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En France, il contemple un triste spectacle : aux champs comme à l'usine, l'homme est invité à accepter une forme d'anéantissement personnel à seule fin que tourne la machine économique. L'économie ? Au lieu de gérer et répartir les ressources communes à l'humanité en déployant une vision à long terme, elle s'est contentée, dans sa recherche de croissance illimitée, d'élever la prédation au rang de science. Le lien viscéral avec la nature est rompu ; cette dernière n'est plus qu'un gisement de ressources à exploiter - et à épuiser. Au fil des expériences, une évidence s'impose : seul le choix de la modération de nos besoins et désirs, le choix d'une sobriété libératrice et volontairement consentie, permettra de rompre avec cet ordre anthropophage appelé \"mondialisation\". 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\"Pour Tchounikine (Tchounikine, 2004), les travaux de recherche liés au domaine des EIAH correspondent aux travaux focalisés sur les environnements informatiques dont l’objectif est de susciter et d’accompagner l’apprentissage humain, c’est-à-dire la construction de connaissances chez un apprenant.\" p. 23

", "tags": [ { "tag": "EIAH" }, { "tag": "apprentissage" }, { "tag": "citation" }, { "tag": "définition" }, { "tag": "humain" }, { "tag": "informatique" } ], "relations": {}, "dateAdded": "2015-02-20T11:14:53Z", "dateModified": "2015-02-20T11:14:53Z" } }, { "key": "U92DAFJA", "version": 24, "library": { "type": "group", "id": 320843, "name": "ila souria", "links": { "alternate": { "href": "https://www.zotero.org/groups/ila_souria", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/320843/items/U92DAFJA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ila_souria/items/U92DAFJA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 13594, "username": "luckysemiosis", "name": "Lucky Semiosis", "links": { "alternate": { "href": "https://www.zotero.org/luckysemiosis", "type": "text/html" } } }, "creatorSummary": "Battou", "parsedDate": "2012-01-21", "numChildren": 3 }, "data": { "key": "U92DAFJA", "version": 24, "itemType": "thesis", "title": "Approche granulaire des objets pédagogiques en vue de l'adaptabilité dans les EIAHs", "creators": [ { "creatorType": "author", "firstName": "Amal", "lastName": "Battou" } ], "abstractNote": "Le travail que nous présentons dans cette thèse s'intègre dans une problématique générale des Environnements Informatiques pour l'Apprentissage Humain (EIAH). Il s'intéresse plus particulièrement aux Systèmes Hypermédias Adaptatifs Dynamiques (SHAD). Le but principal est d'examiner l'intérêt de la granularité fine pour l'adaptation des parcours dans ces systèmes. Il s'agit, en fait, de la génération automatique de cours adaptés à un apprenant particulier, à partir d'un ensemble de ressources pédagogiques et en fonction de ses besoins, ses préférences et ses pré-requis. Les ressources pédagogiques appelés actuellement objets pédagogiques sont indexés en utilisant des normes et des standards de métadonnées éducatifs comme LOM et SCORM. Ces objets pédagogiques, qui constituent le contenu à apprendre, sont assemblés à partir de grains pédagogiques puis associées pour constituer des parcours individuels de formation avec une présentation de type hypermédia. Nous proposons dans le cadre de ce travail, une nouvelle approche de la granularité des ressources pédagogiques basée sur la taille, le contenu et le type de média utilisé. Cette modélisation granulaire propose une décomposition du contenu en fragments ou grains pédagogiques de type introduction, définition, exemple, remarque, etc. Chacun de ces fragments est représenté par des briques multimédia de type : texte, image, son, vidéo, etc. Tous ces éléments servent à améliorer l'adaptabilité, à la fois du contenu, de sa présentation et de la navigation dans un environnement d'apprentissage hypermédia. En résumé, à partir d'un ensemble de ressources élémentaires et granulaires, de leurs descriptions sémantiques et du profil de l'apprenant, le système attendu doit être capable de générer des ressources adaptées (cours, exercices, etc.) avec une interface de navigation sur le Web. Dans ce sens nous avons mis en place les premières briques de réalisation d'un SHAD, que nous avons baptisé Adaptive Learning System for the 'C' Programming Language (ALS-CPL). Ce système spécifique vise tout d'abord à mettre en application nos recherches sur les environnements d'apprentissage de programmation, dans le cadre d'un large projet intitulé Adaptive Learning System for Programming Languages (ALS-PL). 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\"Les possibilités de la technologie paraissant illimités, les destinataires de produits et de services semblent de moins en moins se satisfaire du rôle passif de clients ou d'usagers, et vouloir devenir de plus en plus des contributeurs et des praticiens - c'est-à-dire aussi redevenir des citoyens.\" p. 17

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"accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "La Méthode", "language": "", "libraryCatalog": "Amazon.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-01-18T07:47:10Z", "dateModified": "2015-01-18T07:47:10Z" } }, { "key": "VIQAJ8DC", "version": 19, "library": { "type": "group", "id": 320843, "name": "ila souria", "links": { "alternate": { "href": "https://www.zotero.org/groups/ila_souria", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/320843/items/VIQAJ8DC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ila_souria/items/VIQAJ8DC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/320843/items/KGW7IEG2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 13594, "username": "luckysemiosis", "name": "Lucky Semiosis", "links": { "alternate": { "href": 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\"L'opération technique pose d'abord des questions de moyens et de \"comment faire\". L'activité humaine pose d'abord des questions de fins, de sens et de \"pourquoi faire\". Jusqu'ici, la raison des fins encadrait et guidait plus ou moins la raison des moyens. Mais que se passe-t-il quand la puissance des moyens débordant tout contrôle, elle se développe pour son propre compte et tend à devenir à elle-même sa propre fin ?\" p. 243

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\"En raison de leurs apports positifs évidents dans tous les domaines de l'information et de la communication, les TIC suscitent souvent, chez les jeunes en particulier, un phénomène de fascination et même de captation du Moi, repéré bien avant Internet (Turkle, 1984).\" p. 249

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\"La capacité d'autonomie exigée par le bon usage des TIC ébranle pourtant de proche en proche les principes et l’architecture entière des institutions, à commencer par celles de l’enseignement supérieur et de la recherche. Ces dernières se voient contraintes de se repenser sur tous les plans: depuis la division des disciplines et leurs relations jusqu'à la définition des objectifs, des contenus, des fonctions et des méthodes de transmission de la connaissance.\" p. 246

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\"Les systèmes sociaux et organisationnels se reproduisent eux-même de façon permanente selon une spirale évolutive qui connecte mutuellement les structures organisationnelles et sociales avec les acteurs et la technologie.\" p. 81

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\"La construction d'une théorie holistique du design coopératif vise le développement futur de système communautique où les technologies de l'information et de la communication supportent les processus créatifs et coopératifs du design de système sociaux collaboratifs. Une telle approche sera orientée par deux objectifs : fournir un cadre de développement et un cycle de vie pour les système d'information et de communication de type communautique (télé-collaboratifs) et offrir une méthodologie semi-formelle de design pouvant être utilisée dans les multiples dimensions qui interviennent dans le design des système sociaux organisationnels.\" p. 82

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\"Un jardinier ne célèbre pas l'éthique du travail. Il n'épouse pas la cause de la peine. Il épouse la cause de ce qu'il cultive.\" p. 217

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\"Pour qui envisage le paradis comme un jardin de tranquilité parfaite, l'incurable agitation occidentale revêt une dimension diabolique.\" p. 175

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\"la plupart [les étudiants] sont plus à leur aise chez eux, absorbés dans leurs ordinateurs ou dans les fictions et intrigues qui les touchent par écran interposé, que dans le monde tridimensionnel. Nombre d'entre eux, à vrai dire, ne sont plus du tout capables de voir le monde visible, sinon de manière périphérique et grossière.\" p. 145

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