The recognition and validation of learning acquired through geographical mobility and massive distance learning in the academic and professional world (notice n° 179135)
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| fixed length control field | 02319cam a2200229 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112041138.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Blons-Pierre, Catherine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | The recognition and validation of learning acquired through geographical mobility and massive distance learning in the academic and professional world |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 42 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The recognition and validation of learning acquired through geographical mobility and massive distance learning in the academic and professional worldIn a previous study (Blons-Pierre 2017), we noted how difficult it is for students to have all the skills they acquired during a mobility abroad recognized, particularly those outside the field of formal learning. Since this publication, the geographical and physical mobility of students and apprentices has further expanded, but so have the possibilities of distance learning via new technologies. Distance learning has burgeoned to such an extent that it is now possible to wonder whether massive distance e‑learning might be the solution that would allow universal access to knowledge and know-how and at the same time solve the economic, ecological, and human problems associated with the great increase in the number of students physically present in universities. However, regardless of the type of distance learning, the problem remains the recognition and validation of learning acquired outside the formal learning framework.Here, we propose to examine under what conditions and with what tools the learning acquired through geographical mobility and massive distance learning could be recognized and validated, whether in an academic or professional context. To accomplish this, we will adopt the methodological framework of synthesis research, which is based on scientific concepts and forms of discourse linked to official practices or instructions. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mobility |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | academic and professional world |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student migration |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | assessment |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | transversal competences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | distance learning |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Journal of International Mobility | o 7 | 1 | 2020-06-17 | p. 3-22 | 2296-5165 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-of-international-mobility-2019-1-page-3?lang=en">https://shs.cairn.info/journal-of-international-mobility-2019-1-page-3?lang=en</a> |
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