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ICMC2024: 2024 International Conference on Multimodal Communication:

Disruption in Education: Multimodal Communication in Education, Research, and Learning 

Saturday, 14 December 2024, Changsha

Each presentation slot is 45 minutes, within which there is a period at the end of about 10 minutes for both Q & A and a break.

 

      

Hunan Normal University, Changsha, 16 & 17 December 2023

Local Venue: Lecture Hall Room 613, Foreign Studies College, Hunan Normal University
Conference directors: ZENG Yanyu and Mark Turner
会议负责人：曾艳钰教授、Mark Turner教授

The 2024 Hunan Normal University International Conference on Languages and Cultures has as its theme

Disruption in Education: Multimodal Communication in Education, Research, and Learning

Conference Theme

Multimodal Communication is at the heart of education, research, and learning in colleges and universities. Most assessment (essays, presentations, etc.) are done via communication, and we teach multimodal communication (e.g., second language acquisition; such as the teaching of English in China). But all of our traditional practices are being disrupted now by new methods and new platforms.

Confirmed Conference Plenary Speakers

Saturday, 14 December 2024

  • 8:30-9:00 China Standard Time
    Opening ceremony.     Mark Turner
  • 9:00–9:45 China Standard Time    
    Michael Schoop. Senior Vice-President, Talent, Greater Cleveland Partnership. Previously Vice-President, Cuyahoga Community College, President of the Metro Campus of Cuyahoga Community College.
    Title: Disruption and Realignment in U.S. Higher Education in the New World of Work
  • 9:45-10:30 China Standard Time. (2023-12-15 8:45 pm EST. / 2023-11-15 1:45am UTC.)
    Tiago Torrent. Professor of the Graduate Program in Linguistics and the head of the FrameNet Brasil Lab at Federal University of Juiz de Fora, Brazil. Research Productivity Grantee of the Brazilian National Research Council for Scientific and Technological Development. Professor of the Graduate Program in Linguistics, Federal University of Juiz de Fora, Brazil.
    Title: Reframing Education in the Age of Copilots: multimodal language capacities for an ever-changing AI-oriented world
  • 10:30-11:15 China Standard Time. (2023-12-15 4:30 pm HST. / 2023-12-15 9:30 pm EST. / 2023-12-15 11:30 pm BRT. / 2023-12-16 2:30 am UTC.)
    TBD. Professor,
  • 11:15-12:00 China Standard Time. (2023-12-15 5:15 pm HST)
    Renata Geld. Founding Director, Center for Cognitive Science, Associate Professor, Co-head MA in AppCogSci, cognitive science, cognitive linguistics, language education, interdisciplinarity in HE, creativity and creative ecosystems.
    Title: Learning as an inherently multimodal process: cognitive science of education
  • Break 12:00-13:45 China Standard Time
  • 13:45-14:30 China Standard Time. (2023-12-16 12:45am EST)
    Mark Turner. Institute Professor and Professor of Cognitive Science, Case Western Reserve University.  Co-director, the International Distributed Little Red Hen Lab.
    Title: Collaborating with Synthetic Agents
  • 14:30-15:15 China Standard Time.
    TBD.
  • 15:15-16:00 China Standard Time.
    Mateusz-Milan Stanojević.     Full Professor at University of Zagreb, Faculty of Humanities and Social Sciences
    Title: Multimodal Communication in Learning, Teaching, and Research through the Cognitive Linguistic Lens: Understanding the Disruption
  • 16:00-16:45 China Standard Time.
    TBD.
  • 16:45-17:00 China Standard Time.
    Closing comments.    Mark Turner. Case Western Reserve University.

    Detailed Descriptions of Plenary Talks

Michael Schoop is Senior Vice-President, Talent, Greater Cleveland Partnership. Previously Vice-President, Cuyahoga Community College, President of the Metro Campus of Cuyahoga Community College.

Title: Disruption and Realignment in U.S. Higher Education in the New World of Work

Abstract: Demographics and economics are remaking U.S. higher education. Declining enrollment, rising costs, and questions about the relevance of traditional degrees are reshaping the landscape. At the same time, the U.S. economy is evolving rapidly, with businesses facing a growing skills gap and labor shortages, particularly in critical sectors like technology, healthcare, and manufacturing. The key question: how can higher education and business work together to bridge this gap?
Higher order skills are essential to the growth of modern economies—especially in the age of synthetic intelligence. As the world of work is transformed, the workforce must constantly reskill and upskill. How can universities provide flexible, industry-aligned programs to support this ongoing learning? What role should businesses play in fostering continuous education for their employees?
This talk explores the future of U.S. higher education and its essential integration with business, offering insights into the strategies, partnerships, and policies needed to navigate this disruption. The challenge: how do we ensure that education keeps pace with economic demands, and what does this mean for the future of the U.S. workforce?

     
Tiago Torrent is Professor of the Graduate Program in Linguistics and the head of the FrameNet Brasil Lab at Federal University of Juiz de Fora, Brazil. He is also a Research Productivity Grantee of the Brazilian National Research Council for Scientific and Technological Development.

Title: Reframing Education in the Age of Copilots: multimodal language capacities for an ever-changing AI-oriented world

Abstract: Schools are intended to guide pupils in their transition from family life to social and work life. Throughout the years, schools and universities have – not without some delay – resonated the changing needs of society, conforming their methodologies and approaches to education to match the expected abilities their alumni should have to be successful in the world they would encounter after graduating. The current pace of technological innovation has been challenging one foundational assumption of teachers and professors: that the world their students will find when leaving schools and universities will be the same they experienced when they started their education. In this talk I revisit language capacities that have been populating school and university curricula for the past century and discuss the extent to which the Age of Copilots imposes changes to such capacities. In particular, I address the growing importance of collaborative creative and editorial practices, highlighting the potential of synthetic agents to augment students' proficiency in multimodal communication practices.

 
Renata Geld is Founding Director, Center for Cognitive Science, Associate Professor, Co-head MA in AppCogSci, cognitive science, cognitive linguistics, language education, interdisciplinarity in HE, creativity and creative ecosystems.

Title: Learning as an inherently multimodal process: cognitive science of education
Abstract :Students, irrespective of age, learn best when they can engage with information through multiple formats, enhancing understanding, retention, and the ability to apply knowledge. Multimodal learning is far richer than merely presenting information in different sensory formats; it taps into the interconnected and dynamic processes of the mind, where ideas are synthesized, visualized, felt, and embodied. Learning is an active, imaginative, and deeply personalized process. In other words, learning is inherently multimodal. Real learning involves the construction of mental connections, the visualization of concepts, and personal engagement with material that is both emotional and embodied. These cognitive processes enable learners to relate to new ideas, imagine applications, and draw on prior knowledge to create networks of meaning. While learning through multiple modes is natural in the real world, classroom environments often fall short in providing these rich, varied experiences. To foster deeper, more meaningful engagement, educational approaches must shift toward more authentic, multimodal learning experiences.
In modern education, authenticity and experience must become imperatives. Learning experiences should encompass hands-on, real-world tasks as well as technologically driven contexts, contributing to a dynamic form of experiential learning. Authentic learning environments, whether grounded in real-world engagement or enhanced by immersive, technology-driven simulations, promote active participation, reflection, and the meaningful application of knowledge. Furthermore, to fully prepare students for the complexities of the 21st century, it is increasingly critical to integrate the humanities and social sciences with STEM, cultivating a multidisciplinary approach that reflects real-world challenges. By integrating these diverse contexts and perspectives, we equip students with the adaptability, insight, and holistic understanding necessary to navigate a rapidly changing world.
In this talk, I will illustrate this approach with examples from a new graduate program in Applied Cognitive Science that was designed and accredited at the University of Zagreb. This program addresses the urgent need to integrate the humanities and social sciences with technical fields and STEM, providing students with a well-rounded, interdisciplinary foundation. Structured around the principles of multimodal and experiential learning, the program immerses students in real-world challenges and technology-enhanced environments to foster deep cognitive engagement. I will discuss how the program was developed, emphasizing key aspects of its curriculum, which combines hands-on projects, interdisciplinary collaboration, and immersive simulations. Together, these elements equip students with the skills and adaptability needed to thrive in today’s complex educational and professional landscapes.  

 
Mark Turner is Institute Professor and Professor of Cognitive Science, Case Western Reserve University;  Co-director, the International Distributed Little Red Hen Lab

Title: Collaborating with Synthetic Agents

Abstract: Throughout Education, Research, and Learning, we now collaborate and communicate with synthetic agents—AI, robots, computational systems. These synthetic agents can use full multimodal communication. Communication depends on common ground. How can we establish common ground with synthetic agents? How can synthetic agents be used as part of teams, in distributed fashion, across networks? How can we trust synthetic agents? What is the future of multimodal communication in a university filled with synthetic agents?

 
Mateusz-Milan Stanojević is Full Professor at University of Zagreb, Faculty of Humanities and Social Sciences

Title: Multimodal Communication in Learning, Teaching, and Research through the Cognitive Linguistic Lens: Understanding the Disruption

Abstract: Although multimodal communication is at the heart of how we communicate and learn, the multimodal component is frequently overlooked in our research. One of the reasons behind this may be its purported lack of systematicity, which inhabits sweeping generalizations, a long-standing aim of all theorizing. In this talk, I claim that our multimodal human abilities are essentially local and socioculturally situated, a view that disrupts our traditional understanding of learning, teaching, and research. I illustrate how Cognitive Linguistics helps us bridge the gap between our communicative practices and its theorizing, drawing on examples of psycholinguistic and discursive studies focusing on language use, language learning and teaching.

References

  • Frank, Roslyn M., René Dirven, Tom Ziemke, and Enrique Bernárdez, eds. 2008. Body, Language, and Mind: Sociocultural Situatedness. Berlin, New York: Mouton de Gruyter.
  • Geld, Renata, and Mateusz-Milan Stanojević. 2018. Strateško konstruiranje značenja riječju i slikom: konceptualna motivacija u ovladavanju jezikom [Strategic Meaning Construal Using Words and Images: Conceptual Motivation in Second Language Learning]. Zagreb: Srednja Europa.
  • Górska, Elżbieta. 2020. Understanding Abstract Concepts across Modes in Multimodal Discourse: A Cognitive Linguistic Approach. New York and London: Routledge.
  • Stanojević, Mateusz-Milan, Mirjana Tonković, and Anita Peti-Stantić. 2023. “When Do Metaphorical Frames Exhibit Psycholinguistic Effects? The Case of the Ego-Moving and Time-Moving Metaphor in Climate Change.” Lublin Studies in Modern Languages and Literature 47 (2): 97–107. https://doi.org/10.17951/lsmll.2023.47.2.97-107.

 

About Us

Conference Organization Committee

Directors Prof. ZENG Yanyu, Dean of the College of Foreign Studies. Mark Turner, Director of the Center for Cognitive Science. Committee members: Prof. LIU Bai, Dr. CHEN Zhongping, Dr. ZENG Jiansong, Dr. QI Xingang, Dr. QIN Yong.

Hunan Normal University

Situated in Changsha, a city renowned for its historical and cultural significance, Hunan Normal University (HUNNU) is an institution of higher education designated as a national “211 Project” and “Double Top-Class Project” university. Jointly supported by the Ministry of Education and Hunan Province, HUNNU was founded in 1938 as a National Normal College (NNC), establishing it as one of the oldest normal universities in China. During the wave of university reforms in 1953, Hunan Normal College (HNC) was built upon that NNC foundation, and subsequently renamed HUNNU in 1984. In 1996, it was honored with inclusion in the “211 Project,” a prestigious initiative of the Chinese Ministry of Education to develop “100 key universities to be promoted in the 21st century.” Since 2000, HUNNU has undergone a period of significant expansion, merging with Hunan Teachers’ College, Hunan College of Politics and Law, and Hunan Medical College.

HUNNU comprises 24 colleges and offers 92 undergraduate disciplines across 11 principal categories: philosophy, economics, law, education, literature, history, science, technology, agriculture, medicine, management, and art. The university boasts six National Key Disciplines, including Ethics, English Language and Literature, Modern Chinese History, Developmental Biology, Theoretical Physics, and Basic Mathematics. Furthermore, it possesses nine Key Disciplines sponsored by the 211 Project and 22 provincial-level key disciplines designated under the 12th Five-Year Plan.

HUNNU has established partnerships with 171 universities and institutions across 41 countries and regions to foster personnel exchange and cooperation in teaching and scientific research. It has also co-established Confucius Institutes at Kazan Federal University in Russia, Wonkwang University in South Korea, and Southern Utah University in the United States.

Over its 80-year history, HUNNU has demonstrated consistent growth, even amidst the turmoil of World War II. Its faculty, across generations, have steadfastly adhered to the motto "Be humane, benevolent, excellent and diligent," working tirelessly to achieve the prosperity evident today. In recent years, driven by the “211 Project” and the “Double Top-Class Project,” HUNNU has made significant strides in discipline development, student education, faculty development, teaching research, and social service, exceeding the needs of Hunan Province in its educational, economic, and social development.

Looking forward, HUNNU embraces holistic education as its core mission, striving to become a leading comprehensive university. With distinct advantages in teacher training, it aims to achieve top-tier status in China and gain international recognition.

College of Foreign Studies, 410081 36 Lushan Rd., Yuelu District, Changsha, China

The College of Foreign Studies at Hunan Normal University traces its origins to the Department of Foreign Studies at National Normal College, founded in 1938. Its inaugural dean was Qian Zhongshu (1910-1998), a renowned scholar of Western and Chinese culture. Following Qian Zhongshu, the College benefited from the leadership of other eminent scholars, including Luo Kailan (1906-1988) and Liu Zhongde (1914-2008). Today, the College offers a first-level doctoral program in Foreign Language and Literature and hosts a research station for post-doctoral fellows. Under the leadership of Professor Jiang Hongxin, its English Language and Literature discipline has been recognized as a national key discipline. In September 2017, its Foreign Languages and Literatures discipline was admitted into the national “World First-Class Discipline Construction Project,” one of only six disciplines of its kind in China to receive this distinction.

The College comprises the Departments of English, Translation Studies, Russian, Japanese, Korean, French, and Public English. It also boasts a number of prominent research institutes, including the Hunan Center for International Cultural Communication, the Hunan Center for Sino-Russian Cultural Exchanges, the Center of American Studies, the Center of Northeast Asian Studies, the Center for Studies of British and Irish Literature, the Center of Modern Foreign Language Teaching, the Center of Cognitive Linguistic Studies, and the Center for Studies of British and American Poetry. The College publishes the Journal of Foreign Languages and Cultures, along with a corresponding Chinese journal, and supports three Confucius Institutes abroad.

The College faculty consists of 26 full professors, 44 associate professors, and numerous lecturers, of whom 51 hold doctoral degrees. The faculty includes two members of the Discipline Assessment Group under the State Council, two state-level teaching masters, and two recipients of the New Century Talent Program of the Chinese Ministry of Education. The College maintains partnerships with over 30 universities in the United States, Britain, Japan, Russia, and South Korea. Currently, it enrolls over 40 doctoral candidates, over 600 graduate students, and over 1,200 full-time undergraduates.

Adhering to the motto “international perspective, global sense, honesty, integrity, and versatility,” the College of Foreign Studies is dedicated to cultivating well-rounded and innovative talents who are both physically and mentally healthy, ethically grounded and intellectually developed, and equipped to adapt to societal changes.

Red Hen Lab™

The International Distributed Little Red Hen Lab™ is a global big data science laboratory and cooperative dedicated to research in multimodal communication. Red Hen leverages the expertise of researchers from diverse fields, ranging from artificial intelligence and statistics to linguistics and political communication, to create comprehensive datasets of parsed and intelligible multimodal communication. It also develops tools to process these data and any other data amenable to such analysis. Red Hen’s organizational structure and computational tools are designed to foster reliable and cumulative progress in the dynamic and challenging field of human multimodal communication. Understanding how humans create meaning and interpret forms necessitates this type of collaborative approach.