As práticas em comunáutica no centro da aprendizagem online

International audienceSeveral sociological, educative and economics approaches are questioned by this deployment of new collective practices and virtual communities inside of space of advanced modernity. The concepts of groupware and collective intelligence are the proof of existence of a new determining social movement.. However, it is important to ask ourselves what actual part is given to groupware practices by the learners in their learning approach and more specifically in e-learning. Based on a 2009 research lead with adult publics following either remote trainings or e-training, we describe here the groupware practices and we expose the methods and the actives skills used to structure theses digital practices of interaction and pedagogical cooperation. We try to describe these practices and to understand what would promote the development of these skills specific to collectives' practices.A implementação de novas práticas coletivas e de comunidades virtuais nos espaços da modernidade avançada questiona as abordagens sociológicas, comunicacionais, educativas e econômicas. Sabe-se atualmente que a colaboração na aprendizagem on-line é um fator suplementar de sucesso e de enriquecimento da formação e que existem ferramentas para a implementar, mas podemos nos questionar quanto à parte real atribuída pelos alunos às práticas comunáuticas nas respectivas aprendizagens, e mais especificamente no ensino on-line. Com base numa investigação realizada em 2009 junto ao público adulto referenciado, tanto no que diz respeito às formações à distância como às formações on-line, descreveremos as práticas comunáuticas e exporemos como e com que competências ativas se estruturam estas práticas digitais de interação e de cooperação pedagógic

Les pratiques médiatiques de l'enseignant au cœur des situations de formation.

International audienceApplying the use of media to training situations provides a range of training practices that take advantage of communication and media facilities. The players in these situations and, in particular, the teachers or training instructors, are being led to re-assess their know-how and professional accreditation. For the researcher, the question of the transformation of the learning task and the modification of the teaching action remain a major question. Teaching as well as learning practices are activities that are finalised in the context and the introduction into the classroom of new media facilities is likely to change or disturb prior know-how. It is therefore valid to examine the "effects" that result from the introduction of media into training situations. From the use of research conducted within the provisions of open or remote training, we suggest a definition of the teacher's behaviour in the use of media. Research into media use, the examination of the process of recontextualisation of modes of interaction and communication are important for following up the current innovations in teaching methods.Les situations de formation médiatisées offrent une diversité de pratique de formation qui met en jeu des dispositifs de communication et des média. Les acteurs de ces situations et notamment les enseignants ou formateurs vont être conduit à réorganiser leurs savoir-faire et leurs habiletés professionnelles. Les pratiques médiatiques des enseignants sont alors des révélateurs des pratiques et des conceptions du métier. A partir des recherches conduites au sein de dispositifs de formation ouverts ou à distance, nous proposons de définir les conduites médiatiques de l'enseignant. L'étude des pratiques médiatiques, l'examen des processus de recontextualisation des modalités d'interaction et de communication sont importantes pour le suivi des innovations pédagogiques en cours. Cette approche médiatique de l'acte d'enseigner pose alors des problèmes méthodologiques et de recherche que l'auteur examine

Approche pédagogique et médiatique du cyberespace.

Face à l'évolution prévisible des techniques de communication et aux changements souvent annoncé de la média sphère, les enseignants et le mode scolaire attendent toujours les innovations pédagogiques annoncées. Certes, les ordinateurs sont aujourd'hui plus présents dans les classes et l'alphabétisation numérique a commencé. L'enseignant doit aujourd'hui souvent dialoguer avec un contexte technologique nouveau. Les machines sont plus proches des hommes et ici et là des situations originales de formation s'initient. La classe a-t-elle changé pour autant et les situations de formation ont-elles été transformées ? Pour le chercheur la question de la transformation de la tâche scolaire et de la modification des actions de l'enseignant reste une question centrale