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Artykuły w czasopismach na temat "Relation Éducative Numérisée"
Collin, Simon. "Le numérique en éducation : au-delà de l’impact". Diversité 185, nr 1 (2016): 137–41. http://dx.doi.org/10.3406/diver.2016.4315.
Pełny tekst źródłaPlantard, Pascal, i Matthieu Serreau. "Digital Technology as a Total Social Fact". Canadian Journal of Learning and Technology 49, nr 4 (6.02.2024): 1–19. http://dx.doi.org/10.21432/cjlt28463.
Pełny tekst źródłaBraun, Gilles, Jean-François Cerisier i Thierry Joffredo. "Les relations économiques entre le numérique éducatif et l’École". Administration & Éducation N° 180, nr 4 (18.12.2023): 61–62. http://dx.doi.org/10.3917/admed.180.0061.
Pełny tekst źródłaAlexandre, Marie, Jacques Roy, Jean Bernatchez, Naomie Fournier Dubé i Hélène Lahaie. "Des solidarités numériques en action : le soutien aux étudiants et aux étudiantes utilisant des environnements numériques d’apprentissage en milieu collégial". Médiations et médiatisations, nr 12 (29.11.2022): 54–73. http://dx.doi.org/10.52358/mm.vi12.289.
Pełny tekst źródłaGautellier, Christian, i Georges Sinuy. "En quoi le numérique est-il le nom en éducation ?" Diversité 185, nr 1 (2016): 77–81. http://dx.doi.org/10.3406/diver.2016.4299.
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 źródłaFargier, Patrick, Valérian Cécé, Guillaume Girod, Nicolas Burel, Jimmy Serment, Cédric Roure i Vanessa Lentillon-Kaestner. "Jeux vidéo actifs, mathématiques et éducation physique: le cas de la plateforme Play Lü". Revue de Mathématiques pour l’école 237 (20.05.2022): 21–31. http://dx.doi.org/10.26034/vd.rm.2022.2214.
Pełny tekst źródłaSaba Ayon, Hadi. "Clubhouse connecté pour la population ayant des incapacités psychiques : pratiques numériques collaboratives, emplois de transition et communs de la connaissance". Développement Humain, Handicap et Changement Social 25, nr 1 (2.02.2022): 109–25. http://dx.doi.org/10.7202/1085771ar.
Pełny tekst źródłaHUGONNIER, BERNARD. "EDUCATION ET DÉMOCRACIE". International Journal for 21st Century Education 4, Special (30.12.2017): 39. http://dx.doi.org/10.21071/ij21ce.v4ispecial.10390.
Pełny tekst źródłaVerquin Savarieau, Béatrice, Stéphane Simonian i Jacques Béziat. "Pérennité et mutations en formation à distance à l’université : Retour sur le vécu des vingt années d’existence du campus numérique FORSE". Médiations et médiatisations, nr 6 (24.06.2021): 48–67. http://dx.doi.org/10.52358/mm.vi6.196.
Pełny tekst źródłaRozprawy doktorskie na temat "Relation Éducative Numérisée"
Bortolotti, Rosa Maria. "Jeunesses populaires en ligne : la relation éducative à l’épreuve des paniques numériques. Le cas de la Prévention Spécialisée". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1220.
Pełny tekst źródłaIn an increasingly digitalized society where digital tools and social networks are widely used by popular youth, “moral panics” find a new field of application. Naivety, dangerousness, screen addiction, technological illiteracy, search for buzz through filmed fights, provocation, obesity: as many repressed representations which are being reactivated. This thesis questions the relationship between digital technology and young people in situations of social vulnerability and the socio-educational professionals who accompany them. Carried out in a sensitive territory in Île de France*, through an ethnographic approach (physical and virtual), this thesis is the result of three years of field work (2019-2022) carried out with around thirty professionals in the field of Specialized Prevention and around sixty young people, aged 12 to 23, accompanied by street educators. We analyse the representations of these professionals on the digital practices of young people, in particular regarding digital social networks, and confront them with the digital uses of the former. Firstly, we note the prevalence, in the sector, of negative vision of the digital practices of young people, relating to a phenomenon that we describe as “digital panic”. Secondly, we question this “digital panic” by retracing the digital lives of young people. We underline that “popular online youth” use digital social networks to flourish, develop a cultural practice and above all maintain friendships, even if their digital practices are part of situated social relationships. Finally, we explore the different digital practices of a certain number of professionals who, rejecting “digital panic”, are investing in the juvenile digital world. The new digital sociabilities are experienced here as a “digital test” which invites them to update their guidance methods and to develop what we call a “digitalized educational relationship”. This thesis aims to demonstrate that traditionally pessimistic discourses towards working-class youth, which are rooted in a concern towards any new cultural practice, reflect on the methods of educational support for their digital practices
Boudjema, Cédric. "La fonction éducative des musées dans la société numérique : analyse comparative de l'offre pédagogique en ligne de huit musées nationaux dans quatre pays (France, Angleterre, Australie, Etats-Unis)". Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30013/document.
Pełny tekst źródłaThis research studies museum internet sites and in particular the pedagogy of eight national institutions in four different countries and suggests that online museums are educational content players.The interest is to investigate the educational content of the internet sites using a content analysis and implementing a comparison between the four countries and the types of internet sites to be able to understand the practices – and especially what Jean Davallon calls « the anticipation by the “sender” » that the visitor will engage in (the sender aiming for example to keep the attention of the latter or to provide guidance in the contents), the typology of content and the teaching strategies put in place by the online museum institutions. The online educational offer is defined here as a permanent activity as a source of building knowledge, consultation, criticism, and entertainment, from the museum resources. This offer is also constructed according to the consistent rules of Web design.We have chosen to study the online pedagogy according to a constructivist approach that drives us to privilege certain key concepts : individual learning ways, learning processes, cognitive strategies, meta-cognitive strategies, {learning styles}, taxonomy. From a methodological point of view, this thesis relies on a qualitative approach and privileges a content analysis from an analysis grid with eleven categories : the corpus is composed of eight internet sites and of two types of national museums : the art museums and the science museums with an educational section. The thesis is composed of two tomes. The tome 2 contains the complete analysis of the sites and the tome 1 includes three parts. In the first part, the research discusses the educational role of museums with its specificities and complexities. This part defines the historical context of the educational function of museums that very early on developed an educational strategy for the public. It also shows the specificity of museums in informal education as a place of learning concepts and development that develop two types of mediation. The museum favours the formulation of questions; it orientates reflexion and raises questions. It then shows the museum as an important partner and complementary to school. Finally, this part precises the historical context of online museums of the four countries from our analysis and the progressive development of the cultural policies of the present and the progressive actions put into place by the museums.Secondly, the research focuses on the thematic analysis of the internet sites and on their educational sections and attempts to show the successive steps of the content analysis via the analysis grid constructed for this research. Firstly, it is about showing the ergonomics of the sites to progressively arrive upon the general treatment of the educational sections of the sites, that is to say to identify the mechanisms of underlying internet sites and of their educational sections and secondly to identify the differences between the types of museums and their countries. Finally, the third part of the research attaches importance to the typology of the online educational content and focuses on the strategies put into place in the sites as well as the pedagogy deployed. The internet sites are thus viewed as interconnected elements, intended for a target audience and reinforcing the social role of the museum. The schools and the teaching body are a privileged population; a prominent place for them is underlined
Popova-Dimitrova, Boriana. "Analyse de projets utilisant la technologie numérique dans l'enseignement supérieur : approche compréhensive de la complexité". Montpellier 3, 2009. http://www.theses.fr/2009MON30007.
Pełny tekst źródłaThe development of Information and Communication Technologies (ICT) in Education, and more specifically in higher education, raises a certain number of questions with regards to: the generalization of such technologies; the ‘digital revolution’, which inevitably promotes the instigation of changes to our teaching and learning processes including that of learning how to learn; and the development of an architecture to support the application and deployment of tools and instruments serving this digital revolution in the higher education sector. The technological framework is evolving very quickly, with new actors, new tools and new projects. Experience in ICT in Education is becoming wider but without necessarily accompanying a global development of the tools applied by many different projects. The objective of this research project, which works to provide an understanding of the current situation, is not to offer a direct response to the question ‘which tool will enable widespread integration of the ICT in Education’? Instead we propose a new approach based on a systemic view of projects which use digital technology in higher education. This systemic approach targets an understanding of the complexity of such projects, which first and foremost stem from human situations. In the light of this, the aim is not to overcome the technical problems but to take into consideration the collective development of such projects by the actors of the system, based on a shared objective in response of specific challenges
Schaming, Claire. "L'Espace Numérique de Travail : outil de suivi de l'élève et/ou dispositif de médiatisation de la relation Ecole/Famille". Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAG047.
Pełny tekst źródłaThe Virtual Learning Environment (VLE) is part of the day-to-day life of the members of the secondary educational community in France. Parents, students and secondary school staff use it daily as a tracking tool for children-pupils. This study deals with the VLE’s place in the school-family relationship in two secondary schools. Through the analysis of two specific modules, the « online homework calendar » and the « pupils’ marks » module, we’ve tried to assess their so-called « co-educational stance », both on parents and teachers, as well as their influence on the schools’ internal educational policies. We are also offering suggestions so that both parents and schools use this tool as an educational collaborative platform