My.ryerson.ca (notice n° 370564)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02265cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250118081852.0 |
| 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 | Bal, Alexandra |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | My.ryerson.ca |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2007.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 73 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméCet article s’intéresse à un cas canadien de délocalisation de la formation universitaire. Liées à la perspective de la création d’une « écologie d’apprentissage », les prestations éducatives d’acteurs ayant des positions idéologiques et pédagogiques divergentes coexistent sans affrontement. Les acteurs font appel au constructivisme dans le but de faciliter la construction de l’individu hyper-autonome d’une nouvelle phase du capitalisme. Mais le développement des capacités de l’apprenant devient un «pré-requis ». Cette simplification risque de convertir la virtualisation du savoir en un instrument de lutte sociale car l’hyper autonomie peut inscrire les individus autant dans une « technopolie » que dans une démocratie. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article examines a Canadian instance of virtualisation of university education. Despite conflicting ideologies and pedagogical positions, actors interested in the creation of a “learning ecology” allow commercial and not for profit educational applications to coexist without conflict in the virtual space. Actors rely on constructivist pedagogy to develop hyperautonomous individuals necessary to a new phase of capitalism. But autonomy becomes a pre-requisite and no longer a goal of undergraduate education. This simplification of the constructivist pedagogy runs the risk of converting educational virtualisation into a social class battlefield since hyper-autonomy can as much serve a “technopoly” as a democracy. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | internationalisation de l'éducation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | socio-economie de l'éducation universitaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ecologie d'apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | internationalization of education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | virtual education socio-economy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning ecology |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Distances et savoirs | 5 | 3 | 2007-12-01 | p. 407-425 | 1765-0887 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-distances-et-savoirs-2007-3-page-407?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-distances-et-savoirs-2007-3-page-407?lang=fr&redirect-ssocas=7080</a> |
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