HomeLearning and Education. Conditions, contexts and innovations for school, academic and professional achievement

Learning and Education. Conditions, contexts and innovations for school, academic and professional achievement

Apprentissage et éducation. Conditions, contextes et innovations pour la réussite scolaire, universitaire et professionnelle

SFERE – Provence 2018 Conference

Colloque SFERE – Provence 2018

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Published on Wednesday, October 11, 2017 by Elsa Zotian

Summary

The aim of this Conference is to break down the barriers between disciplines so as to develop knowledge in the teaching, learning and training sectors, either about educational organisations or institutionalised training systems. Working in partnership with several research laboratories, the federative structure enhances the visibility of the research policies pursued, and therefore leads to better coordination and greater social and scientific impacts of research on education.

Announcement

Argument

The Conference is organised by the Federative structure for study and research on education in Provence (SFERE-Provence) of Aix-Marseille University. It aims at breaking down the barriers between disciplines so as to develop knowledge in the teaching, learning and training sectors, either about educational organisations or institutionalised training systems. Working in partnership with several research laboratories, the federative structure enhances the visibility of the research policies pursued, and therefore leads to better coordination and greater social and scientific impacts of research on education.

The Conference intends to question the conditions required for school achievement through 4 major themes:

  • Theme 1 “Language skills and communication” aims at highlighting the importance of language and communication skills to the proper development of core competencies.
  • Theme 2 “Uses of the body and education” focuses on interdisciplinary approaches relating to the uses of the body in the activity student/learner – teacher/trainer in learning, education and training contexts.
  • Theme 3 “Territories, trajectories and mobility” tackles the issue of educational, social and migratory inequalities.
  • Theme 4 “Creativity and innovation” deals with pedagogical innovation within different teaching and learning systems.

All these themes intend to promote interdisciplinary research while respecting each discipline’s particularities. All levels of study are covered (primary, secondary and tertiary level). International work will be greatly appreciated. Two types of communication are allowed: empirical research and state of the art.

Theme 1: Language skills and communication 

Marie-Laure Barbier (PSYCLE) and Johannes Ziegler (LPC)

Current evolutions regarding the “knowledge-based economy” lead to increased shared information and more diversified contents, types of users, communication tools, intercultural and multilingual exchanges. These evolutions are characterised by communication between individuals from all over the world who need to interact and resolve complex problems. In this context, language and communication skills have never before been so much required (in writing in particular), and research studies focusing on the development of core competencies in literacy are a urgent concern at the European scale (Europe 2020, ISCH COST Action IS1401, ISCH COST Action IS1404). This research topic brings up a global reflection on the development of the adaptive cognitive skills required for reading, writing and communicating remotely, on the plurality of language practices used in writing, whether individual or collective, on the diversity of these practices in educational or professional contexts, and on their potential didactics. It promotes interdisciplinary studies so as to link different research levels while respecting the specificities of the disciplines addressed (psycho-linguistics, language sciences, educational sciences, information and communication sciences, sociology, etc.). It aims at fostering dialogue and convergence of studies that question the development of language and communication skills in a learning perspective.

Key words: reading, writing, language practices, remote communication, didactics of writing

Theme 2: Uses of the body and education

Mariagrazia Cairo Crocco (CEPERC), Pascal Simonet (ADEF) and Jean Luc Velay (LNC)

From an anthropological point of view, the body is “man’s first and most natural instrument” (Mauss, 1934/1950, p. 372). It is at the same time a biological anonym object and a constructed object (Canguilhem, 1990/2002). This raises questions about the uses of the body in this twofold dimension.

Questions dealing with the uses of the body relate to various disciplines (philosophy, anthropology, history, sociology, psychology, neurosciences). This enables knowledge creation by taking into account different approaches. In this context, the field of education (and training) is emblematic because it contributes to the understanding of the relationships to human body as they have been historically constructed and as they are conducted in educational institutions and among training circles, and more broadly, in the social space.

For instance, in the theoretical context of embodied cognition, some authors suggest reconsidering the way we address the question of education by restoring the body’s central role in students’ activities. Other approaches, in the humanities and social sciences, examine the way the body is used in teacher/student and trainer/learner relationships in learning situations (ergonomics of education professionals’ activity, activity phenomenology, professional didactics…).

Information from different academic fields will be treated so as to study the uses of the body in a gender perspective, links between body, emotions and affects, the role of the body in the conception of laicism, the place of the body in health education, the question of the body for disabled persons, the uses of the body in arts and physical and sporting activities…

What research and reflections have been conducted on these issues? What answers do they provide to the educational world?  What are the goals, the methodologies, the results and the limits of these studies? What benefits can we expect from this comparative approach?

Key words: body, activity, learnings, teaching function

Theme 3: Territories, trajectories and mobility

Noemie Olympio (ADEF), Caroline Hache (ADEF)  and Magali Ballatore (LAMES)

The analysis of academic trajectories receives great attention in France and at an international level, as reflected, for example, by the increased number of quantitative data on this topic (investigation by the Evaluation, Forecasting, and Performance Department (DEPP), generational investigation, panelisation bias of PISA data in some countries, etc.). Longitudinal, qualitative and quantitative analyses are useful for highlighting how complex academic paths are and for showing a certain number of inequalities. In addition, logics of competition and mobility (or non-mobility) are being increasingly studied on a comparative basis that differentiates educational spaces and segments within a country and/or between several countries (Ballatore, 2010; Felouzis, Maroy, Van zanten, 2013; Courty, 2014; Pasquali, 2014). These studies reveal new problems, which relate to competition initiated between institutions by the European joined up public policies that are not without effect on the growing burden of social heritage in the trajectories of people involved, as well as on the renewed spatialisation of inequalities in terms of educational resources between territories.

Within the French education system, these inequalities in terms of trajectories, social and migration backgrounds have been proven. The school system currently struggles to offer all students access to equal conditions for school achievement (CNESCO report, 2016). Socio-economic situations of territories, their history and their characteristics then have a direct or indirect impact on youth educational trajectory. Surroundings affect not only students’ academic success, but also their aims in life. Depending on the place in which they attend school, students follow different academic paths, have different educational aspirations as well as a different relationship with the concept of mobility. When did the situation start changing? Since when have inequalities persisted or decreased? Why and in which political contexts?

Education policies, school dropout and its background, past and current school migration/mobility, the burden of social background but also on- and off-the-job training and employment of recent graduates are all the topics that will be discussed under this research heading, on a comparative basis between different countries. The goal is to use different disciplines (economics, sociology, political and educational sciences, history and geography mainly) to reflect on these questions by putting research on students’ educational trajectories (from primary to tertiary education) in perspective.

Key words: mobility/trajectories, educational policies, inequalities

Theme 4: Creativity and innovation

Martine Gadille (LEST), Marco Cappellini (LPL), Eric Tortochot (ADEF) and Jean-François Hérold (ADEF) 

This focal area aims at questioning the relevance of pedagogical innovation (Walder, 2014) as a process in line with teaching/learning situations, among others through the introduction of digital technologies and/or innovative spaces. Innovative spaces are intended as co-designed physical and/or virtual spaces which provide users with new practices for knowledge building and sharing (meta-conception process [Mailles-Viard Metz, Loisy & Leiterer (2011)]). Structured or spontaneous dissemination of pedagogical innovations makes it easier to understand how new individual and/or collective strategies for teaching or learning are developed (Albero & Safourcade, 2014). Processes of innovation in teaching-learning situations should be understood as an adaptive activity relating to the situation of an actor who interprets a task, demands and carries out the task both in terms of physical activities and of thinking processes (Bertone & Saujat, 2013).
The adaptation is based on teaching competencies which are applied coherently in response to a particular situation, but which cannot be applied in the same way to another situation.

Studies proposed in this thematic area may research the relationship between technical innovation and innovative uses (Paquelin, 2009), as well as the processes that lead teachers to continuously design new teaching-learning situations. Several dimensions relating to the various actors in education may be addressed: 
1. (Co-) construction of rationalities about the educational activity relating the educational work and subject didactics;
2. Building of relationships to knowledge in terms of identity and epistemology;
3. Co-design and creativity of teachers and pupils/students in learning situations.

This focal area promotes interdisciplinary studies in order to combine various research levels taking into account the specificities of each discipline (educational sciences, language sciences, information and communication science, economy, sociology, psychology, work psychology, ergonomics, etc.).

Key words: pedagogical innovations, innovative space, learning environment, (co-)design, uses

Reviewing Panel

Axe 1

Lucile Chanquoy (Université de Nice, France)
Marielle Leijten (Université d'Anvers, Belgique)
Victoria Johansson (Lund University, Suède)

Axe 2

Céline Chatigny (Université du Québec à Montréal, Canada)
Guillaume Durand (ESPE Nantes, France)
Patrizia Magnoler (Université de Macerata, Italie)

Axe 3

Jean-Yves Rochex  (CIRCEFT, Université Paris 8, France)
Marco Pitzalis  (University of Cagliari, Italy)
Mostafa Tarek  (University College, London, )

Axe 4

Christopher Dede (Harvard Graduate School of Education, Massachusetts)
Denis Bédard (Université de Sherbrooke, Québec, Canada)
Sylvie Cartier (Université de Montréal, Canada) 

Key Notes Speakers

Axe 1

José Moraïs (Université Libre de Bruxelles)

Axe 2

Manlio Iofrida (Università di Bologna, Bologna)

Axe 3

Andy Green (University College London, London)

Axe 4

Christopher J. Dede (Harvard Graduate School of Education, Massachusetts)

The Conference will be hold on 11-13th of April 2018 in Marseille (France).

Submission guidelines

Abstract proposals must be submitted online via the conference website

from 18 April 2017 to 15 October 2017.

Abstracts must comply with the standards required within the education research community and must be written using the template abstract provided. Abstracts that do not meet these standards cannot be sent out to the readers.

Abstract presentation: methodology, main results and discussion, conclusion, bibliography.

In addition to the conference paper abstract, each author must provide a short C.V. (10 lines maximum), which will be sent out in a separate file to anne.scher@univ-amu.fr or submitted on the conference platform (second submission).

1st step in submitting abstracts via the platform (anonymously)

  • Abstracts shall be written in French and English.
  • Abstracts shall not exceed 1000 words(French 500 words + English 500 words, excluding the bibliography), and shall rely on the attached style sheet (Times New Roman 12 bold; single spacing paragraphs; margins: left, right, top and bottom: 2.5 cm).
    • The general title shall be as short as possible (≤ 60 characters).
    • The 5 major bibliographic references shall be placed after the abstracts and shall be presented in alphabetical order, in the form of a unique list, which is not subdivided by type of publication, according to A.P.A. style (5th or 6th edition).
  • Abstracts shall be submitted via the platform as Word files.

1st Step Template

2nd step in submitting abstracts via the platform (after the abstract has been approved by the Reviewing Panel and eventually modified as requested)

After the title, insert the last name and first name of the author(s), position, home institution, address, phone and fax numbers, e-mail address. 

2nd Step Template

Assessment criteria 

Proposals will be assessed by the Reviewing Panel according to the following criteria:

1- Significance, originality and quality of ideas (4 points)

2- Contribution to the field (2 points)

3- Relevance of the approach and of the methodology (3 points)

4- Bibliographic references (1 point)

Call for Posters for the "Poster Prize for Doctoral Students and Junior Researchers"

Within the framework of the conference, SFERE-Provence also calls for posters from doctoral students and junior researchers.

Two poster sessions of one hour each will be organised. During these sessions, each poster will be presented in French or in English during 5 minutes (if the posters are in English, presentation will be made in French, and vice versa). The presentation will then be followed by a 5-minute discussion. This presentation will be made to the judging panel composed, notably, of the guest speakers who will assess the posters. After deliberations, a prize will be awarded for the best poster by SFERE-Provence.

The objective of communicating through posters during the conference is to promote the research work carried out by doctoral students and junior researchers.

Posters research themes must be coherent with the 4 themes of the "SFERE Conference". The author of the poster settles into one of the 4 themes.

Poster proposals must be submitted online via the conference website

from 18 April 2017 to 15 October 2017.

1st step in submitting posters via the platform (anonymously)

Poster format (PowerPoint)

  • Format of the final poster: A0
  • Format for submitting: A3
  • Portrait orientation
  • Margins: size of your choice
  • Font:
    • Use of sans serif font (1 to 2 fonts for the document)
    • Text font size: ≥ 30
    • Subtitles font size: ≥ 40
    • Title font size: ≥ 64
  • Leave space for the banner
  • Image definition 150-300 dpi
  • Plain background (no under-printing image)

Poster layout

Banner: leave space for the banner (top margin: 10 cm)

  • Theme
  • TITLE
  • Objectives
  • Methodology
  • Results
  • Conclusion

2nd step in submitting posters via the platform (after the poster has been approved by the Reviewing Panel and eventually modified as requested)

 Insert after conclusion:  the contact person (Last name-First name-email address of the doctoral student / Doctoral school-Laboratory / Thesis supervisor)

Commitment to presence

When an author or a group of authors present a poster draft, which has been selected, he/she (they) commits to registering for the conference and attending in order to present his/her (their) work to the participants.

Each poster author who has been selected, will present his/her poster in front of the jury during 5 minutes. This presentation must be illustrated by a slide shown during the presentation.

Publication rights

Selected authors authorise the organisers to distribute the poster.

Calendar

  • Opening of abstracts and posters submission: 18 April 2017
  • Closing date for abstracts submission: 23 September 2017
  • Extension of the deadline for submission of abstracts and posters: October 15th
  • Readers’ feedback: November 23, 2017
  • Ouverture des inscriptions au colloque: 11 septembre 2017
  • Date limite d'inscription au colloque: 10 mars 2018
  • Conference venue : 11, 12 and 13 April 2018

Registration fees

  • Registration fees Communicating Teachers-Researchers: 150 €
  • Doctorants communicants: 60 €
  • Free entrance for students
  • Participation Gala Dinner: 50 €

(Important: Conference registration is mandatory for all communication and for anyone wishing to attend the conference)

Places

  • Faculté St Charles 3, Place Victor Hugo
    Marseille, France (13003)

Date(s)

  • Sunday, October 15, 2017

Keywords

  • lecture , écriture , pratiques langagières , communication à distance , didactique de l’écrit , corps , activité , apprentissages , travail enseignant , mobilités, trajectoires , politiques éducatives , inégalités , innovation pédagogique , Es

Contact(s)

  • Anne Scher
    courriel : anne [dot] scher [at] univ-amu [dot] fr

Reference Urls

Information source

  • Anne Scher
    courriel : anne [dot] scher [at] univ-amu [dot] fr

To cite this announcement

« Learning and Education. Conditions, contexts and innovations for school, academic and professional achievement », Call for papers, Calenda, Published on Wednesday, October 11, 2017, http://calenda.org/417498