International Conference TICEMED 13



 Communication, Médias, Culture Department


Call for proposals


International Conference TICEMED 13


17th – 18th October 2022

Athèns, Greece


Hybridization of training:

from continuity to pedagogical innovation?


If the question of the hybridization of training finds a particular echo today, it is however not recent and does not date from the current crisis linked to the Covid 19 pandemic. As soon as telecommunications became popular, educational programs were offered on radio and television - generally under the expression of distance learning - thus making it possible to combine presence and absence in specific educational systems[1]. The objective was to allow people who are, physically or for personal reasons, unable to access training with a perspective to democratizing and massifying education. The hybridization then specifically concerned a mixed education, in which distance courses were combined with face-to-face sequences in specific places. These courses were then mainly organized in dedicated structures, pioneers of distance learning, (Remond, 2017). The adoption and popularization of the term "hybridization" to designate these forms of teaching, combining face-to-face and distance education, bears witness of the end of the debates within the educational community to oppose distance vs. presence (Remond et al., 2020; Knauf & Falgas, 2020 Peraya et al, 2014).

In the 2000s, the arrival of digital technology saw the development of new information and communication technologies, making it possible to envisage an opening of the distance education market while keeping the costs under control (Morin, 2003). From an institutional point of view, hybridization then seems to be increasingly used "to satisfy the various injunctions received by teachers, in terms of productivity, evaluation, and labeling" (Paquienséguy, Perez-Fragoso, 2011). In the field, however, teachers find in these new tools a means of renewing their teaching, by offering methods adapted to new audiences with a concern for quality. The capacity of institutions “to support the construction of students’skills (general and digital)” and the development of demanding and multidisciplinary research are questioned (Loisy and Lameul, 2015). Today, "hybridization" no longer seems to be exclusively defined as a particular distance learning device, but as a systematic integration of digital technology to support teaching and individualize courses. It can cover different dimensions: methods of training organization, engineering process, techno-pedagogical choices, teaching/learning process or individual pedagogical paradigm (Peltier & Séguin, 2021).

In addition, the recent health crisis and widespread use of distance education has accelerated the political agenda in terms of hybridization. This is evidenced in France, for example, by the launch of the 4th Future Investment Programme (AIP) announced in September 2020, in which digital education is cited as a priority and a strategic investment in this recovery plan[2]. However, if digital education appears as a solution for the future, there is a great risk that it will further widen the gaps, both nationally and internationally. In 2018, the 12th edition of the Ticemed symposium had already examined the conditions conducive to changes in pedagogical practices by presenting contrasting initiatives despite the proliferation of digital resources available at the international level, and respectful of local contexts (Remond et al, 2021). The appropriation of new technologies in teaching does indeed require time, training and presupposes experiments from the field itself. They are therefore difficult to generalize, while remaining adaptable to different situations.

Since 2003, the International Association Ticemed and its biannual symposium has provided a framework for reflection on the integration of digital technology in education: from the question of the human being in distance learning, to the challenges of multiculturalism in an educational context ( Bonfils et al., 2015), through the opening of sources (Massou et al., 2019), media education (Bonfils et al., 2020) or pedagogy in secondary and higher education (Bonfils et al., 2016; Remond et al., 2021). By bringing together a group of scientific actors from around the Mediterranean, the accumulated corpus of scientific studies has made it possible to reveal a set of issues around educational mediation and transformation with digital technology, in various educational contexts within the Francophonie and in other cultural contexts.

For its 13th edition, which will take place in face-to-face mode at the Panteion University of Athens on October 17 and 18, 2022, the selected issue aims to bring together scientific contributions allowing the adoption of a reflective and critical posture in the face of the consequences of " pedagogical continuity" on pedagogical innovation with digital technology:

- How has the university (and school) form adapted to the constraints of the pandemic? Are these changes temporary or permanent?

- To what extent has the situation of generalized and constrained distance education revealed complex and ambiguous relationships with pedagogical innovation and the uses of digital technology in education?

- To what extent has the health crisis revealed fractures, unthought, oppositions of values on the educational uses of digital technology within the educational community?

- To what extent has it, on the contrary, proved to be an accelerator of innovation and/or change in pedagogical and digital practices among teachers and learners?

- Has the return to face-to-face at the start of the 2021 school and university year marked a total or partial reappearance of practices prior to the health crisis, or is it the beginning of new hybrid and sustainable practices?

- Has pedagogical continuity given rise to new expectations on the pedagogical uses of digital technology among learners and teachers?

- What is the impact of the health crisis on the evolution of digital learning and teaching environments and/or ecosystems offered by institutions? What about personal digital learning environments?

- What are the new forms of teaching hybridization that have emerged through the constrained use of digital environments during the health crisis and how have these new forms redefined teaching and student practices?

- What are the scriptwriting modalities of connected educational environments and online course offerings that complement or purport to replace face-to-face courses?

The organization of this 13th edition of the international colloquium of TICEMED association within the Department of Communication, Media and Culture of Panteion University of Social Sciences and Politics is not risky. More than a postponement (caused by the health restrictions linked to the pandemic during the previous edition of the conference), it is part of a strong desire to think about the issues of hybridization of training in connection with the cultural repercussions -even transcultural- in their communication dimension. 

It will be particularly important to examine the forms of hybridization that cross the educational field and the learning communities, which are linked to the massive - sometimes constrained - use of online teaching and learning environments, and redefine the professional practices of teachers and, more broadly, mediators, but also students.

Ticemed 13 thus aims to draw up an inventory of the relationship between education and digital technology in a post-Covid context. However, and as far as possible, it is hoped that communication proposals link recent events to past initiatives in order to (re)put them into perspective, to understand how and to what extent, this relationship could sometimes be prefigured both in public policies and in more confidential field initiatives.


Indicative bibliography :


Bonfils, P., Dumas, P., Remond, E., Stassin, B., Vovou, I., (2020). L’éducation aux médias tout au long de la vie : Des nouveaux enjeux pédagogiques à l’accompagnement du citoyen. Colloque international Ticemed 12 : L’Education aux médias tout au long de la vie : des nouveaux enjeux pédagogiques à l’accompagnement du citoyen, Apr 2020, Athènes, Grèce. Association Internationale Ticemed, 2021, 978-2-492969-00-3.

Bonfils, P., Dumas, P., Massou, L., (2016). Numérique et éducation : Dispositifs, jeux, enjeux, hors-jeux. Presses universitaires de Nancy – Éditions universitaires de Lorraine, pp.266, Questions de communication, série actes

Bonfils, P., Dumas, P., Massou, L. (dir.) (2015), TICE & multiculturalités. Usages, publics et dispositifs, Presses universitaires de Nancy — Éditions universitaires de Lorraine, Coll. « Questions de communication. Série actes »

Knauf, A., Falgas, J. (2020). « Les enjeux de l’hybridation pour l’apprentissage coactif », Distances et médiations des savoirs [En ligne], 30 | 2020, mis en ligne le 25 juin 2020, consulté le 24 janvier 2022

Loisy, C. & Lameul, G. (2015). Les universités à l’heure de la pédagogie numérique. Questions de pédagogies dans l’enseignement supérieur (QPES), Brest, France.

Martìn Barbero, J. (2002), Des médias aux médiations. Communication, Culture et Hégémonie, Paris, CNRS Editions. 

Massou, L., Juanals,B., Bonfils, P., Dumas, P., (dirs), (2019), Sources ouvertes numériques. Usages éducatifs, enjeux communicationnels, Presses universitaires de Nancy – Éditions universitaires de Lorraine, 286 pages

Morin, P. (2003). Formation ouverte et à distance, vers la dimension économique : Etat des lieux et perspectives. Distances et savoirs, 1, 551-565.

Paquienséguy, F., Perez-Fragoso, C. (2011). L’hybridation des cours et l’intégration de l’injonction à produire. Distances et savoirs, 9, 515-540. 

Peltier, C. & Séguin, C. (2021). « Hybridation et dispositifs hybrides de formation dans l’enseignement supérieur : revue de la littérature 2012-2020 », Distances et médiations des savoirs [En ligne], 35.

Peraya, C., Charlier, B., Deschryver, N. (2014). Une première approche de l’hybridation. In : Education et formation, 2014, n° e-301, p. 15-34. :37049

Remond, E., Dumas, P., & Burgos, D. (2020). Entre distance et présence  : La formation à l’heure de l’hybridation (ISSN : 2264-7228 Publisher : Centre national d’enseignement à distance DOI : 10.4000/dms.4958). Centre national d’enseignement à distance. https ://

Remond, E., Massou,L., Bonfils, P., (dirs), (2021)Enseignement supérieur et numérique. Mondialisation, mobilités., Presses universitaires de Nancy – Éditions universitaires de Lorraine, pp.7-22, Questions de communication – Série actes. 

Remond, E. (2017). L’ouverture en question : quand des universités ouvertes se redéfinissent à l’ère de la globalisation numérique. Sciences de l’information et de la communication. Université de Valenciennes et du Hainaut-Cambresis, Français.  


Submission process:


• Conference languages: French, English

  • •Abstract proposal: Proposals for an anonymous communication (2500 signs), in French or in English.
  • Text for the pre-acts on line of the conference (15000 signs): French or English, with two summaries (in French and in English), and a possible third summary in the native language of the author (following the instructions which will be provided to authors upon acceptance);
  • Oral communication (20 minutes + debate): French or English with a visual support in French or English, according to the instructions that will be provided during the final acceptance;
  • • Publication of a selection of texts in a book of the "Series acts" backed by the journal Questions de communication and / or in a special chapter of the online journal Distances and Mediations of Knowledge: modalities to be specified later, texts submitted to a double-blind evaluation, in French (for the "Actes" Series) and / or English (for Distances and Mediations of Knowledge). 
  • Selection procedure for communication proposals and pre-acts: Double blind evaluation by the scientific committee of the symposium at all stages of the process.



 • March, 14, 2022: Abstracts (2500 characters) must be submitted electronically on the conference platform:

• March, 14, 2022: Notification of decision for abstracts submitted 

• June, 27, 2022: Submission of the full text of the communications (15000 characters) on the conference platform :  

• September, 05, 2022: Notification of decision for papers submitted (with eventual propositions of revision)

• October, 10, 2022: Submission of the definitive text of the communication for the pre-acts on line on the conference platform :

• October, 17-18, 2022: TiceMed13 Conference, Panteion University, Department of Communication, Media and Culture, Athens, Greece. 


Abstract proposals and full texts will be submitted on the platform in {.doc} format, after having been anonymised (no nominative references to the author's publications, whose name will be replaced by the mention "author"). In case of technical difficulty, contact

No communication proposal sent by email will be examined.


Fees : 

Before Sept 20 th 2022
After Sept 20 th 2022
Ph D Students
75 €                           
100 €                     
160 €
200 €
Free listeners
40 €
Gala dinner
30 €
30 €


To register and pay your registration fees (online payment by credit card or purchase orders, no cash payment), please click on the following link:


You will gradually find all useful information on the conference website:


For any questions, you can also contact:


Comité scientifique TICEMED 13


Etienne-Armand Amato, Université Paris Est Marne-la-Vallée, France

Abderrahmane Amsider, Université d'Agadir, Maroc 

Nicolaos Bakounakis, Université Panteion, Grèce

Françoise Bernard, Aix-Marseille Université, France

Khalid Berrada, Université Cadi Ayyad de Marrakech, Maroc

André Blanchard, Université du Québec en Abitibi-Témiscamingue, Canada 

Philippe Bonfils, Université de Toulon, France 

Kamel Bouraoui, Université Virtuelle de Tunis, Tunisie

Jean-François Ceci, Université de Pau et des Pays de l'Adour, France 

Jean-François Cerisier, Université de Poitiers, France

Bernadette Charlier, Université de Fribourg, Suisse

Anne Cordier, Université de Lorraine, France 

Fathallah Daghmi, Université de Poitiers, France  

Philippe Dumas, Université de Toulon, France 

Michel Durampart, Université de Toulon, France 

Cynthia Eid, Université de Montréal, Canada 

Jérôme Eneau, Université de Rennes 2, France

Olivier Galibert, Université de Bourgogne, France 

Imed Gargouri, Université de Sfax, Tunisie

Faiez Gargouri, Université de Sfax, Tunisie 

Denis Gasté, Université de Toulon,

FranceAngeliki Gazi, Université Panteion, Grèce 

Thierry Gobert, Université de Perpignan, France

Catherine Kellner, Université de Lorraine, France

Brigitte Juanals, Aix-Marseille Université, France

Michel Lavigne, Université de Toulouse, France 

Sylvie Leleu-Merviel, Université Polytechnique des Hauts de France, France 

Valérie Lépine, Université Stendhal, Grenoble 3, France 

Luc Massou, Université de Lorraine, France 

Cathia Papi, Télé Université du Québec, Canada. 

Daniel Peraya, Université de Genève, Suisse 

Daniel Raichvarg, Université de Bourgogne, France

Émilie Rémond, Université de Poitiers, France

Caroline Rizza, Telecom Paris Tech, France 

Carla Serhan, Université de Balamand, Liban 

Stéphane Simonian, Université de Lyon 2, France 

Brigitte Simonnot, Université de Lorraine, France 

Bérengère Stassin, Université de Lorraine, France

Florence Thiault, Université de Rennes 2, France 

Farid Toumi, Université d'Agadir, Maroc

Philippe Useille, Université Polytechnique des Hauts de France, France

Ioanna Vovou, Université Panteion, Grèce

Carsten Wilhem, Université de Haute Alsace, France 


[1] Founded in 1972, TÉLUQ University is one of the first French-language university teaching establishments in North America to remotely and continuously offer all of its courses and programs at the three university levels.


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