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DMK 16 – Education and training in digital environment: new rhythms, new temporalities?

Expression of interest: December 18th 2015
DMS 16 – Enseignement et formation en régime numérique : nouveaux rythmes, nouvelles temporalités ?
Philippe Cottier et Xavière Lanéelle

Education and training in digital environment: new rhythms, new temporalities?

One of the prominent features of our modern society is the role played by digital information and communication technologies. As some observers, Jauréguiberry & Proulx, point out, ICTs contribute to a reorganization of the industrial world and to a major change in the way we do things, exchange views, innovate, produce and work, thus contributing to “a new world, where a space without distance and a time without deadline gradually intermixed classical space-time” (Jaureguiberry & Proulx, 2011, p. 8). For some researchers, the contemporary “hypermodern” individual is confronted with the fluidity of the exchanges where “spaces and time are not determined by familiar landmarks anymore”. He “is taken in the factual profusion and the pressure of time” (Aubert, 2004, p. 16). A time which does not impose the same way upon the various social groups, the various periods of time, and even the various spaces (Grossin, 1989, 1967 ; Lallement, 2013).

Education and training seem to be affected by these transformations. In our societies considered by some people in constant “time urgent mode” oscillating between speed and loss of well-being (Aubert, 2003 ; Boutinet, 2004 ; Rosa, 2011), our relation to time, to its management, as well as the rhythms of work and communication enabled by information and communication technologies, seem to have important organizational, educational, institutional, psychological, family consequences, etc. These evolutions do remodel, more or less, the practices and professional identities of the teachers and trainers, as well as those of the managerial employees and administrative staff ; just like they also seem to have an influence on learners’ (pupils’, students’, trainees’) ways of working, learning, collaborating, cooperating. These are the situations we suggest to study in this special themed issue.

These “new” temporalities and the practices of the digital technologies mark, in a multiple and contrasted way the relations between the actors (teachers, learners, tutors, and even parents in some cases) in situation of teaching, learning and mediation. They can generate an increase in stress in the workplace, the feeling of incomplete answer to school expectations in situations of urgency and acceleration of the rhythms, of immediacy, etc. They can also generate transformations of educational practices, when some seize the opportunity of new mediations.

While workshops on the temporality in training have been led (Varga, 2013) and researches have been carried out on the synchronic complexity of the co-present times in context of training (Lesourd, 2006, 2009), on the training rhythm for adults (Pineau, 2000), on professional stress (Aubert, 2003; Boutinet, 2004), on the successive times of professional development - in the Anglo-Saxon literature in particular (Clark & Caffarella, 1999) - on trajectories and temporality of young people (Pronovost, 2013; Barrère, 2011), few works have focused on the temporal reconfigurations linked to the activity of the educational and training actors who resort to digital instruments. Most of the researches about this topic mainly focus on e-learning (Charrier & Lerner-Sei, 2011; Thorpe, 2006, for example).

If the practices organized with digital technologies in situations of teaching and training, at school, at university, in training institutions, online or not, transform the rhythms and the temporality of the activities of the actors, what are the consequences brought about by these changes on the learning process, the teaching and learning methods, on how to communicate, work and be organized?

The purpose of this special themed issue is to focus the analysis on the education stakeholders (teachers, designers of devices, institutions, learners, etc.) in the contemporary period marked by the development of digital technology at school, university and in training institutions. So, the goal is to collect papers offering a point of view on the question of temporality in a digital environment and on the experience of the actors in these situations. Several axes, complementary and not exclusive, can be defined.

The imposed time - It is useful to measure the “chronological time, the one which can be dated, measured, generalized” (Dubar, 2013, p. 8) by various methods (time-budgets, diaries, etc.) because they reveal the “locking time” (Grossin, 1996), the one which imposes itself upon the individuals in the short, medium and long term. Age and generation sign the long time, but do they influence the relationship of teachers, trainers and learners with digital technology? The time of the policies (Commaille, Simoulin & Thoemmes, 2014) is also a “locking time” which collides with the time of the designers of techno-educational devices (Thorpe, 2006). It is difficult to estimate the time of learning (Varga, 2013). So, what is the best way to find an adapted sequencing ? Finally, how are these concomitant phenomena of acceleration of the contingent rhythms of life and work (Aubert, 2003, 2004) and increase in the rhythm of proliferation of digital innovations (Rosa, 2011, p. 125-136), translated in the fields of education and training ?

The orchestration and the coherence of times -To the including time, which is imperative, corresponds a “time, which has been lived” (Grossin, 1996), the time perception, the phenomenological time, this is the one of temporalities. Is it necessary that the orchestration of times by the actors and their coherence fit for a satisfying “personal temporal equation” (Grossin, 1996) ? How do the actors operate to organize the conflicting plural times that are the personal, professional and family times (Lesourd, 2009, p. 1 in Varga, 2013, p. 2) ? Which latitudes do they have to remain “masters of their time”, to rhythm their activities, to choose to concentrate their tasks or scatter them, “to disconnect”, to make sure that the digital uses are not (too) time-consuming, to choose priorities?

The time of the personal fulfillment – Here the purpose is to question the role that can play digital instruments in the temporal process of development of the actors. On the one hand, from the point of view of the professional development of teachers (Mukamurera & Uwamariya, 2005), by taking into account for example the time of vocational and continuous training, in particular regarding digital technologies, the know-how acquired by the experience and/or with peers, the time of the elaboration of the projects, etc. On the other hand, from the learners’ point of view, do some digital uses - being imposed or not - give rhythm to their development and their learning? And how?

Remarks

For this special themed issue an expression of interest is required. Your expression of interest should contain more or less 6000 signs and should be sent before December 18th 2015.

Your expression of interest should indicate the working title of your paper, an explanation of how the work relates to the proposed theme, the type of paper including an outline of its methodology, and the names and affiliation of the authors. The expression of interest to contribute to this themed issue should be sent to Philippe Cottier, PhD : philippe.cottier@univ-nantes.fr, Xavière Lanéelle, PhD : xaviere.laneelle@univ-nantes.fr and dms-dmk@cned.fr

The authors will be informed of the proposal by a notification of acceptance before January 15th, 2016, for a reception of the papers before March 30th, 2016.

Papers will have to comply with the scientific requirements: formulation of the hypotheses of research, adopted methods, reference to the comparable works, the mention of contexts (among which public, institutions, plans, technologies, etc.), obtained and put in perspective results. Articles must be readable by the researchers and the experts belonging to the various disciplines aimed by Distances and mediations des savoirs (DMS).

The papers have to respect the size and the editorial line asked by the review Distances and Mediations des savoirs (DMS) : https://dms.revues.org/75); namely research articles, generally from 20 to 25 pages, from 30,000 to 50,000 signs (marks and spaces included), fulfilling the academic requirements. These papers will be reviewed double-blind by the members of the scientific committee and will be published only after acceptance and possible revisions.

Schedule

Expression of interest: December 18th 2015

  • Review of all proposals and author notification of accepted proposals: January 15th 2016

  • Papers should be sent for double-blind reviewing: March 30th 2016.

  • Experts’ reports : May 13th 2016

  • Final papers : June 17th 2016

  • Special themed issue of DMS will be published end of 2016.

Bibliographie

Aubert N. (2004), L’individu hypermoderne, Toulouse, Érès, collection « sociologie clinique ».

Aubert N. (2003), Le culte de l’urgence. La société malade du temps, Paris, Flammarion.

Barrère A. (2011) L’éducation buissonnière : Quand les adolescents se forment par eux-mêmes. Armand Colin.

Boutinet J.-P. (2004), Vers une société des agendas, une mutation des temporalités, Paris, PUF.

Charrier B., Lerner-Sei S. (2011), « Rapport au temps et formation à distance, un point de vue clinique », Distances & savoirs, n° 9, tome 1, p. 419-443.

Clark M. C., Caffarella R. S. (1999), « Theorizing adult development », in Clark M. C., Caffarella R. S., dir., An update on adult development theory: New ways of thinking about the life course, New Directions for Adult & Continuing Education, n° 84. San Francisco : Jossey-Bass, pp. 3-7.

Commaille J., Simoulin V., Thoemmes J., « Les temps de l’action publique entre accélération et hétérogénéité, Temporalités, n° 19, http://temporalites.revues.org/2818.

Grossin W. (1996), Pour une science des temps. Introduction à l’écologie temporelle, Toulouse, Octarès.

Jauréguiberry F., Proulx S. (2011), Usagers et enjeux des technologies de communication. Toulouse, Érès.

Lallement M. (2013), « Sociologie et temporalités : une antinomie durkheimienne et son dépassement », in Dubar C., Thoemmes J., dir., Les temporalités dans les sciences sociales, Toulouse, Octarès, p. 43-58.

Lesourd F. (2005), « Explorations psychanalytique et psychophénoménologiques de la notion d’enveloppe temporelle en formation d’adultes », Expliciter, n° 60, pp. 1-23.

Lesourd F. (2006), « Des temporalités éducatives : Note de synthèse », Pratiques de formation : analyses, n° 51-52, p. 9–72. http://www-ufr8.univ-paris8.fr/pfa/pdf/lesourdsc.pdf

Mukamurera J., Uwamariya A. (2005), « Le concept de « développement professionnel » en enseignement : approches théoriques », Revue des Sciences de l’Éducation, 31-1, pp. 133-155.

Pronovost G. (2011), Comprendre les jeunes aujourd’hui : trajectoires, temporalités, Québec, Presses de l’université du Québec.

Rosa H. (2011), Accélération. Une critique sociale du temps, Paris, La Découverte.

Thorpe M. (2006), « Perceptions about time and Learning. Researching the student expérience », Distances et savoirs, 4, vol 4, pp. 497-511.

Varga R. (2013), « Rapport au temps et orchestration des temporalités en formation », Distances et médiations des savoirs, n° 2, http://dms.revues.org/217.

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