No abstract

<p>This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others.</p><p>Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.</p>

Contrairement à certaines plateformes de e-learning commerciales qui tendent à vider les espaces physiques dans les institutions de formation en langues, la plateforme en cours de création à l'université de Lorraine a été pensée, dès sa genèse, pour soutenir l'apprentissage auto-dirigé des langues en Centre de ressources en langues (CRL) (Maquart-Willié, 2012) et en faire la promotion. Elle est appelée à devenir un des piliers d'un environnement global qui comprend également les différents CRL de l'université, l'objectif étant de faciliter l'autonomisation des apprentissages de langues. Plutôt que de mettre en concurrence les espaces physiques et virtuels, cet environnement vise leur hybridation ou symbiose. Notre hypothèse est que l'interdépendance des deux permettra à chacun de combler les manques de l'autre : l'environnement hybride ainsi obtenu offrira la possibilité de concilier la présence et la distance, l'indépendance et l'accompagnement, la flexibilité et les contraintes. La plateforme – avec son espace de travail global pour les acteurs impliqués dans l'apprentissage des langues (apprenants, personnels des CRL, enseignants) – vise à la fois à stimuler l'utilisation des lieux physiques et à intensifier leur activité (en facilitant la promotion d'évènements ou l'inscription aux services proposés) ainsi qu'à rassembler des acteurs distants. Nous étudions ici la dynamique générée par cet environnement à partir de traces quantitatives et qualitatives d'activités menées dans les CRL et sur la plateforme. L'hybridation entre espaces physiques et virtuels semble déboucher sur l'essaimage de pratiques innovantes.

1Writing in higher education provides a wide research field, an interest which is reflected, for instance, in the increasing number of Brazilian and international journals entirely devoted to this topic (in this respect, among others, we point out Linguagem em (Dis) curso, 6, 2006; Lidil, 41, 2010; Pratiques, 153-154, 2012; Scripta, 24, 2009, and 30, 2012; Mélanges Crapel, 37/1, 2016; Trama, 28, 2017; Revista do Gel, 14, 2017). This scenario is also reinforced by the significant amount of books, dissertations and theses addressing issues related to writing practices in the context of higher education institutions in Brazil and abroad.These publications (meaning not only those mentioned) evidently are based on theoretical principles and even work agendas which do not necessarily match.As such, diverse approaches or perspectives come into play -socio-rhetorical, discursive, socio-anthropological, ethnographic, among others, guided by didactic concerns or not -when studying issues related to academic writing.Even though the diversity of the theoretical frameworks and methodological approaches in these pieces of research work is clear, it should be noted that they share the understanding that writing is still the main form of record in our culture (CORRÊA, 2004), despite being increasingly blended with various other forms of record due to the possibilities opened by digital technologies. These forms include static images, moving images and sounds, as we can experience it daily in our contact with diverse texts on the web.1 In this text, we aim to address topics related to the project sponsored by Capes-Cofecub called "Discurso acadêmico na pesquisa e no ensino: questões em torno da apropriação da palavra de outrem" (Academic discourse in research and teaching: about appropriating other's words) (N. 834/15), which is also featured in the organization of this edition of the journal Scripta.

No abstract