Areas of reflection

Axis 1: Constitution and analysis of textual and oral corpora, tools and their practices.

The imaginations of digital-related teaching practices, including for the teacher the fear that the use of digital is synonymous with substitution (fantasies related to the machine tutor or automated tutor) require that all tools and practices be explained and accompanied (automatic processing of the natural written and oral language for the search for information, the detection of relationships, the analysis of feelings, or the search for arguments).
From concept to knowledge:
    - practices of extraction and acquisition of didactic or pedagogical knowledge, data mining,
    - population of ontologies or lexical networks, semantic annotation,
    - standardization of annotations and markings,
    - collaborative systems engineering,
    - knowledge acquisition from unstructured data, from conversational interactions,
    - treatment and reasoning on knowledge.
What new approaches could be considered to meet the needs of teachers and learners in the context of technological change?

Axis 2 Numerical, cognition, learning and psychosocial representations

The place and function of the teacher is constantly evolving, as digital innovations and official recommendations emerge. What about psychosocial representations? Whether at the individual or collective level, four issues can be identified:
    - the level of requirements to be met (sense of urgency, repetitiveness of tasks, volume and temporality of requests, asynchronity of actions, multiplicity of agents requesting, complexity of procedures, ergonomics of tools)
    - the degree of autonomy and the balance between "private life"/ "professional life", (plurality of actors and opinions, organizational problems, response time to requests made,...) #work load
    - the level of support (from the different learning actors),
    - the need for recognition (meaning given to the work produced, representation of the collective, consideration of contributions, evaluation/relevance of other actors in the network, self-esteem, valuation) #co-working #personal-branding
Is the validity and legitimacy of knowledge transmitted via digital technology being questioned?
What is the impact of the use of digital technology on the teacher's positioning as an expert? What is its place in this new configuration of teaching (management of the three notions: distance, absence, presence)?
Is there still the expert of his knowledge? Digital innovation is such that it must adapt to it in order to meet the new needs and skills of its students.

Axis 3: Societal impacts of new acquisition processes: construction, co-construction and modelling of knowledge.

The constant and rapid evolution of new technologies allows the emergence of new forms of learning. But what about their legitimacy in society? What impact do they have on representations of learning? How does the learner perceive the construction and co-construction of knowledge and what impact do his representations have on his own learning?
Does the proposed training have the same value if it is delivered at a distance? If learners evolve at their own pace, is the value of training essential to them? Is distance learning rewarding for society? Does a diploma obtained at a distance have the same value on the labour market? Can they really use the same skills validated by their classmates in person?
What are the impacts and consequences of digital technology on learning and didactic processes?
- ubiquitous Learning UL
- mobile learner
- serious games
- social networks.

Online user: 15