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            <title xml:lang="en">Badges and certifications: what do learners say after validating a MOOC?</title>
            <title xml:lang="fr">Badges et certifications : ressentis d’apprenants ayant suivi des MOOC</title>
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                <title xml:lang="en">Badges and certifications: what do learners say after validating a MOOC?</title>
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                <term xml:lang="en">on line training</term>
                <term xml:lang="en">diploma</term>
                <term xml:lang="en">certification</term>
                <term xml:lang="en">badge</term>
                <term xml:lang="fr">diplôme</term>
                <term xml:lang="fr">formation en ligne</term>
                <term xml:lang="fr">certification</term>
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              <p>The number of e-learning offers is growing strongly. The resource pool has grown since “Grandes Ecoles”, media and portals like Fun (France university on line) are involved in their development. From now on, the MOOC issue credentials, badges and certificates. These forms of recognition gain notoriety. Some are recognized in the economic world and business and could even be considered as a competitive offer in the face of classical courses. Consequently, we question here the evolution of validation representations of these formations and their articulations with each other. The issue of this questioning is important. It affects the entire working population and the structuring of training opportunities between public institutions and industries using media for training. This article provides answers based on the results of an online questionnaire and a corpus of semi-directed interviews with subjects having attended MOOC.</p>
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              <p>Le nombre d’offres d’enseignement en ligne est en croissance forte dans l’hexagone. Le gisement de ressources s’est amplifié depuis que de grandes écoles, des médias et des portails tels que Fun (France université numérique) s’impliquent dans leur développement. Désormais, les MOOC délivrent des attestations, des badges et des certificats. Ces formes de reconnaissance gagnent en notoriété. Certaines sont reconnues dans le monde économique et seraient même perçues comme une offre concurrente des cursus classiques. Dès lors, nous nous interrogeons sur l’évolution des représentations de la validation de ces formations. L’enjeu de ce questionnement est important. Il touche l’ensemble de la population active et la structuration des offres de formation entre établissements publics et industries des médias de la formation. Cet article apporte des éléments de réponse à partir des résultats d’analyse d’un questionnaire en ligne et d’un corpus d’entretiens semi-directifs effectués auprès de sujets ayant finalisé des MOOC.</p>
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