L'accompagnement de groupes d'acteurs engagés dans un processus de participation nécessite de s'interroger sur les paradigmes qui fondent l'action pédagogique. Le but de cette fiche est de mettre en évidence quelques caractéristiques du paradigme écosocioconstructiviste qui fonde la notion de communauté d'apprentissage, celle-ci constituant une référence pédagogique de plus en plus préconisée dans les pratiques de gouvernance.
International audience ; The development of the inter-municipal cooperation gives rise to some major territorial and governmental reorganization. The elected in charge are then confronted to the complex exercise of the municipal cooperation and the definition of a territorial project. It will be a question of studying the inter-municipal cooperation towards the technical, political and "territorial learning" operated by the mayors. That is illustrated by the study of the Toulouse city région, which is splited in three metropolitan council of governments : it shows more or less advanced territories in the community integration process. Some technical managers and more than eighty mayors were asked about that. ; Le développement de l'intercommunalité donne lieu à des recompositions territoriales et gouvernementales majeures. Les élus se confrontent alors à l'exercice complexe de la coopération et à la définition d'un projet territorial. Il s'agira d'étudier la coopération intercommunale au regard des apprentissages (techniques, politiques et territoriaux) opérés par les maires et de concentrer l'analyse sur les « instruments » de ce processus. Ce propos est illustré par l'étude de l'agglomération toulousaine qui, fragmentée en trois communautés d'agglomérations ou urbaine, donne à voir des territoires plus ou moins avancés dans le mouvement d'intégration communautaire. A cette occasion, plus de 80 maires, ainsi que des responsables techniques, ont été interrogés.
International audience ; The development of the inter-municipal cooperation gives rise to some major territorial and governmental reorganization. The elected in charge are then confronted to the complex exercise of the municipal cooperation and the definition of a territorial project. It will be a question of studying the inter-municipal cooperation towards the technical, political and "territorial learning" operated by the mayors. That is illustrated by the study of the Toulouse city région, which is splited in three metropolitan council of governments : it shows more or less advanced territories in the community integration process. Some technical managers and more than eighty mayors were asked about that. ; Le développement de l'intercommunalité donne lieu à des recompositions territoriales et gouvernementales majeures. Les élus se confrontent alors à l'exercice complexe de la coopération et à la définition d'un projet territorial. Il s'agira d'étudier la coopération intercommunale au regard des apprentissages (techniques, politiques et territoriaux) opérés par les maires et de concentrer l'analyse sur les « instruments » de ce processus. Ce propos est illustré par l'étude de l'agglomération toulousaine qui, fragmentée en trois communautés d'agglomérations ou urbaine, donne à voir des territoires plus ou moins avancés dans le mouvement d'intégration communautaire. A cette occasion, plus de 80 maires, ainsi que des responsables techniques, ont été interrogés.
International audience ; Tartaglia's Nova Scientia published in 1537 heralded a new approach to the problems of military technology, by adopting neo-platonistic principles to physical phenomena. However, his enquiry was limited by his Aristotelian viewpoint, and his final edition of 1558 offered the idea that nature could be explained by knowledge applied through Platonic philosophy. Tartaglia had accepted that the flight of the missile, hitherto thought to comprise distinct violent and natural phases, had to be of a mixed nature. While application of mathematics in a mechanical paradigm offered a practical validity, readers needed convincing by a formal proof. The problem of the Gunner was finding a reliable way of firing his shot with reasonable accuracy. Neo-platonist philosophy needed a convincing solution to this problem. In his Stratioticos (1579) Thomas Digges' chapter on gunnery proposed an extensive list of parameters for investigation, thus offering an experimental programme for the English Gunners to follow over the next century. Some thoughts on learning in communities and epistemologies are considered
The Information Communication and Knowledge Society (ICCS) is characterized by the knowledge economy in which learning becomes the engine of private, professional and organizational lives. The information and communication technologies (ICT) melting pot of such a society have made it possible to democratize access to knowledge so that online education, formerly an education modality, becomes a prominent asset for improving skills, particularly with the advent of massive open online courses (MOOC). Our thesis on these MOOCs assesses such a device in its ability to promote a new relationship to the learning activity with a view to increasing the skills of various audiences engaged in a virtual community or community of practice (CoP) in the sense of Etienne Wenger. Our manuscript got down to a posture of researcher-actor-involved in evaluating the relationship to knowledge in such a community by infiltrating it to flush out the structuring ones while sifting through the central tool of this community that is the MOOC Project management (MOOC GdP). The monographic study of the MOOC Gestion de projet and its online community highlights a change in attitude towards knowledge in a knowledge-based society, urging to improve employability through a proactive and agile attitude in its management of skills. At the end of this study, we show by an inductive approach that the MOOC GdP device can constitute a milestone promoting a proactive attitude coupled with community practices to lifelong learning (ATLV), a sine qua non condition for acquiring the metacompetence of learning to learn which is the basis of the learning society. ; La société de l'information, de la communication et de la connaissance (SICC) est caractérisée par l'économie du savoir dans laquelle apprendre devient moteur des vies sur le plan privé, professionnel et organisationnel. Les technologies de l'information et communication (TIC), creuset d'une telle société ont permis de démocratiser l'accès aux savoirs de sorte que l'éducation en ligne naguère une ...
The Information Communication and Knowledge Society (ICCS) is characterized by the knowledge economy in which learning becomes the engine of private, professional and organizational lives. The information and communication technologies (ICT) melting pot of such a society have made it possible to democratize access to knowledge so that online education, formerly an education modality, becomes a prominent asset for improving skills, particularly with the advent of massive open online courses (MOOC). Our thesis on these MOOCs assesses such a device in its ability to promote a new relationship to the learning activity with a view to increasing the skills of various audiences engaged in a virtual community or community of practice (CoP) in the sense of Etienne Wenger. Our manuscript got down to a posture of researcher-actor-involved in evaluating the relationship to knowledge in such a community by infiltrating it to flush out the structuring ones while sifting through the central tool of this community that is the MOOC Project management (MOOC GdP). The monographic study of the MOOC Gestion de projet and its online community highlights a change in attitude towards knowledge in a knowledge-based society, urging to improve employability through a proactive and agile attitude in its management of skills. At the end of this study, we show by an inductive approach that the MOOC GdP device can constitute a milestone promoting a proactive attitude coupled with community practices to lifelong learning (ATLV), a sine qua non condition for acquiring the metacompetence of learning to learn which is the basis of the learning society. ; La société de l'information, de la communication et de la connaissance (SICC) est caractérisée par l'économie du savoir dans laquelle apprendre devient moteur des vies sur le plan privé, professionnel et organisationnel. Les technologies de l'information et communication (TIC), creuset d'une telle société ont permis de démocratiser l'accès aux savoirs de sorte que l'éducation en ligne naguère une ...
The Information Communication and Knowledge Society (ICCS) is characterized by the knowledge economy in which learning becomes the engine of private, professional and organizational lives. The information and communication technologies (ICT) melting pot of such a society have made it possible to democratize access to knowledge so that online education, formerly an education modality, becomes a prominent asset for improving skills, particularly with the advent of massive open online courses (MOOC). Our thesis on these MOOCs assesses such a device in its ability to promote a new relationship to the learning activity with a view to increasing the skills of various audiences engaged in a virtual community or community of practice (CoP) in the sense of Etienne Wenger. Our manuscript got down to a posture of researcher-actor-involved in evaluating the relationship to knowledge in such a community by infiltrating it to flush out the structuring ones while sifting through the central tool of this community that is the MOOC Project management (MOOC GdP). The monographic study of the MOOC Gestion de projet and its online community highlights a change in attitude towards knowledge in a knowledge-based society, urging to improve employability through a proactive and agile attitude in its management of skills. At the end of this study, we show by an inductive approach that the MOOC GdP device can constitute a milestone promoting a proactive attitude coupled with community practices to lifelong learning (ATLV), a sine qua non condition for acquiring the metacompetence of learning to learn which is the basis of the learning society. ; La société de l'information, de la communication et de la connaissance (SICC) est caractérisée par l'économie du savoir dans laquelle apprendre devient moteur des vies sur le plan privé, professionnel et organisationnel. Les technologies de l'information et communication (TIC), creuset d'une telle société ont permis de démocratiser l'accès aux savoirs de sorte que l'éducation en ligne naguère une ...
Recent educational policies are oriented towards the training of teachers for online collaborative work. We size this opportunity to examine the delicate relationship between reflective practice and community of practice. Keeping in mind the professional development of teachers, we stress the interest of developing trainings which support the emergence of communities of practice and raise the awareness about new instructional strategies. We introduce a paradigm which articulates four notions, namely reflection on practice, dialogue in the reflective process, learning community and community of practice. We describe a framework for reflection integrated into a collaborative learning process, its specific media of discourse, scenario and dialogical process. A case study illustrates our approach. ; Saisissant l'occasion offerte par de récentes politiques éducatives qui orientent la formation des enseignants vers le travail collectif en réseaux, nous abordons ici la délicate question de l'association entre pratique réflexive et participation à des communautés de pratique en ligne. Motivés par le développement professionnel de l'enseignant, nous montrons l'intérêt de concevoir des formations qui ont pour enjeux d'être un terreau favorisant l'émergence de communautés de pratique en ligne et d'ouvrir les praticiens à de nouvelles postures pédagogiques. Nous présentons un paradigme qui articule quatre notions : réflexion sur les pratiques, cadre dialogique pour le processus réflexif, communauté d'apprentissage et communauté de pratique. Nous décrivons un dispositif de travail réflexif intégré au sein d'une formation collaborative avec ses supports d'expression, son scénario et son processus dialogique. L'ensemble est illustré par une étude de cas portant sur une formation de formateurs qui s'est répétée sur deux années consécutives.
Recent educational policies are oriented towards the training of teachers for online collaborative work. We size this opportunity to examine the delicate relationship between reflective practice and community of practice. Keeping in mind the professional development of teachers, we stress the interest of developing trainings which support the emergence of communities of practice and raise the awareness about new instructional strategies. We introduce a paradigm which articulates four notions, namely reflection on practice, dialogue in the reflective process, learning community and community of practice. We describe a framework for reflection integrated into a collaborative learning process, its specific media of discourse, scenario and dialogical process. A case study illustrates our approach. ; Saisissant l'occasion offerte par de récentes politiques éducatives qui orientent la formation des enseignants vers le travail collectif en réseaux, nous abordons ici la délicate question de l'association entre pratique réflexive et participation à des communautés de pratique en ligne. Motivés par le développement professionnel de l'enseignant, nous montrons l'intérêt de concevoir des formations qui ont pour enjeux d'être un terreau favorisant l'émergence de communautés de pratique en ligne et d'ouvrir les praticiens à de nouvelles postures pédagogiques. Nous présentons un paradigme qui articule quatre notions : réflexion sur les pratiques, cadre dialogique pour le processus réflexif, communauté d'apprentissage et communauté de pratique. Nous décrivons un dispositif de travail réflexif intégré au sein d'une formation collaborative avec ses supports d'expression, son scénario et son processus dialogique. L'ensemble est illustré par une étude de cas portant sur une formation de formateurs qui s'est répétée sur deux années consécutives.
International audience This work examines the impact of ICT in the building process of intercommunality. The study examines the stakes and implications of extending the "Very-High-Speed Broadband Project" beyond its initial town-level application (Gonfreville l'Orcher) to include the entire metropolitan area of Le Havre. Qualitative analysis was prioritised by means of interviews with local representatives and inter-borough administrators and also with the IT technicians who worked on the initial project. The study has produced several important findings. The integration of ICT more and more frequently in the public affairs brings a new light on the institutionalization and even more, on the territorialisation of intercommunality. Whereas public transportation, culture, sport, economics and social affairs are constant policies, the ICT sector remains confidential for most of the public actors and is especially invested in a unequal way. Therefore, a township commitment on this issue offers leadership opportunities to the elect, but facilitates also the entry of entrepreneurs or political outsiders in the intercommunal scene. The hybrid status and volatility of ICT sets them as interface between three main key issues: political gain, creation of community solidarity, technical learning. Actors of intercommunality experience their commitment in ICT field around these three dimensions sometimes with moderate ambitions or cautious waiting. Finally, as ICT bring political, technical and territorial complexity as well as a real institutional creativity, it reveals and feeds dynamics around intercommunality governance. ; Ce travail interroge l'inscription des Technologies de l'Information et de la Communication (TIC) dans le processus de construction intercommunale. Il focalise sur les enjeux et modalités de transfert à l'échelle de la Communauté de l'Agglomération Havraise (CODAH) d'un projet « Très Haut Débit » d'abord engagé à l'échelle communale (Gonfreville l'Orcher). L'analyse qualitative a été privilégiée via ...
International audience ; This work examines the impact of ICT in the building process of intercommunality. The study examines the stakes and implications of extending the "Very-High-Speed Broadband Project" beyond its initial town-level application (Gonfreville l'Orcher) to include the entire metropolitan area of Le Havre. Qualitative analysis was prioritised by means of interviews with local representatives and inter-borough administrators and also with the IT technicians who worked on the initial project. The study has produced several important findings. The integration of ICT more and more frequently in the public affairs brings a new light on the institutionalization and even more, on the territorialisation of intercommunality. Whereas public transportation, culture, sport, economics and social affairs are constant policies, the ICT sector remains confidential for most of the public actors and is especially invested in a unequal way. Therefore, a township commitment on this issue offers leadership opportunities to the elect, but facilitates also the entry of entrepreneurs or political outsiders in the intercommunal scene. The hybrid status and volatility of ICT sets them as interface between three main key issues: political gain, creation of community solidarity, technical learning. Actors of intercommunality experience their commitment in ICT field around these three dimensions sometimes with moderate ambitions or cautious waiting. Finally, as ICT bring political, technical and territorial complexity as well as a real institutional creativity, it reveals and feeds dynamics around intercommunality governance. ; Ce travail interroge l'inscription des Technologies de l'Information et de la Communication (TIC) dans le processus de construction intercommunale. Il focalise sur les enjeux et modalités de transfert à l'échelle de la Communauté de l'Agglomération Havraise (CODAH) d'un projet « Très Haut Débit » d'abord engagé à l'échelle communale (Gonfreville l'Orcher). L'analyse qualitative a été privilégiée via ...
designed as a theoretical discussion test, the article starts from the observation that the analysis of teaching and learning practices in reading literary texts is tipped between two types of competing models: one focusing on the expected activity of the teacher and/or pupils, the other focusing on observing their actual practices. A similar opposition can also be established in the way teachers themselves model their activity and that of their students. However, it appears that, whatever the analysis plan under consideration, the tension between these two models is not sufficient to reflect the complexity of teaching and learning activities and the relationship with literary texts. It is therefore argued, by way of example, in favour of a median position based on two concepts which make it necessary to think about literary texts in a dialectic way: the concept of interpretative community and the concept of literary reading. ; Conçu comme un essai de discussion théorique, l'article part du constat que l'analyse des pratiques d'enseignement-apprentissage de la lecture des textes littéraires est tiraillée entre deux types de modélisations concurrentes : l'une centrée sur l'activité attendue de l'enseignant et/ou des élèves, l'autre centrée sur l'observation de leurs pratiques effectives. Une opposition similaire peut être établie, par ailleurs, dans la manière dont les enseignants eux-mêmes modélisent leur activité et celle de leurs élèves. Il apparait cependant que, quel que soit le plan d'analyse considéré, la tension entre ces deux modèles ne suffit pas à rendre compte de la complexité des activités d'enseignement-apprentissage et du rapport aux textes littéraires. On argumente dès lors, exemples à l'appui, en faveur d'une position médiane basée sur deux notions qui obligent à penser le rapport aux textes littéraires de manière dialectique : la notion de communauté interprétative et la notion de lecture littéraire.
International audience ; This work examines the impact of ICT in the building process of intercommunality. The study examines the stakes and implications of extending the "Very-High-Speed Broadband Project" beyond its initial town-level application (Gonfreville l'Orcher) to include the entire metropolitan area of Le Havre. Qualitative analysis was prioritised by means of interviews with local representatives and inter-borough administrators and also with the IT technicians who worked on the initial project. The study has produced several important findings. The integration of ICT more and more frequently in the public affairs brings a new light on the institutionalization and even more, on the territorialisation of intercommunality. Whereas public transportation, culture, sport, economics and social affairs are constant policies, the ICT sector remains confidential for most of the public actors and is especially invested in a unequal way. Therefore, a township commitment on this issue offers leadership opportunities to the elect, but facilitates also the entry of entrepreneurs or political outsiders in the intercommunal scene. The hybrid status and volatility of ICT sets them as interface between three main key issues: political gain, creation of community solidarity, technical learning. Actors of intercommunality experience their commitment in ICT field around these three dimensions sometimes with moderate ambitions or cautious waiting. Finally, as ICT bring political, technical and territorial complexity as well as a real institutional creativity, it reveals and feeds dynamics around intercommunality governance. ; Ce travail interroge l'inscription des Technologies de l'Information et de la Communication (TIC) dans le processus de construction intercommunale. Il focalise sur les enjeux et modalités de transfert à l'échelle de la Communauté de l'Agglomération Havraise (CODAH) d'un projet « Très Haut Débit » d'abord engagé à l'échelle communale (Gonfreville l'Orcher). L'analyse qualitative a été privilégiée via des entretiens auprès d'élus communautaires, de techniciens en charge du dossier TIC et de responsables administratifs intercommunaux (DGA, DGS). Plusieurs enseignements en ressortent. La convocation, de plus en plus fréquente, de cet objet dans les affaires communautaires éclaire d'un jour nouveau l'institutionnalisation et plus encore, la territorialisation de cet échelon. Tandis que la culture, le sport, l'économie ou les affaires sociales (…) sont des domaines d'intervention « traditionnels » à l'échelle locale, le secteur des TIC, bien qu'en progression constante, reste encore confidentiel pour la plupart des acteurs publics et surtout très inégalement investi. Dès lors, l'engagement d'une commune sur ce dossier offre à l'élu des opportunités de leadership mais facilite aussi l'entrée d'entrepreneurs ou d'outsiders politiques sur la scène intercommunale. Le statut hybride et la volatilité des TIC les placent en situation d'interface entre trois grands enjeux : des gains politiques à retirer, des solidarités communautaires à créer et des apprentissages techniques à formaliser. C'est autour de ce triptyque que s'éprouve l'engagement numérique intercommunal qui se nourrit d'ambitions modérées et d'attentisme prudent, d'élans collectifs et de replis communaux. Au final, le dossier numérique révèle et alimente les dynamiques qui structurent la gouvernance intercommunale, les TIC étant à la fois génératrices de complexité (politique, technique et territoriale) et de créativité institutionnelle.
Dun point de vue linguistique, la France est un pays privilégié : la francophonie existe. Lorganisation internationale de la francophonie (OIF), son expression politique fondée en 1970, réunit 70 pays (56 membres et 14 observateurs) et représente 200 millions de locuteurs1. Bien sûr, la splendeur de jadis, celle dune puissance politique imposant sa langue et ses lois, nest plus quun souvenir. Mais restent un instrument de communication ancré dans une histoire et un marché pour des produits culturels. Cet état de fait sobserve dans un contexte de globalisation où, comme chacun sait, langlais tend à occuper une place grandissante, en particulier dans le domaine de lenseignement supérieur et de la recherche. Que faire dans cette situation ? Comment maintenir une diversité linguistique ? Ces questions ont une importance particulière dans notre domaine de recherche, pluridisciplinaire, dont la composante francophone est indéniable. Les lignes qui suivent sont inspirées par la participation à une conférence sur la diversité linguistique dans lenseignement supérieur où jai présenté la situation de notre milieu et le rôle important quy joue la revue STICEF.