, most of which emerged at the beginning of the xx century, have often been perceived as conservative corporatist groups, and in particular the Society of History and Geography Professors (SPHG), and as such have been made responsible for the difficulty of reforming the school disciplines they intended to defend. The aim of this article is to qualify this point of view in the case of histore-geography in the interwar period by analysing the way in which this association operates and placing it in its institutional context in order to identify the limits of its actual influence, both on the fate of historico-geographical school discipline and on its representatives on the ground, namely teachers.

Specialist societies in general, and more particularly the SPHG (History and Geography Teachers Society), most of which appeared at the beginning of the 20th century, have been regarded as conservative and corporatist groups. This interpretation explains why these societies have been held responsible for the difficulty in reforming the school subjects they were meant to protect. The purpose of this article is to offer a more nuanced version of this interpretation by focusing on history and geography as school subjects during the interwar period. To do so, this article analyses the way this society worked by setting it against its institutional context in order to delimit the actual influence the society has had on the fate of its own disciplinary area (history and geography being considered as one subject in France) and on its representatives in the field – teachers.

Apparues pour la plupart au début du xx e siècle, les sociétés de spécialistes en général et plus particulièrement la Société des professeurs d’histoire et de géographie (SPHG) ont souvent été perçues comme des groupements corporatistes conservateurs et, à ce titre, rendues responsables de la difficulté à réformer les disciplines scolaires qu’elles entendaient défendre. L’objectif de cet article est de nuancer ce point de vue pour le cas de l’histoire-géographie dans l’entre-deux-guerres en analysant le mode de fonctionnement de cette association et en la replaçant dans son contexte institutionnel afin de cerner les limites de son influence effective, tant sur le destin de la discipline scolaire historico-géographique que sur ses représentants sur le terrain, à savoir les professeurs.

The Society of History and Geography Professors (SPHG) and its members (1910-1939): academic actors and disciplines 

La Société des professeurs d’histoire et de géographie (SPHG) et ses membres (1910-1939) : acteurs et disciplines scolaires

politique et administration de l’enseignement

Grammar, Comparative and general--Context

Students enter the library science gradual programme with a wide range of information and technology skills. Today’s gradual races require students to be able to build web-based Pathfinders, use social media, and search dates. This article analyses the design and development of an introductory race for coming academic science graduate students that personalises instruction and views that each student is ready for the rigors of graduated school. Taken during the first seminar of the programme, this introductory race teaches information and technology skills and concepts that are core to library science. The Autonomous or Explores the process of creating a computed race that addresses the diverse needs of this student population. Using a systematic approach to instructional design and development, the overseas lines the steps in designing, developing, implementing, and evaluating an online, self-paced gradual race. Based on the Dick and Carey model, the process identified by identifying the instructional goals, driving an instructional analysis, analysing learners and contexts, writing performance objectives, developing assessment instruments, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, reviewing instruction, and designing and conducting summative evaluation. This process produced effectively, efficient, and appealing instructional materials.Students start a higher education programme in information science with a range of information and technology literacy. Higher education courses now require students to create online guides, use social media and query databases. This article deals with the design and development of an introductory course that is offered to new students graduating in information science and which seeks to individualise the training and to ensure that each student feels ready for the laureates of a higher education school. This introductory course, offered during the first half of the programme, teaches knowledge in information and technology essential to information science. The author describes the process undertaken to create this computer-based course that meets the diverse needs of students. Using a systematic approach to pedagogical design and development, the author presents the stages related to the design, development, implementation and evaluation of an eMaster course adapted to the pace of each individual. According to the Dick and Carey model, the process makes it possible to identify learning objectives, conduct pedagogical analysis, conduct learner and context analysis, write performance goals, develop assessment tools, develop teaching strategies, develop and choose teaching materials, design and conduct formative evaluation of teaching, review teaching and design and conduct summative evaluation. This process provided effective, efficient and attractive teaching material.

Students enter the library science graduate program with a wide range of information and technology skills. Today’s graduate courses require students to be able to build web-based pathfinders, use social media, and search databases. This article examines the design and development of an introductory course for incoming library science graduate students that personalizes instruction and ensures that each student is ready for the rigors of graduate school. Taken during the first semester of the program, this introductory course teaches information and technology skills and concepts that are core to library science. The author explores the process of creating a computer-based course that addresses the diverse needs of this student population. Using a systematic approach to instructional design and development, the author outlines the steps in designing, developing, implementing, and evaluating an online, self-paced graduate course. Based on the Dick and Carey model, the process included identifying the instructional goals, conducting an instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising instruction, and designing and conducting summative evaluation. This process produced effective, efficient, and appealing instructional materials.


Les étudiants entament un programme d’études supérieures en sciences de l’information avec une panoplie d’habiletés en matière d’information et de technologie. Les cours d’études supérieures requièrent aujourd’hui que les étudiants puissent créer des guides en ligne, utiliser des médias sociaux et interroger des bases de données. Cet article porte sur la conception et le développement d’un cours d’introduction qui est offert aux nouveaux étudiants diplômés en sciences de l’information et qui cherche à individualiser la formation et à s’assurer que chaque étudiant se sent prêt pour les rigueurs d’une école d’études supérieures. Ce cours d’introduction, offert durant le premier semestre du programme, enseigne des habiletés en matière d’information et de technologie essentielles aux sciences de l’information. L’auteure relate le processus entrepris pour créer ce cours informatisé qui répond aux divers besoins des étudiants. En utilisant une approche systématique pour la conception et le développement pédagogique, l’auteure présente les étapes liées à la conception, le développement, la mise en œuvre et l’évaluation d’un cours de maîtrise en ligne adapté au rythme de chacun. Selon le modèle de Dick et Carey, le processus permet d’identifier des objectifs d’apprentissage, mener une analyse pédagogique, mener une analyse des apprenants et des contextes, écrire des objectifs de rendement, développer des instruments d’évaluation, développer des stratégies d’enseignement, développer et choisir du matériel didactique, concevoir et mener une évaluation formative de l’enseignement, réviser l’enseignement ainsi que concevoir et mener une évaluation sommative. Ce processus a fourni du matériel didactique efficace, efficient et attrayant.

Booksellers in 't Born with Information Superpowers: Driving the Playing Field for Incoming Library Science Graduate Students 

Librarians Aren’t Born with Information Superpowers:  Leveling the Playing Field for Incoming Library Science Graduate Students

Bibliography. Library science. Information resources

Βιβλιοθηκονομία και επιστήμη της πληροφόρησης

Μεσα ΚΟΙΝΩΝΙΚΗΣ ΔΙΚΤΥΩΣΗΣ

Medios de comunicación social❦Medio social❦Los medios sociales

Alfabetismo❦Saber leer y escribir❦Conocimiento práctico❦Alfabetización

Εξατομίκευση (φιλοσοφία)

επαγγελματική εκπαίδευση

Objective: Present the process and challenges of the development of an online course on public policies in health, designed in international collaboration using a knowledge-based approach. Methods: Five public health experts supported by one expert in education technology worked on the course with a rigorous approach: analysis of needs, development of targets and competences, development of a pedagogical scenario including for each module the target target, content elements, teaching method, learning activities, material to be identified or developed and responsibilities and tasks involved. Results: The two-credits higher education course (90 hours of work) comprises six modules, including one integration module. The modules start with a variety of case studies: tobacco Act (Neutral Package), Supervised Injection Sites, Housing, Integrated Services Networks for Elderly Deprived People, Prevention programme for future mothers in disadvantaged backgrounds, mandatory use of a bicycle helmet. Modules 1, 3, 4 and 5 aim at learning the different stages of public policy development: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policies. The integration module allows students to apply the knowledge gained and discusses the role of experts in public policy and ethical considerations. Conclusion: The course is integrated into the higher education programmes of the participating universities and allows students to follow an innovative training course remotely.

Objective: To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach.Methods: Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved.Results: The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations.Conclusion: The course has been integrated into the graduate programmes of the participating universities and allows students to follow, at a distance, an innovative training programme.

Objectif : Présenter le processus et les défis du développement d’un cours en ligne sur les politiques publiques en santé, conçu en collaboration internationale selon une approche par compétences.Méthodes : Cinq experts de santé publique épaulés d’un expert en technologie éducative ont travaillé à l’élaboration du cours en adoptant une démarche rigoureuse : analyse des besoins, élaboration des cibles et des compétences visées, développement d’un scénario pédagogique comportant pour chaque module la cible visée, les éléments de contenu, la méthode d’enseignement, les activités d’apprentissage, le matériel à identifier ou à développer et les responsabilités et tâches impliquées.Résultats : Le cours d’études supérieures de deux crédits (90 heures de travail) comprend six modules dont un module d’intégration. Les modules débutent par des études de cas variées : loi sur le tabac (paquet neutre), sites d’injection supervisée, logement, réseaux intégrés de services pour personnes âgées en perte d’autonomie, programme de prévention pour les futures mères en milieux défavorisés, port obligatoire du casque de vélo. Les modules 1, 3, 4 et 5 visent l’apprentissage des différentes étapes du développement des politiques publiques : émergence, formulation et adoption, mise en œuvre et évaluation. Le module 2 porte sur l’importance des valeurs et des idéologies dans les politiques publiques. Le module d’intégration permet aux étudiants d’appliquer les connaissances acquises et aborde le rôle des experts dans les politiques publiques et les considérations éthiques.Conclusion : Le cours est intégré aux programmes d’études supérieures des universités participantes et permet à des étudiants de suivre à distance une formation innovante.

Development of an online French-speaking course on public health policies: international collaboration 

Développement d’un cours francophone en ligne sur les politiques publiques en santé : une collaboration internationale

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The Society of History and Geography Professors (SPHG) and its members (1910-1939): academic actors and disciplines

Booksellers in 't Born with Information Superpowers: Driving the Playing Field for Incoming Library Science Graduate Students

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