Présentations Colloques

Poster
3.01
Session 3.01: Groundwater data in the New Digital Age
Dewz Sandrine
What opportunities offer digital tools to train and graduate new hydrogeologist engineers?
Despite the growing weight in the public discourse of issues raised by the threats on groundwater resources quality, we cannot but acknowledge the decrease of the number of existing courses in hydrogeology at university in Europe. **Seek for costs balance of training has become a request for a minimum enrollment. A number of reasons now makes it truly difficult to gather in one place the prerequisite number of students. This issue could be solved by distance education development.**In France, the Cnam – Conservatoire National des Arts et Métiers – is a higher education institution dedicated to active adult life-long learning, notably through graduation. Teachings are largely webcasted to reach the francophonie worldwide and the mooc phenomenon - massive online open courses – draws a large public seemingly eager to learn. Even though mooc do not yet deliver diploma, nor aim to train engineers, we ought to consider in what respect digital tools may bring new opportunities to train and graduate hydrogeologist engineers. **Such tools provide new pedagogical design perspectives that shall allow us to focus on our core activity regarding transmission of know-how and good practices that require in situ training. **Existing digital learning environments allow integration of remote students, thus facilitating autonomous knowledge acquisition, participation to group dynamic and collaborative working experience. **Digital media are a mean to spread results of projects that may provide elements for argument and decision making to civil society and enrich online databases. **This paper exposes the design of a distance education experiment at the Cnam for a teaching unit of 6 ECTS in hydrogeology applied to the pollution risk management.**Our aim with this experimental design is to contribute to the ongoing reflection in higher education on the use of digital tools. Is there an aspiration for a shift towards different ways of teaching and learning? If so, may it open the way to a form of co-construction of knowledge? **
Sandrine