亚洲教育和研究培训班（柬埔寨、老挝、越南）。Partie 02：recommandations et feuille de route
Formation {à} distance et outils num{é}riques pour l'enseignement sup{é}rieur et la recherche en Asie-Pacifique (Cambodge, Laos, Vietnam). Partie 02 : recommandations et feuille de route
摘要：
第二部分的2卷-专业知识主要是基于第一部分中描述的清单的结果。这也是基于本专家报告1职权范围中的一句“令人担忧”的话，其中指出，“亚洲享有有利的技术环境[根据联合国的统计数据，就设备而言]。然而，在该机构成员机构和法语大学社区的实践中，数字技术仍然很少出现;因此，远程教育发展得不好：目前亚洲没有一个机构提供法语远程培训课程; 2010 - 2014年期间，该区域只有14个ODL注册;在过去的两年里，只有三个机构响应了AUF的“Mooc”项目呼吁。".职权范围还指出了“法语数字校园的不足之处，其官员解释说，计算机设备越来越少用于个人实践”。移动数字技术的扩散通常是法语数字校园教学实践和创新研究发展的重要资产，但没有达到预期。该文件提到了另一个同样重要的细节，这将解释技术工具的扩散和减少使用之间的矛盾，当它表明，在平行，相反的法语校园，在英语T ICE和距离的整合的积极动态”.该文件提供了具体的例子，例如韩国运营的东盟网络大学（ACU）计划及其在柬埔寨，老挝，越南和缅甸的电子学习中心，越南语和自2014年以来在该地区建立的没有法语国家参与的fablab。第一个假设是，从这一预先观察中得出的结论是，技术并不能证明有理由逐步遣散（甚至是削弱）当地行为者，以建立各种形式的法语伙伴关系，促进培训和研究。这也不是改善数字培训和研究技术基础设施的政治意愿问题。在这次访问的框架内进行的几乎所有访谈都表明，所遇到的三类行为者表达了一致的观点和雄心勃勃的态度：-在三个国家的教育部会见的政治行为者，他们意识到数字教育的重要性和技术为教育带来的附加值。这三个国家都有教育和数字教育的监管框架和国家技术创新项目;-公立和私立学术机构，通过其校长，校长和技术和教学领导人，展示了他们对数字教育的深刻信念（出于质量，竞争力和经济利益的原因）。然而，由于国家一级的管理模式相当集中，这三个国家的大多数学术机构往往在等待颁布法律文本（法令、宪章、公约、指令等）。使他们能够在教学和研究中采取行动并采用创新的解决方案;-教师-研究人员在这方面的专业知识相对较少，但作为实地行动者充分参与，能够预测他们对在教学和研究活动中使用数字的观点。收入相对较低的教师和研究人员将不可避免地在数字层面的任何学术改革中发挥决定性作用，如果具体的动员论据可以通过加入数字培训或发展项目或计划来弥补他们的不足。
英文摘要：
This second part of a 2 volume-expertise is mainly based on the results of the inventory described in the first part. It is also based on a "worrying" statement in the terms of reference of this expert report 1, which states that "Asia enjoys a favourable technological context [in terms of equipment according to UN statistics]. Nevertheless, digital technology is still hardly present in the practices of the member institutions of the Agency and the francophone university community; So distance education is not well developed: there are currently no French-language distance training courses offered by an establishment in Asia; The region has only 14 enrolled in ODL over the period 2010 - 2014; Only three institutions have responded to the AUF's "Mooc" calls for projects over the last two years, etc.". The terms of reference also indicate a state of deficiency "in the Francophone digital campuses whose officials explain that the computer equipment are less and less used for individual practices". The proliferation of mobile digital technologies that would normally constitute an important asset for the development of teaching practices and innovative research around the Francophone digital campuses has not lived up to expectations. The paper refers to another no less important detail that would explain the paradox between the proliferation of technological tools and the reduction in usage when it indicates that, in parallel, and contrary to the francophone campuses, In English a positive dynamics of integration of T ICE and distance". The document provides concrete examples, such as the ASEAN Cyber University (ACU) program run by South Korea and its e-learning centers in Cambodia, Laos, Vietnam and Myanmar, The Vietnamese language and the fablab set up in the region since 2014 without the Francophonie being involved. A first hypothesis emerges from this premonitory observation that it is not technology that justifies the gradual demobilization (or even demotivation) of local actors to establish forms of Francophone partnerships for training and research. Nor is it a question of political will to improve technological infrastructure in digital training and research. Almost all the interviews carried out within the framework of this mission demonstrated the convergence of views and ambitious attitudes expressed by three categories of actors encountered:- political actors met in the ministries of education of the three countries who are aware of the importance of digital education and the added value generated by technologies for education. Each of the three countries has a regulatory framework and national technological innovation projects for education and digital education;- public and private academic institutions which, through their rectors, presidents and technical and pedagogical leaders, demonstrate their profound convictions for digital education (for reasons of quality, competitiveness and economic interest). However, given the rather centralized governance model at state level, the majority of academic institutions in the three countries are often awaiting the promulgation of legal texts (decrees, charters, conventions, directives , Etc.) that enable them to act and adopt innovative solutions in teaching and research;- Teacher-researchers relatively little consulted in this expertise, but sufficiently engaged as actors on the ground to be able to predict their points of view with regard to the use of digital in their pedagogical and research activities. Teachers and researchers with relatively modest incomes would inevitably have a decisive role in any academic reform on the digital level if concrete mobilizing arguments could compensate for their shortfalls by joining digital training or development projects or programs.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
