L’évolution des métiers de l’ingénierie pédagogique : quelle adéquation entre les nouveaux besoins et les formations proposées ?

In a context of fierce competition, the training centers specialized in distance learning must acquire skills in training engineering and in developing innovative plans of action. They need skilled workers who are able to innovate and also promote the value on the market of the programs which were created. Following those observations, we analyze the nature of the job(s) connected to innovation in the vocational sector and more specifically distance learning in such an environment. Can we still designate these professionals as pedagogical engineers? Do they take into account the valuation of the service created on their market? In order to answer this, we have consulted several professional references offered by the institutions of the sector, then we studied the system of reference of ten professional titles of pedagogical development officially recorded. This work enabled us to remark that the traces of new professional activities are perceptible in the landscape of the training sector, mixing innovation, pedagogical engineering and the marketing of the training programs. A new professional appears and distinguish himself from the former idea of pedagogical ingineers by his capacity of answering to the political, pedagogical economic and also commercial needs and constraints of the involved actors

Le mémoire comme outil d’appréciation des attentes et des besoins en accompagnement en formation à distance

Distance learning reveals a number of uncertainties: the learner must be able to show some degree of autonomy and cope with this very feeling of uncertainty (Brugvin, 2005; Jézégou, 1998). Our research will be based on the writings of Emile Durkheim (1930), Robert Castel (2009), Alain Ehrenberg (1995) and Edgar Morin (2000), so as to justify our definition of the notion of uncertainty. High-level athletes are confronted to uncertainty on a regular basis and throughout their whole career (Lévèque, 2008) without however being prepared to face it outside of the competitive background (UNCU and USJSF, 2004). In what way are the tools for mediation (Peraya, 1999) able to help the protagonists of the framework of accompaniment to face this phenomenon in the context of distance learning? In order to answer this question, we have interviewed five high-level athletes –who were in the process of distance learning and enrolled in level-II degree courses– regarding their experience with the process of accompaniment throughout learning, especially the writing of their dissertation. The elaboration of the dissertation seems to constitute an essential tool to appreciate the relation of the learner with the framework and allows us to elaborate a accompaniment which is negotiated and adapted to his project

Preparation of a chiral key glutarimide intermediate of SR 142,801 via asymmetric allylic alkylation

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Rhodium catalyzed hydroformylation of water insoluble olefins in the presence of chemically modified β-cyclodextrins: evidence for ligand-cyclodextrin interactions and effect of various parameters on the activity and the aldehydes selectivity

International audienc

1,1prime-Binaphthyl-2-methylpyridinium-based peroxophosphotungstate salts: synthesis, characterization, and their use as oxidation catalysts

International audienc