Communication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT).

Communication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT).

Communication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT).

Communication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT).

Communication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT).

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

Publication dans le cadre de l'Institut Carnot de l'Éducation (projet COGMONT) sur l’enseignement d’un domaine spécifique : la construction du nombre.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.

Communication dans le cadre de l'Institut Carnot de l'Éducation et du projet PREMaTT. Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources?

Communication dans le cadre de l'Institut Carnot de l'Éducation et du projet PREMaTT. Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources?

Communication dans le cadre de l'Institut Carnot de l'Éducation et du projet PREMaTT. Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources?

Communication dans le cadre de l'Institut Carnot de l'Éducation et du projet PREMaTT. Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources?