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Conception de dispositifs et changement de paradigme en formation

Monique Linard 
Abstract : With the transformation by ICTs of our current modes of doing and knowing, adult training is inevitably confronted with a deep change in design and practice. The concept of "device" may act both as a revealing feature and an organizer in the field. The concept balances between two paradigmatic definitions : the rational objective, centered on the objects, and the experiential subjective, centered on the actors of action. The objective model is adequate with the restricted cases of problem solving and industrial production. Yet it can't account for the pragmatic nor social conditions involved in an efficient use of ICTs by their users. The experiential, constructivist interactionist model is better fitted to explain the actors' actions and interactions. Yet, its application is more arduous and has to be extended to meet the problems of autonomy raised by the use of ICTs. The questions at stake in both paradigms are adressed as well as the necessity of going beyond their limits and the ensuing consequences in terms of design and practice in training.
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Submitted on : Friday, November 21, 2003 - 5:33:37 PM
Last modification on : Thursday, October 29, 2020 - 2:26:03 PM
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  • HAL Id : edutice-00000275, version 1



Monique Linard. Conception de dispositifs et changement de paradigme en formation. Éducation permanente, 2002, Regards multiples sur les nouveaux dispositifs de formation, 152, pp.143-155. ⟨edutice-00000275⟩



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