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| Titre : |
Principles of action to promote learning emergence in socio-technical learning devices |
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| Numéro : |
29 |
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| Année : |
2007 |
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| Volume : |
XIII |
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| Auteur(s) : |
Catherine DE LAVERGNE |
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| Résumé : |
The notion of emergence will be analyzed in the framework of socio-technical learning schemes. In a socio-contructivist approach, learning cannot be considered as the product of a transmission, the result of a behavioural conditioning or the mechanistic resultant of different components. It is an emergent process of interactions socially situated in an environment which not only affects the individual and collective elaboration of knowledge but first and foremost the changes in the relationship between these individuals or groups and the knowledge. Ten guidelines will be introduced and illustrated from training situations. They should help conception engineering and training schemes implementation. |
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| Pages : |
123 - 161 |
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| DOI : |
https://www.cairn.info/revue-internationale-de-psychosociologie-2007-29-page-123.htm |
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| Type : |
Research paper |
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| APA : |
de Lavergne, C. (2007) Principes d'action pour favoriser les émergences apprenantes dans les dispositifs socio-techniques d'apprentissage. Revue Internationale de Psychosociologie et de Gestion des Comportements Organisationnels (RIPCO), XIII(29), pp. 123-161. DOI : 10.3917/rips.029.0123 |
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| Citations : |
12 |
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| CAIRN : |
https://www.cairn.info/revue-internationale-de-psychosociologie-2007-29-page-123.htm |
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