HomePedagogy in the digital age: obstacles and challenges

HomePedagogy in the digital age: obstacles and challenges

Pedagogy in the digital age: obstacles and challenges

La pédagogie à l’ère du numérique : les entraves et les enjeux

*  *  *

Published on Monday, February 14, 2022

Abstract

In the era of information and communication technologies (ICT), digital devices have taken precedence over other forms of language, thus allowing all those who have them to communicate in the best possible conditions. The humanities did not miss this great opportunity to join this movement by applying information technologies to the various disciplines of the humanities, letters and arts. The objective of this symposium is to question the articulation between research, learning situations and digital tools for the optimization of the quality of teaching.

Announcement

Presentation

In the era of information and communication technologies (ICT), digital devices have taken precedence over other forms of language, thus allowing all those who have them to communicate in the best possible conditions. These devices, which are part of innovation through the analysis of the requirements of the exercise of the gaze that technologies prosthesis (Weissberg, 1988), redefine human perception on the formal, experiential and communicational levels.All fields have started to take advantage of the computer, software and different digital configurations, for better or for worse. The humanities did not miss this great opportunity to join this movement by applying information technologies to the various disciplines of the humanities, letters and arts. Architecture, visual arts, philosophy, communication, design, history, geography, politics and linguistics are all areas affected by these new directions in scientific research.Digital technology is seen as one of the main drivers of innovation in university pedagogy (Albero, 2011; de Ketele, 2010; Paquay, 1985). By using computer techniques, the possibilities of research and teaching in architecture, arts, design, communication or even the human sciences are multiplying, with the following objectives: to facilitate the dissemination of knowledge, the constitution of networks exchanges and cooperation in the service of production. The objective of this symposium is to question the articulation between research, learning situations and digital tools for the optimization of the quality of teaching. We will question the impacts, inputs and outputs of this “space-language” resulting from a transmission model and the mechanisms used to communicate content remotely in a synchronous or asynchronous virtual space-time.

Axis 1: Digital and upheaval of the educational universe (interfaces and devices)

The recent appearance of the notion of “pedagogical continuity” following a health crisis situation without preparation and without specific objective for the implementation of a transmission of knowledge ensured by digital technology, marked a transition from teaching by the third body, a third party (Serres, 1994, 2015), the beginning of a hybridization of teaching. These new behaviors suggest a change in ways of thinking, even in the very organization of thought. As summarized by Michel Serres: “they no longer have the same head: cognitive sciences show that the use of the Web, reading or writing messages by thumb, consulting Wikipedia and Facebook do not excite the same neurons or the same cortical areas as the use of a book or notebook”. This concept of “third party” prompts us to evoke the notion of link and more specifically of “reliance” (Morin, 2008). It is a question of involving this notion of reliance in a sociological approach where social actors are “connected by one or more mediating systems” (Ibid.) which can be articulated around a technological culture. This scientifization of societies calls for increasing attention to social and affective learning in the world of education. It is, therefore, necessary to reflect on how to think about the transmission of knowledge in these conditions, which implies a strong practice of metacognition (Frenkel, 2014) in order to make the abstract explicit. It is a question of clarifying the aspects related to metacognition both in the transmitter and the learner, namely knowledge, strategies and metacognitive experiences.

  • What becomes of the processes of acquiring knowledge and metacognitive experiences, of the strategies generated and the place of memory in all these interactions? 
  • What place do the metacognitive components, taken as major variables of self-regulated learning in the learner (Berger & Büchel, 2013; Boekaerts, 1996), occupy? Do they influence teacher performance?

Axis 2: Pedagogical autonomy and self-teaching

In the teaching-learning process, the role of the teacher has certainly evolved since he is at the same time the guide, the tutor and the coach of his learners. With the digital evolution, learners also acquire new skills. Digital technology is the subject of considerable financial, material and human investment, the primary motivation of which is to improve the quality of teaching and learning (Edmunds et al., 2012). When everything is digitized, the teacher finds himself in the condition of completing his achievements and self-training (Lebrun, 2004). Digital technology, by allowing anyone to more easily and quickly reach a large mass of information never equaled before, poses with all the more insight the question of structuring, mobilization, memorization and interaction of knowledge especially in the teacher. It is in this capacity that the role of the teacher is modeled to grasp all of his posture as a “magister” and to leave the role of “speaker” with the contributions and requirements approved by and for digital technology. The methodological impact of the digital is immense; it must be interpreted by a renewal of support for prospecting initial, general or professional training, and all situations where skills are acquired: a form of self-help - continuing education which can be translated by the notion of Scholarship of Teaching and Learning, SoTL (Boyer, 1990).

  • How to redefine the pedagogical discourse in the era of ICTs?
  • In addition to learning tools and pedagogical approaches, how to rethink learner assessment systems in the digital age?

Axis 3: Rethinking pedagogy in the light of artificial intelligence: paradigm shifts

If, today, hybrid teaching is adopted by the university because artificial intelligence alone is not enough to promote interactions and the “meaning” of exchanges through direct alliances between teachers and learners, we must not rule out the hypothesis that its evolution could soon lead machines or robots to assimilate this complexity which characterizes human relations. To ward off any risk of deviant use, ethical reflection is required. The idea that “science without conscience is but ruin of the soul” prophesied by Rabelais takes on its full meaning here. From this point of view, the prospects for the elimination of teaching posts, or the complete virtualization of teaching, constitute prospects which must be guarded against. On the other hand, an inevitable transformation of the skills and qualifications of the teaching profession is to be considered.Thus, at the foundation of “University 4.0”, the spatial and temporal reorganization of educational sequences and scenarios are all heuristic paradigms. In the era of “flexibility”, imposed by the transformation of functions and employer requirements, education beyond digital and artificial intelligence offers interesting opportunities. It aims for learners to acquire universal skills and the ability to anticipate and consider alternative solutions to future scenarios that allow the project of behavioral skills in university graduates. It is these affective skills of adaptability, inventiveness, optimism, emotional intelligence, creativity, critical thinking, cognitive malleability, judgment, negotiation and collaboration that cannot be instilled in the learner by anyone other than the person of the teacher. Action enables learners to select effective learning strategies. Empowerment allows them to move from understanding to action; it allows the reinforcement of the capacity of learners to act and influence their future.

  • What is our role in a world in perpetual digital evolution which will be able to inflict all forms of manipulation on us (capsule, educational vaccination) so that wild capitalization excludes teachers from school?
  • How to think about university 4.0 and assess its quality for optimization purposes?

How to apply

Le résumé de la communication, ne dépassant pas 4500 caractères, espaces compris (en anglais, en français, ou en arabe), comportant un titre, 5 mots-clés et une bibliographie est à envoyer aux organisateurs au plus tard le 20 mars 2022 aux adresses électroniques suivantes : digi.pedagogie@gmail.com et turki_ramzii[at]yahoo.fr

Le participant doit mentionner :

  • Nom et prénom, affiliation et une brève biographie (400 caractères).
  • Le format de l’intervention (présentation orale ou présentation affichée poster).
  • L’axe de l’intervention.

Les propositions des résumés, une fois anonymisées, seront soumises à un comité scientifique qui effectuera une expertise suivant le principe de lecture en double aveugle pour évaluation.

Publication

L’acceptation des propositions n’engage pas l’acceptation définitive de l’article : celui-ci est évalué suivant le même principe de double aveugle.

Les publications seront sous la forme d’un :

- Un article long de 30 000 signes maximum.

- Un article court de 10 000 signes maximum.

Registration

Frais de participation (avec hébergement [3 nuitées] dans un hôtel 4*) :

- 350 euros pour les non-Maghrébins·

- 600 dinars TND pour les Tunisiens et les Maghrébins

Frais de participation (sans hébergement) :·

- 150 euros pour les non-Maghrébins

- 250 dinars TND pour les Tunisiens et les Maghrébins

Les frais d’inscription sans hébergement couvrent les pauses café, le déjeuner et le pack du colloque (y compris les activités culturelles et artistiques).

Le déplacement restera à la charge des communicants.

Schedule

  • La date limite d’envoi des résumés : 20 mars 2022.
  • La notification aux auteurs : 3 avril 2022.
  • L’envoi du texte intégral de la participation avant le 15 septembre 2022.

NB : Les textes peuvent être rédigés en langue anglaise, française ou arabe.

  • Le colloque aura lieu à Djerba (Tunisie), du 14 au 17 juillet 2022.

Organization

  • Laboratoire Langage et traitement automatique (Univ. Sfax),

en partenariat avec :

  • la faculté des Lettres et des Sciences Humaines de Sfax,
  • le laboratoire Médiations, informations, communication, arts (MICA, Univ. Bordeaux Montaigne),
  • l’École doctorale Sciences et ingénierie architecturale (EDSIA Université de Carthage),
  • l’École doctorale : Arts et culture (Univ. de Tunis),
  • l’École doctorale Lettres, Arts et Humanités (EDLAH, Univ. de Sfax),
  • l’Institut Supérieur des Sciences Humaines de Médenine (ISSHM, Univ. de Gabès),
  • l’Institut Supérieur des Arts et Métiers de Tataouine (ISAMT, Univ. de Gabès).

Heads of organizing committee

  • Imen Menif-Masmoudi, Maître-assistante à l’ISAMS, Université de Sfax-Tunisie.
  • Fatma Chaffai-Brigui, Maître-assistante à l’ENAU, Université de Carthage-Tunisie.

Organizing committee

  • Alizee ARMET, UPV/EHU Universidad Del Pais Vasco. 
  • Amira HAJJI, Université de Sousse. 
  • Asma HAMMAMI, Université de Mannouba. 
  • Awatef KHADRAOUI, Université de Monastir. 
  • Abir RACHEDI, Université de Monastir. 
  • Aymen CHERIF, Université de Monastir. 
  • Beya HBAIEB, Université de Tunis.
  • Faiza BOURICHA, Université de Carthage. 
  • Héla GRIRA, Université de Carthage.
  • Hiba LAYOUNI, Université de Bordeaux-Montaigne.
  • Imen CHARFI, Université de Sfax. 
  • Inès HACHICHA-SAHNOUN, Université de Lorraine. 
  • Jahida NOURI, Université de Sfax. 
  • Jihen HENTATI, Université de Tunis. 
  • Lamjed ENNOURI, Université de Tunis. 
  • Leila MSEDDI, Université de Sfax. 
  • Mariem KHELIFA, Université de Monastir. 
  • Moataz FATNASSI, Université de Monastir. 
  • Mourad CHOUWAYA, Université de Sousse. 
  • Nabila JLAIL, Université de Gabès. 
  • Nawel CHTOUROU, Université de Mannouba.
  • Noura NEFZI, Université de Carthage.
  • Noureddine MESSOUD, Université de Monastir. 
  • Renée LIKASSA, Université de Bordeaux-Montaigne.
  • Roger Nicolas OYONO, Sciences Po Bordeaux.
  • Riadh BENACHOUR, Université de Gabès.

Laboratoire Langage et Traitement Automatique (LLTA) : Mohamed BOUATTOUR

Équipe de recherche Arts visuels, design et nouvelles technologies : Ramzi TURKI.

Responsable du programme : Amine BOUASSIDA. FB : digipedagogie IG : digi.pedagogie

Scientific committee

heads of the scientific committee

  • Bernard LAFARGUE, Professeur émérite, Université de Bordeaux-Montaigne.
  • Mohamed BOUATTOUR, Professeur, Université de Sfax.
  • Ramzi TURKI, MC-HDR, Université de Monastir.

Scientific committee

  • Mounir TRIKI, Professeur, Université de Sfax.
  • Cécile CROCE, MC HDR, Université de Bordeaux-Montaigne.
  • Mounir DHOUIB, Professeur, Université de Carthage.
  • Nadia JELASSI, Professeure, Université de Tunis.
  • Chokri RHIBI, MC-HDR, Université de Gabès.
  • Emanuel GUEZ, Professeur, Université d’Orléans.
  • Sami BEN AMEUR, Professeur, Université de Tunis.
  • Norbert HILIAIRE, Professeur émérite, Université Paris-1 Panthéon-Sorbonne.
  • Sana JEMMALI AMMARI, Professeure, Université de Sousse.
  • Dorra ISMAIL DELLAGI, Professeure, Université de Carthage.
  • Pierre MORELLI, MC, Université de Lorraine.Cendrine MERCIER. MC, Université de Nantes.
  • Ammar AZZOUZI, MC-HDR, Université de Sousse.
  • Ezzedine BOUHLEL, MC-HDR, Université de Sousse.
  • Khaled ABIDA, MC-HDR, Université de Monastir.Fetah BEN AMEUR, Professeur, Université de Sfax.
  • Alain KIYNDOU, Professeur, Université de Bordeaux-Montaigne.
  • Ali H. RADDAOUI, MC, University of Wyoming, USA.
  • Chiraz MOSBAH, MC-HDR, Université de Sousse.
  • Marie-Aimée COQUILLAT, MC, Université de Lorraine.
  • Barbara SZAFRAJZEN, MC, Université Aix-Marseille.
  • Nicolas NERCAM, MC, Université de Bordeaux-Montaigne.
  • Imad SALAH, Professeur, Université Paris 8.
  • Ikbel CHARFI, MC-HDR, Université de Sfax.
  • Mokhtar BEN HENDA, MC-HDR, Université de Bordeaux-Montaigne.
  • Hervé FISCHER, Professeur, Université d’Orléans.
  • Faiza DERBEL, Professeure, Université de Mannouba.
  • Catherine PASCAL, Professeure, Université de Bordeaux-Montaigne.
  • Chokri SMAOUI, MC, HDR, Université Sultan Qaboos, Oman.
  • Pierre HUMBERT, MCF, Université de Lorraine.

Subjects

Places

  • Djerba, Tunisia

Date(s)

  • Sunday, March 20, 2022

Keywords

  • pédagogie, numérique, enseignement, nouvelles technologies, edutech, pedagogy, digital, teaching, emerging technologies

Contact(s)

  • Ramzi Turki
    courriel : turki_ramzii [at] yahoo [dot] fr

Information source

  • Ramzi Turki
    courriel : turki_ramzii [at] yahoo [dot] fr

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Pedagogy in the digital age: obstacles and challenges », Call for papers, Calenda, Published on Monday, February 14, 2022, https://doi.org/10.58079/18ad

Archive this announcement

  • Google Agenda
  • iCal
Search OpenEdition Search

You will be redirected to OpenEdition Search