An Action-Based Approach to Presence: Foundations and Methods

This chapter presents an action-based approach to presence. It starts by briefly describing the theoretical and empirical foundations of this approach, formalized into three key notions of place/space, action and mediation. In the light of these notions, some common assumptions about presence are then questioned: assuming a neat distinction between virtual and real environments, taking for granted the contours of the mediated environment and considering presence as a purely personal state. Some possible research topics opened up by adopting action as a unit of analysis are illustrated. Finally, a case study on driving as a form of mediated presence is discussed, to provocatively illustrate the flexibility of this approach as a unified framework for presence in digital and physical environment

French approaches to accreditation of prior learning : practices and research

The French experience of validating the knowledge, skills and competences acquired through informal and non-formal learning is unique in the world. In this chapter, we argue for the singularity of this experience in France. We first review the beginnings of accreditation of prior learning (APL) movement, from the early experiments until its current modes of functioning. We show in particular how the implementation of APL introduced a significant break in the French educational model that attaches great importance to diplomas obtained within the school system. APL radically transformed the landscape of classic means of certification. It established a strong distinction between diplomas and other pathways to gain certification, by recognising the formative dimension of work experience. The issue which then arises is not so much the recognition of knowledge, skills and competences that have been acquired at work, but the means by which the recognition can be operationalised. We focus, therefore, on the methodological resources provided to support candidates and to assist the complex process by which they are expected to put into words their work experience. To do so, we discuss recent research conducted in France in the field of psychology and educational sciences that investigate the counsellors' activities. This research, we argue, opens up interesting perspectives in terms of training and professionalisation in the field of APL