Veille et Analyses


Dossier d'actualité n° 43 – March 2009
What collaborative practices are effective, now that ICTs are here?

by Rémi Thibert

Collaboration is undoubtedly a fashionable topic, one that cannot be avoided in any politically and pedagogically correct discourse”, Alain Chaptal observed recently. The term “collaborative” underwent a revival of interest with the arrival of information and communication technologies (ICT), and especially with the advent of the Web 2.0. On-line social network tools are proliferating, whether for private or professional use (but the distinction between the two is less and less clear: the different “worlds” telescope into each other and interpenetrate), and invite users to collaborate more and more. At least, this possibility is strongly put forward by these various services.

ICTs have revolutionised - and are still revolutionising - our way of living, acting and even thinking. This is the thesis defended by Levy in his book on “collective intelligence”. Collective exchanges and collaboration are an integral part of this new world.

How is group work defined? What collaborative practices are used, between teachers and within the classroom? To what extent can ICTs, and more particularly certain tools or measures, support collaborative learning? Such are the questions that this issue attempts to take stock of, in the light of recent research work from France and abroad.










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