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(
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[3] => Array
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(
)
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[1] => Array
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[2] => Array
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[name] => Drugs
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(
)
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[3] => Array
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[5] => Array
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)
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[5] => Array
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[name] => Internet, Media
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[0] => Array
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[link] => https://book.coe.int/en/199-internet
[name] => Internet
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)
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[1] => Array
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[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
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)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
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(
)
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[3] => Array
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[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
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)
)
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[6] => Array
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[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
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[0] => Array
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[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
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)
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[1] => Array
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[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
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(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
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(
)
)
[2] => Array
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[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
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(
)
)
[3] => Array
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[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
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)
)
)
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[8] => Array
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[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
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[9] => Array
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[id] => 218
[link] => https://book.coe.int/en/218-minorities-rights
[name] => Minorities' Rights
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[0] => Array
(
[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
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(
)
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[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
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)
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[2] => Array
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(
[0] => Array
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[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
[name] => Teaching History
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)
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[11] => Array
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[id] => 233
[link] => https://book.coe.int/en/233-law
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[link] => https://book.coe.int/en/234-organised-crime
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)
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[2] => Array
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)
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[4] => Array
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1
Catalog
PDF - Blogs dans l'enseignement des langues vivantes (2008)
Les journaux web (ou blogs), décrits par certains comme des services d'édition pour tous à un clic de souris, sont peut-être I'élément le plus visible des technologies du Web 2.0. Un commentateur décrit les blogs comme «d'impressionnants actes spontanés de journalisme décentralisé», alors qu'un autre parle de la capacité qu'ils ont à «faire passer les auteurs comme les lecteurs du statut d'auditoire à celui de public et du rôle de consommateur à celui de créateur».La présente publication est le produit, entre autres aboutissements, d'un projet du CELV qui a étudié durant trois ans la conception de plateformes éducatives de rédaction de blogs et leur utilisation dans le cadre de cours de langues. Elle s'adresse à I'enseignant en langues audacieux qui souhaite exploiter le potentiel interactif d'lnternet dans son cours de langues, au formateur d'enseignants qui veut mettre I'accent sur un paradigme constructiviste à tendance sociale et au concepteur de logiciels éducatifs qui cherche à créer des outils éducatifs flexibles incorporant la notion de «subversion».Le CD inclus contient le corpus entier des blogs créés par les participants au projet (plus de 4 000 messages et quelque 9 000 commentaires) - défauts compris, ainsi que le prototype de plateforme éducative de rédaction de blogs développé pour ce projet, qui est proposé ici en code source libre sous la Licence publique générale GNU.
Introduction
Réflexions sur l'utilisation efficace des blogs en classe
Le blogage comme genre ou activité?
Créer une communauté - les premières étapes
Construction explicite
Techniques de construction
Expériences d'écriture dans une classe de langues vivantes/deuxième langue: de la théorie à la pratique
Introduction
Buts et fonctions de l'écriture
Approches traditionnelles de l'enseignement de l'écriture
Les blogs
Les blogs en pratique
Références
Développement de la compétence écrite en cours de langue vivante
Les enjeux de l'écrit
Blog comme espace d'expression de l'apprenant
Blog en tant que réponse à des besoins psychologiques
Avantages de la participation au projet face au défi lie à l'écriture
Thématique abordée
Blogs et échanges interculturels
Pourquoi donc écrire?
Bibliographie et sitographie
Caractéristiques d'une plate-forme de rédaction de blogs à visée éducative
Plates-formes de rédaction de blogs
Aperçu de la conception
Déconstruction des blogs
Navigation dans la blogosphère
Organisation du travail
Modération du blog
Comptes utilisateur et sécurité du blog
Promouvoir le dialogue et l'esprit de communauté
Personnalisation et autres fonctionnalités
Références
Les auteurs
Les journaux web (ou blogs), décrits par certains comme des services d'édition pour tous à un clic de souris, sont peut-être I'élément le plus visible des technologies du Web 2.0. Un commentateur décrit les blogs comme «d'impressionnants actes spontanés de journalisme décentralisé», alors qu'un autre parle de la capacité qu'ils ont à «faire passer les auteurs comme les lecteurs du statut d'auditoire à celui de public et du rôle de consommateur à celui de créateur».La présente publication est le produit, entre autres aboutissements, d'un projet du CELV qui a étudié durant trois ans la conception de plateformes éducatives de rédaction de blogs et leur utilisation dans le cadre de cours de langues. Elle s'adresse à I'enseignant en langues audacieux qui souhaite exploiter le potentiel interactif d'lnternet dans son cours de langues, au formateur d'enseignants qui veut mettre I'accent sur un paradigme constructiviste à tendance sociale et au concepteur de logiciels éducatifs qui cherche à créer des outils éducatifs flexibles incorporant la notion de «subversion».Le CD inclus contient le corpus entier des blogs créés par les participants au projet (plus de 4 000 messages et quelque 9 000 commentaires) - défauts compris, ainsi que le prototype de plateforme éducative de rédaction de blogs développé pour ce projet, qui est proposé ici en code source libre sous la Licence publique générale GNU.
Please note that in accordance with our terms & conditions, PDF/epubs may only be purchased by private individuals.