Author: Anne Baillot

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Our fight has to be a digital one

In December 2019, the hypotheses blogs were inaccessible for 24 hours. This was not due to a hacker attack or a technical issue. This was a way for the OpenEdition team to join in the social fight that is currently raging in France, a way to make aware of the conditions they are working in now and will be in the coming years if the planned social reforms were to pass. Many hypotheses bloggers expressed their disappointment, their disdain, their outrage, at this course of action. You will find below the text (in French) that we, bloggers who support the...

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Formation aux outils numériques pour les lettres, langues et sciences humaines (11-12 février 2020, Le Mans)

La journée du 11 février est davantage destinée aux linguistes et littéraires, celle du 12 aux historien.ne.s et civilisationnistes, mais l’idéal est évidemment d’assister aux deux, qui sont complémentaires. Conçues au départ pour les germanistes, elles sont bien évidemment ouvertes également aux collègues d’autres disciplines intéressé.e.s! Ces journées de formation sont ouvertes aux chercheurs/euses de tout “âge” académique, sur inscription (envoyez-moi un mail). Organisé avec le soutien financier du RFI Alliance Europa. 11 février – Travail sur corpus et stratégies de diffusion numériques Matin 9h Introduction, présentation des objectifs de la journée (Anne Baillot) 9h30-11h15 Blogger avec hypotheses, l’exemple de...

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How I became a feminist

TW: The following contains allusions to rape in a literary text. A story of self-censorship A few years ago, two separate events made me rethink the way I expose my public persona on the web. Back then, I wasn’t tenured yet but pretty convinced I would soon be (it turned out to be a much more tedious and painful process than I thought, but that’s a story I told at length on this blog). I thought standing up for what I truly believed in – the ideals of open science and freedom of thought – meant raising my voice through...

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Like a caramel pudding, somehow

As promised in an earlier post, I would like to start a series of blogposts on different didactical settings I tried out this year and think about what worked, what should be improved and how far you can take active pedagogy with second years. It all started in the middle of the first term, when I realised that the students consider giving presentations as being “active” in a class. I thought it was time for them to understand a little bit better what actively producing knowledge really means.

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German-French Summer School in Human/Machine Translation

Among the many things I have not managed to do over the past week, advertising the upcoming German-French Summer School in Human/Machine Translation is probably the most urgent one, since the deadline for application is tonight. This project is supported by DARIAH and Le Mans Université and aims at bringing together French- and German-speaking scholars wishing to learn how to translate with semi-automatic methods and reflect on the changes it involves for translation practice. The summer school includes hands-on sessions, but also discussions between Humanities and IT scholars on translation goals and methods, evaluation, and the didactics of semi-automatic translation....