laboratoire Analyse et Traitement Informatique de la Langue Française (ATILF)
CNRS Université de Lorraine

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ILF
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Article du Mélanges n° 24 (1999)

DE L’APPRENTISSAGE AUTODIRIGE CONSIDERE COMME UNE INNOVATION

HOLEC, Henri


One aspect of self-directed learning which has so far been largely neglected concerns the problems which arise as the result of introducing such an innovatory approach into already-existing teaching/learning systems. Having a clear idea about the nature of the changes involved in self-directed learning and how to implement them does not suffice : both the institution and the individuals concerned need to be won over to the project in question and to seeing it through. This implies that the pedagogical change in question should be considered as an innovation and dealt with as such. The article consists of two parts : in the first, an attempt is made to clarify the notion of didactic innovation by distinguishing between ‘innovation as product’ and ‘innovation as process’. The second part lists the various kinds of potential obstacles to introducing self-directed learning, and strategies for dealing with them.


version complète et imprimable
DE L’APPRENTISSAGE AUTODIRIGE CONSIDERE COMME UNE INNOVATION


2005-04-11 14:49:58

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