Готові списки джерел за темами / Oral communication

Добірка наукової літератури з теми "Oral communication"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 4 березня 2023

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Статті в журналах з теми "Oral communication":

Gilioli, Gianni, and Vilma Venturini. "Oral communication." Bolletino di zoologia 61, sup001 (January 1994): 77. http://dx.doi.org/10.1080/11250009409356025.

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Galeotti, Paolo. "Oral communication." Bolletino di zoologia 61, sup001 (January 1994): 77. http://dx.doi.org/10.1080/11250009409356026.

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Venuto, Vincenzo, and Renato Massa. "Oral communication." Bolletino di zoologia 61, sup001 (January 1994): 78. http://dx.doi.org/10.1080/11250009409356027.

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Cuomo, Vincenzo, and Maria Antonietta De Salvia. "Oral communication." Bolletino di zoologia 61, sup001 (January 1994): 78. http://dx.doi.org/10.1080/11250009409356028.

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Lucherini, Mauro, and Costanza Riccardi. "Oral communication." Bolletino di zoologia 61, sup001 (January 1994): 79. http://dx.doi.org/10.1080/11250009409356029.

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Borsani, Junio Fabrizio, and Gianni Pavan. "Oral communication." Bolletino di zoologia 61, sup001 (January 1994): 79. http://dx.doi.org/10.1080/11250009409356030.

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Prabavathi, R., and P. C. Nagasubramani. "Effective oral and written communication." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.

Abraham, Elyse K., and Uta M. Quasthoff. "Aspects of Oral Communication." Language 72, no. 3 (September 1996): 671. http://dx.doi.org/10.2307/416317.

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Charles, Mirjaliisa. "Europe: Oral Business Communication." Business Communication Quarterly 61, no. 3 (September 1998): 85–93. http://dx.doi.org/10.1177/108056999806100312.

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Kolenbrander, Paul E., Roxanna N. Andersen, David S. Blehert, Paul G. Egland, Jamie S. Foster, and Robert J. Palmer. "Communication among Oral Bacteria." Microbiology and Molecular Biology Reviews 66, no. 3 (September 2002): 486–505. http://dx.doi.org/10.1128/mmbr.66.3.486-505.2002.

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SUMMARY Human oral bacteria interact with their environment by attaching to surfaces and establishing mixed-species communities. As each bacterial cell attaches, it forms a new surface to which other cells can adhere. Adherence and community development are spatiotemporal; such order requires communication. The discovery of soluble signals, such as autoinducer-2, that may be exchanged within multispecies communities to convey information between organisms has emerged as a new research direction. Direct-contact signals, such as adhesins and receptors, that elicit changes in gene expression after cell-cell contact and biofilm growth are also an active research area. Considering that the majority of oral bacteria are organized in dense three-dimensional biofilms on teeth, confocal microscopy and fluorescently labeled probes provide valuable approaches for investigating the architecture of these organized communities in situ. Oral biofilms are readily accessible to microbiologists and are excellent model systems for studies of microbial communication. One attractive model system is a saliva-coated flowcell with oral bacterial biofilms growing on saliva as the sole nutrient source; an intergeneric mutualism is discussed. Several oral bacterial species are amenable to genetic manipulation for molecular characterization of communication both among bacteria and between bacteria and the host. A successful search for genes critical for mixed-species community organization will be accomplished only when it is conducted with mixed-species communities.

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Дисертації з теми "Oral communication":

Rhodes, Cheryl D. Kennedy Larry DeWitt. "Oral communication syndrome toward synthesis /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311289.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 3, 2006. Dissertation Committee: Larry D. Kennedy (chair), Thomas Baer, Kenneth Jerich, Frank Lewis. Includes bibliographical references (leaves 376-449) and abstract. Also available in print.

Bennett, Gary M. "Oral clarity in preaching." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0613.

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Boessen, Brett. "Communities of judgment and fan citizenship challenging univocality, cynicism, and isolation among viewers of "The West Wing" /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232585.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2006.
"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2813. Adviser: John L. Lucaites.

Church, Kristine. "Effective oral communication in the foreign language classroom." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.

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Abdullah, Normah. "The oral communication strategies of Malaysian L2 learners." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288691.

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Katirayi, Beverly A. Jensen. "Oral public communication in the Iranian immigrant community, toward reconceptualization of mass communication /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/6158.

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Lu, Yu. "Willingness to communicate in intercultural interactions between Chinese and Americans." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1446916.

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Tapper, Joanna. "The oral academic discourse of international college students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.

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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

Zizz, John Thomas. "Oral communication and the psyche of an aural community, as seen in Acts 2:14-41." Johnson City, TN : Emmanuel School of Religion, 2008. http://dx.doi.org/10.2986/tren.062-0306.

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Zizz, John Thomas. "Oral communication and the psyche of an aural community, as seen in Acts 2:14-41." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0306.

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Книги з теми "Oral communication":

Brooks, William Dean. Speech communication. 7th ed. Madison, Wis: Brown & Benchmark, 1993.

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Brooks, William Dean. Speech communication. 5th ed. Dubuque, Iowa: W.C. Brown Publishers, 1985.

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Brooks, William Dean. Speech communication. 6th ed. Dubuque, Iowa: Wm. C. Brown, 1989.

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Handschuh, Jeanne. Improving oral communication. Englewood Cliffs: Prentice-Hall, 1985.

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Capp, Glenn Richard. Basic oral communication. 4th ed. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Capp, Glenn Richard. Basic oral communication. 5th ed. Englewood Cliffs, N.J: Prentice-Hall, 1990.

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Handschuh, Jeanne. Improving oral communication. Englewood Cliffs, NJ: Prentice-Hall, 1985.

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G, Cheek Jimmy, ed. Effective oral communication. 2nd ed. Danville, Ill: Interstate Publishers, 2000.

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Cheek, Jimmy G. Effective oral communication. Danville, Ill: Interstate Publishers, 1995.

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Mondahl, Margrethe Smedegaard. Mastering oral communication. København: Handelshøjskolens Forlag, 2003.

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Частини книг з теми "Oral communication":

Rounds, Jerald, and Robert Segner. "Oral Communication." In Construction Supervision, 27–45. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118984024.ch3.

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Sherrin, David. "Oral Communication." In Authentic Assessment in Social Studies, 133–60. New York, NY : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9780429261114-9.

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Balzotti, Jon. "Oral Presentations." In Technical Communication, 219–45. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-11.

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Albuquerque, Ulysses Paulino. "Efficient Oral Communication." In Speaking in Public About Science, 11–14. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06517-5_3.

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McCroskey, James C., and Michael J. Beatty. "Oral Communication Apprehension." In Shyness, 279–93. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-0525-3_21.

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Cherkassky, Lisa, Julia Cressey, Christopher Gale, Jessica Guth, Ilias Kapsis, Robin Lister, William Onzivu, and Steve Rook. "Written and oral communication." In Legal Skills, 164–238. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34443-3_5.

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Norback, Judith Shaul. "Advanced Oral Communication Skills." In Oral Communication Excellence for Engineers and Scientists, 113–17. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-031-02509-9_8.

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Chan, Mable. "Making oral presentations." In English for Business Communication, 141–69. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-8.

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Fingerhut, Abe, and François Lacaine. "Other Forms of Communication." In Oral Presentation in Medicine, 61–65. Paris: Springer Paris, 2002. http://dx.doi.org/10.1007/978-2-8178-0843-7_6.

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Nair, P. K. Ramachandran, and Vimala D. Nair. "Oral Presentations." In Scientific Writing and Communication in Agriculture and Natural Resources, 115–25. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03101-9_9.

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Тези доповідей конференцій з теми "Oral communication":

"Oral paper presentation on communication." In 2014 Sixth International Conference on Advanced Computing (ICoAC). IEEE, 2014. http://dx.doi.org/10.1109/icoac.2014.7229781.

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"Oral session." In 2016 International Conference On Communication Problem-Solving (ICCP). IEEE, 2016. http://dx.doi.org/10.1109/iccps.2016.7751083.

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Renals, Steve. "Session details: Multimodal communication analysis (Oral)." In ICMI-MLMI '09: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERFACES/WORKSHOP ON MACHINE LEARNING FOR MULTIMODAL INTERFACES. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3252522.

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Sukhova, A. A., V. Y. Shishkova, and V. V. Semina. "FEATURES OF COMMUNICATION IN THE ENGLISH AND RUSSIAN-SPEAKING INTERNET ENVIRONMENT." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-377-382.

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This paper examines the differences between oral, direct communication, and written communication on the Internet. It describes ways that compensate for the lack of means of traditional oral communication in written speech, as well as ways of communication that are not available in oral speech.

Tallman, Ken, Peter Eliot Weiss, and Lydia Wilkinson. "Extended Abstract: Teaching Oral Presentation as Performance / Teaching Performance as Oral Presentation." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00051.

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"COMPUTER-ASSISTED GRAMMAR PRACTICE FOR ORAL COMMUNICATION." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003402503550361.

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Galley, Debi. "Advancing Oral Communication Through TED Talk Assignments." In 2021 IEEE International Professional Communication Conference (ProComm). IEEE, 2021. http://dx.doi.org/10.1109/procomm52174.2021.00007.

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"Nonverbal Communication Strategies in Dyadic Oral Interaction." In International Conference on Economics, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed1214086.

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Pihkala-Posti, Laura. "Innovative training of oral communication: Berlin Kompass." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000237.

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Morency, Louis-Philippe. "Session details: Oral Session 4: Communication Dynamics." In ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3252449.

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Звіти організацій з теми "Oral communication":

Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.

Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

Donaghey, S., S. Berman, and N. Seja. More Than A War: Remembering 1914-1918. Unitec ePress, May 2016. http://dx.doi.org/10.34074/emed.035.

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More Than a War: Remembering 1914-1918 presents a creative juxtaposition of digital platforms—a combination of audio, video, archival images, soundscapes, and social media, among others—to tell the stories from 1914–1918 a century later. Led by Sara Donaghey, Sue Berman and Nina Seja, the transmedia project brings together staff and students from Unitec Institute of Technology’s Department of Communication Studies and Auckland Libraries to provide a unique oral contribution to recording the history of Aotearoa New Zealand in The First World War.

Edwards, Cathleen. A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5847.

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Gutierrez-Arias, Ruvistay, Gabriel Salgado-Maldonado, Viviana Vidal Ojeda, Paola Letelier Valdivia, Francisco Salinas-Barahona, Carmen Echeverría-Valdebenito, and Pamela Seron. Frequency and assessment of swallowing disorders in adults on high-flow nasal cannula in critical and non-critical care settings. A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0078.

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Review question / Objective: i) What are the characteristics of the population undergoing high-flow nasal cannula (HFNC) in which swallowing disorders have been assessed? ii) What has been the programming used in HFNC when assessing swallowing disorders? iii) What assessment tools or scales have been used to assess swallowing disorders in adults undergoing HFNC? Background: HFNC has become a widely used respiratory support system, which has been shown to have positive effects in different populations. While facilitation of oral communication and feeding have been described as advantages, swallowing disorders have been postulated as potential complications.

Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.

Robinson, M. T. Communications procedures for the ORNL Solid State Division Interactive Computer System. Office of Scientific and Technical Information (OSTI), March 1986. http://dx.doi.org/10.2172/6137669.

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Rousseau, Henri-Paul. Gutenberg, L’université et le défi numérique. CIRANO, December 2022. http://dx.doi.org/10.54932/wodt6646.

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Introduction u cours des deux derniers millénaires, il y a eu plusieurs façons de conserver, transmettre et même créer la connaissance ; la tradition orale, l’écrit manuscrit, l’écrit imprimé et l’écrit numérisé. La tradition orale et le manuscrit ont dominé pendant plus de 1400 ans, et ce, jusqu’à l’apparition du livre imprimé en 1451, résultant de l’invention mécanique de Gutenberg. Il faudra attendre un peu plus de 550 ans, avant que l’invention du support électronique déloge à son tour le livre imprimé, prenant une ampleur sans précédent grâce à la révolution numérique contemporaine, résultat du maillage des technologies de l’informatique, de la robotique et de la science des données. Les premières universités qui sont nées en Occident, au Moyen Âge, ont développé cette tradition orale de la connaissance tout en multipliant l’usage du manuscrit créant ainsi de véritables communautés de maîtres et d’étudiants ; la venue de l’imprimerie permettra la multiplication des universités où l’oral et l’écrit continueront de jouer un rôle déterminant dans la création et la transmission des connaissances même si le « support » a évolué du manuscrit à l’imprimé puis vers le numérique. Au cours de toutes ces années, le modèle de l’université s’est raffiné et perfectionné sur une trajectoire somme toute assez linéaire en élargissant son rôle dans l’éducation à celui-ci de la recherche et de l’innovation, en multipliant les disciplines offertes et les clientèles desservies. L’université de chaque ville universitaire est devenue une institution florissante et indispensable à son rayonnement international, à un point tel que l’on mesure souvent sa contribution par la taille de sa clientèle étudiante, l’empreinte de ses campus, la grandeur de ses bibliothèques spécialisées ; c’est toutefois la renommée de ses chercheurs qui consacre la réputation de chaque université au cours de cette longue trajectoire pendant laquelle a pu s’établir la liberté universitaire. « Les libertés universitaires empruntèrent beaucoup aux libertés ecclésiastiques » : Étudiants et maîtres, qu'ils furent, ou non, hommes d'Église, furent assimilés à des clercs relevant de la seule justice ecclésiastique, réputée plus équitable. Mais ils échappèrent aussi largement à la justice ecclésiastique locale, n'étant justiciables que devant leur propre institution les professeurs et le recteur, chef élu de l’université - ou devant le pape ou ses délégués. Les libertés académiques marquèrent donc l’émergence d'un droit propre, qui ménageait aux maîtres et aux étudiants une place à part dans la société. Ce droit était le même, à travers l'Occident, pour tous ceux qui appartenaient à ces institutions supranationales que furent, par essence, les premières universités. À la fin du Moyen Âge, l'affirmation des États nationaux obligea les libertés académiques à s'inscrire dans ce nouveau cadre politique, comme de simples pratiques dérogatoires au droit commun et toujours sujettes à révision. Vestige vénérable de l’antique indépendance et privilège octroyé par le prince, elles eurent donc désormais un statut ambigu » . La révolution numérique viendra fragiliser ce statut. En effet, la révolution numérique vient bouleverser cette longue trajectoire linéaire de l’université en lui enlevant son quasi monopole dans la conservation et le partage du savoir parce qu’elle rend plus facile et somme toute, moins coûteux l’accès à l’information, au savoir et aux données. Le numérique est révolutionnaire comme l’était l’imprimé et son influence sur l’université, sera tout aussi considérable, car cette révolution impacte radicalement tous les secteurs de l’économie en accélérant la robotisation et la numérisation des processus de création, de fabrication et de distribution des biens et des services. Ces innovations utilisent la radio-identification (RFID) qui permet de mémoriser et de récupérer à distance des données sur les objets et l’Internet des objets qui permet aux objets d’être reliés automatiquement à des réseaux de communications .Ces innovations s’entrecroisent aux technologies de la réalité virtuelle, à celles des algorithmiques intelligentes et de l’intelligence artificielle et viennent littéralement inonder de données les institutions et les organisations qui doivent alors les analyser, les gérer et les protéger. Le monde numérique est né et avec lui, a surgi toute une série de compétences radicalement nouvelles que les étudiants, les enseignants et les chercheurs de nos universités doivent rapidement maîtriser pour évoluer dans ce Nouveau Monde, y travailler et contribuer à la rendre plus humain et plus équitable. En effet, tous les secteurs de l’activité commerciale, économique, culturelle ou sociale exigent déjà clairement des connaissances et des compétences numériques et technologiques de tous les participants au marché du travail. Dans cette nouvelle logique industrielle du monde numérique, les gagnants sont déjà bien identifiés. Ce sont les fameux GAFAM (Google, Apple, Facebook, Amazon et Microsoft) suivis de près par les NATU (Netflix, Airbnb, Tesla et Uber) et par les géants chinois du numérique, les BATX (Baidu, Alibaba, Tenant et Xiaomi). Ces géants sont alimentés par les recherches, les innovations et les applications mobiles (APPs) créées par les partenaires de leurs écosystèmes regroupant, sur différents campus d’entreprises, plusieurs des cerveaux qui sont au cœur de cette révolution numérique. L’université voit donc remise en question sa capacité traditionnelle d’attirer, de retenir et de promouvoir les artisans du monde de demain. Son aptitude à former des esprits critiques et à contribuer à la transmission des valeurs universelles est également ébranlée par ce tsunami de changements. Il faut cependant reconnaître que les facultés de médecine, d’ingénierie et de sciences naturelles aux États-Unis qui ont développé des contacts étroits, abondants et suivis avec les hôpitaux, les grandes entreprises et l’administration publique et cela dès la fin du 19e siècle ont été plus en mesure que bien d’autres, de recruter et retenir les gens de talent. Elle ont énormément contribué à faire avancer les connaissances scientifiques et la scolarisation en sciences appliquées ..La concentration inouïe des Prix Nobel scientifiques aux États-Unis est à cet égard très convaincante . La révolution numérique contemporaine survient également au moment même où de grands bouleversements frappent la planète : l’urgence climatique, le vieillissement des populations, la « déglobalisation », les déplacements des populations, les guerres, les pandémies, la crise des inégalités, de l’éthique et des démocraties. Ces bouleversements interpellent les universitaires et c’est pourquoi leur communauté doit adopter une raison d’être et ainsi renouveler leur mission afin des mieux répondre à ces enjeux de la civilisation. Cette communauté doit non seulement se doter d’une vision et des modes de fonctionnement adaptés aux nouvelles réalités liées aux technologies numériques, mais elle doit aussi tenir compte de ces grands bouleversements. Tout ceci l’oblige à s’intégrer à des écosystèmes où les connaissances sont partagées et où de nouvelles compétences doivent être rapidement acquises. Le but de ce texte est de mieux cerner l’ampleur du défi que pose le monde numérique au milieu universitaire et de proposer quelques idées pouvant alimenter la réflexion des universitaires dans cette démarche d’adaptation au monde numérique. Or, ma conviction la plus profonde c’est que la révolution numérique aura des impacts sur nos sociétés et notre civilisation aussi grands que ceux provoqués par la découverte de l’imprimerie et son industrialisation au 15e siècle. C’est pourquoi la première section de ce document est consacrée à un rappel historique de la révolution de l’imprimerie par Gutenberg alors que la deuxième section illustrera comment les caractéristiques de la révolution numérique viennent soutenir cette conviction si profonde. Une troisième section fournira plus de détails sur le défi d’adaptation que le monde numérique pose aux universités alors que la quatrième section évoquera les contours du changement de paradigme que cette adaptation va imposer. La cinquième section servira à illustrer un scénario de rêves qui permettra de mieux illustrer l’ampleur de la gestion du changement qui guette les universitaires. La conclusion permettra de revenir sur quelques concepts et principes clefs pour guider la démarche vers l’action. L’université ne peut plus « être en haut et seule », elle doit être « au centre et avec » des écosystèmes de partenariats multiples, dans un modèle hybride physique/virtuel. C’est ainsi qu’elle pourra conserver son leadership historique de vigie du savoir et des connaissances d’un monde complexe, continuer d’établir l’authenticité des faits et imposer la nécessaire rigueur de la science et de l’objectivité.