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Background
Over the past decade, the rapid emergence and the massive introduction of digital technologies in the various areas of our societies have led to major changes in the world of education and training. Digital transformation in education has taken a new turn with the Covid-19 health crisis. It was more than ever necessary to invest in the digitalization of the education sector as well as in ICT training, which gave rise to certain structural trends that had begun to emerge. According to the report of the Special Commission on the Development Model (CSMD, 2021) digitalization represents a real lever for change and development, and it should be given special interest for structuring and high-impact transformations.
With these digital mutations, the teacher is no longer the only “holder” of knowledge and skills. Thanks to increasingly connected objects, access to knowledge, information and training opportunities go far beyond the framework of the institution. The range of strategies and working methods of the teacher widens without replacing it. Perhaps the most crucial issues in the use of digital technologies are those that are changing the way we teach and, more importantly, the way learners develop their skills. Shouldn't we think about and bring out new pedagogical approaches in line with the current and future environment of learners? How can digital technologies be used to innovate in education?
This digital transformation, nevertheless, raises strong questions about the appropriation of technologies by learners, namely taking into account more finely their uses which can sometimes be out of step with their perceptions, accessibility, acceptability, etc. Other issues related to this digital transformation are also raised, namely: ethical issues, digital evaluation, the use of digital tools for scientific research, etc.
Today, in addition to the necessary adaptation to the current context, research work is multiplying to explore meaningful experiences for all education stakeholders and to meet the growing need in terms of digitalization.
CONFERENCE THEMES
We invite communications in the following areas:
1.Infrastructures, Strategies & Digital Transformation Challenges
Accessibility, Acceptability, Digital Inclusion, Connectivity, Information Security Strategy, confidentiality, technical challenges and obstacles, etc.
Effective strategies and policies for digital integration in education and training
Ethical issues: Intellectual property, ethics, legislation; Roles and statutes of educational actors; Professional autonomy, copyright and broadcasting rights, security, ergonomics, etc.
2. Digital and Educational Innovation
Emerging technologies in education and training: Simulations, ExAO, serious games, MOOC, SPOC, Big Data, Cloud, Virtual Reality and Augmented Reality, Brain imaging and neuro-education, Artificial Intelligence, Educational adaptive hypermedia, etc.
Innovative pedagogical approaches: flipped pedagogy, collaborative learning, project-based learning, problem-based learning, etc.
Digital technologies in assessment: Methods and type of assessment; formative, diagnostic, summative, self-assessment, peer assessment, etc. Standardized tests, Adaptive tests, MCQs, QCUs, Surveys, e-portfolio, Item bank (creation, revision, metadata), Online tests, Remote monitoring, Dashboard, ...Digital evaluation: Strategies, Design, Tools, performance, Feedback, etc..
3. Digitization, Training systems & professional development for teachers
M-Learning, e-Learning, blended learning, FAD, FOAD, learning management systems (SGA/LMS), intelligent tutorial systems, analytics learning, deep learning, machine learning, etc.
Digital skills frameworks, training, support, communities of practice, effective ICT integration policies, etc.
4. Digitization and scientific research in education and training
Technologies at the service of scientific research: Information search, data collection, qualitative data processing, quantitative data processing, technological watch and curation, bibliographic management tools, etc.
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