Letteratura scientifica selezionata sul tema "Infox – Éducation"
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Articoli di riviste sul tema "Infox – Éducation":
Soumagnac, Karel. "Approches dispositives de l’activité dans le domaine éducatif : retour sur le positionnement de deux projets de recherche en info-communication". Approches Théoriques en Information-Communication (ATIC) N° 7, n. 2 (7 febbraio 2024): 11–24. http://dx.doi.org/10.3917/atic.007.0011.
Delamotte, Eric, e Vincent Liquète. "La trans-littéracie informationnelle: éléments de réflexion autour de la notion de compétence info-communicationnelle scolaire et privée des jeunes". Recherches en Communication 33 (23 settembre 2011). http://dx.doi.org/10.14428/rec.v33i33.51783.
Tesi sul tema "Infox – Éducation":
Sumien, Loic. "L'éducation aux médias et à l'information face au phénomène des fake news". Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2021.
The changes in the media and information world under the influence of digital technology are numerous: acceleration of media time, increase of the flow of information, competition between media, renewal of formats and media for the dissemination of information, changes that have changed both the professional practices of journalists and the informational practices of the audience. In recent years, we have seen a change in the journalistic model that encourages new media for creating, disseminating and receiving information. Among the new information players, social media is recovering a hegemonic share of online information traffic by allowing everyone to become not only a commentator on news, but also a media in its own right. Moreover, the algorithms of these platforms profoundly change the way individuals access information by creating a filter bubble around the infonaut (Mercier, 2019) (Pariser, 2011). This paradigm shift prompts editors to initiate a transformation of the form, as well as the content they broadcast, so that they can retain their “power to say” (Diouma Diallo; Pélissier, 2015), while trying to ensure the sustainability of their business model, always threatened. As a result, it is no longer a medium that is not present on digital information platforms. In this new environment, the relations between the media and the audience are transformed to become more participatory, without ever becoming fully collaborative. These innovations have led in their wake to new ways of communicating, of being informed, but also, of disinforming... Since 2016, impossible to escape the phenomenon fake news. Popularized by Donald Trump, fake news or infox in French, invaded the media scene, then spread at very high speed, fuelled by the successive crises we have been experiencing in recent years (social, economic, health, political, etc.) To address the issues raised by online mass disinformation, media, education and public policy authorities are trying to implement a number of measures, including : media and information literacy. This "education" long relegated to the background in the educational sphere is now a discipline that is the subject of many recommendations and proactive public policies, which, in the discourse, calls for its massive deployment in and out of school. This field of learning now invests educational practices, research, public policies and seems to be an effective remedy, but not a miracle solution. We therefore sought to understand to what extent media and information literacy in schools could help combat the “fake news phenomenon” ?
Dubois, Beau Sandrine. "Vers une faisabilité de travail en équipe - projet soutenu par des dispositifs numériques éducatifs : approche info - communicationnelle". Aix-Marseille 3, 2010. http://www.theses.fr/2010AIX32076.
Research objective: the current research work aim is to feasibility study of team project work utilizing educational digital devices within the Information Communications Sciences disciplinary field. Relevance and "reliance": the Information Communications Sciences disciplinary field justifies our research: numerous accompanied discussions and observation of usages focused on cooperative / collaborative educational work have been detailed in the Educational Sciences and Information Processing but little information / data is specific to Information Communications Sciences. Work hypothesis based on the concepts of: project management, relevant contract and feeling of self-efficiency (Bandura) ; mental representations / illustrations, anchorage / basis and discourses from experts. Theoretical tools: the comprehensive approach linked to many theories has been mobilized. Methodology: within a three year time spam, we conducted two independent filed studies. The first quantitative descriptive investigation occured within the framework of ORDINA 13. We observed activities, administrated questionnaires and conducted guided interviews: this investigation is comparable to a pre-inquiry matter of opinion. The second qualitative comprehensive investigation took place within an pilot / experimental junion high school equipped with a DWE named P. R. O. V. E. N. C. E. We conducted semi-directive interviews using the saturation methodlogy of the variation scale as weel an analysis of intellectual thematic content. This investigation allowed us to conclude how mental representations / illustrations of different participants met organized the spreech regarding usage of digital devices with an educational objective
Abou, Jaoudé Chady. "Regard info-communicationnel sur la prise de décision. Application au choix d'une université au Liban". Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2013. http://tel.archives-ouvertes.fr/tel-00966542.
Sorolla, Labrador Miriam. "Médiation numérique des savoirs : analyse d'un dispositif info-communicationnel à l'école primaire en Espagne". Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20113.
This research work aims at understanding the challenges of the implementation of digital tools and cooperative work in primary school’s through the establishment and analysis of an information-communication device where the mediation of knowledge through the digital technology occupies a primordial place. Based on elements from the theoretical framework on the concept of information, knowledge, knowledge and device, we analyze among the establishment of an information-communication device the interactions between knowledge, information and knowledge by mobilizing the concept of mediation. The communication exchanges and informational processes that take place in the device aim at observing the way in which subjects build knowledge from the scientific knowledge put at their disposal and manipulated in the form of circulating digital information. The Google Classroom platform that allows for communicative communication, access to information and information sharing regardless of when or where to access. The construction of knowledge in the device is done through cooperative work as a methodology of work which relies on the bases of constructive and socio-constructivist paradigms and the model of learning connectivism, since we introduce the ICST as mediating element between subjects, the teacher and the learning object. Given the nature of this research we have chosen a methodology that is part of the paradigm of interpretativism, which supports the idea that in the social sciences there is no separation between the observer and the observed object, and the knowledge can only take place through a process of understanding. Through this experience we seek to analyse the uses that actors make of digital tools and how they appropriate information circulating in the devices put in place to build knowledge
Este trabajo de investigación tiene como objetivo comprender los desafíos de la implementación de herramientas digitales y el trabajo cooperativo en la escuela primaria en España a través de la puesta en práctica y el análisis de un dispositivo de información-comunicación donde la mediación del saber a través de la tecnología digital ocupa un lugar primordial. Basándonos en elementos del marco teórico sobre el concepto de información, conocimiento, saber y dispositivo, analizamos a través del establecimiento de un dispositivo de información y comunicación las interacciones entre conocimiento, información y saber movilizando el concepto de mediación. Los intercambios de comunicación y los procesos informativos que tienen lugar dentro del dispositivo tienen como objetivo observar la manera en que los sujetos desarrollan el conocimiento a partir de la manipulación de la información digital de los saberes científicos puestos a su disposición. Un elemento del dispositivo que elimina las barreras de tiempo y espacio es la plataforma Google Classroom que permite la comunicación, el acceso y el intercambio de información, independientemente del momento o del lugar de acceso. La construcción del conocimiento en el dispositivo se realiza a través del trabajo cooperativo como una metodología de trabajo que se basa en los paradigmas constructivistas y socio-constructivistas y del modelo conectivista del aprendizaje, ya que incluimos las TIC como elemento mediador entre los saberes, el profesor y los objetos de aprendizaje. Dada la naturaleza de esta investigación, hemos elegido una metodología que forma parte del paradigma interpretativista, que apoya la idea de que en las ciencias sociales no hay separación entre el observador y el objeto observado, y el conocimiento solo puede tener lugar a través de un proceso de comprensión. Mediante el estudio de caso no buscamos encontrar conclusiones o resultados generalizables, sino profundizar nuestro conocimiento del caso estudiado. A través de esta experiencia, buscamos analizar los usos que los actores hacen de las herramientas digitales y cómo se apropian de la información que circula en el dispositivo implementado para generar conocimiento
Trillard, Romain. "Une approche info-communicationnelle du changement organisationnel à l’université : autour des portefeuilles numériques de compétences". Thesis, Rennes 2, 2016. http://www.theses.fr/2016REN20050.
During this thesis, we are being interested on “eportfolios” and how they embody the organizational rationalization and the new public management policies in the higher education and research sector in France. We have been searching why they got thumbs down. To do that, we have been leaning on an e – portfolio project manager experience, nearly twenty interviews with other project managers, universities managers, staff and academics and a set of documents. This corpus has beencollected in the framework of a Communicational Approach to Organizations. This method leads us to deal with the symbolic dimension of developments, then with the universities reorganizations, and finally with the transformations of presumed practices by the use of technologies such as “e – portfolio”. To be sure to explore all the dimensions of the change, we have developed an approach switching on the running rationalization and the academic culture. This workenabled us to locate the communications going through our corpus. The analysis points out that some sharp symbolic tightness exist, that work conditions change and deteriorate, and that “e-portfolios” are the subject of an empirical and symbolic disconnection
Carpon, El Harrassi Souâd. "Modélisation du document e-learning selon une approche info-communicationnelle : application au domaine du sport". Thesis, Valenciennes, 2014. http://www.theses.fr/2014VALE0012/document.
The e-learning documents design and use are the subject of some many research regarding e-learning into Information Science and Communication (SIC) discipline. Almost nearly all of this work is interested on the documents structure, standardization, mutualization, customizing ... In contrast, few or very few are those who ask the question about the end user needs and expectations. We ask if thinking in this direction should be continued, because it seems us that such modeling content undoubtedly facilitate their understanding and reuse. Based on the previous work, and to make a new contribution to the teaching engineering field, we stand at the border formed by the cognitive and educational use with the sequences teaching design, mediation and the empathetic relationship need with the learner and the teacher, which makes the originality of this research. This problem led us to hypothesize that from an analysis of the learner needs and expectations, we can identify factors which can contribute to the e -learning document development answering to his satisfaction. To achieve our goal, a protocol for data collecting has been set up for the purpose is to identify criteria quality e-learning document according to the “Learner”, the “Designer” and the “Maker” views. We rely on the interviews results with the CNS My Rachid-IRFC teachers and makers. Thus, we discuss the methodology adopted by applying the EBAHIE method. In the experiment, the protocol - called A.Co.D - reveals a robust method to cross several information sources creating synergies several approaches and tools to achieve the comprehensive results on the asked problem: 1- In a first time, the “Learner” approach allows us to understand their perception to propose recommendations to designers. document. 2- In a second time, a “Designer” approach is subject to exchange experiences designers how learners perceived and used the document . 3- The third approach involves crossing the established criteria in the “Learner” process with those released during the “Designer” process. 4- In a fourth time, the “Maker” approach allows finally identifying needs help in decision making.Thus, we arrive at the formalization of our e-learning document design model in Sport field, by providing designers all parameters to develop a quality document
Diminikou, Aikaterini. "Approche info-communicationnelle de la marchandisation des universités européennes via l'insertion des TICE : le cas français et le cas grec". Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCH008.
Ιn the new era of education, the globalization, the openness and the universality of the Internet, the Web 2.0 and the Information Communication Technology (ICT) applications have important implications in the teaching process as well as in the traditional research functions within universities, such as: the redefinition of the participants’ roles in the "teaching-learning" process, the change in the way knowledge is shaped, shared and assessed, the evolution of teacher professionalization and the transformation of the role, the mission and the way universities operate in general.All of these changes are related to a great extent to the issue of the introduction and integration of educational ICT in education and teaching. Within the context of educational globalization and industrialization, ICT plays an important role in the structure and the interaction of the three university levels (micro-level, medium-organizational level, and macro-level), raising at the same time, considerable concerns about the management of new emerging administrative and communication challenges.Thus, the approaches that attempt to explain the interdependence among the three levels of a techno-pedagogical system within universities vary, including: techno-deterministic, social, and pedagogical approaches. Every debate on the issue of ICT applications in the educational environment tends to focus on the general concern about the relationship between the commercial and/or industrial rationalization of the universities, whereby the latter are regarded as ‘organizations’.Within this frame, the present research is based on a communicative approach, which is characterized by the organizational communication, aiming to investigate and interpret the information and communication issues that intersect with the three university levels and derive from the involvement of ICT in the “teaching-learning” process in higher education in Europe, in the name of the modernization of the educational services and products. The main research questions concern the extent to which educational ICT constitutes the main instrument for the commercialization of higher education in Europe, as well as the role of educational ICT not only in the operation and the communication of universities as public organizations in the digital age, but also in the possible reformation of the participants’ pedagogical and communication activities.Under this perspective, the investigation focuses on the considerations of key actors-participants (mainly those being responsible for managing information and communication systems within universities and the teaching staff) about the processes and consequences of technology, information and communication mediations, which influence the learning process in higher education in Europe. In particular, the study is conducted in France and Greece, taking into account the general neo-liberal socio-economic context
Lavallard, Anne. "Exploration interactive d'archives de forums : Le cas des jeux de rôle en ligne". Phd thesis, Université de Caen, 2008. http://tel.archives-ouvertes.fr/tel-00292617.
Gerbaud, Stéphanie. "Contribution à la formation en réalité virtuelle : Scénarios collaboratifs et intégration d'humains virtuels collaborant avec des utilisateurs réels". Phd thesis, Rennes, INSA, 2008. ftp://ftp.irisa.fr/techreports/theses/2008/gerbaud.pdf.
GVT is a virtual environment for individual training on industrial procedures such as maintenance procedures. In this thesis, we propose models to extend GVT possibilities to training on collaborative procedures where real users and virtual humans collaborate. We present an activity model for an actor (either real or virtual) which allows him to perform actions depending on his characteristics, on the scenario, on the environment and also on his partners' activity. We also propose an extension to the graphical scenario language LORA in order to describe a collaborative scenario. Such a scenario describes the assignation of people to actions and integrates some collaborative actions. Finally, we present the action selection mechanism we have set up. Its aim is dual: to allow a virtual human to select an action to perform and to give a pedagogical advice to a trainee about the best action to choose
Gerbaud, Stéphanie. "Contribution à la formation en réalité virtuelle : scénarios collaboratifs et intégration d'humains virtuels collaborant avec des utilisateurs réels". Phd thesis, INSA de Rennes, 2008. http://tel.archives-ouvertes.fr/tel-00475589.
Libri sul tema "Infox – Éducation":
Gagnon, Michèle. Guide info-parents: L'enfant en difficulté. Montréal: Éditions de l'Hôpital Sainte-Justine, 1999.
Gagnon, Michèle. Guide info-parents II: Vivre en famille. Montréal: Éditions de l'Hôpital Sainte-Justine, 2000.
Gagnon, Michèle. Le nouveau guide info-parents: Livres, organismes d'aide, sites Internet. Montréal: Éditions de l'Hôpital Sainte-Justine, 2003.
Kids, Curious World. 200 Faits Scientifiques étonnants et Amusants: Livre éducatif Illustré Sur la Science Pour les Enfants. Infos Insolites Sur le Monde Qui Nous Entoure de 8 à 12 Ans. le Monde Extraordinaire des Sciences ! Independently Published, 2021.