8th International Conference on Human System Learning
Augmented learning: corporality, interference and temporality in knowledge acquisition and transmission
December, 4th and 5th 2012
Site Universitaire de Gennevilliers, Paris, France
Submission deadline: September, 30th 2012
Notification of accepted papers: October, 10th 2012
Call for paper
It is now obvious that the evolution of technologies has largely impacted human activities, the ICHSL conference focuses accordingly, and for 15 years and through 8 editions, with the human/system learning processes. This multidisciplinary approach raises the question of Teaching Media related to both “Data and knowledge” processing, production and acquisition.
ICHSL.8 is interested in questioning, modeling and describing the environments (systems), the technical factors as well as the practices that take part during training and learning activities. By taking into account that intelligence is shared between the learners and the teaching devices, it is thus possible to consider that both human and learning media can be considered as “learner”.
Learning Media could afford, within a social organization, the management and identification of cognitive skills, in the sense where multiple informational phenomena with their context, expressiveness and purposes have to be taken into account.
According to various theoretical approaches and analysis of e-learning and remote training systems, ICHSL.8 is keen to study role and impact of augmented/mixed reality environments into those “complex systems of training. The “augmented reality” 1 concept appears to be closer to a “physical” world than a virtual one as it is conditioned by users’ physical actions, actions that translate an effect, a modification or a contribution to the underlying communication system of augmented learning. An augmented learning system is seen here as a mediator combining mutualy physical (traditional) and virtual (digital) information within a learning session (for teachers and learners).
Interpretation, in a situation of augmented learning, is obviously sensitive to traditional perceptive input/output modalities (the five senses), but also to the complex contributions produced by the association of people, speech, and forms. Moreover, augmented learning systems must contribute to the interpretive process by adding items that have
been scanned or digitalized (sensory data, spatial, semantic, cultural, historical, legislative, etc.).
ICHSL.8 is intended to focus on (and not limited to) the following topics:
- New learning spaces: augmented classroom
- Spatio-temporality of learning and the “augmented” training: roles and impacts of ICT on the perception of time
- Human-technology interferences during knowledge acquisition process
- Embodiment of information, knowledge and know-how: “body discourses” in augmented interactions
- Cognitive and Corporal Personalization of learning processes
Khaldoun ZREIK, Université Paris 8, CITU – Laboratoire Paragraphe, France
Weiming SHEN, University of Western Ontario, Canada
Manon GUITE, Université de Montréal, Faculté de l\'aménagement, Canada
Franck DUFOUR, University of Texas at Dallas, USA
Abderrezak DOURARI, Université Alger2, Algeria
Michael SMYTH, Edinburgh Napier University, UK
Christophe KOLSKI, Université de Valenciennes, France
Rainer UNLAND, Universität Duisburg-Essen, Germany
Eric BRANGIER, Université de Lorraine, DFrance
Mona LAROUSSI, Institut National des Sciences Appliquées de Tunis, Tunisia
Carmen COMPTE, Université de Picardie Jules Verne, France
Jorge MARX GOMEZ, Universität Oldenburg, Germany
Bilal ALSHAFEI, An-Najah National University, Palestina
Pr. ZREIK Khaldoun, Citu, Paragraphe Laboratory, University of Paris 8 and Cergy-Pontoise.
Pr. BERNARD Gilles, director of the e-learning institute of the University of Paris 8
Dr. HACHOUR Hakim, Paragraphe Laboratory, University of Paris 8 and Cergy-Pontoise.
AMATO Etienne-Armand, Ecole de l’Image, Gobelins, Paris.
ABOUAD Safia, Paragraphe Laboratory, University of Paris 8.