QUESTIONING WHAT TAKES PLACE WHEN “LEARNING SYSTEM” MEET “LEARNERS’ DISPOSITIONS” - A surprising convergence in the results of eight researchers - Our paper is based on the fact that there is a surprising convergence in the results of the work of several researchers. 1- Analysis carried out in different contexts shows up the limits of training system that use information and communications technologies and that are based on self-training. They are not the revolutionary means that had initially been imagined and, all things being equal, they do not really change the nature of learning, but transform mainly the conditions in which it occurs and the learning environment. 2 – There is no significant transformation of learning behaviour due to technical and pedagogical innovation. Nevertheless, a transformation in access to learning is observed: by adding to the means and modalities of training available, technology helps to make it easier to fit learning in comfortably with rest of the learner’s life, helping the learner to adapt the learning situation and freeing him or her up to assume the numerous choices encountered during the training path. 3- The effectiveness or otherwise of the training system resides mainly on the dynamic of the learner (motivation, self-regulation), though the pedagogical environment can in certain cases encourage or impede this dynamic. These results have led these researchers to address the delicate of question of the link between ‘learning system’ ("dispositif de formation") and the ‘dispositions’ of the learners. What sort of link is it? How does it transpire? What does it produce? Our paper focuses especially on the results of two studies that were instrumental in raising this issue. Lameul analyses the impact of the mediatisation of the pedagogical relationship on the construction of professional stances ("postures") within the context of teacher training. She puts forward the idea that adopting a stance in the training process mediates between the internal and external dimension of the subject. Positioning the concept of ‘stance’ at the articulation between “learner’s dispositions” and “learning system” in this way turns it into a facilitating element for connecting the processes of “teaching and learning”. Trollat focussed on the impact on pupils, and in particular on their disposition to learn, in a resources centre facilitating guided self-training practices (Carré, 1992). She groups her research under seven “broad ideas” one of which is: When confronted with a new "learning system", pupils carry out their ‘job as a pupil’ differently (Perrenoud, 2000), not to say their "job to learn" (Trocmé-Fabre, 1999) which is characterised by a process depending upon their disposition. The two studies were carried out on the basis of the complementarity of the qualitative and quantitative data: 1) Intrinsic, clinical and interpretative analysis of 30 interviews (2004-05) and information gathering using Pratt’s questionnaire (1998). 2) Exploratory empirical research into the place accorded to self-training in initial agricultural training: in-depth study of the "learning system" (monograph) and monitoring 17 pupils over three years (68 interviews). This paper tries to understand how each learner, depending upon his or her personal, appropriates the "learning system" in a different manner, and thus shed light on some of the conditions for developing the learning ecology ("écologie de l'apprenance") (Carré, 2005). In terms of devising training, the perspectives that it opens up help contribute to answering the question of this conference: From Teaching to Learning?

The two studies were carried out on the basis of the complementarity of the qualitative and quantitative data: 1) Intrinsic, clinical and interpretative analysis of 30 interviews (2004-05) and information gathering using Pratt’s questionnaire (1998). 2) Exploratory empirical research into the place accorded to self-training in initial agricultural training: in-depth study of the "learning system" (monograph) and monitoring 17 pupils over three years (68 interviews).

This paper tries to understand how each learner, depending upon his or her personal, appropriates the "learning system" in a different manner, and thus shed light on some of the conditions for developing the learning ecology ("écologie de l'apprenance") (Carré, 2005). In terms of devising training, the perspectives that it opens up help contribute to answering the question of this conference: From Teaching to Learning?