{"id":1817,"date":"2016-11-09T17:00:58","date_gmt":"2016-11-09T14:00:58","guid":{"rendered":"https:\/\/www.georgesnahas.com\/gn\/\/?p=1817"},"modified":"2018-05-15T15:23:19","modified_gmt":"2018-05-15T12:23:19","slug":"formation-a-distance-et-apprentissage-par-problemes-ouvertures-et-contraintes","status":"publish","type":"post","link":"https:\/\/www.georgesnahas.com\/gn\/?p=1817","title":{"rendered":"Formation \u00e0 Distance et Apprentissage par probl\u00e8mes: Ouvertures et Contraintes"},"content":{"rendered":"

[et_pb_section admin_label=”section” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” padding_mobile=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” make_equal=”off” use_custom_gutter=”off” fullwidth=”off” specialty=”off” disabled=”off”][et_pb_row admin_label=”row” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” use_custom_gutter=”off” gutter_width=”3″ padding_mobile=”off” allow_player_pause=”off” parallax=”off” parallax_method=”on” make_equal=”off” column_padding_mobile=”on” parallax_1=”off” parallax_method_1=”on” parallax_2=”off” parallax_method_2=”on” parallax_3=”off” parallax_method_3=”on” parallax_4=”off” parallax_method_4=”on” disabled=”off”][et_pb_column type=”4_4″][et_pb_accordion admin_label=”Accordion” use_border_color=”off” border_color=”#ffffff” border_style=”solid” disabled=”off”] [et_pb_accordion_item title=”Abstract” open=”off” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”]<\/p>\n

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  1. Les avanc\u00e9es technologiques<\/strong><\/li>\n<\/ol>\n

    Les avanc\u00e9es technologiques ont toujours exist\u00e9 et ont eu un impact important sur les diff\u00e9rentes dimensions de la vie. En ce d\u00e9but de si\u00e8cle, les nouvelles technologies ont men\u00e9 au d\u00e9veloppement de nouveaux outils p\u00e9dagogiques, qui, avec les nouveaux modes de communication ont cr\u00e9\u00e9 un nouvel \u00e9tat de fait au niveau des formations d\u00e9livr\u00e9es jusque l\u00e0 par les moyens classiques.<\/p>\n

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    1. Les acquis de la Psychologie Cognitive<\/strong><\/li>\n<\/ol>\n

      D\u2019autre part, et au del\u00e0 du simple emploi de l\u2019appareillage technique, l’aspect purement \u00e9ducatif s\u2019est enrichi des nouvelles avanc\u00e9es de l\u2019approche cognitive, ce qui a men\u00e9 \u00e0 \u00e9clairer d\u2019un jour nouveau tous les aspects op\u00e9rationnels qui sous tendent la formation universitaire: La Langue et son r\u00f4le formateur, l\u2019appropriation de la connaissance, l\u2019action et son impact sur la conceptualisation et le d\u00e9veloppement des comp\u00e9tences dans les formations.<\/p>\n

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      1. Probl\u00e9matique et Hypoth\u00e8se<\/strong><\/li>\n<\/ol>\n

        Ces deux donn\u00e9es d’\u00e9gale importance mettent les \u00e9ducateurs devant la n\u00e9cessit\u00e9 d’adopter une nouvelle approche qui se diff\u00e9rencie des sch\u00e9mas classiques par son ouverture, sa flexibilit\u00e9 et son efficacit\u00e9. Est-ce qu\u2019une telle approche n\u00e9cessite l\u2019adoption d\u2019un nouveau paradigme p\u00e9dagogique\u00a0? Et lequel\u00a0? Existe-t-il une strat\u00e9gie \u00e9ducative qui r\u00e9pond aux exigences de succ\u00e8s de tels projets acad\u00e9miques? Quelles sont les conditions de succ\u00e8s d’une telle strat\u00e9gie?<\/p>\n

        La th\u00e9orie des Champs Conceptuels forme le canevas th\u00e9orique de l\u2019approche pr\u00e9conis\u00e9e. Il s\u2019agira alors de montrer comment ce canevas assure la compl\u00e9mentarit\u00e9 entre une formation par projets, la flexibilit\u00e9 de l\u2019enseignement \u00e0 distance et les crit\u00e8res de qualit\u00e9 requis. D\u2019o\u00f9 l\u2019hypoth\u00e8se\u00a0: Il est possible de mettre au point des formations \u00e0 distance coupl\u00e9es avec une approche cognitive de r\u00e9solution de probl\u00e8mes qui r\u00e9pondent \u00e0 l\u2019esprit d\u2019innovation et aux exigences de qualit\u00e9.<\/em><\/p>\n

        [\/et_pb_accordion_item][et_pb_accordion_item title=”Keywords” open=”off” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”] [\/et_pb_accordion_item][et_pb_accordion_item title=”Citation” open=”on” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”]<\/p>\n

        Nahas, G. N. & Dannaoui E. (2012). Formation \u00e0 Distance et Apprentissage par probl\u00e8mes: Ouvertures et Contraintes. In 4\u00e8me Ouvrage du RIFEFF. La formation de formateurs et d’enseignents \u00e0 l’\u00e8re du num\u00e9rique: L’accompagnement p\u00e9dagogique \u00e0 distance par les Hommes, les outils et les dispositifs. <\/em>(pp. 252-264), Montr\u00e9al: R\u00e9seau international francophone des \u00e9tabliessements de formation \u00a0de formateurs (RIFEFF) \/ Agence universitaire de la Francophonie (AUF). Universit\u00e9 Saint-Joseph. Liban.<\/p>\n

        [\/et_pb_accordion_item][et_pb_accordion_item title=”Full Text” open=”off” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”] <\/p>\n

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