The author analyses the main concepts of the different types of pedagogical mediated communication. He tries to demonstrate that discourse seems to be one of the most important concepts in analysing these forms of pedagogical mediated communication. He distinguishes two main forms that could be considered as the poles of a taxonomy, and characterizes each of them by their main features related to: contents; aims and goals; target-public; curriculum; assessment; the social interaction scene; the material, human, institutional and socio-cultural frame of reference etc. Finally, he shows that such a distinction is a way to provide guidelines for mediated communication based training and teaching.
