The TEL research team, led by Sébastien GEORGE, is specialized in the field of Technology Enhanced Learning (TEL) but also in the fields of Software Engineering and Human-Computer Interactions. More precisely, the team is specialized in TEL Engineering. The originality of our approach is to consider the engineering process as an uninterrupted design process (i.e. continuing through the systems use).
The team’s main scientific mission is to elaborate a strong scientific foundation for the development and engineering of TEL systems. This main objective is the backbone for all the team’s projects and actions.
Design, Operationalization, Adaptation of Pedagogical Situations
The main goal is to integrate teachers and instructors in the design process of TEL systems. Our studies focus on engineering situations where TEL systems are designed by teachers (academic) or instructors (non-academic) themselves, and not by TEL researchers or professionals in TEL development. We consider TEL system design as a continuous iterative process, alternating (1) real time adaptation of the learning and teaching activities, (2) usage analysis and (3) reengineering, through a model driven approach.
Observation Modeling & Track Analysis
Our research focuses on the analysis of learning situations, guided by the teachers’ observation needs. Our goal is to enable the expression and formalization of these needs and the resulting data.
We develop solutions to allow the expression and the formalization of these needs and also to collect usage tracks. In addition, our work focus on methods for calculating and visualizing indicators for various actors (learners, teachers, researchers, etc.).
Advanced and Collaborative Interactions for Learning
The team also works on advanced interactions for learning (interactive tables, mixed reality, tangible interfaces…) in particular for Serious Games. The research questions are related to the design of authoring tools for TEL systems, the use of advanced interactions, as well as how to support collaborative learning situations.
TEL - Permanent Members
TEL - Contractual Members
Project: Evaluation, training and certification plan for improving the writing and reading skills in French
Date: 04/2018 - 03/2028
Funding: PIA (Programme Investissements d'Avenir)
Call: Nouveaux Cursus à l’Université (NCU)
Partners: Université Paris Nanterre (France), Université Nice Sophia Antipolis (France), Université Paul-Valéry Montpellier 3 (France), Université de Caen Normandie (France), Le Mans Université (France), Université Grenoble Alpes (France), Université Sorbonne Nouvelle – Paris 3 (France), Université Paris 1 Panthéon-Sorbonne (France), Université Rennes 2 (France), Université Toulouse Jean Jaurès (France), VetAgro Sup (France), Centre universitaire de Mayotte (France), PIX (France), Institut de Recherche et d’Innovation (France).Author(s): Nicolas Dugué, Sébastien George, Madeth May, Claudine Piau-Toffolon, Dominique Py
Mastery of the French language is essential at all levels of the school system in France and becomes crucial on entry to university. Nonetheless, a large number of students encounter difficulties with the language. Confronted with this situation, it is the responsibility of universities to design and organise the appropriate means for students to improve their written skills in French. ► Read more
Date: 10/2016 - 04/2020
Call: Interactions, Robotique, Contenus / Automatique, signal 2016
Partners: Orange Lab (France), cren (France), LS2N (France)Author(s): Vincent Bettenfeld, Nathalie Camelin, Christophe Choquet, Christophe Després, Yannick Estève, Madeth May, Salima Mdhaffar, Lahcen Oubahssi, Claudine Piau-Toffolon
PASTEL is a research project that aims to explore the potential of real time and automatic transcriptions for the instrumentation of mixed educational situations where the modalities of the interactions can be face-to-face or online, synchronous or asynchronous. The speech recognition technology approaches a maturity level that allows new opportunities of instrumentation in pedagogical practices and their new uses. ► Read more
Project: Teacher-Guided Realistic Interview Simulator
Date: 09/2016 - 12/2018
Funding: RFI AltanStic 2020
Call: starter project
Partners: Lab-STICC (France), cren (France)Author(s): Iza Marfisi
The objective of this project is to design and develop a realistic Interview simulation, that can be piloted in real time by the teacher. This starter project will allow us to test the feasibility of the concept. If the interview simulation system shows potential during training sessions of Pedagogical Advisors, we plan to work on an authoring tool, so that teachers can create their own simulations, adapted to their needs. The tool can be used to train students in job interviews, sales techniques, nursing interviews in psychiatry or even methods of dealing with difficult children … ► Read more
Project: Manipulating Tangible Objects on an Interactive Table to Learn the Basics of Computer Programming
Date: 02/2016 - 02/2019
Author(s): Sébastien George, Marc Leconte, Iza Marfisi
As of September 2016, computer programming is part of the official program in French middle schools. Many teachers, who do not have any training in computer science, are therefore in need of tools to help them. It is in this context that we designed TurtleTable, a Learning Games that has two main originalities. First of all, unlike most of the existing applications, this game is not based on activities where one has to write a computer program. Instead, the players have to execute a given program, step by step, just like a computer. ► Read more
Project: Interactive, Fun and Educational Plant Recognition on Smartphones
Date: 01/2016 - 01/2020
Partners: liris (France), EVS (France), LISTIC (France), IRHS (France)Author(s): Sébastien George, Pierre-Yves Gicquel, Ludovic Hamon, Pierre Laforcade, Iza Marfisi
The urbanization of society has gradually separated men from the plant world. Indeed, most people no longer live in a natural environment and have forgotten the names of plants and trees and the potential uses that can be made of them. Still, generations of botanists have accumulated knowledge about plants and many people are interested in nature and aware that natural resources are a treasure we must preserve. However, it is undeniable that, for a majority of people, botany remains difficult to understand. ► Read more
Project: Human obervatory based-on e-learning traces
Date: 01/2015 - 12/2018
Partners: LIG (France), LIP6 (France), Lina (France), Liris (France), OpenClassRooms (France), ifé (France), STEF (France), Lab-STICC (France)Author(s): Inès Dabbebi, Sébastien George, Sébastien Iksal, Madeth May
The objective of the Hubble project is to create a national observatory for the building and sharing of massive data analysis processes, from traces left in e-learning environments. Hubble will enable to analyze and explain phenomena of teaching and learning with these environments. ► Read more
Project: Digital Epistemic Game Lab
Date: 01/2014 - 12/2018
Partners: ifé (France), icar (France), Liris (France), Symetrix (France)Author(s): Sébastien George, Sébastien Iksal, Guillaume Loup, Iza Marfisi, Lahcen Oubahssi, Claudine Piau-Toffolon
In a context marked by the necessity of developing the attractiveness of training courses, receiving new types of learners and designing learning systems that help to develop skills rather than strictly disciplinary knowledge, digital epistemic games come up as an alternative pedagogy to traditional approaches. Epistemic games are playful and authentic learning situations that lead the learner to solve complex and non-determinist issues. These games are based on simulation, augmented reality and tangible interfaces in order to design authentic learning situations in terms of interactions enabled. They aim at developing the learner’s capacity to mobilize a number of various resources (knowledge and skill sets) in a given context and his/her ability to reflect on this approach as well as on the learner’s capacity to reorganize of these resources. Thus, from a pedagogical point of view, epistemic games rely on a skills-based approach. ► Read more
Project: Escape it!
Date: 01/2017 - 12/2018
Call: Programme d’Attractivité Post-Doctorale
Author(s): Youness Laghouaouta, Pierre Laforcade, Esteban Loiseau
Project: Designing a VR environment supporting the learning of emotions mimicry for children with ASD
Date: 09/2015 - 09/2016
Funding: Collectivités Lavaloises
Author(s): Pierre Laforcade
The EmoTED project aims to explore Virtual Reality technological solutions and techniques in order to help the mimicry of emotions for children with ASD. It involved two academic partners, ENSAM and LIUM, and one association about ASD, Cocci’Bleue. The project was supported by a programme funding organisation from local authorities for a period of 18 months. The project followed a global action-research methodology towards a main objective: to design and develop a facial-recognition prototype for helping children with ASD to learn about the mimicry of emotions. ► Read more
Date: 01/2013 - 01/2016
Funding: Région Pays de la Loire
Call: appel à projet "REALITE VIRTUELLE ET SITUATION DE HANDICAP"
Author(s): Sébastien Iksal, Lahcen Oubahssi, Claudine Piau-Toffolon
Les ULIS (unités localisées pour l’inclusion scolaire) accueillent des élèves présentant des troubles cognitifs ou mentaux. L’objectif principal de la scolarisation dans la classe ULIS est le développement d’une autonomie adulte et d’une insertion socioprofessionnelle durable dans la société. ► Read more
Project: Specification of GRAPHIcal Visual Instructional Design Languages centered on LMS languages and directed towards Teachers-designers needs and practices
Date: 02/2012 - 09/2015
Call: Young resercher
Author(s): Nour El Mawas, Sébastien Iksal, Pierre Laforcade, Lahcen Oubahssi, Claudine Piau-Toffolon
Nowadays, LMSs are widely spread in academic institutions and not restricted to distant courses but are also useful during or in complement to face-to-face learning sessions. Design skills can be acquired through specific teacher education programs, often focusing on the features and technical aspects of the platform. Few courses deal with how to design pedagogically sound learning situations. Teachers develop ad hoc and individual learning design techniques by diverting and experiencing combination of LMSs’ features and functionalities. In such context, it is relevant to help teachers in focusing on pedagogical aspects and their instructional design setting-up for the specific LMS they have at their disposal. ► Read more