Daniel Conn left school at 18 and started work as an administrator for Mercedes-Benz near his home in Brighton. He soon wished he hadn't spurned the idea of going to university and began investigating Open University (OU) courses, but he never quite found the courage to apply. Then he discovered the OU's OpenLearn website, which offers 650 Open University study units free online. After working his way through four in computing and maths (and doing an online Harvard University course on the side) he thought he might as well get a qualification. Now approaching 30, he is studying for a part-time OU degree in computing, which he hopes to finish in 2015.
"The OpenLearn materials give you the gist of what the course is about and whether you can do it," he says. "It definitely gave me a lot of confidence."
The OU is not the only university that has started offering courses free online. Over the past couple of years increasing numbers of universities across Europe and the US have set up web-based resources known as Massive Open Online Courses (MOOCs). These MOOCs make recorded lectures, course materials and academic discussion forums freely available to anyone who wants to use them. Jonathan Kydd, dean of the University of London International Programmes, which last month began offering free courses in psychology, computer programming and law through the US online education provider Coursera, says the involvement of top-rated institutions such as Stanford and Harvard has made this kind of free distance learning particularly appealing.
"You are going to inspire students because they are going to get [access to] a high proportion of people who are household names and who are both great researchers and great teachers," he says.
Universities use free courses not only as a shop window for the other courses they offer, but also as a way of sharing good practice with other institutions, experimenting with new technology and of seeing what does and doesn't work in distance education, Kydd says. This is important because the availability of higher bandwidths and progress in developing effective systems of online assessment, combined with increasing demand, means that paid-for distance learning is also booming. According to the Higher Education Statistics Agency, the number of distance learning students registered at UK institutions grew from 238,800 in 2006/07, to 271,445 in 2010/11.
Tony Hopwood, chief assessor for the Open and Distance Learning Quality Council, says the increase is particularly marked in the university sector, which is now competing with dedicated distance learning organisations. Gráinne Conole, professor of learning innovation at the University of Leicester, says this is out of necessity. "We know worldwide that bricks and mortar universities don't have the capacity to deal with the number of students there are going to be in future, particularly in places like India and China, so online learning has to be the way to go."
The University of Derby is one institution to recognise this, setting up a separate department to focus on online distance learning students with academic systems and tutors dedicated to their specific needs. Joy Rickard, who is studying for an undergraduate certificate in educational psychology at Derby from her home near Bath, says she feels the benefits. For her, distance learning means the flexibility to look after her two young children and work part-time in a school while studying alongside a global student cohort.
"I have met some people online who are doing fascinating things all over the world, which wouldn't have happened if I was attending in person," she says.
Certainly online learning deepens the pool of potential students. Kydd says London University's International Programmes distance learning model, which allows students to take courses over time and pay incrementally, makes it affordable for students from Africa who would otherwise never be able to take a degree. And the University of Leicester is about to launch an MSc in security, conflict and international development, designed to meet the needs of international development workers deployed in post-conflict countries, who would normally find study impossible. Because access to the internet can be tricky in such countries, the students receive an iPad on which they download the course app and related ebooks, all accessible without an internet connection. They can then download other materials when they find a Wi-Fi connection.
New courses run by Plymouth University are similarly designed for hard-to-reach students. The university is offering undergraduate and postgraduate diplomas, and master's-level programmes in hydrography for students working on oil rigs and survey vessels, sometimes thousands of miles from the nearest university. But what about missing out on campus life? Rickard, who studied graphic design at the University of Wales, Newport before having children, says she feels she has "done" student life and is now more interested in developing a career. Conn, who has just started a full-time job as a technology developer off the back of his studies, says his local OU student union and online forums keep him happy.
"You don't feel like you're on your own," he says. "The only thing I'm missing is living in a rundown squat for a couple of years and leaving with masses of debt."
"If I would have had the option, I would have probably gone with in-class options," says Alexander, who is in the process of finishing his degree. "The reason I took online courses was because they were the only ones available, [and] with time commitments, they worked for me."
Alexander notes that there were some benefits to taking classes online, beyond the flexibility. "Online classes make you more accountable for your learning, instead of relying on guidance or instruction," he says. "But I definitely appreciated the in-class experience more just because it allowed me to have more interaction with instructors and students." [Find out why these students chose online education.]
According to a recent report from Eduventures, a higher education research and consulting firm, which surveyed 1,500 U.S. adults between the ages of 18 and 70, a majority of prospective students prefer the in-class experience compared to an online-only or majority-online course. In fact, just 38 percent of respondents noted that they prefer online courses, which is up only 1 percent from 2006. But, whether it is due to the convenience of online courses or increased options for online classes, the report shows that while adults prefer in-class instruction, 28 percent of respondents are enrolled in an online course, up from 18 percent in 2006.
"The good news is that there is still a significant gap between preference and participation," the report's authors write. "The bad news is that the gap is shrinking, and cautions that unless online delivery develops a broader value proposition, long-term growth may prove elusive."
The fact that adult preferences for online courses have remained relatively stagnant between 2006 and 2012 may be due to the lack of information people have regarding the technological advancements in education, notes Coursera cofounder and Stanford University professor Andrew Ng.
"For a long time, online education has had a mixed reputation," Ng says. "A couple years ago, it was challenging to find high quality courses. Even today, many people do not know about the high quality offerings that are available to them." [Consider this before you pay for an online degree.]
For Arizona State University graduate student Megan Goodrich, online courses have been a prominent fixture in her academic career: She took nearly 20 online courses during high school and as an undergraduate at Florida State University.
"Online classes are more acceptable than they were a couple years ago," Goodrich says. "I had to self-teach myself through these courses, though. You're able to get ahead [in online courses] but I don't feel like I was learning. If you're going to school to learn, go to class and don't take it online."
Goodrich's assessment of online courses compared to in-class courses aligns with what the majority of respondents noted in the Eduventures study. According to the report, only 7 percent of adults view online delivery as superior to in-class delivery, up from 1 percent in 2006.
"Both ratios are low in absolute terms, and reiterate that to date online higher education fundamentally embodied convenience rather than broader value-add," the report's authors write, "but the improved ratio may be an encouraging sign that online sophistication is increasing." [See how online learning outcomes are similar to classroom results.]
Coursera's Ng says that many online courses already rival that of large classrooms and, in fact, a "website can be made to be much more interactive than a large lecture hall.
"For a 400 student course, the online experience is that every week, students watch two hours of video of me lecturing and then they do homework," he notes. "The live classroom turns out to be only slightly better. With a class of 400 students, there really isn't that much one-on-one interaction with students."
Although perceptions and preferences among adults lean heavily toward in-class instruction, Ng believes the growth of massive open online courses, provided by companies such as Coursea, edX, and Udacity, will change outlooks in the long term. [Discover free options for online education programs.]
Coursera alone has 33 member schools, including Stanford, Princeton University, and the University of Pennsylvania, offering free online courses, and the company recently announced that it passed 1 million student enrollments. Having top-ranked universities offer courses through the online delivery model will ultimately have a strong influence on adults' perspectives on online education, Ng says.
"We all trust prestigious universities to have high standards," he notes. "From a student perspective, if you go online and take a class through Princeton, there's something reassuring that it's a Princeton course. When you put on a résumé that you took a course from a Princeton professor, that means something."
Searching for an online program? Get our complete rankings of Top Online Education Programs.
Objectif: recenser toutes les formations en ligne disponibles en Europe.
De plus en plus d'universités européennes proposent leurs formations à distance. Pour s'y retrouver parmi les nombreuses possibilités de formations en ligne, l’EADTU, organisme européen de l’enseignement à distance, vient de lancer un site internet: distancelearningportal.eu. Celui-ci répertorie toutes les formations à distance disponibles en Europe, près de 1300 dont une large marjorité en anglais.
Plusieurs niveaux de formation disponibles
et dans différentes disciplines: droit, commerce, ingénieur, sciences, sciences humaines, médecine…
Conditions d'accès à ces formations à distance
Avoir le niveau de diplôme exigé pour s’inscrire et bien sûr avoir une bonne connexion internet...
Exemple pour Aix-en-Provence (2 results)
Corporate Communication & Change Management (M.Sc.)
IAE Aix Graduate School of Management – Aix-en-Provence, France
Durée 2 ans. Frais d'inscription annuels ≈ € 4,200.
L’objectif de ce programme est de délivrer aux participants une formation spécialisée, orientée vers le management et l’international. Entre expertise et management, il a pour but de ... Description détaillée.
ISHA - Implementing Sustainable Humanitarian Action (M.A.)
American University Center of Provence – Aix-en-Provence, France
Durée 2 ans. Frais d'inscription annuels ≈ € 21,000.
Together with the Institut d'Études Politiques of Aix-en-Provence, designed for those whose calling is to respond to the increasing global need for sustainable humanitarian and environmental action, this innovative interdisciplinary program offers...
Par Julie Degans. Gain de temps, liberté d’organisation, accessibilité en tous lieux… Autant d’arguments avancés par les adeptes du e-learning qui ne convainquent pas les sceptiques.
- Qui dit formation en e-learning, dit utilisation des outils informatiques. Un point encore parfois problématique pour certains professionnels. « L’apprentissage en ligne fait encore peur aux personnes moins familiarisées avec les nouvelles technologies », remarque Anissa Boualit, Responsable Régionale du Pôle Formation à distance et Alternance RH pour le CNAM (Conservatoire National des Arts et Métiers) du Nord-Pas-de-Calais. Devenir un « e-learner » demande de savoir travailler sur ordinateur et naviguer sur Internet. Afin d’éviter d’être freinés par des difficultés d’utilisation de l’interface pédagogique, les novices de l’informatique devront donc commencer par suivre une formation aux outils du web avant de se lancer.
Trop déshumanisé, le e-learning ?
- Si se former à distance permet d’avancer à son rythme, le manque d’interactions peut aussi créer un sentiment d’isolement: certaines personnes pensent que le e-learning est « trop déshumanisé, qu’elles seront seules face à un écran, et manqueront de suivi », souligne Anissa Boualit. La parade consistant alors à opter pour des formations en e-learning offrant soutien et encadrement. Une tendance de plus en plus forte dans les cursus d’apprentissage en ligne.
Savoir être acteur de sa formation
- Forums, chats, visioconférences, classes virtuelles… Il existe effectivement de nombreux outils pour accompagner les apprenants. Des modalités d’apprentissage qui, pour être efficaces, exigent que les stagiaires deviennent acteurs de leur parcours de formation. « S’ils s’impliquent et jouent le jeu, l’interactivité sera au rendez-vous. Il est aussi nécessaire de communiquer, de partager, d’échanger avec le groupe et le formateur pour construire, avancer et se sentir appartenir à une communauté d’apprentissage », recommande Anissa Boualit. Les tests interactifs, les évaluations fréquentes des progrès effectués et les comptes-rendus individualisés aident aussi à entretenir la motivation.
- Une formation en e-learning demande également une bonne dose d’autodiscipline car il n’est pas toujours évident de s’astreindre à passer du temps devant son ordinateur. « Pour réussir, il est nécessaire d’établir un planning hebdomadaire et de s’y tenir, d’être organisé, rigoureux et proactif », confirme Anissa Boualit. Tout e-learner doit s’assurer d’avoir accès aux outils nécessaires et se ménager des créneaux horaires suffisants afin de mener à bien son apprentissage.
Le « blended learning », un compromis idéal ?
- Enfin, pour les résistants, les cursus hybrides permettent de s’initier en douceur : alternant les regroupements en présentiel et l’e-formation, le « blended learning » s’efforce de concilier les avantages des différents modes d’apprentissage. Les cours en ligne y sont le plus souvent dévolus à l’enseignement théorique afin d’alléger la formation en présentiel, où le temps peut être consacré aux questions, aux débats et à la mise en pratique des enseignements.
Με την Julie Degans. Εξοικονόμηση χρόνου, η ελευθερία της οργάνωσης, την προσβασιμότητα παντού ... Έτσι, πολλά από τα επιχειρήματα που προέβαλαν οι υποστηρικτές του e-learning δεν πείσει τους σκεπτικιστές. Περισσότερα...
Tous les documents à télécharger
Le programme prévisionnel (pdf) : http://www.fffod.fr/media/201211-programme10r.pdf
Le bulletin d’inscription:
- en pdf : http://www.fffod.fr/media/201211-inscription10r.pdf
- en doc : http://www.fffod.fr/media/201211-inscription10r.doc
Le Numérique, entre la formation informelle et formelle ? Les 19, 20 et 21 novembre 2012 à l'Hôtel de Région à Marseille en partenariat avec la Région Provence-Alpes-Côte d'Azur
Le FFFOD et la Région Provence-Alpes-Côte d'Azur invitent les acteurs de la formation à participer aux Dixièmes Rencontres du FFFOD à l’Hôtel de Région à Marseille, les 19, 20 et 21 novembre 2012. Avec les ressources numériques à la disposition de tous et donc des apprenants, la place des apprentissages informels ne cesse de croître. Les ressources, surabondantes, semblent être à la portée de chacun même si trouver celle dont on a besoin au moment où on en a besoin n’est pas si simple.
Se former par soi-même n'est pas nouveau, mais les manières de le faire se transforment. Au cours de ces journées, nous proposerons des exemples de formations informelles dans des domaines allant du professionnel aux pratiques de loisirs sur fond d’enjeux de culture scientifique et technique. Nous nous interrogerons sur comment ce qui est de l'information pour l'un devient de la formation pour l'autre et sur les illusions qui peuvent amener à croire que l'on apprend en 1 clic. Dans ces modes d'apprentissage informel, le temps de la formation se dissout dans le temps de travail... Travailler et apprendre peuvent alors se faire en même temps, ce qui n'est pas sans conséquence sur la prise en charge légale de la formation...
L'évaluation des apprentissages informels sera abordée au travers des pratiques de VAE dont nous fêtons le 10e anniversaire en 2012.
Peut-on aller jusqu'à penser que nos façons d'apprendre et de construire le savoir sont aussi en train de changer? Le numérique peut-il permettre d’optimiser un continuum entre les formations informelles et formelles?
Le travail de chercheurs nous aidera à comprendre ces enjeux ainsi que les conséquences pour l'action du formateur. Le FFFOD interrogera ces nouveaux territoires d'apprentissage au regard des pratiques existantes et émergentes. Et en particulier à partir d’une réflexion autour du thème des jeunes adultes, de la formation et du numérique en Provence-Alpes-Côte d’Azur. Les intervenants réfléchiront alors sur la manière de développer des pratiques et une appropriation critiques d’internet et du numérique, afin d’améliorer l’insertion sociale et professionnelle des jeunes stagiaires et apprentis.
La présence de Thierry Repentin, Ministre délégué à la Formation Professionnelle et à l’Apprentissage, et de Pascale Gérard, Vice-présidente de la Région déléguée à la formation professionnelle et à l'apprentissage, sera l'occasion d'aborder le futur de notre secteur et de nos métiers.
Grâce à notre partenariat avec la Région Provence-Alpes-Côte d'Azur, nous pouvons proposer aux membres et partenaires du FFFOD des forfaits de participation tout à fait raisonnables pour les trois jours de séminaire :
- 180 € par personne pour les membres du FFFOD et les participants de la Région Provence-Alpes-Côte d'Azur
- 580 € pour les non membres
- 100 € pour les étudiants et retraités membres de l’association
- gratuit pour les représentants des conseils régionaux qui sont invités par la Région Provence-Alpes-Côte d'Azur.
(Pour adhérer au fffod, consultez la page « Adhérer » sur le site : http://www.fffod.fr)
Ce tarif comprend la participation au colloque, le dîner du 20 novembre, les déjeuners des 20 et 21 novembre à l’hôtel de Région. Le transport, l’hôtel et le dîner du 19 novembre restent à la charge de chaque participant.
Australian National University vice-chancellor Ian Young said institutes that wanted to retain a physical presence would need to focus increasingly on research and student residential experiences. Professor Young told the University of Melbourne conference that "high-volume education" would continue moving online and large lectures would begin to disappear.
"Why in the world would students come along and . . . sit in a passive lecture with 300 other students when they can access material online themselves," he said. "It makes no sense to me."
In his speech, Professor Young said universities that wanted to maintain a focus on their campuses would need to offer additional value in their courses. This could include an emphasis on laboratory research that was difficult to conduct via the internet. "The campus will more and more become an environment of research rather than teaching." He said universities could also promote the benefits of students living together and forming networks as part of the "residential experience" on campus.
Professor Young acknowledged the rising popularity of massive online open courses, which some world-leading universities offer for free. Millions of people have signed on through providers such as Coursera. Earlier this month the University of Melbourne became the first Australian institute to join Coursera, which has more than 1.5 million students on its books, according to the company's website. Graduates are awarded certificates of completion but cannot earn qualifications. Professor Young said it was unlikely universities such as Stanford or Harvard would offer accredited courses where graduates gain qualifications for free. "Why is a Harvard degree valuable? Because it is rare and unique and a stamp of achievement. If you have hundreds of thousands of students with those degrees you're effectively devaluing the degree."
Professor Young said the world's leading universities had the freedom simply to explore "options" with their online open courses because demand for their on-campus courses remained so high. University of New England vice-chancellor Jim Barber told the conference that the traditional campus role was in decline. Hosting online learning would become one of the primary purposes for the bricks-and-mortar campus, he said. Under his vision, students would gather in online hubs studying with classmates from worldwide in the campus of the future, replacing packed lecture theatres and crowded tutorials. UNE has already started installing these nodes.
Professor Barber told Higher Age some tasks, including medical and dental practical work, would need to remain on campus. But almost anything universities offered at campuses now could be done online, he said. The UNE website says the university is at the forefront of online learning, with more than 12,500 of its 17,000 students studying via the internet.
Professor Barber said the "vast ocean of information" available online had undermined the "broadcast teaching" model where a teacher gives lectures to a passive group of students. This traditional model ignored students' learning preferences and technology had rendered this approach obsolete. Mobile phones and digital devices had become increasingly important educational tools, he said, allowing more students to study wherever they wanted. Students who were poor, isolated or disabled would be the "big winners" of the migration to mobile devices bringing distance education within reach. "As mobile technology takes hold distance education will increasingly move from the classroom and desktop and onto mobile devices," he said. But some experts fear online education could further isolate disadvantaged students who cannot afford new technology. Sally Kift, deputy vice-chancellor of James Cook University, warned greater dependence on mobile and online technology might worsen the lot of some underprivileged students. She said universities still offered computer loan schemes because many students could not afford them.
"I think it's important to balance the rush to online and other blended-learning delivery with the fact that for some students this is not technology they've necessarily had available to them."
The best-quality learning for undergraduate students was still happening on university campuses, Professor Kift said. Social interaction between students remained a crucial part of university education. "If the online or blended delivery can capture that social aspect of learning then that's good as well. But that needs to be quite intentionally enabled. It will not happen by chance." firstname.lastname@example.org.
By Lucian J Hudson. In Danny Boyle’s Olympic Games opening ceremony, the portrayal of the Industrial Revolution was extraordinary for its energy and drama. Underpinning it was the power of technological change.
Oceans of Innovation, a recent essay published by the UK's Institute for Public Policy Research, argues that in the late 1700s and early 1800s there were a number of prevailing conditions that allowed so many innovations to take off. Among these was the democratisation of education and the realisation that ‘ideas’ were no longer simply the business of the wealthy elite. The process of spreading education used to be extremely slow, requiring whole-system change. Just as it was in the Industrial Revolution, the ability to spread information is only part of the story.
As Peter Diamandis and Steven Kotler suggest in their recent book Abundance, tomorrow’s education system is “decentralised, personalised and extremely interactive”. For distance learning to be really effective, active engagement is essential.
MIT, Harvard, Coursera and others promise to deliver high quality higher education content to massive global audiences via massive open online courses – MOOCs – and, in some respects, these are the higher education broadcast platform for the internet age.
Colorado State University’s Global Campus said it would give three transfer credits to students who complete “Introduction to Computer Science: Building a search engine”, a free course offered by Udacity, and take a proctored test. While the Global Campus is apparently the first American institution to offer credit for a Udacity MOOC, several European universities have already done so.
Also on Thursday, edX, the Harvard-MIT online collaboration, announced that students in its MOOCs would be able to take proctored final exams at Pearson VUE’s brick-and-mortar testing centres around the world, where their identity can be verified. “This will take online learning to the next level,” said Anant Agarwal, the president of edX.
Full report on The New York Times site
Editors: Elena Barbera (Universitat Oberta de Catalunya, Spain - email@example.com), Peter Reimann (University of Sydney, Australia - firstname.lastname@example.org)
Call for Chapters
Proposals Submission Deadline: September 15, 2012. Submission Date: May 13, 2013
Although the time factor does not usually appear as a keyword for research and conferences, within the research community it is increasingly seen as a crucial aspect of online learning. This book is the first that combines empirical and methodological research to study the role of time comprehensively from three perspectives: from an institutional and management perspective (decisions and policies), from a technological perspective (tools and software), and from a pedagogical perspective (scaffolding, teaching and learning). Focusing on higher education, the book will not only provide important contributions to scholarly knowledge on temporal matters in online education, but also aims for improving the learning process and experience.
The book will consider the time factor in online learning in a broad meaning, as referring to phenomena that are related to history and path dependence, to sequence effects, and to rhythm and duration. All research objects related to what could be called “tempo in e-learning” are included, which in this proposal are understood as being the questions related to time that bring about improvements in learning. In a generic way, this “tempo in e-learning” is considered as a factor (and as a tool), one which is always present, and which spreads out into the planning and implementation of online education.
Time is a recognized social asset, which means it has great value in working and private life. For online learning, and other forms of distance learning, time management is vital, not only for learning, but also for work-life balance. All these aspects are global and specific at the same time, but talking about lifelong learning -that includes a high percentage of blended learning and on-line learning- temporal competences with efficient results become really prized.
Objective of the Book
The mission of the book is to build an innovative knowledge base about the power of time factors and to improve and move forward research on and practice of online teaching and learning. The book will signify a reference point for those who work with time aspects of on-line learning, both in theoretical and practical ways. The book will address this issue from three levels: firstly, time management in the institutional level of online higher education; secondly, the temporal aspects of technology and software which mediate online higher education; and thirdly, the temporal aspects of the interaction teacher-student or student-content. This will constitute a consistent and complete new approach to online higher education from the perspective of time.
The primary potential audience are educational researchers as well as psychologists and social science studies researchers (in all cases including PhD students), including who are researching, studying, or teaching on e-learning issues. A secondary audience is higher education institutions who will be able to benefit from the book for making decisions regarding management of time, or chose of technologies and pedagogies in relation to time.
Recommended topics include, but are not limited to the following:
Online learning, especially in higher education, and:
-contingent support for learning,
-student continuation rates,
-automatic feedback technologies,
-self-management study calendars,
-speed and duration of courses,
-chronology of competence achievement,
-ubiquity and distribution of teaching,
-openness of higher on-line education
-latency of online discourse,
-learning support structures,
-phases on learning activities and programs
-short, medium and long-term resources,
-validated qualifications and previous knowledge,
-synchrony and asynchrony
-use of time on campus,
-continuous assessment technologies
Researchers and practitioners are invited to submit on or before September 15, 2012, a 2-4 page chapter proposal clearly explaining the mission and concerns of the proposed chapter. Authors of accepted proposals will be notified by October 15, 2012 about the status of their proposals and will be sent chapter guidelines. Full chapters are expected to be submitted by January 15, 2010. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
The book is scheduled to be published by IGI Global, http://www.igi-global.com, publisher of the IGI Publishing (formerly Idea Group Publishing), Information Science Publishing, IRM Press,
CyberTech Publishing, Engineering Science reference, Information Science Reference (formerly Idea Group Reference), and Medical Information Science Reference imprints.
This book is anticipated to be released in 2013.
September 15, 2012: 2-4 Proposal Submission Deadline
October 15, 2012: Notification of Acceptance
January 15, 2013: Full Chapter Submission
March 31, 2013: Review Results Returned
April 31, 2013: Final Chapter Submission
May 15, 2013: Final Deadline
Inquiries and submissions can be forwarded electronically (Word document):
Inquiries and submissions can be forwarded by e-mail to any of the book editors (indicate subject: “Assessment and Evaluation of Time Factors in Online Teaching and Learning”).
Formasup.fr, un site du CERIMES
Un service public
Le site Formasup.fr a été créé fin 1999 par le Ministère de l'Enseignement Supérieur et de la Recherche, qui en a confié la réalisation au CERIMES, pour valoriser l'offre de formation à distance des établissements publics. Dès le départ ont été associés le Cned - Centre national d'enseignement à distance, le CNAM - Conservatoire National des Arts et Métiers, et toutes les universités dont celles membres de la FIED - Fédération Interuniversitaire de l'Enseignement à Distance.
La mission du portail Formasup est de centraliser cette offre de formation et de proposer tous les liens et contacts permettant à l'internaute de se renseigner.
Il regroupe plus de 3 000 formations:
* tutorées, c'est à dire encadrées par des enseignants,
* courtes et longues,
* entièrement ou partiellement à distance,
* proposées par les établissements publics dans toutes les académies: universités, écoles ou instituts, Cned (Centre national d'enseignement à distance), CNAM (Conservatoire national des arts et métiers), ainsi qu'Agrosup-CNPR (Centre National de Promotion Rurale).
La maîtrise d'oeuvre
Ce catalogue est édité par le CERIMES - Centre de Ressources et d’Information sur les Multimédias pour l’Enseignement Supérieur - sous la tutelle du Ministère de l'Enseignement supérieur et de la Recherche.
Le catalogue des formations
- FORMATION GENERALE, LETTRES ET LANGUES
- SCIENCES HUMAINES, ECONOMIE, DROIT
- FONCTION PRODUCTION
- GENIE CIVIL, CONSTRUCTION, BOIS
- PRODUCTION MECANIQUE
- ELECTRICITE - ELECTRONIQUE
- ECHANGE ET GESTION
- INFORMATION, COMMUNICATION
- SERVICES AUX PERSONNES
- SERVICES A LA COLLECTIVITE.
Formasup.fr, ένα χώρο CERIMES
Μια δημόσια υπηρεσία
LFormasup.fr ιστοσελίδα δημιουργήθηκε στα τέλη του 1999 από το Υπουργείο Ανώτατης Εκπαίδευσης και Έρευνας, η οποία έχει ανατεθεί η εφαρμογή να CERIMES, να ενισχυθεί η παροχή της εξ αποστάσεως εκπαίδευσης σε δημόσια ιδρύματα. Από την αρχή ήταν η σχετική CNED - Εθνικό Κέντρο για την Εκπαίδευση από Απόσταση, το CNAM - Conservatoire National des Arts et metiers, και όλα αυτά τα πανεπιστήμια, των οποίων τα μέλη ποιημένων - Διαπανεπιστημιακό Ομοσπονδία εξ Αποστάσεως Εκπαίδευση.
Η πύλη Formasup είναι να συγκεντρώσει την παροχή κατάρτισης και να παρέχουν όλες τις συνδέσεις και τις επαφές που επιτρέπουν στους χρήστες να μάθουν. Περισσότερα...