l'apprentissage. In E. Bruillard, J.-M. Baldner, &
G.-L. Baron (Eds.), Hypermédias et Apprentissages 3 (pp. 257-272). Paris,
France: INRP, EPI.
De Vries, E., Tiberghien, A., & Petitot, G. (1995). Learning Processes and
Knowledge Representation in the Design of Educational Hypermedia. In S. Fraisse, F. Garzotto, T. Isakowitz, J. Nanard, & M. Nanard (Eds.), Hypermedia
Design,
De Vries,
E. (1993). The role of case-based reasoning in architectural design: Stretching
the design problem space. In W. Visser (Ed.), Re-use of designs: An interdisciplinary cognitive
approach. Proceedings of Workshop 15 of the 13th International Joint Conference
on Artificial Intelligence (pp. 28-40). Chambéry, France.
Edition d'ouvrages - Edited books
De Vries, E., Pernin, J.-P., & Peyrin,
J.-P. (2001). Actes du Cinquième Colloque
Hypermédias et Apprentissages. Paris : INRP, EPI.
Papiers présentés et affiches - Presented
papers and posters
Vadcard, L., de Vries, E. & Baillé, J. (2009, December). Authenticité et sémioticité
: deux paradoxes (de l’expérience) dans les technologies informatiques pour la
formation. Communication lors de L'expérience,
le premier Colloque international de l’association
Recherches et Pratiques de Didactique Professionnelle, Dijon, France
De Vries, E. (2009, August). Four obstacles
to effective learning with static and animated graphics. Poster presented at the biannual Conference of the European Association of Research
on Learning and Instruction (EARLI), Amsterdam, The Netherlands.
De Vries, E. & Baillé, J. (2007,
August). Dyadic versus triadic views on representation, how does semiotics fit
in? Paper presented at the biannual
Conference of the European Association of Research on Learning and Instruction
(EARLI),
De Vries,
E. (2007, August). Multiple contemporaneous graphical formalisms in inquiry
learning environments: a blessing in disguise? Paper presented at the biannual Conference of the European Association of
Research on Learning and Instruction (EARLI),
De Vries,
E. (2007, July). De la non-convention dans
la technologie éducative.
Communication lors du séminaire
Du mot au concept :
Convention,
De Vries,
E. (2007, March). Représentations externes
en technologie : une lecture affordance-vicariance d’une triple diversité dans les productions d’élèves pour une tâche de conception. Communication lors
du colloque Recherches sur et pour l’éducation et les enseignements technologiques : enjeux éducatifs
et scientifiques. UMR-STEF-INRP, UMR-ADEF-INRP et LSE-UPMF,
De Vries,
E. (2006, August). Semiotic highways and the problem of abduction in ILEs. In
De Vries,
E. (2005, August). Analysing design problem solving products as external
representations. Paper presented at the
biannual Conference of the European Association of Research on Learning and
Instruction (EARLI),
De Vries, E. & Ainsworth, S. (2005, July). Représentations multiples et technologie
en éducation : Conversions réelles et virtuelles. Communication lors du
séminaire Du
mot au concept : Conversion,
De Vries,
E. (2004, September). On the need for "unorthodox" ways of studying
learning with technology. Poster presented at the EARLI SIG 2 Meeting, Comprehension of text and graphics: basic and applied
issues. Valencia, Spain.
De Vries, E. (2004, April). L'authenticité
dans l'éducation technologique au collège : cadre théorique et étude d'une
situation de conception assistée par ordinateur. Septième Biennale de l'Éducation et de
De Vries,
E. (2003, August). Studying student dialogues to uncover representational and
communicational aspects of the instructional use of computer-assisted design
programs. Paper presented at the biannual
Conference of the European Association of Research on Learning and Instruction
(EARLI),
De Vries, E. (2002, January).
Quelle approche pour juger de la pertinence de l'apprentissage avec
l'ordinateur à l'école ? Colloque sur
l'Apprentissage avec l'Ordinateur à l'Ecole, Bordeaux, France.
De Vries, E. (2001, August). Theoretical and
functional aspects of computer-supported learning environments. Paper presented
at the biannual Conference of the European
Association of Research on Learning and Instruction (EARLI),
De Vries, E., Lund, K., & Baker, M. (1999, August). Explaining and
arguing about science concepts in a computer-based environment for the
Confrontation, Negotiation, and Construction of Text (ConNeCT).
Paper presented at the biannual Conference
of the European Association of Research on Learning and Instruction
(EARLI),
Lund, K., Baker, M., & De Vries, E., (1997, December). Teachers' analysis
of and support for students' collaborative problem-solving activity: a study in
a CSCL environment for understanding sound in physics. Poster presented at the CSCL conference,
De Vries,
E., & Tricot, A. (1997, August). Local goals in multimedia use and the
study of learner activities through interaction variables. Poster presented at
the biannual Conference of the European
Association of Research on Learning and Instruction (EARLI),
De Vries, E. (1996, May). La sélection
d'informations en fonction de la structure de l'hypermédia et de la nature de
la tâche : une étude exploratoire dans le domaine complexe de la physique [Summary]. In E. Bruillard, J.-M. Baldner, & G.-L. Baron (Eds.),
Préactes de Hypermédias et Apprentissages 3, (pp.
177).
De Vries,
E. (1995, August). The use of task-adapted abstraction hierarchies in design
phases. In C. Aarnoutse, F. de Jong,
H. Lodewijks, R.J. Simons, D. van der
Aalsvoort (Eds.), Abstracts of the 6th European Conference for Research on Learning and
Instruction (p. 325). Tilburg, The Netherlands: Mesoconsult.
De Vries, E.,
van Andel, J., de Jong, T. (1992, July).
Computer-aided
transfer of information on environment and behavior.
Paper presented at the International
Conference on Design and Decision Support Systems in Architecture, Mierlo, The Netherlands.
De Vries, E.,
van Andel, J., de Jong, T. (1992, April). Computer-aided
transfer of information on environment and behavior:
Network versus hierarchical structures [Summary]. In E. G. Arias & M. D.
Gross (Eds.), Proceedings of the 23rd
Conference of the Environmental Design Research Association (p.
293). Oklahoma City: Oklahoma.
Rapports internes - Internal
reports
De Vries, E., (1995). Hypermedia for physics
learning: Activating prior knowledge? (Intern report nr CR-12/95).
De Vries, E. (1993). Stretching the
initial problem space for design problem solving: Browsing and searching in
network and hierarchy structures (Intern report nr 93/02).
De Vries,
E. (1990). Problem solving in design: A
comparison of three theories (Intern report nr 90/03). Eindhoven:
Eindhoven University of Technology, Research Centre for Communication and
Transfer of Technical Knowledge.
Thèses et Habilitation- Theses
De Vries, E. (2006). Représentation et Technologie en Education.
Habilitation à Diriger les Recherches. Université Pièrre-Mendès-France,
Grenoble II, France. (Document pdf)
De Vries,
E. (1994). Structuring information for
design problem solving. Doctoral Dissertation.
De Vries,
E. (1989). Images and propositions: A race
model. Masters Thesis, Institute for Experimental Psychology,