Literatura académica sobre el tema "Dispositifs pédagogiques hybrides"
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Artículos de revistas sobre el tema "Dispositifs pédagogiques hybrides"
Meyer, Florian, Béatrice Verquin Savarieau, Matthieu Petit y Caroline Bourque. "Le numérique pour une hybridation de qualité". Médiations et médiatisations, n.º 4 (2 de diciembre de 2020): 3–8. http://dx.doi.org/10.52358/mm.vi4.180.
Texto completoGwiazdzinski, Luc y Guillaume Drevon. "Territoires apprenants, la pédagogie à l’épreuve du terrain". Diversité 191, n.º 1 (2018): 125–33. http://dx.doi.org/10.3406/diver.2018.4619.
Texto completoMarty, Stéphanie y Katia Vasquez. "Le "projet Up" : Un dispositif innovant d’aide à la réussite universitaire par l’apprentissage collaboratif en mode hybride". Médiations et médiatisations, n.º 5 (29 de enero de 2021): 90–117. http://dx.doi.org/10.52358/mm.vi5.173.
Texto completoGARDIES, Cécile. "LECTURE ET APPROPRIATION DE L’INFORMATION: enjeux d’un dispositif pédagogique de médiation des savoirs". PontodeAcesso 8, n.º 2 (19 de agosto de 2014): 124. http://dx.doi.org/10.9771/1981-6766rpa.v8i2.11960.
Texto completoMohib, Najoua, Stéphane Guillon y Chenchen Zheng. "Retour d’expérience sur une pratique d’hybridation". Médiations et médiatisations, n.º 4 (2 de diciembre de 2020): 78–88. http://dx.doi.org/10.52358/mm.vi4.155.
Texto completoCampillo-Paquet, Valerie, Anne Demeester y Patrice Laisney. "Crise COVID-19 : Évaluer à distance en contexte contraint. Rappels conceptuels et solutions alternatives". Pédagogie Médicale 21, n.º 4 (2020): 175–85. http://dx.doi.org/10.1051/pmed/2020065.
Texto completoAmmor, Samira. "L’enseignement hybride entre médiations technologique et humaine". Journal of Quality in Education 14, n.º 23 (11 de mayo de 2024): 183–94. http://dx.doi.org/10.37870/joqie.v14i23.425.
Texto completoGouzi, Fares, François Bughin, Lucie Barateau, Agathe Hubert, Savine Volland, Dalila Laoudj-Chenivesse, Emilie Passerieux et al. "Utilisation d’outils numériques dans le cadre d’un dispositif hybride pour l’apprentissage par problème de la physiologie en deuxième année des études médicales. Étude de faisabilité du recours au laboratoire numérique de physiologie « e-ϕsioLab »." Pédagogie Médicale 19, n.º 2 (2018): 77–90. http://dx.doi.org/10.1051/pmed/2019007.
Texto completoLamy-Joswiak, Anne-Cécile. "Formation hybride en langues : articuler présentiel et distanciel". Journal for Foreign Languages 13, n.º 1 (27 de diciembre de 2021): 597–98. http://dx.doi.org/10.4312/vestnik.13.597-598.
Texto completoBousquet, Bruno, Lionel Canioni, Jean-Paul Guillet, Stéphanie Fleck, Erwan Normand y Martin Hachet. "HOBIT. Un concept innovant pour la transformation des pratiques pédagogiques en physique". Reflets de la physique, n.º 73 (julio de 2022): 36–39. http://dx.doi.org/10.1051/refdp/202273036.
Texto completoTesis sobre el tema "Dispositifs pédagogiques hybrides"
Martinet, Benoît. "Accompagner la conception de dispositifs pédagogiques dans des contextes mêlant présence et distance". Electronic Thesis or Diss., Université de Lorraine, 2024. http://www.theses.fr/2024LORR0049.
Texto completoThe higher education training system has been facing a changing socio-economic framework for several years. Many authors identify three types of issues (Deschryver et al., 2011; Descrhyver, 2008; Docq et al., 2010; Gobeil-Proulx, 2019; Lafleur and Samson, 2020; Peltier, 2016; Peraya and Peltier, 2020b). Pedagogical issues and in particular a growing number of students with an increasingly heterogeneous profile (Ministry of Higher Education, 2021), which must be integrated and in particular by increasing the share of distance. Economic challenges, so that our system can guarantee the qualification of individuals in the face of increased international competition (Peraya & Peltier, 2020) notably through lifelong learning. Societal challenges, to make France a “learning society” (Béjean, 2015) by facilitating access to training for all, including the disabled (Charlier, 2023; Decree no. 2017-619, 2017; Henri, 2019)). For several years an adaptation of our training system has been desired by our institution, to face these challenges (Bertrand, 2014). According to the institution and several researchers (Céci, 2022; Coen, 2011; Lebrun, 2007), one of the keys is the emergence of new forms of learning and teaching (Dulbecco, 2018; Lebrun, 2007)This includes a renewed pedagogy - supported by new technologies. This pedagogical renewal is likely to promote educational success, particularly by increasing access to training. This accessibility results from both the integration of time units and varied locations - which allows for more flexible training curricula (Lebis et al., 2021), which promotes the respect of individualized learning rhythms and facilitates access to knowledge and its production (Bertrand, 2014)-,but also by increasing and enriching the learning teaching process (Bédart et al., 2017; Docq et al., 2010) through collaborative and individualized approaches focused on learning rather than content (Paquelin & Lachapelle-Bégin, 2022). However, the health context that our country has recently faced has revealed many shortcomings. Among these, the difficulty of teachers to design pedagogic-digital devices (El Mawas et al., 2016), able to fully exploit the potential of these spatial and temporal modalities (Peraya & Peltier, 2020). It is thus, a craft or crisis engineering that has emerged - mainly - through a transposition of face-to-face to distance, rather than through a pedagogical transition (Villiot-Leclercq, 2020). To meet this challenge, our research focuses on the design of hybrid devices. The term polysemic hybridization (Peltier & Séguin, 2021) needs to be clarified, it is one of the contributions of this work. We also propose a model of educational engineering specific to hybridization, a method and tools. These meet the need for training and support, which result from the state of the art. The design model is intended both for teachers and teaching teams, but also for instructional designers. It constitutes on the one hand, a reference framework for hybridization and on the other, an engineering and reengineering model for the design of hybrid training devices. The method is an instantiation of the design model. This aims to satisfy the concern of teachers, which remains focused until then on the design of hybrid pedagogical scenarios. Traceable Human Experiment Design Research (THEDRE) (Mandran & Dupuy-Chessa, 2017) was found to be the most appropriate method of conducting this research (Mandran et al., 2022)
Marescot, Vanessa. "Dispositifs pédagogiques innovants à l’université. Diversité méthodologique pour le recueil et l’analyse de l’expérience des usagers : étude du cas NCU PRéLUDE". Electronic Thesis or Diss., Valenciennes, Université Polytechnique Hauts-de-France, 2023. http://www.theses.fr/2023UPHF0036.
Texto completoThe aim of this doctoral work is to examine the experience of users of innovative teaching methods introduced at university. The various waves of massification of access to higher education have led to a diversification of the student population, whose success has become a priority. There are many factors that determine success, including contextual factors such as teaching practices. As a result, educational and digital transformation is at the heart of various calls for projects aimed at providing financial support for the university's development. The competitive nature of these calls for projects and the emulation they engender give rise to increasingly innovative proposals. At the other end of the chain, those involved implement, experiment with and experience these schemes on the ground. The aim of this research project is to question the players, and in particular the students, about their experience of these educational innovations, as part of the PRéLUDE project, one of the winners of the PIA 3 New University Curricula programme. The research is based on a constructivist, inductive approach. It used a variety of data collection methods: questionnaires, semi-structured interviews, Repertory Grid interviews, supplemented by documentary research and participant observation. These methods produced quantitative and qualitative data, analysed using quantitative and qualitative methods. This methodological diversity makes it possible to analyse the experience of users, thus questioning the design process both in terms of how the ideation is adapted to users and in terms of the actual implementation of the ideal project
Mokhfi, Atika. "Étude d'un dispositif d'enseignement à distance en libre accès sur le web : une approche didactique du travail enseignant dans le supérieur : le cas du dispositif Thermoptim-UNIT à l’école MINES ParisTech". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3005.
Texto completoThis work lies within the framework both of a research on open access Web portals and of the introduction of educational technologies. It is based on the anthropological theory of the didactic that studies knowledge diffusion in society and offers a reference framework to analyse the functioning of didactic systems instrumented by technologies. Our research studies the Thermoptim-UNIT portal and its open access educational resources portal. In order to study the effects of introducing this educational setting on the teaching of the discipline, we first consider the situation of teaching thermodynamics applied to energetic systems in the specific context of MINES ParisTech graduate school, to understand how and under which conditions and constraints the diffusion and transposition of this science are operating in society. We then examine the role played by the progressive introduction of educational technologies on teaching the discipline. Our methodology first relies on the analysis of activity traces on the portal, then on questionnaire surveys and user interviews. Looking more specifically at the effects of the educational setting on teachers’ work, our study is organised into two major research axes: 1/ the effects of technologies and the use of learning technologies on the didactical transposition of thermodynamics applied to energetic systems; 2/ the perceptible and declared effects of the use of this setting for teaching the discipline
Malek, Rima. "Les dispositifs électroniques pédagogiques conçus pour l'encadrement en ligne des cours présentiels universitaires : le cas du Liban". Phd thesis, Université de Rouen, 2010. http://tel.archives-ouvertes.fr/tel-00554968.
Texto completoBrudermann, Cédric. "La mise en place de dispositifs "hybrides" d'enseignement - apprentissage des langues en milieu universitaire. analyse didactique d'une recherche-action". Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030148.
Texto completoThe perspective of this dissertation is to analyze how the teaching and learning processes are interacting in a multipolar environment [tutor, online help, learning strategies] in order to shed light on the conditions to which a numerical environment is liable to promote English as a foreign language and culture [hereinafter L-C 2] acquisition amongst ESP learners at university level. The first part of the dissertation deals with the learner. If the implementation of a pedagogical environment aims at providing him - her with tools enabling both a potential qualitative and quantitative progression in L-C 2, the learner indeed plays a central role within it, as a user. In order to achieve this objective, a reflection on the L-C 2 learning processes is necessary to take them into account, as far as possible, in the setting up of a pedagogical environment. The second part looks at how the considerations of SLA, second language learning and teaching and the pedagogical implications drawn from the first part can be linked up and turned into tailor-made tools liable to impact positively on the learners’ SLA processes. The third part is about pedagogical engineering with a particular emphasis on how both the pedagogical implications drawn from the first two parts and the various parameters inherent to a pedagogical setting can be taken into account to implement an L-C 2 blended learning environment. Eventually, action research is presented. This part aims at providing an analysis of the learning practices and of the multipolar interaction taking place within a blended environment and at assessing its potential in terms of SLA
Duval, Arnaud. "Dispositifs numériques et enseignement du FLE en Corée du Sud : les contraintes d'une mutation". Thesis, Le Mans, 2014. http://www.theses.fr/2014LEMA3009.
Texto completoFollowing a brief presentation of the Korean education system, and a brief history of French language teaching in this region, from the first French missionaries to the success of the Delf-Dalf certifications, we sought to understand why, the teaching of French does not seem to have the same appeal to most of the 27,000 Korean high school students to whom it is still being taught today. Considering the recommendations of the European Commission for language teaching, giving particular attention to the conclusions of the cognitive sciences in education, we shall demonstrate that the enrolment of French exchange students as peer instructors, along with online engaging activities, would likely revive the interest of those young Korean learners. Analyzing the technological habits of this generation who was born with the Internet, led us to believe that, despite the reluctance of teachers to use these so-called ‘educational’ technologies, their implementation seems indeed appropriate, first to drive practices forward, and furthermore, to make human encounters easier. We will share our views on how our roles as instructors have evolved since setting up a participatory teaching network among secondary school and undergraduate students of French. The analysis of the interviews and surveys we have been conducting periodically over several years, in order to probe the difficulties of developing such a site, shows that beyond technology, designing and sharing teaching resources has opened promising and unexpected perspectives: along with increasing usage of internet technologies, lively student interaction is still an essential part of language acquisition
Papadopoulou, Melpomeni. "« Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire". Thesis, Tours, 2020. http://www.theses.fr/2020TOUR2001.
Texto completoE-learning has been developed in our contemporary society in order to propose faster and cheaper adult training so that they will become “competent” professionals. Thus, it is common to promote the functional aspects of knowledge and the technical dimensions of teaching in an e-learning class. In this perspective, knowledge becomes a good to consume rather than to reveal from our own experiences.This thesis proposes to reverse this logic by describing the Open and Distance Learning (ODL), not as a learning process to be mastered but as an environment that allows the adult to learn from his own experiences and projects. Therefore, reflexivity, deliberation and integration of knowledge appear in the foreground.The field research involves two blended and alternative trainings, combining several training sessions led by seven trainers of popular education. Part of an inductive approach, this research demonstrates methodological triangulation by mobilizing several data collection tools, such as surveys and semi-directional interviews. Furthermore, the research’s methodology combines qualitative (categorical) and quantitative (statistical and lexicometric) data analysis.The study contributes to the development of an engineering for Open and Integrative Distance Learning (OIDL). The articulation between ODL and alternative training leads to a model enabling to consider the integrative function of distance and the experiential accompaniment practices
Belhadj, Mohammed. "L’enseignement du français en Algérie ˸ intérêt pédagogique d’un corpus multiculturel de contes". Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCA016.
Texto completoThis research focuses on the use of storytelling in the field of teaching foreign languages. It is based on the analysis of a sample of stories from Algerian and French origins to demonstrate the pedagogical potential of this literary form.The analysis of our corpus has made it possible, to highlight the various storytelling operations in the area of language teaching.In fact, because of its cultural content, this literary type represents an excellent mediator to introduce students to the culture-target. We explained that storytelling was perfectly suited to help students become aware of the intertextual and intercultural dimensions of literary work. By appropriating these two concepts, learners build an essential literary culture to develop their skills in the reading and writing fields. Storytelling allows also to offer fruitful exercises in the reading and writing domains, as well as the linguistics aspects. The educational experience, conducted among a college students audience in Algeria, was an opportunity to validate our hypothesis on the usefulness of tales in the field of foreign languages teaching. Indeed, the establishment of our educational system, based on the exploitation of a series of tales, has led students to realize the value of enhancing their culture in the scripture domain.The intertextual and intercultural analysis of the tales proposed by the students in the macro-task of the post-test indicates their resumption of the grounds that are characteristic of the Arabic and European ones. Moreover, we found that students had improved the structural quality of their texts. Indeed, the formal analysis of their writings led to the conclusion that the majority of learners had produced stories that satisfied the rules of textual coherence.This result indicates that storytelling is an appropriate way to lead students to produce coherent texts. Furthermore, the macro-task has also been an efficient way to verify the evolution of their language skills.More specifically, the observation of their writings indicates that they have made progress in the lexical and morphological domains. On the other hand, students need more coaching, for all what is related to syntax, to control this aspect of the target language
هذا البحث يتناول موضوع استعمال الحكايات في مجال تعليم اللغات الأجنبية. يستند هذا العمل على تحليل مجموعة من الحكايات تنتمي إلى الثقافتين الجزائرية و الفرنسية من أجل إيضاح مختلف الاستعمالات للحكاية في مجال تعليم اللغات الأجنبية. هذا النوع الأدبي يعد وسيلة ممتازة لتنمية معارف التلميذ فيما يتعلق بالثقافة الأجنبية. لقد شرحنا أن الحكاية مناسبة لتوعيته حول البعد التناصيّ و المتعدد الثقافات للنص الأدبي. بإدراكه لهاتين النقطتين، يُكوّن التلميذ ثقافة أدبية أساسية من أجل تنمية كفاءته في مجاليّ القراءة و الكتابة. الحكاية تسمح أيضا باقتراح تمارين خصبة تتعلق بمجالات القراءة، الكتابة و قواعد اللغة.التجربة البيداغوجية التي قمنا بها مع مجموعة من تلاميذ الطور الإكمالي، كانت فرصة لإثبات فرضيتنا حول فائدة الحكايات في مجال تعليم اللغات الأجنبية . استعمال نظام بيداغوجي يستند على مجموعة من القصص قاد التلاميذ لإدراك أهمية استغلال ثقافتهم في مجال الكتابة.التحليل التناصي و المتعدد الثقافات للحكايات المقترحة من طرف التلاميذ في التمرين النهائي يبرز اعادتهم لمقاطع أدبية تنتمي لحكايات غربية و أوروبية. لاحظنا أيضا أنّ التلاميذ اقترحوا حكايات تلتزم بقواعد الترابط النصي. هذه النتيجة تبيّن أنّ الحكاية هي جنس أدبي يناسب لقيادة التلاميذ نحو كتابة نصوص مترابطة. كما أنّ التمرين النهائي كان وسيلة لفحص تطور الكفاءة اللغوية عند التلاميذ الذين قاموا بتطوير مهاراتهم في مجالي اللغة و القواعد. لكن فيما يتعلق بمجال النحو، لقد لاحظنا أنّهم يحتاجون للمزيد من المرافقة حتى يتقنون هذا المجال اللغوي
Monbet, Julie. "Formation TICE de formateurs : effets de médiations des dispositifs hybrides sur la pratique pédagogique : étude de cas multiple auprès d’enseignants de la Pontificia Universidad Católica del Perú, PUCP". Master's thesis, 2013. http://hdl.handle.net/10400.5/13129.
Texto completoNuestra investigación trata de la utilización de una plataforma educativa de tipo Moodle (Paideia) por los docentes de una universidad de Lima (Perú). Efectivamente, se promueve cada vez más el uso de la plataforma Paideia en su práctica pedagógica, lo que plantea la cuestión de su acompañamiento para el cambio y de su formación en TIC. Realizado con cinco docentes de la Facultad de Educación, nuestro estudio de caso múltiple tiene como objetivo principal determinar cuáles son los factores que influyen en su utilización de Paideia. A la luz de los últimos trabajos acerca de los efectos de mediación de los dispositivos híbridos (Deschryver et Charlier, 2012; Peltier, 2012 ;Peraya, 2012) y de la teoría de la apropiación de los dispositivos de formación desarrollada por Paquelin (2009), indagamos en los lazos que vinculan representaciones, intenciones y práctica, cuando éstas son mediadas por un dispositivo de formación.
A nossa pesquisa trata da utilização duma plataforma educativa de tipo Moodle (Paideia) pelos docentes duma universidade de Lima (Peru). Efetivamente, promove-se cada vez mais o uso da plataforma Paideia na sua prática pedagógica, o que levanta a questão do acompanhamento ao cambio e da sua formação em TIC. Realizado com cinco docentes da Faculdade de Educação, o nosso estudo de caso múltiplo tem como objetivo principal determinar quais são os fatores que influem na sua utilização de Paideia. À luz dos últimos trabalhos sobre os efeitos de mediação dos dispositivos híbridos (Deschryver et Charlier, 2012; Peltier, 2012 ; Peraya, 2012) e da teoria da apropriação dos dispositivos de formação desenvolvida por Paquelin (2009), indagamos nos laços que vinculam representações, intenções e prática, quando essas são mediadas por um dispositivo de formação.
This study addresses the use of a Moodle-type educative platform [J1](Paideia) by the University of Lima (Peru) teaching staff. Their increased use of the Paideia platform in their pedagogical practice raises the issue of their coaching through the process of change and their training in ICT for education. Conducted on five teachers of the Faculty of Education, this cross-case study aims to identify the factors that have an influence on their use of Paideia. In the light of recent studies on the mediation effects of hybrid devices (Deschryver et Charlier, 2012; Peltier, 2012; Peraya, 2012) and on training devices appropriation theory developed by Paquelin (2009), it examines the nets weaved between representations, intentions and practice, when these are mediated by a training device.