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Artykuły w czasopismach na temat "Dispositifs hybrides de formation"
Bluteau, Marie. "Hybrider ou permettre de relier ?" Phronesis 11, nr 4 (19.09.2022): 96–111. http://dx.doi.org/10.7202/1092336ar.
Pełny tekst źródłaFerhani, Fatma-Fatiha. "Dispositifs hybrides et formation continue des enseignants en Algérie". Revue internationale d'éducation de Sèvres, nr 89 (1.04.2022): 16–19. http://dx.doi.org/10.4000/ries.11928.
Pełny tekst źródłaLamy-Joswiak, Anne-Cécile. "Formation hybride en langues : articuler présentiel et distanciel". Journal for Foreign Languages 13, nr 1 (27.12.2021): 597–98. http://dx.doi.org/10.4312/vestnik.13.597-598.
Pełny tekst źródłaBurton, R. "Vers une typologie des dispositifs hybrides de formation en enseignement supérieur". Distances et savoirs 9, nr 1 (30.03.2011): 69–96. http://dx.doi.org/10.3166/ds.9.69-96.
Pełny tekst źródłaMeyer, Florian, Béatrice Verquin Savarieau, Matthieu Petit i Caroline Bourque. "Le numérique pour une hybridation de qualité". Médiations et médiatisations, nr 4 (2.12.2020): 3–8. http://dx.doi.org/10.52358/mm.vi4.180.
Pełny tekst źródłaMohib, Najoua, Stéphane Guillon i Chenchen Zheng. "Retour d’expérience sur une pratique d’hybridation". Médiations et médiatisations, nr 4 (2.12.2020): 78–88. http://dx.doi.org/10.52358/mm.vi4.155.
Pełny tekst źródłaMbadjoin, T. N., i Alain Jaillet. "Effet structurant des forums numériques sur la qualité d’apprentissage dans les dispositifs hybrides de formation d’ingénieurs". International Journal of Technologies in Higher Education 14, nr 3 (2017): 62–79. http://dx.doi.org/10.18162/ritpu-2017-v14n3-05.
Pełny tekst źródłaMarkaki-Lothe, Vasiliki, Erica de Vries i Kristine Lund. "Quelles ressources interactionnelles pour la conception de jeux épistémiques numériques?" SHS Web of Conferences 52 (2018): 01001. http://dx.doi.org/10.1051/shsconf/20185201001.
Pełny tekst źródłaChavin, Maëva, Gillien Latour, Béatrice Guyard-Boileau i Marie-Anne Durand. "Évaluation du dispositif Tuto’Tour de la grossesse chez les femmes fumeuses enceintes vulnérables". Santé Publique 36, nr 1 (5.04.2024): 45–72. http://dx.doi.org/10.3917/spub.241.0045.
Pełny tekst źródłaCharlier, Bernadette, Nathalie Deschryver i Daniel Pereya. "Apprendre en présence et à distance. Une définition des dispositifs hybrides". Distances et savoirs 4, nr 4 (31.12.2006): 469–96. http://dx.doi.org/10.3166/ds.4.469-496.
Pełny tekst źródłaRozprawy doktorskie na temat "Dispositifs hybrides de formation"
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.
Pełny tekst źródłaE-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
Fotsing, Janvier. "L’usage des logiciels de simulation dans les dispositifs hybrides en formation des sciences pour élèves ingénieurs : étude évaluative à l’ENSP - Ecole Nationale Supérieure Polytechnique- de Yaoundé". Thesis, Cergy-Pontoise, 2019. http://www.theses.fr/2019CERG1040.
Pełny tekst źródłaThis research explores two subjects of study. The first subject concerns the study and evaluation of hybrid devices by considering as a specific case the MASTEL & MASSICO devices offered by the ENSP as part of its eLearning programs in order to assess the level of satisfaction of learners on this mode of education. The second subject relates to the study of the impacts arising from the use of simulation software used in the educational content of these devices on the effectiveness of training in order to assess the development of skills of engineering students in the context of eLearning.The diagnostic analysis of the MASTEL & MASSICO devices shows that the educational design adopted in the design of the MASTEL & MASSICO devices was more oriented towards a more open interactional scheme between the tutor and the learners via the incentive or interactive tools. It has been observed that 90.56% of survey respondents are satisfied with the use of these embedded tools in the Moodle platform chosen by the ENSP as a virtual digital learning environment. It also appears that learners' responses are guided by the ease of use. Indeed, 96.07% say that Moodle is easy to use. The use of software in the context of training favors a pedagogy by skill and a more individualized learning together with the cognitive and / or metacognitive development of the learner. It is clear that while the use of software brings satisfaction to the actors, it is nonetheless true that the lack of remote activities using software in the practice of EAD in hybrid devices, is a limit major use identified by all actors. And even if the device incorporated possibilities of remote simulation, the problem should persist in the sense that the know-how developed at a distance does not confer the well-being (attitude and behavior) required in the discipline. For example, the in-situ observation of the learners of the MASTEL & MASSICO devices during the phase of the face-to-face grouping makes it possible to note that the success of the test via the software does not absolutely confer a real object manipulative skill in a context of business.The analysis of the impact of the use of simulation software in the context of training in engineering sciences has made it possible, according to our study, to encourage the acquisition of a large number of skills, including the ability to synthesize (procedural competence), analysis (exploratory competence) and operational (manipulative competence). It was observed that the devices deployed at the remote phase to ENSP gave the learners more procedural competence and at the face-to-face stage a manipulative skill. The latter, being the most sought after in a business environment, unfortunately only lasted for a short period of two weeks over the two semesters of the course, which is not to the taste of the learners. A recommendation emerges from this study, which is that of solving this major imbalance by considering scenarios to invest in development research or efforts will focus on the industrialization of devices incorporating the concepts of virtual laboratory the only way to guarantee professional development skills of trainees
El, Metennani Faiza. "Analyse des approches d'apprentissage des étudiants universitaires, dans le contexte des formation hybrides". Thesis, CY Cergy Paris Université, 2020. http://www.theses.fr/2020CYUN1008.
Pełny tekst źródłaA learner's behavior can be influenced by factors related to the environment, or by factors related to his own personal characteristics, Jézégou, (2014: 273). Our research work started from this research line. It is in this sense that we will try to understand from the perspective of the effects, the relationship between the hybrid device, the learning approaches and the personal characteristics of the students (gender and the feeling of personal effectiveness).Our research is experimental research, which makes it possible to determine the question of causality: if a student proceeds by such or such an approach, this is explained by factors related to the device, or else by factors related to his personal characteristicsWe were able to conduct our study in a university context in two different countries, Algeria and Cameroon. In the Algerian context, we were able to observe the progress of a hybrid course, supported by a teacher with 37 students. To better verify the notion of the effect of a hybrid device, we planned to experiment with this same hybrid course with the same teacher, but completely at distance (remotely), with another group of students (13 students). In the Cameroonian context, we observed the unfolding of a hybrid course, taught by a teacher, with 58 students from three promotions.We collected data on the variables, either by video recordings, or by retrieving data from the Moodle platform, or by questionnaire and interviews. The method of analysis is both a quantitative and a qualitative method.The results of our research reveal that the students proceeded much more by an in-depth approach. We concluded that the support of the teacher and the techno pedagogical environment have an effect on the learning approaches of the students.The results of our research also reveal that students who had a strong or weak sense of self-efficiency all proceeded through deep treatment approaches. So the feeling of self-efficiency does not have an effect on the choice of this or that learning approach. The results also indicate that there is no relationship between the biological characteristics of students (gender) and their learning approaches
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.
Pełny tekst źródłaThe 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
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.
Pełny tekst źródłaJoos, Maxime. "Dispositifs hybrides : nanoparticules couplées à une nanofibre optique". Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUS153.
Pełny tekst źródłaIn this thesis, we present an experimental study of hybrid systems where nano-emitters are coupled to optical nanofibers. The strong transverse confinement of light in sub-wavelength fibres implies an “exotic” electric field (longitudinal electric field component, inhomogeneous polarisation etc.) that we use in order to alter the radiation properties of nano-emitter placed at the surface of the nanofiber. Based on the same system : nano-particle + nanofibre, we developped an “optical ruler” to localise the nanofiber with nanometer precision. This open the way to the study of nanofibre optomechanics
Cojocaru, Ludmila. "Films d’oxydes semi-conducteurs nanoporeux et nanocristallins pour dispositifs photovoltaïques hybrides". Thesis, Bordeaux 1, 2012. http://www.theses.fr/2012BOR14630/document.
Pełny tekst źródłaIn the context of the development of efficient, low-cost and environmentally friendly photovoltaic devices, the synthesis of metal-oxide semiconductors such as SnO2, Zn2SnO4 and WO3 with various textures and morphologies have been developed in order to achieve nanoporous photoanodes for dye-sensitized solar cells. According to studies carried out by different characterization methods (SEM, TEM, XRD and BET), the resulting materials show interesting features for the expected application. Dye solar cells were then fabricated from photoanodes processed with these oxides and several parameters influencing their performance were optimized to improve the overall conversion efficiency. In particular, the beneficial effect of different treatments of the photoanodes (ie aqueous TiCl4 or water treatment) on the power conversion efficiency and the stability of the devices has been evidenced. Thus, state-of-the art or, even, record efficiencies were reached in the case of SnO2-based systems. These performances were then rationalized by determining the electronic and ionic processes occurring in these devices by various physical methods (threshold voltage and open-circuit photovoltage decay measurements, electrochemical impedance spectroscopy). Finally, electrodes based on WO3 and deposited on flexible substrates have shown very promising electrochromic properties, which opens up new prospects in the field of smart displays
Aïch, Badrou Reda. "Elaboration de matériaux organiques et hybrides pour la réalisation de dispositifs photovoltaïques". Cergy-Pontoise, 2006. http://www.theses.fr/2006CERG0328.
Pełny tekst źródłaNoblet, Jean-Pierre. "L'appropriation d'un dispositif hybride en formation pour adultes : le cas du Campus numérique à l'ESSCA". Thèse, Université de Sherbrooke, 2009. http://hdl.handle.net/11143/5779.
Pełny tekst źródłaBarroy, Willy. "L’hybridation du dispositif de formation d’Airbus Helicopters face aux technologies immersives : des enjeux d’apprentissage individuel et organisationnel". Thesis, Toulon, 2018. http://www.theses.fr/2018TOUL0002.
Pełny tekst źródłaThe purpose of this research is to better understand how training devices evolve, with the introduction of virtual reality technology, in industrialized training situations. This work I based on an immersion in the "training" department of Airbus Helicopters. The research-action approach allows us to observe and participate in the emergence of a technology of reality for pilot’s training. The tool is put in situation with customers as part of their training and several demonstrations are made to actors of different trades around the training. We identify hybrid configurations in the sense that training situations are both practical and at the same time theoretical in the language of the organization. Then we show that the implementation of these technologies requires to rethink a traditional rationalization. These elements allow to suggest an "approach by the hybridization of systems" gives the organization the ability to reconsider its own project (structured objects of information, organization chart, skills and trades of actors). It is a depth questioning of the learning organization that is possible, from the experience of subjects
Książki na temat "Dispositifs hybrides de formation"
L'appropriation des dispositifs numériques de formation: Du prescrit aux usages. Paris: Harmattan, 2009.
Znajdź pełny tekst źródłaValérie Barry, Claude BÉDOUIN, Eric Bernad, Véronique Fortun. DISPOSITIFS DE FORMATION POUR UNE ÉCOLE INCLUSIVE - Accompagner des transformations pédagogiques. Paris: Editions L'Harmattan, 2013.
Znajdź pełny tekst źródłaEnlart, Sandra. Concevoir des dispositifs de formation d'adultes, du sacre au simulacre du changement. Paris: Editions Demos, 2007.
Znajdź pełny tekst źródłaname, No. Technologie et innovation en pdagogie: Dispositifs innovants de formation pour l'enseignement suprieur. Bruxelles: De Boeck, 2002.
Znajdź pełny tekst źródłaChad. Direction de l'observatoire de l'éducation, de la formation et de l'emploi., red. Suivi des effectifs des sortants des dispositifs de formation: Année scolaire (1998-1999). [N'Djamena]: Republique du Tchad, Ministère de la promotion économique et du devéloppement, Comité national pour l'éducation et la formation en liaison avec l'emploi, Secrétariat executif, Direction de l'Observatoire de l'éducation, de la formation et de l'emploi, 2000.
Znajdź pełny tekst źródłaNeutraliser les effets des dispositifs hybrides. OECD, 2014. http://dx.doi.org/10.1787/9789264225268-fr.
Pełny tekst źródłaNeutraliser les effets des dispositifs hybrides, Action 2 - Rapport final 2015. OECD, 2017. http://dx.doi.org/10.1787/9789264255104-fr.
Pełny tekst źródłaNeutraliser les effets des dispositifs hybrides impliquant une succursale, Action 2. OECD, 2017. http://dx.doi.org/10.1787/9789264278813-fr.
Pełny tekst źródłaBarry, Valérie, i Véronique Fortun-Carillat. Dispositifs de formation pour une école inclusive. L'Harmattan, 2013. http://dx.doi.org/10.3917/har.vergn.2013.01.
Pełny tekst źródłaBedin, Véronique, i Laurent Talbot. Points Aveugles Dans l'Évaluation des Dispositifs d'Éducation Ou de Formation. Lang AG International Academic Publishers, Peter, 2013.
Znajdź pełny tekst źródłaCzęści książek na temat "Dispositifs hybrides de formation"
Deliss, Clémentine. "The Practice of Academic Iconoclasm in the Metabolic Museum-University". W Museum und Ausstellung als gesellschaftlicher Raum, 191–204. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839466681-019.
Pełny tekst źródłaMeyer, Florian, i Éric Sanchez. "Chapitre 8. Vers des dispositifs de formation hybrides en enseignement". W Apprendre à enseigner, 125–39. Presses Universitaires de France, 2016. http://dx.doi.org/10.3917/puf.borer.2016.01.0125.
Pełny tekst źródłaBertrand, Claude. "Chapitre 12. Construire des dispositifs hybrides pour la formation continue d'enseignants". W Pédagogies en développement, 193–203. De Boeck Supérieur, 2010. http://dx.doi.org/10.3917/dbu.baill.2010.01.0193.
Pełny tekst źródłaFRISCH, Muriel. "Hybrider sans déshumaniser dans les métiers de l’humain et les recherches en sciences de l’éducation et de la formation pendant le confinement". W Les épidémies au prisme des SHS, 239–50. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6010.
Pełny tekst źródłaVIENS, Catherine, i Marko SAVOR. "L’accompagnement des enseignants dans la mise en place de dispositifs de formation hybrides en enseignement supérieur". W État de situation sur l'hybridité de la formation à distance en contexte postsecondaire, tome 1, 131–44. Presses de l'Université du Québec, 2020. http://dx.doi.org/10.2307/j.ctv18b5crp.15.
Pełny tekst źródłaViens, Catherine, i Marko Savor. "L’accompagnement des enseignants dans la mise en place de dispositifs de formation hybrides en enseignement supérieur". W État de situation sur l'hybridité de la formation à distance en contexte postsecondaire, tome 1, 131–44. Presses de l'Université du Québec, 2020. http://dx.doi.org/10.1515/9782760553224-013.
Pełny tekst źródłaLameul, Geneviève. "Chapitre 6. Pouvoir transformateur de l’usage des médias dans les dispositifs de formation hybride : le cas de la médiation posturale". W La médiatisation de la formation et de l’apprentissage, 135–50. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.peter.2014.01.0135.
Pełny tekst źródłaGuibert, Rozenn. "Dispositifs de formation à l’écriture". W Former des écrivants, 103. Presses universitaires du Septentrion, 2003. http://dx.doi.org/10.4000/books.septentrion.52899.
Pełny tekst źródłaTeboul, Thierry. "15. Dispositifs à l’initiative des salariés". W Le Grand Livre de la Formation, 343–55. Dunod, 2020. http://dx.doi.org/10.3917/dunod.barab.2020.02.0343.
Pełny tekst źródłaTali, Fatiha, i Jean François Marcel. "Chapitre 4. Élaborer un dispositif hybride de formation dans une visée d’alternance intégrative". W Alternance intégrative et formation des enseignants, 81–101. Presses Universitaires de Bordeaux, 2019. http://dx.doi.org/10.4000/books.pub.46510.
Pełny tekst źródłaStreszczenia konferencji na temat "Dispositifs hybrides de formation"
Pollet, Marie-Christine, Carole Glorieux, François Frédéric i Arnaud Van Hecke. "Construire l’intégrité scientifique des étudiants : de l’éclatement des dispositifs à leur articulation pour une formation cohérente à l’écriture de recherche". W 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9926.
Pełny tekst źródłaRaporty organizacyjne na temat "Dispositifs hybrides de formation"
Flandin, Simon, Germain Poizat i Romuald Perinet. Contribuer à la sécurité industrielle «par le facteur humain»: un regard pour aider à (re)penser la formation. Fondation pour une culture de sécurité industrielle, październik 2019. http://dx.doi.org/10.57071/207bbe.
Pełny tekst źródłaAlaoui, Siham, Nadia Naffi i Simon Collin. Les technologies éducatives en milieu scolaire et universitaire. Observatoire international sur les impacts sociétaux de l'IA et du numérique, czerwiec 2023. http://dx.doi.org/10.61737/nvtm1722.
Pełny tekst źródłaFlandin, Simon, Germain Poizat i Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, luty 2021. http://dx.doi.org/10.57071/948rpn.
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