F. Arab
OPEN ACCESS
Memory plays a major role in the access to new apprenticeships and the development of coping mechanisms. Nevertheless, some situations may prevent its functioning due to their constraints and requirements. This is the case for example when the memory is “prevented”, “injured or sick” [1-2]. How can today’s environments (e.g. physical, social, technological) be designed or transformed so as to enhance human memory and provide all lifelong learning opportunities? This is the question addressed in this paper. Specifically, it is about the role of “memory making” in learning-relearning processes and the development of coping mechanisms. We propose here a new design method, not user-centered, but centered on the essential resources for the individual and/or collective activity. This method is called “Key Interaction Design” - KID (or CIC in French, for Conception de l’Interaction Clé). The central idea of this article is to contribute to the advancement of knowledge, methods and pedagogical practices for access to knowledge for all (i.e. visibility, readability, intelligibility and integration).
memory, memory making, (re)learning, resources, vicarious brain, Key Interaction Design (KID)
(ⅰ) The people’s “adaptive power” to new situations is defined by Masciotra and Medzo [7] as one of the essential characteristics of the “competent to act” status.
(ⅱ) The term “serendipity”, created by H. Walpole in 1754, refers to “the ability to discover by chance and sagacity things that we did not seek” [9].
(ⅲ) Cognitive deficits are defined by Lévesque et al. (1990), as “alterations of intellectual capacities such as memory, language, orientation, concentration, attention, judgment, abstract thinking, learning ability, etc.”
(ⅳ) This principle, taken up by Aberkane [22] in his knowledge economy approach, derives from the work of Davenport and Beck [21] on attention economy. It is translated by the following equation: φ (k) α At, where k refers to knowledge, A to attention and t to time.
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