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An economic and strategic imperative

Collecting, processing, disseminating public data is not only a result of the duty to inform imposed on public administrations in Europe because of their democratic legitimacy. It is as well an economic strategy : the public data reserve can be considered as an important source of job creation which cannot be neglected, today less than ever. But this means organizing information as an authentic trade : while possessing as performing material as the United States, Europe has not prepared itself to this trade ; this raises questions ; furthermore one has to realise that managing this trade has become indispensable to a country's economy. This is why public administrations in Europe and particularly in France must reconsider and rethink the management of public data.

Summer of numéro:http://archive-edutice.ccsd.cnrs.fr/edutice-00000862 The design of the module from the HyperProf hypermedia author system makes it easy to reconcile the expectations of both the French teacher and the student. Personalised progression in learning, decompartmentalisation of knowledge, acquisition of autonomy in work, etc. combined with Macintosh's own user-friendliness to give an increasingly effective image of new teaching technologies. ; Sommaire du numéro : http://archive-edutice.ccsd.cnrs.fr/edutice-00000862 La conception du module à partir du système auteur hypermédia HyperProf permet de concilier aisément les attentes de l'enseignant de français aussi bien que celle de l'élève. Progression personnalisée dans l'apprentissage, décloisonnement des connaissances, acquisition de l'autonomie dans le travail. se sont alliées à la convivialité propre à Macintosh, pour donner une image de plus en plus performante des nouvelles technologies d'enseignement.

Summer of numéro:http://archive-edutice.ccsd.cnrs.fr/edutice-00000861 The teaching and cognitive psychology work creates a new consensus on the nature of the learner and his/her activities. According to J.-M. Albertini (1990), the learner built from his observations and experience a 'personal vision of the world', a representation device from which he gradually approached knowledge, and learned his own knowledge. This makes the pedagogical problems to be addressed more complex. As the learner does not simply need to access new knowledge, he must also integrate it into his spontaneous naïve system, which the expert probably considers to be "wrong". In this sense, our representation of the world is only an incomplete and partial view of reality. At the same time, the learner does not simply build his knowledge but also determines his own learning process. And it is only when knowledge is meaningful for it that it is appropriate and can change its system of representatives. It is in this context that we look for children's representations on new information and communication technologies. ; Sommaire du numéro : http://archive-edutice.ccsd.cnrs.fr/edutice-00000861 Les travaux en pédagogie et en psychologie cognitive dessinent un consensus nouveau sur la nature de l'apprenant et de ses activités. Selon J.-M. Albertini (1990), l'apprenant se construit à partir de ses observations et de son expérience une "vision individuelle du monde", un dispositif de représentations à partir duquel il approprie progressivement des connaissances, il fait l'apprentissage de son propre savoir. Cela rend plus complexes les problèmes pédagogiques à résoudre. Car l'apprenant ne doit pas simplement accéder à de nouvelles connaissances, il doit également les intégrer dans son système spontané naïf, jugé probablement "erroné" par l'expert. En ce sens, la représentation que nous avons du monde ne constitue qu'une vision incomplète et partielle de la réalité. En même temps, l'apprenant ne construit pas simplement son savoir mais détermine ...