HAL (Le Centre pour la Communication Scientifique Directe), Nov 19, 2015
HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific r... more HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
*Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Fra... more *Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Française qui s'est tenu à Genève les 6, 7 et 8 juillet 2022. Il est permis d'en faire une copie papier ou digitale pour un usage pédagogique ou universitaire, en citant la source exacte du document, qui est la suivante :
HAL (Le Centre pour la Communication Scientifique Directe), May 31, 2017
HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
HAL (Le Centre pour la Communication Scientifique Directe), 2018
Alors que de nombreuses études indiquent que les enseignants en situation de vidéoformation déplo... more Alors que de nombreuses études indiquent que les enseignants en situation de vidéoformation déploient très spontanément et régulièrement une activité évaluative, la nature de cette activité reste méconnue. Nous avons analysé l'activité de six stagiaires à partir d'entretiens de remise en situation à l'aide de traces numériques. Les résultats montrent qu'ils mobilisent des normes évaluatives de quatre registres : (i) efficacité (potentiel éducatif) ; (ii) soutenabilité (économie de soi) ; (iii) acceptabilité (déontologie) ; (iv) accessibilité (possibilité perçue ou non d'adopter/adapter les actions identifiées). Nous en discutons les implications pour la formation. Mots-clés : formation des enseignants, normes éducatives, ressources pédagogiques numériques, étude de cas.
In the context of this special issue on the course-of-experience framework, we were fortunate to ... more In the context of this special issue on the course-of-experience framework, we were fortunate to receive far-reaching commentaries from a wide variety of disciplines including enaction, phenomenology, ecological psychology, ecological dynamics, cognitive anthropology and archaeology and the philosophy of mind. The result is an extraordinarily rich set of reflections that critically engage in debate and lay the groundwork for future discussions and empirical research. In this reply, the authors try to highlight the originality of the course-of-experience framework, which is not yet widely known but has the potential to offer a breakthrough in the present-day international ecological-enactive mainstream and an alternative to (Husserlian) phenomenologically inspired enactivist approaches. They also try to set things right concerning the critical dimensions of cognitive ecology, such as the role of material and ‘others’ that they didn’t mention in their original article (in view of the objectives pursued).
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2021
In a world exposed to uncertainty and upsets, the development of organizational resilience is oft... more In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement-but also sometimes as a counterpoint-to management approaches based on anticipation and preparedness, resiliencebased approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors' approach are worth emphasizing: They adopt a broad definition of "training", which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. They are more interested in activities and methods that develop professionals' ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. They see safety as resulting as much from the daily work activities that develop professionals' ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulationbased methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
In the field of crisis management, negative capability can be understood as an individual’s or te... more In the field of crisis management, negative capability can be understood as an individual’s or team’s ability to tolerate and accept challenging and confusing situations and search for meaning and means of action despite a high degree of indeterminacy. In this paper, we develop the conceptual, empirical and practical value of negative capability in the field of individual and team resilience in crisis management. Conceptually, its interest is to distill and define the human capacity to act when faced with the unknown. Empirically, this concept offers new analytical possibilities, as exemplified through a case study conducted during a COVID-19 pandemic peak. Practically, we argue that developing negative capability can be a relevant objective for crisis management preparedness, and provide tentative orientations for the design of training interventions that focus on human factors. We conclude with suggestions for further research.
HAL (Le Centre pour la Communication Scientifique Directe), Mar 1, 2018
Recent literature reviews in the field of video-enhanced teacher learning show that video viewing... more Recent literature reviews in the field of video-enhanced teacher learning show that video viewing has been increasingly used over the past 15 years in teacher education and professional development in all subject areas, at all grade levels, and all over the world
International audienceVisionner le travail ou se visionner au travail sert-il à s’y former ? Cet ... more International audienceVisionner le travail ou se visionner au travail sert-il à s’y former ? Cet ouvrage collectif cherche à rendre accessibles les différentes mises en tension possibles entre le concept d’activité et la vidéo-formation des enseignants. Pour ce faire, il est structuré autour de différentes lectures théoriques du concept d’activité servant d’ancrage à la conception et aux mises en œuvre pratiques exploitant le visionnage de vidéos. Les lecteurs pourront donc trouver dans cet ouvrage des ressources « théoriques » pour se familiariser avec les différentes appréhensions du concept d’activité et des ressources « technologiques » concrètes, au travers de la présentation de dispositifs de vidéo-formation mis en oeuvre et évalués. Par cette double entrée, l’ouvrage s’adresse tant aux formateurs qu’aux chercheurs intéressés par ce domaine de recherche dans le champ de l’éducation et de la formation
HAL (Le Centre pour la Communication Scientifique Directe), Aug 25, 2015
The effects of video-based programs on teacher ability to notice are now well documented. However... more The effects of video-based programs on teacher ability to notice are now well documented. However, evidences showing some concrete teaching transformations are still very few, especially because research often focuses on initial education. This contribution presents an exploratory study dealing with the influence of two types of video-based induction programs on trainee teachers’ (TT) teaching activity: one prescribing the learning objects (LO) and one not prescribing them. These programs have been designed on the same conceptual framework—an activity-based framework for work analysis (Durand, 2013)—but using different instructional approaches. The first type of program (P1) defines and plans the LO (e.g. craft rules or professional gestures) and TTs are taught by the facilitator through an iterative course. The second type (P2) does not: LO are supposed to emerge during TTs’ activity, which is guided by the facilitator in a digital environment. Using observation and self-confrontation interviews, data are collected to document TTs’ activity, alternatively during video watching and during teaching. The results highlighted that i) teaching transformations occur in both P1 and P2 provided that TTs live critical experiences; (ii) in P1, TTs tend to transform their activity provided that they experience the practical efficiency of the prescribed LO; (iii) in P1, some teaching transformations occur from unprescribed LO whereas some prescribed LO do not result in teaching transformation; (iv) in P2, sometimes no LO emerge. This study contributes to the empirical evidence showing the effects of video viewing on novice teachers’ teaching activity during their induction year.
HAL (Le Centre pour la Communication Scientifique Directe), Nov 19, 2015
HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific r... more HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
*Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Fra... more *Ce texte original a été produit dans le cadre du congrès de la Société d'Ergonomie de Langue Française qui s'est tenu à Genève les 6, 7 et 8 juillet 2022. Il est permis d'en faire une copie papier ou digitale pour un usage pédagogique ou universitaire, en citant la source exacte du document, qui est la suivante :
HAL (Le Centre pour la Communication Scientifique Directe), May 31, 2017
HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
HAL (Le Centre pour la Communication Scientifique Directe), 2018
Alors que de nombreuses études indiquent que les enseignants en situation de vidéoformation déplo... more Alors que de nombreuses études indiquent que les enseignants en situation de vidéoformation déploient très spontanément et régulièrement une activité évaluative, la nature de cette activité reste méconnue. Nous avons analysé l'activité de six stagiaires à partir d'entretiens de remise en situation à l'aide de traces numériques. Les résultats montrent qu'ils mobilisent des normes évaluatives de quatre registres : (i) efficacité (potentiel éducatif) ; (ii) soutenabilité (économie de soi) ; (iii) acceptabilité (déontologie) ; (iv) accessibilité (possibilité perçue ou non d'adopter/adapter les actions identifiées). Nous en discutons les implications pour la formation. Mots-clés : formation des enseignants, normes éducatives, ressources pédagogiques numériques, étude de cas.
In the context of this special issue on the course-of-experience framework, we were fortunate to ... more In the context of this special issue on the course-of-experience framework, we were fortunate to receive far-reaching commentaries from a wide variety of disciplines including enaction, phenomenology, ecological psychology, ecological dynamics, cognitive anthropology and archaeology and the philosophy of mind. The result is an extraordinarily rich set of reflections that critically engage in debate and lay the groundwork for future discussions and empirical research. In this reply, the authors try to highlight the originality of the course-of-experience framework, which is not yet widely known but has the potential to offer a breakthrough in the present-day international ecological-enactive mainstream and an alternative to (Husserlian) phenomenologically inspired enactivist approaches. They also try to set things right concerning the critical dimensions of cognitive ecology, such as the role of material and ‘others’ that they didn’t mention in their original article (in view of the objectives pursued).
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2021
In a world exposed to uncertainty and upsets, the development of organizational resilience is oft... more In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement-but also sometimes as a counterpoint-to management approaches based on anticipation and preparedness, resiliencebased approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors' approach are worth emphasizing: They adopt a broad definition of "training", which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. They are more interested in activities and methods that develop professionals' ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. They see safety as resulting as much from the daily work activities that develop professionals' ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulationbased methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
In the field of crisis management, negative capability can be understood as an individual’s or te... more In the field of crisis management, negative capability can be understood as an individual’s or team’s ability to tolerate and accept challenging and confusing situations and search for meaning and means of action despite a high degree of indeterminacy. In this paper, we develop the conceptual, empirical and practical value of negative capability in the field of individual and team resilience in crisis management. Conceptually, its interest is to distill and define the human capacity to act when faced with the unknown. Empirically, this concept offers new analytical possibilities, as exemplified through a case study conducted during a COVID-19 pandemic peak. Practically, we argue that developing negative capability can be a relevant objective for crisis management preparedness, and provide tentative orientations for the design of training interventions that focus on human factors. We conclude with suggestions for further research.
HAL (Le Centre pour la Communication Scientifique Directe), Mar 1, 2018
Recent literature reviews in the field of video-enhanced teacher learning show that video viewing... more Recent literature reviews in the field of video-enhanced teacher learning show that video viewing has been increasingly used over the past 15 years in teacher education and professional development in all subject areas, at all grade levels, and all over the world
International audienceVisionner le travail ou se visionner au travail sert-il à s’y former ? Cet ... more International audienceVisionner le travail ou se visionner au travail sert-il à s’y former ? Cet ouvrage collectif cherche à rendre accessibles les différentes mises en tension possibles entre le concept d’activité et la vidéo-formation des enseignants. Pour ce faire, il est structuré autour de différentes lectures théoriques du concept d’activité servant d’ancrage à la conception et aux mises en œuvre pratiques exploitant le visionnage de vidéos. Les lecteurs pourront donc trouver dans cet ouvrage des ressources « théoriques » pour se familiariser avec les différentes appréhensions du concept d’activité et des ressources « technologiques » concrètes, au travers de la présentation de dispositifs de vidéo-formation mis en oeuvre et évalués. Par cette double entrée, l’ouvrage s’adresse tant aux formateurs qu’aux chercheurs intéressés par ce domaine de recherche dans le champ de l’éducation et de la formation
HAL (Le Centre pour la Communication Scientifique Directe), Aug 25, 2015
The effects of video-based programs on teacher ability to notice are now well documented. However... more The effects of video-based programs on teacher ability to notice are now well documented. However, evidences showing some concrete teaching transformations are still very few, especially because research often focuses on initial education. This contribution presents an exploratory study dealing with the influence of two types of video-based induction programs on trainee teachers’ (TT) teaching activity: one prescribing the learning objects (LO) and one not prescribing them. These programs have been designed on the same conceptual framework—an activity-based framework for work analysis (Durand, 2013)—but using different instructional approaches. The first type of program (P1) defines and plans the LO (e.g. craft rules or professional gestures) and TTs are taught by the facilitator through an iterative course. The second type (P2) does not: LO are supposed to emerge during TTs’ activity, which is guided by the facilitator in a digital environment. Using observation and self-confrontation interviews, data are collected to document TTs’ activity, alternatively during video watching and during teaching. The results highlighted that i) teaching transformations occur in both P1 and P2 provided that TTs live critical experiences; (ii) in P1, TTs tend to transform their activity provided that they experience the practical efficiency of the prescribed LO; (iii) in P1, some teaching transformations occur from unprescribed LO whereas some prescribed LO do not result in teaching transformation; (iv) in P2, sometimes no LO emerge. This study contributes to the empirical evidence showing the effects of video viewing on novice teachers’ teaching activity during their induction year.
Une recherche en cours sur la formation à et par la résilience inclut dans ses partenariats le Gr... more Une recherche en cours sur la formation à et par la résilience inclut dans ses partenariats le Groupement de réponse aux Crises Majeures et Attentats du SDMIS69. Ce volet étudie notamment des « entrainements de crise » (EDC) conçus et mis en oeuvre au centre d’entrainement zonal (CEZ) NRBC-E de la zone de défense et de sécurité Sud-Est, et à destination des professionnels de la sécurité civile (SDIS, SAMU, hôpitaux, ARS, services de police et de gendarmerie, armée...) Les EDC sont basés sur la scénarisation d’évènements simulant et entretenant un état de crise afin de tester la capacité des participants : (i) à mettre collectivement en œuvre les procédures préétablies (objectif principal) et (ii) à s’adapter à des circonstances inattendues voire inédites (objectif secondaire). Conclus par un débriefing, les EDC peuvent notamment contribuer (i) à une validation ou à une évolution de la doctrine/directive opérationnelle de référence, (ii) au développement d’une connaissance et compréhension mutuelle inter-services, et (iii) à l’acquisition, au rappel, à l’entrainement, et/ou à la stabilisation par les professionnels de savoirs et de règles d’action. Les concepteurs de ces EDC doivent arbitrer en permanence entre des préoccupations parfois contradictoires, d’une part liées à la bonne réalisation de l’EDC (répondre aux prescriptions institutionnelles, respecter le format et le temps impartis, obtenir l’adhésion, l’implication, et la satisfaction des participants, etc.), et d’autre part liées à la dimension constructive de l’EDC (renforcer par différents moyens la capacité des participants à agir efficacement dans des situations de crise, et parfois « post-crise »). Nous expliquons dans cette communication deux dilemmes qui nous semblent particulièrement structurants du travail de conception d’EDC, et plus largement de simulations.
La recherche dont cette communication rend compte visait (i) à produire des connaissances relativ... more La recherche dont cette communication rend compte visait (i) à produire des connaissances relatives au travail des techniciens de radiologie médicale (TRM) dans différents services (radiologie conventionnelle, scanner, IRM, médecine nucléaire, radio- oncologie et angiographie), et (ii) à contribuer à la conception de formations innovantes pour la Haute École de Santé et pour la place de travail. Elle a abouti à l’identification de tensions structurelles dans le travail des TRM, dont la plus emblématique semble être la tension entre dimension «technique» et «relationnelle», et a permis une modélisation triadique de l’organisation globale de leur activité (le positionnement du patient, la production d’une image, et l’intégrité du patient). Nous discutons ces résultats dans une perspective de conception d’environnement de formation sur la base de principes génériques formalisés au sein de notre programme de recherche.
Cette contribution propose un modèle d’articulation systématique entre des principes génériques d... more Cette contribution propose un modèle d’articulation systématique entre des principes génériques de conception d’Environnements Numériques de Formation (Indexer la conception de formation aux dimensions typiques du travail ; Passer d’une variété empirique à une variation ordonnée de ces dimensions ; Documenter l’objet de formation de manière « propensionnelle ») et des types de modélisation de l’activité au travail (Enjeux professionnels cruciaux ; Dilemmes de métier ; Situations critiques ; Trajectoires de développement) pour la formation professionnelle. Notre conclusion ouvre sur une perspective anthropotechnologique en formation professionnelle.
Le caractère émietté et non cumulatif des études sur les environnements de formation médiatisés (... more Le caractère émietté et non cumulatif des études sur les environnements de formation médiatisés (Albero, 2004) et sur la vidéoformation des enseignants (Seidel, 2005 ; Leblanc & Veyrunes, sous presse) confirme la nécessité d'un renouvellement du cadre et des méthodes d'analyse dans l'appréhension de ce domaine (Albero, 2010a). Cette contribution a pour objet de proposer une approche systémique de la recherche sur la vidéoformation des enseignants. En mettant l'activité au centre de la réflexion, ses résultats et ses orientations sont discutés à travers le prisme de la didactique professionnelle.
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