For e-Learning, also the « e » is Important

Generally, ICT research in education gives a daily meaning to the training through the technology or amplifies the social discourse on socially constructed informal reality. Whatever option is chosen, the discourse on ICT gives foundation to the tools as training or learning outlines. e still are in the "learning" of the e-learning where the "e" becomes subordinate. However, the ICTs are not only a speech. They also are action upon the world. In this context, we already know the main role of intellectual and/or material tools in the structuration of knowledge. Our communication presents a model in order to reach an ICT integration that passes beyond the instrumentation of pedagogical models. This model considers the ICT as a variety of devices produced by human activity and as means for establishing human relationships thoughout contrasted situations. This model is based on the idea that tools participate to the improvement of cognitive skills, that tools are transforming themselves through the time and that they change back those skills. Defining mediation as an interaction amplified by the tool, its role is to give birth to an artefactual process that authorizes the construction of new knowledge and innovations. In this context, the ICT activities are mediated by the tools and by the tool sets which are elaborated by our customs. This model offers a new option for analysing e-learning situations. It is based on the artefact concept as well as on the approach of objective knowledge based, itself, on the theory of the three worlds (Popper, 1994). The artefact is defined as an effect of art and as a gradually elaborated construction during mediation to reach the "quasi-real" representations ready to be methodically dismantled as methodically as there were imagined in order to make no doubt to the user regarding the artefact. Accordingly to the three worlds theory the physical realities world, the experimental consciousness world and the objective knowledge world the artefactual process of constructing knowledge puts us in contact with the objects through our experiences. Taking into account that theses experiences are also lived into the symbolic world of representations, they are influenced by all the knowledge and the others representations we have. The passage between subjective knowledge (2nd world) and the objective knowledge (3rd world) is made by the modelisation of practicesthat becomes knowledge and that can be submited to criticism and experimentation.