Le French Corner will take place on Thursday 20th June, from 6:30 pm to 8:00 pm, at Atrium Mérieux de l’ENS de Lyon :
Please find below to presentations
Collaborative learning in an artefacted hybrid doctoral seminar
ICAR (umr5191) équipe ADIS groupe de recherche IMPEC
Christine Develotte, Morgane Domanchin, Jean-François Grassin, Justine Lascar, Joséphine Rémon
In the context of the ICAR research laboratory, an exploratory workshop was set-up in 2016-2017 to gather data from a doctoral seminar to which took part on-site participants in Lyon and distant participants in China, France and Great-Britain, through the use of digital devices. We will present the co-construction of this research project within a doctoral seminar and show in what way the seminar is a discursive scene for the construction of collective intelligence and collaborative learning. The experiment builds a collective reflexivity of the group of researchers, and poses them as « reflexivity professionals » (Pierozak, 2009). The discursive scene of the seminar, as a polycentric and artefacted construction, is the very object of the research. The seminar becomes a space of training where research is not exposed through discourses, but through its methodological and epistemological construction process.
MOCAH: Embedding human expertise in Technology Enhanced Learning environments
LIP6 (Laboratoire d'informatique de Paris VI), équipe MOCAH, Vanda Luengo (directrice d'équipe), email@example.comfirstname.lastname@example.org (contact pour french corner)
The MOCAH team is specialized in Technology Enhanced Learning (TEL) with an artificial intelligence (AI) background (knowledge engineering, ontologies, conversational agents, data mining). The core of our research is proposing models that embed human knowledge in TEL environments to improve learner models, diagnosis, feedback and the environments themselves. Models are associated to open computer environments such as simulations, serious games and virtual reality systems, i.e. environnements with higher possibilities of interaction. Other less interactive environments like MOOCs interest us to address the issues they raise about the learner assessment, feedback and adaptation scenarios from large amounts of data. Currently MOCAH is striving to experiment in real situations with large number of students and various domains and levels. In the context of this conference, we are interested in learning whether we can mix into current environments collaboratve activities, specifically for collaborative diagnosis and feedback.
LabNbook, the Online Notebook for CollaborActive Learning
Laboratoire d'Informatique de Grenoble, équipe MeTAH (Modèles et technologies pour l'Apprentissage Humain)
LabNbook (https://labnbook.fr/en) is an educative online platform where small teams of students collaboratively produce complex documents. LabNbook has been initially designed for scientific work and it can be used as a lab notebook or for reporting scientific results. In the platform, the students access to a shared workspace with tools designed for co-editing scientific content: texts, drawings, charts, scientific data models and experimental protocols. The teachers can structure the workspace for a specific task, monitor the students progress, and annotate the students productions. Communication is supported by specific tools: a message tool and teams chats contextualized to the productions. LabNbook can be used as well for classroom, distance or blended teaching, in synchronous or asynchronous modes. LabNbook has been used locally at a large scale for two years, mainly in higher education, by 180 teachers and 2700 students. More than 6000 reports have been produced.
Online with Avatars: Extended Learning in a Middle School
ADEF (Aix-Marseille Université) & LEST - CNRS (Aix-Marseille Université)
Maria Antonietta Impedovo, & Martine Gadille
This poster focuses on the embodied implications of students’ extended activity between virtual and in-presence learning. The study is part of an ongoing project founded in 2018in a CSCL setting titled “e-PIm” (Incubator of Immersive Pedagogy for Virtual Reality) taking place in a secondary school in France labeled as pilot in 2016. For this study, some data are selected and qualitatively analyzed. The implication of the implementation of the Multi-user Virtual Environment emerge in the field of didactics, student-teacher interactions, and students’ corporal and socio-cognitive behaviors; the uses of the MUVE are revealed to be an ongoing transformative learning experience through an extended learning space and institutional change.
OCTANT - Online collaborative platform for learning and research
SEARCH - EA 2325 et LILPA - EA 1339 - Université de Strasbourg
Fanny Moghaddassi, Gwen Cressman, Monika Pukli
OCTANT is designed to become an online digital platform integrating both pedagogical and research features combining open and restricted accesses. It will initially focus on the humanities and social sciences, but aims to make itself available to the whole academic community. OCTANT will open up new virtual spaces of learning that juxtapose time and space graphically through the interactive association of timelines and maps. It will also allow for the visualization of text areas and of a diversity of links to bibliographies, websites, Moodle pages, open archives, scientific newsfeeds. This online pedagogical space is intended to encourage successful learning strategies, student autonomy, critical thinking, and collaborative learning. With its focus on interdisciplinary research, it encourages students to open their perspectives and to conceive of original research objects through the organization and analysis of personalized databases.
Using social robot as awareness tool. An exemple of collaboration regulation in a project meeting
In collaborative learning, awareness is a central issue since every member of a group can have their own perception of the on-going global activity. Being aware of these perceptions allows an adequate regulation of the activity. Our research explores whether a social robot can support this awareness necessity. This study evaluates the usability and acceptability of a social robot used in such a role. The robot can express emotions and move accordingly to territoriality principles. Combining these two features can lead to a communication strategy that supports group awareness of the collaborative activity. We designed and evaluated a learning situation where a Cozmo robot is included in a project meeting (project-based learning context). As an awareness tool, it moves and expresses specific emotions that represent individual and group feelings in order to regulate learner communication behaviors.
Toccata: A Multi-Device System for Activity Scripting and Classroom Orchestration
We present Toccata, a system supporting the management of rich multi-device pedagogical activities. Activities designed with Toccata are reusable, shareable and adaptable to the situation. Pedagogical activities are often fragmented over multiple session, split into sub-activities, rely on multiple media and applications, and may unfold in various locations. Teachers face numerous challenges in designing and scripting teaching scenarios that combines various activities, devices, group formations, and spaces. They also face challenges in orchestrating these scenarios in class, especially to guide learners, follow their progress, and maintain a coherent learning experience. Our demonstration will showcase how Toccata answers these challenges by supporting various pedagogical activities, individual or collaborative, in class or outdoors, under diverse technical conditions, e.g., offline on mobile devices, or fully connected with Desktop computers.
Lexiane GRH Network
Laboratoire d'informatique fondamentale de Lille (LIFL) ; Equipe NOCE (Nouveaux Outils pour la Coopération et l'Education)
The prototype decision application aims to optimize the composition of the training groups to
condition social interactions and peer collaboration during a face-to-face training situation. Our proposal is based on modeling and graph-based indexing to allow to label the named entities
(learner, trainer and organization/institution) and the relationship "complex" that is to say,
governed by a sociological norm. The main problematic of the decision process is reconciling multiple and interdependent decision
criteria without any postulates of an optimized training group. To overcome this limitation, our
methodology is based on elicitation and determination decision criteria from a statistical analysis,
optimized by an "evolutionary" algorithm to generate groupal items. The user-interface via a dashboard for the human resource managers is to plan training through a
facet navigation and offers a visualization training groups in graph form. The scientific contributions of this public / private partnership are operational in nature. An on-site demonstration can be provided via an internet connection or local station.
The « ManyMinds » experiment
Neuro-Immersion , INSERM
Following the Mel Slater’s research work on implicit racial biases, the Neuro-Immersion team from INSERM developed the « ManyMinds » experiment. Previously, it has been shown that implicit racial biases are reduced by embodying, through virtual reality, an avatar from a different ethnic group. « ManyMinds » takes research further by adding a collaborative aspect. We would like to know the potential effects of collaboration on the reduction of these biases. In ManyMinds, the subject embodies an avatar of another ethnic group and makes a construction game in collaboration with a second person. The subject wears sensors that allowes her to move her virtual body. A mirror is placed in the 3D environment and the subject can take greater possesion of her avatar.
Appropriation of tools of langage of the print press related to presidential vote in France start from 2007 to 2017
ICAR (Interactions, corpus, apprentissages et représentations), Université Lumière Lyon 2
Marie- Sophie MADIBA.
This poster present the results of a thesis on the field of media Education. Through an historical (Vygotski, 1985) and instrumental (Rabardel, 1985) approaches, we have questioned the role of instrumental tools of language of the french print press about the presidential campaigns (2007-2017). We have also questioned the role of psychological tools of media messages on the representations and the appropriation of those messages by the students in Education Science. We have opted for a psycho-socio-semio-linguistic approach to analyse the first page of covertures of newspapers depending of their discursive promise and their identity evolution. We will exposed tools, aims, styles ans schemes of discourses stemmed from a comparative and socio-historical analysis of covertures of newspapers intended to the diffusion of knowledges related to presidential vote ; as well as results of representations of the students.
Au plaisir de vous voir à Lyon,
Christine Michel, Bertrand Marne et Jean-Francois Grassin