Mediation and mediatization

The journalMédiationset médiatisations iscalling for articles for an issue on the theme of " Distance learning: some aspects of an already long history".

Among the various forms of adult training (internships, evening classes, sandwich courses, etc.), distance learning ("FAD") occupies a special and significant place, both historically and in the current context of the COVID-19 pandemic.

It has been around for a long time, in a variety of forms. First introduced in the mid-nineteenth century with correspondence courses, it was followed by audiovisual and computer-based learning, and for the past twenty years or so, has increasingly been delivered via the Internet, in the form of "e-learning". Over the years, new concepts have emerged to clarify the ways in which training is organized: "open and distance learning", "hybrid training" (combining presence and distance), "e-learning" (emphasizing the use of digital technology), "online training" (highlighting access via the Internet), MOOC (or CLOM "massive open online courses", aimed at large audiences)...

The times of print, radio and television broadcasting, computers and networks could constitute a periodization of FAD... However, technical mediatizations are only one of its elements, and are not enough to qualify it. ADF is also characterized by a series of other specific features that have also been renewed over the decades: objectives (commercial, social...), organization (more or less industrialized), sponsoring organizations, enrolled publics (whose numbers and motivations have evolved), teaching methods and learning situations (strong demand for autonomy, high drop-out rates, frequent feelings of isolation now countered by the possibilities of interpersonal exchange and collaborative work...), institutional players whose roles have been modified, with the emergence of new functions (project managers, course designers, tutors, technical teams, etc.), sometimes a little abusively referred to as "professions".

In this thematic issue, we invite you to present your research, analysis, reflections or experiences concerning the history of ADT, by proposing a "zoom" on one of the periods, organizational modes or essential components of this history. These elements should be placed within the genealogy of ADT systems, their uses and their educational and socio-economic stakes. Three complementary themes will be explored: the history of pedagogical forms used in distance learning, the history of the use of information and communication technologies in distance learning, and the history of emblematic distance learning organizations.

Finally, whether it's a research article, a practitioner's article or something else, you can, if you wish, deal with a topical theme (FAD in COVID times, for example), but you'll then need to place the action analyzed in a historical perspective by relating it to elements that have marked the history of FAD and/or by showing how and why it constitutes a continuity or a break with previous practices in this field.

Coordination of this thematic issue: Viviane Glikman

* Notice of intent: until Oct. 19, 2020
* Submission: until Nov. 30, 2020

Link:https://revue-mediations.teluq.ca/index.php/Distances/announcement/view/10