De la gestion procédurale des connaissances au management réflexif : l’exemple de la formation aux usages du numérique (notice n° 119517)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02278cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112013333.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hulin, Thibaud |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | De la gestion procédurale des connaissances au management réflexif : l’exemple de la formation aux usages du numérique |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2018.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 74 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article discute le paradigme de l’approche procédurale de la gestion des connaissances. Il envisage son dépassement par le modèle du management réflexif, qui vise à développer des prises de consciences collectives. La confrontation des théories de l’apprentissage réflexif et des théories de l’activité permet de proposer un modèle souple de la communication humain / machine. Il est appliqué dans le cadre d’un dispositif de formation professionnelle aux usages du numérique. L’étude du journal d’activité des acteurs montre l’importance des processus cognitifs réflexifs. Ces résultats permettent d’envisager à nouveaux frais le management et la formation en développant l’esprit critique et les cultures à la fois techniques et professionnelles des acteurs. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article discusses the paradigm of the procedural approach in the knowledge management field. It attempts to explain its positivist and taylorist origin. It considers its overtaking by the model of the reflexive management, whose, however, the cognitive basis remains to ensure with the uses of digital technologies. To do this, the confrontation of reflexive learning theories and the theory of activity allows to propose a model of communication human / machine. It is applied as part of a professional training to digital literacy. The study of activity diary of participants shows the importance of reflexive cognitive processes. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | management des connaissances |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | management réflexif |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | numérique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reflexive management |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | digital |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | knowledge management |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Communication & management | 14 | 1 | 2018-02-15 | p. 89-105 | 2269-7195 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-communication-et-management-2017-1-page-89?lang=fr">https://shs.cairn.info/revue-communication-et-management-2017-1-page-89?lang=fr</a> |
Pas d'exemplaire disponible.
Réseaux sociaux