Entre présence et absence (notice n° 443779)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02908cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121010435.0 |
| 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 | Jacquinot-Delaunay, Geneviève |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Entre présence et absence |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2010.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 96 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméLa formation à distance est une modalité de formation qui permet de vaincre la distance physique qui sépare, quelle qu’en soit la raison, ceux qui veulent apprendre et ceux qui peuvent enseigner. C’est là son objectif essentiel : mais ce faisant, elle a bien des effets qui ne sont pas toujours favorisés, maîtrisés voire voulus. Car mettre la distance au cœur du processus enseigner/apprendre c’est entraîner un certain nombre de changements qui sont autant de « provocations » par rapport à la modalité classique de l’enseignement face-à-face et du système dans lequel elle s’insère. C’est ce que nous montrons à partir d’exemples vécus et/ou rapportés tout en soulignant que ce principe de provocation entre en écho avec les principales théories de la formation à distance que l’évolution des technologies, comme celle plus générale des contextes de société obligent à faire évoluer. Bien au-delà de la seule FAD, toutes ces expériences et successives provocations, ont contribué à forger un nouveau modèle d’enseignement/apprentissage. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Distance learning (DL) enables one to overcome the physical separation – whatever the reason for this separation – that comes between those who want to learn and those who can teach. This is the main purpose of DL. But in the meantime its many outcomes are not always encouraged, mastered or even foreseen. Indeed, having distance at the heart of the learning/teaching process means bringing about a number of changes that are as many “provocations” to traditional face to face teaching and to the system it is introduced into. This is what we are going to point out with examples we have experienced or been reported to, explaining each time how the “provocative principle” works as an echo of the main theories of DL and its evolutions driven by technologies and more generally by social contexts. Beyond DL itself, all these experiences and successive “provocations” have played a major role in bringing about a new model for learning and teaching. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | distance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | présence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | absence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | modèle d'enseignement/apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | signes de la présence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | distance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning models |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | training models |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | presence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | signs of presence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | absence |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Distances et savoirs | 8 | 2 | 2010-10-05 | p. 153-165 | 1765-0887 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-distances-et-savoirs-2010-2-page-153?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-distances-et-savoirs-2010-2-page-153?lang=fr&redirect-ssocas=7080</a> |
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