Process-oriented in this context means widening the scope in planning, pedagogy, didactics etc. on educational activities from narrow content-focusing to an awareness of learning and education as processes, thereby highlighting the activities, the dynamics, the actors, the phases and the relation between areas more than decontextualised contents of information (Sterling 2001 correspondence)
dimension qui va au-delà d'un contenu informationnel décontextualisé (Sterling, 2001, correspondance).