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Concordia University
Concordia University

Ann-Louise Davidson, PhD

Director, Innovation Lab
Strategic Advisor, Innovation, Dean of Arts & Science (Office)
Associate Director, Milieux Institute for Arts Culture and Technology
Professor, Education

Biography    Selected publications   

Ann-Louise Davidson, PhD
Office: S-FG 6203  
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 5476
Email: ann-louise.davidson@concordia.ca
Website(s): Education Makers
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Selection of articles published in peer reviewed scientific journals

Naffi, N., Charest, M., Davis, S., Pique, L., Davidson, A.-L., Brault, N.,Bernard, M.-C., Barma, S. (2023). Youth Construals of Deepfakes andMisinformation. Journal of Constructivist Psychology. https://www.tandfonline.com/doi/full/10.1080/10720537.2023.2294314

Naffi,N., Davidson, A.-L., Winer, L., Beatty, B., Focarile, T., Rukavina, D.,Germain-Rutherford, A., Hornsby, D., Strickland-Davis, S., Boujaoude, S., Côté,S., Raîche-Savoie, G., Racine, J.-F., Camara, L., Duponsel, N., Krofp, V. (2023).Movingforward after COVID-19: New directions for teaching in higher education. IJTHE,20(2), 68-85. https://ijthe.org/files/numeros/119/ritpu-v20n2-07.pdf

Davidson,A.-L., Harlap, A., Bhuiyan, N. (2022). A Living LabApproach to Prepare Students to be Confident Innovators. Papers in PoliticalEconomy, 68. https://journals.openedition.org/interventionseconomiques/19045

Parent, S., Michaud, O., Davidson,A.-L., Sanabria, J., Artemova, I. (2022). Portrait de quatre espaces créatifs au Québec :analyse à partir de la théorie de l'activité. RevueInternationale du CRIRES : Innover dans la tradition de Vygotsky, 6(3),66-85.

Naffi, N., Davidson, A.-L., Brault, N., Barma,S., Bernard, M.-C., Viau-Guay, A., Berger, F. (2021). Éduqueraux deepfakes ou hypertrucages malveillants : Un nouveaudéfi du développement de la citoyenneté numérique. Éducation et francophonie,49-2. https://www.erudit.org/fr/revues/ef/2021-v49-n2-ef06680/1085307ar/

Sanabria, J., Davidson, A.-L., Romero, M., Quintana,T. (2020). Macro-diseminaciónde la Cultura Maker: competencias del siglo XXI en un Ideatón. Revista de Educacióna Distancia, 62(20), pp. 1-27. https://doi.org/10.6018/red.398381.

Davidson, A.-L., Naffi, N., Raby, C.(2020). Un approccio PCP alla risoluzione dei conflitti nelle comunità diapprendimento. Rivista Italiana di Costruttivismo, 8(1), pp.30-42. Complete paper online: http://www.rivistacostruttivismo.it/wp-content/uploads/2020/04/RIC_8_1_Davidson-Naffi-Raby.pdf

Davidson,A.-L., Naffi, N.(2019). Faire face à un futur incertain à travers les activités “maker”. Spectre, 47(1), novembre 2019, p.11-15.Complete paper online : https://en.calameo.com/aestq/read/0051814835fffd5b55f32

Naffi, N., Davidson, A.-L.(2019). Coinvolgere i giovani dellecomunità ospitanti per comprendere come costruiscono l’influenza dei socialmedia sul ricollocamento dei profughi siriani. Rivista Italiana di Costruttivismo, 7(2), pp.42-56. http://www.rivistacostruttivismo.it/wp-content/uploads/2019/10/RIC-7_2_Naffi-Davidson.pdf

Cucinelli, G.,Davidson, A.-L., Romero, M.,*Matheson, T. (2018). Intergenerational learning through a participatory videogame design workshop. Journal ofIntergenerational Relationships, 16(1-2), 146-165. Complete paper online: [https://doi.org/10.1080/15350770.2018.1404855]

Davidson, A.-L., *Price, D. (2017)Does Your School Have the Maker Fever? –An Experiential Learning Approach ToDeveloping Maker Competencies. LEARNingLandscapes, 11(1), 103-120. [https://www.learninglandscapes.ca/index.php/learnland/article/view/926

Selection of authored book chapters with reviewing committee

Davidson, A.-L., Charbonneau, O. (accepted). Comment entrevoir l’enseignementuniversitaire à l’ère de l’IA générative. In Stéphane Allaire, Descheneaux, F.Université du futur.

Davidson, A.-L., Louis, N., Naffi, N. (accepted). Développer l’innovation et lacréativité à travers le numérique. Faire face à l’avenir? In. S. Colin& Michelot, F. La compétence numérique en contexte éducatif. Regardscroisés et perspectives internationales.

Naffi, N., Davidson, A.-L.(2020). A Group of Youth Learn Why and How toDisrupt Online Discourses and Social Media Propaganda Around Syrian Refugees. In. A. Naseemand Arshad-Ayaz, A (Eds). Peace 2.0: Social Media as Space for Peace Education,pp.15-40. Palgrave Macmillan

Davidson. A.-L., *Naffi, N. (2018).Facilitating Problem-Based Learning: A Reflective Analysis. In. Jean-LucRinaudo (Dir.). Telepresence in Training,Chapter 3, pp. 53-75. London: ISTE Editions.

Selected publications

Selection of articles published in peer reviewed scientific journals

Naffi, N., Charest, M., Davis, S., Pique, L., Davidson, A.-L., Brault, N.,Bernard, M.-C., Barma, S. (2023). Youth Construals of Deepfakes andMisinformation. Journal of Constructivist Psychology. https://www.tandfonline.com/doi/full/10.1080/10720537.2023.2294314

Naffi,N., Davidson, A.-L., Winer, L., Beatty, B., Focarile, T., Rukavina, D.,Germain-Rutherford, A., Hornsby, D., Strickland-Davis, S., Boujaoude, S., Côté,S., Raîche-Savoie, G., Racine, J.-F., Camara, L., Duponsel, N., Krofp, V. (2023).Movingforward after COVID-19: New directions for teaching in higher education. IJTHE,20(2), 68-85. https://ijthe.org/files/numeros/119/ritpu-v20n2-07.pdf

Davidson,A.-L., Harlap, A., Bhuiyan, N. (2022). A Living LabApproach to Prepare Students to be Confident Innovators. Papers in PoliticalEconomy, 68. https://journals.openedition.org/interventionseconomiques/19045

Parent, S., Michaud, O., Davidson,A.-L., Sanabria, J., Artemova, I. (2022). Portrait de quatre espaces créatifs au Québec :analyse à partir de la théorie de l'activité. RevueInternationale du CRIRES : Innover dans la tradition de Vygotsky, 6(3),66-85.

Naffi, N., Davidson, A.-L., Brault, N., Barma,S., Bernard, M.-C., Viau-Guay, A., Berger, F. (2021). Éduqueraux deepfakes ou hypertrucages malveillants : Un nouveaudéfi du développement de la citoyenneté numérique. Éducation et francophonie,49-2. https://www.erudit.org/fr/revues/ef/2021-v49-n2-ef06680/1085307ar/

Sanabria, J., Davidson, A.-L., Romero, M., Quintana,T. (2020). Macro-diseminaciónde la Cultura Maker: competencias del siglo XXI en un Ideatón. Revista de Educacióna Distancia, 62(20), pp. 1-27. https://doi.org/10.6018/red.398381.

Davidson, A.-L., Naffi, N., Raby, C.(2020). Un approccio PCP alla risoluzione dei conflitti nelle comunità diapprendimento. Rivista Italiana di Costruttivismo, 8(1), pp.30-42. Complete paper online: http://www.rivistacostruttivismo.it/wp-content/uploads/2020/04/RIC_8_1_Davidson-Naffi-Raby.pdf

Davidson,A.-L., Naffi, N.(2019). Faire face à un futur incertain à travers les activités “maker”. Spectre, 47(1), novembre 2019, p.11-15.Complete paper online : https://en.calameo.com/aestq/read/0051814835fffd5b55f32

Naffi, N., Davidson, A.-L.(2019). Coinvolgere i giovani dellecomunità ospitanti per comprendere come costruiscono l’influenza dei socialmedia sul ricollocamento dei profughi siriani. Rivista Italiana di Costruttivismo, 7(2), pp.42-56. http://www.rivistacostruttivismo.it/wp-content/uploads/2019/10/RIC-7_2_Naffi-Davidson.pdf

Cucinelli, G.,Davidson, A.-L., Romero, M.,*Matheson, T. (2018). Intergenerational learning through a participatory videogame design workshop. Journal ofIntergenerational Relationships, 16(1-2), 146-165. Complete paper online: [https://doi.org/10.1080/15350770.2018.1404855]

Davidson, A.-L., *Price, D. (2017)Does Your School Have the Maker Fever? –An Experiential Learning Approach ToDeveloping Maker Competencies. LEARNingLandscapes, 11(1), 103-120. [https://www.learninglandscapes.ca/index.php/learnland/article/view/926

Selection of authored book chapters with reviewing committee

Davidson, A.-L., Charbonneau, O. (accepted). Comment entrevoir l’enseignementuniversitaire à l’ère de l’IA générative. In Stéphane Allaire, Descheneaux, F.Université du futur.

Davidson, A.-L., Louis, N., Naffi, N. (accepted). Développer l’innovation et lacréativité à travers le numérique. Faire face à l’avenir? In. S. Colin& Michelot, F. La compétence numérique en contexte éducatif. Regardscroisés et perspectives internationales.

Naffi, N., Davidson, A.-L.(2020). A Group of Youth Learn Why and How toDisrupt Online Discourses and Social Media Propaganda Around Syrian Refugees. In. A. Naseemand Arshad-Ayaz, A (Eds). Peace 2.0: Social Media as Space for Peace Education,pp.15-40. Palgrave Macmillan

Davidson. A.-L., *Naffi, N. (2018).Facilitating Problem-Based Learning: A Reflective Analysis. In. Jean-LucRinaudo (Dir.). Telepresence in Training,Chapter 3, pp. 53-75. London: ISTE Editions.

 
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