Argument to download: Argument.pdf

“After the alphabetic culture of the modern world, digital culture could be the vector of a hypermodernity combining, in the third culture, the sciences and the humanities, software and the existential” (Cormerais, 2014, p. 141). The Digital Humanities propose a dialogue between disciplines and constitute, new knowledge, new tools, new reflections that participate in a new humanism, a “digital humanism” (Doueihi, 2011). More than simply digitizing knowledge and the ways in which it is transmitted, the Digital Humanities set the stage for a reflection on our practices as university members (researchers, teachers, students, educational engineers, etc.) and as citizens of a digitized society. Digital Humanities is an invitation to “discuss about our representations of knowledge” (Berra, 2012, p. 33). Nonetheless, there is still resistance within the university environment. Thus, two dynamics seem essential to (re)think: “training, to apprehend in a civic way the conditions of participation, or not, in the information technology society; the adaptation of technological systems to include, in a democratic way, all publics.” (Fenoglio, 2023, p. 2).

In this context, students are both participants in the systems and users of digital tools. How do they experience learning these new ways of disseminating and accessing knowledge on a daily basis? What role can universities play in helping students to understand, appropriate and critique the digital world? How do the new techno-pedagogical mediations help us think about new relationships to knowledge and its dissemination? Under what conditions can digital uses (pedagogical and administrative) be a vector of academic inclusivity for all students? To what extent does the accessibility of techno-pedagogical environments make it possible to remove certain impediments and thus offer the student community operationally inclusive environments (Benoit & Feuilladieu, 2017)? What are the impacts? These questions encourage us to problematize and debate the conditions of university learning in the digital era.

This scientific colloquium is the result of the multidisciplinary reflection of researchers involved in the Nexus project at Université Paul Valéry Montpellier 3, within the framework of the New University Curricula (ANR-18-NCUN-0025). The Nexus project takes up the challenge of ensuring that as many students as possible succeed in their bachelor's degrees, by focusing on the digital humanities. The aim is to provide a meeting place for all those involved in teaching and learning in the digital era, focusing on three main areas.

Axis 1: Digital citizenship: In addition to imparting knowledge, one of the university's major objectives is to train tomorrow's citizens. According to Dewey (1938) and more contemporary authors (e.g., Pugh et al., 2010), useful learning is learning that transforms and nourishes everyday experience. By virtue of their content and multidisciplinary approach, Digital Humanities courses seem to us to be well-suited to creating a bridge between knowledge and experience, as they offer students a new way of perceiving, understanding and thinking about everyday digital uses (e.g., social networks, personal data management, artificial intelligence, information retrieval, etc.). Here, we will discuss practices and tools, methods and techniques, as well as experiments that help link learning and everyday experience. In a world increasingly shaped by digital technologies, the aim is to create responsible citizens of the future, capable of understanding and acting in an enlightened, inclusive and equitable way.

Axis 2: Teaching-learning modalities: According to the knowledge-task model (Musial & Tricot, 2020), learning involves transforming knowledge by carrying out tasks oriented towards a precise objective, in a defined context. The innovation management approach is part of a coherent vision of learning as a social, active, contextualized and fundamentally reflexive process (Charlier et al., 2006). Relying in particular on mobile cultures, digital humanities rethink traditional approaches to teaching (e.g. language hybridization). Here, we discuss teaching-learning methods, their diversification and impact. These new practices revisit traditional approaches and adapt teaching methods to the demands of the digital era. They have the potential to facilitate the acquisition of knowledge and skills, stimulate student commitment and encourage autonomy, with the aim of improving student success.

Axis 3: Training devices: In our contemporary digital society, people's feedback capabilities are facilitated by technological uses. In this context, it seems appropriate to move towards training-action type devices (Connac, 2016) that provide support for students, facilitating their commitment and the embodiment of their training. In this way, we'll be looking at experiments in “alternative” and/or innovative devices that offer learners the opportunity to become self-directed actors in their learning (Albero & Nagels, 2011), and trainers the chance to reflect on the diversification of their practices. Here, we will question the status of pedagogical innovations, their intentions and their evaluation, keeping in mind that all pedagogical innovation is essentially based on social reflection, practices and training, over and above the tools and techniques used (Cros, 2019).

There are two ways to contribute:

    - Oral presentations 20mn presentation + 10mn questions

    - Poster with dedicated session

On the “New submission” page, you will be asked to submit an abstract of 4000 characters including spaces (i.e. around 600 words), with a maximum of 4 references, and which must fit in with one of the three axes.

Albero, B. et Nagels, M. (2011). La compétence en formation : entre instrumentalisation de la notion et instrumentalisation de l’activité. Éducation & Formation, (296), 13-30.

Ce colloque scientifique émane de la réflexion pluridisciplinaire des chercheurs rattachés au projet Nexus de l’Université Paul-Valéry Montpellier 3. Il bénéficie d’une aide de l’État gérée par l'Agence Nationale de la Recherche au titre du Programme d'Investissements d’Avenir portant la référence (ANR-18-NCUN-0025).