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International audience; Contemporary urban environments offer great opportunities for culturally rich, informal, situated learning. It is expected that two-thirds of the world's population will be living in cities by 2050 (United Nations, UN, 2019). Our paper explores the conception of using public spaces as active learning and knowledge-building spaces through playful activities taking place in public transportation. We are particularly interested in the potential of including public transport information and its signaling system into the design of learning edutainment activities for children that focus on the development of computational thinking (CT), perceived as a fundamental skill for tomorrow's actors, children.

International audience; Lors des apprentissages basés sur les effets de contextes, plus précisément dans le cadre du projet technologies éducatives et enseignement en contexte (TEEC), le numérique occupe une place indispensable. Dans le cadre de cette communication, nous présenterons une analyse des usages pédagogiques du numérique et de différents modèles théoriques qui permettent de mieux comprendre leur mise en œuvre dans un contexte d’enseignement et d’apprentissage. Dans une perspective de circonscrire les technologies éducatives du projet TEEC, et ce, autant pour l’enseignement, pour la scénarisation pédagogique que pour la logistique du projet, nous aborderons les usages numériques associés à l’enseignement basés sur les effets de contexte. À la suite d’une brève présentation des itérations du projet et des principes didactiques associés, nous proposerons les fonctionnalités pédagogiques nécessaires à l’apprentissage basé sur les effets de contexte. À partir de l’analyse d’un corpus de données diversifié ; incluant des témoignages des participants, des observations, des artéfacts, des traces et l’analyse des outils utilisés ; une réflexion sur la modélisation des usages du numérique pour l’apprentissage sur les effets de contexte sera présentée.

International audience; In this paper, we investigate the processes by which groups of primary and secondary school students from two Francophone contexts (Guadeloupe and Québec) try to establish what has been mutually understood (grounding processes) with respect to shared tasks in geography and in literature. We identify the dynamic interplay of meaning-making in dialogue, the knowledge-building processes, and the types of contributions that are made. Analysed data include two videoconference interaction sequences (4 and 13 min) concerning Geothermal Energy and Traditional Folktales, with students at different educational levels. Findings show that interactive confrontation of alternative contexts, that differ in terms of geology (the way that geothermal energy is made) and the status of folktales (oral and written traditions) can lead to misunderstandings due to the overgeneralization of one context to another. Overcoming misunderstandings by grounding leads to the co-elaboration of knowledge on the object of study, the students own context, and the context that they are confronted with. The study emphasizes the importance of interaction strategies that support or inhibit further discussion to deepen reasoning, resolve potential conflict, and reach common knowledge. We discuss implications for the design of productive intercultural collaborative learning situations.

International audience; This study reports on an experiment, carried out within the framework of the “Educational technologies for teaching in context - TEEC” project, putting in collaboration students from the Université des Antilles with students of the Université du Québec à Montréal. These students undertake degree-level studies to become future teachers and both groups of students benefit from a course in history education. The common and specific cultural characteristics of the two territories were used in an educational scenario whose objective was the construction of rigid conceptions on historical social concepts - common in the two training curriculums. A series of synchronous communication exchanges (via videoconferencing) between students shows that they become aware that the same concepts can be taught through different thematic entries, depending on the specific socio-cultural elements of each territory. However, their conceptions remain to a great extent conditioned by the approaches used in the school education program they pursued.; L’étude rend compte d’une expérimentation, réalisée dans le cadre du projet « Technologies éducatives pour l'enseignement en contexte – TEEC », ayant mis en contact des étudiants de l’Université des Antilles et de l’Université du Québec à Montréal. Ces étudiants se destinent au métier de professeur et bénéficient tous d’un enseignement d’histoire. Les traits culturels (communs et spécifiques) des deux territoires ont été exploités dans un scénario pédagogique élaboré avec l’objectif de contribuer à la construction de conceptions robustes sur des concepts sociaux historiques communs aux deux programmes de formation. Une série d’échanges synchrones (par visioconférence) entre les étudiants montre qu’ils prennent conscience que les mêmes concepts peuvent être enseignés au travers d’entrées thématiques différentes, dépendant d’éléments socioculturels propres à chaque territoire. Cependant, leurs conceptions restent conditionnées par les approches retenues dans l’enseignement scolaire qu’ils ont suivi.

International audience; This paper describes the advances in the TEEC project (Technologies Éducatives pour l’Enseignement en Contexte, in English: Educational technologies for teaching in context). This multidisciplinary project is at the intersection between context in learning and educational technologies. It aims at developing and experimenting a context effects-based pedagogical model involving learners and teachers from multiple geographical contexts, collaborating on common subjects with local specificities. The project also has for objective the development of digital tools to assist and participate in the elaboration of the pedagogical projects such as a context modeller and calculator (Mazcalc), an authoring system for learning scenarios and a context aware intelligent tutoring system. The elaboration and the analyses of experiments, as well as the design and the development of tools include research in multiple fields such as Computer Supported Collaborative Learning, Artificial intelligence, Instructional Design, Intelligent Tutoring Systems, Science Education and Contextualization. Finally, the research activity relies on the Design Based Research methodology (DBR) that allows the articulation of the project between all those disciplines and stakeholders.

International audience

We investigate bilingual children’s perception of assimilations, i.e. phonological rules by which a consonant at a word edge adopts a phonological feature of a neighboring consonant. For instance, ...

Cet article décrit une expérimentation qui a été réalisée dans le cadre d’un programme de recherche plus large intitulé « Technologie éducative pour l’enseignement en contexte ». Cette itération s’appuie sur des apprentissages collaboratifs synchrones et asynchrones entre des élèves de Guadeloupe et du Québec, autour d’un objet d’enseignement particulier et commun, le conte. La méthodologie retenue est de type Design-Based Research, et ce, en collaboration avec l’enseignant titulaire de chacune des classes. Elle a consisté à faire travailler deux classes du primaire (élèves de 10 à 11 ans pour la Guadeloupe et de 10 à 12 ans pour le Québec), chacune travaillant sur un conte régional propre à son contexte, en vue d’échanger sur les différences et les ressemblances entre chaque conte, puis d’écrire un conte en commun à la fin de projet. Cette expérimentation a pour objectif de créer des effets de contexte, c’est-à-dire des décalages entre des conceptions d’élèves de deux contextes différents autour d’un objet précis. L’analyse des résultats montre que les élèves des deux territoires sont passés de conceptions majoritairement spontanées et acontextuelles du conte à des conceptions plus confirmées et contextuelles, voire bicontextuelles. Des pistes de réflexion didactique sont ensuite proposées en vue d’exploiter les effets de contexte dans la conception et la mise en œuvre de scénarios pédagogiques au primaire. This article describes an experiment that was conducted as a part of a broader research project called "Educational Technology and Teaching in context" This study is based on synchronous and asynchronous collaborative learning between students from Guadeloupe and Quebec, with the collaboration of their teachers, around a particular and a common teaching object, namely storytelling. The chosen methodology is Design-Based Research. It involved two elementary classes (10-11 years old in Guadeloupe and 10-12 years old in Quebec), each working on a context-specific regional folktale, in order to discuss the differences and similarities between each story. This experimentation is based on the idea of ​​creating context effects, meaning shifts between students’ conceptions from two different contexts around a precise object of study. The results show that students in both territories have moved from naive and acontextual conceptions of storytelling to more expert, contextual, and even bicontextual conceptions. Ideas for reflection are then proposed in order to exploit the effects of context in the design and implementation of pedagogical scenarios in elementary school.

International audience; Modern learning approaches and teaching methods put a special emphasis on unleashing each student's innovative and creative potential. On the grounds that children need to become actors of their own active learning (Piaget, 1958, Bonwell et al., 1991), new pedagogies for science education are being developed alongside technologies (Scott CL, 2015). Arguably, in the knowledge-based era that we live in, the understanding of cultural diversity is highly considered as a core value and a driving force for innovation (Bouncken et al., 2016). In this regard, the project TEEC (Educational Technologies for Teaching in Context - Technologies Éducatives pour l' Enseignement en Contexte, funded by the program ANR-FRQSC) lays the groundwork for designing a context effects based learning approach, determined by the socio-cultural factors that influence one’s learning, which fosters collaboration among students in Guadeloupe and Quebec. Within the framework of TEEC, synchronous and asynchronous technologies are being combined with authentic learning situations (Newmann et al., 1995), in order to observe children’s understanding on different scientific objects in different disciplines: geothermal energy, sustainable development, linguistics, socio-history. This work outlines preliminary findings on two TEEC’s in-situ experimentations, more specifically one focusing on sustainable development (object of study: sugarcane/maple syrup) and the other one on linguistics (object of study: folktales of Antilles/Québec). These specific topics, which embody a high sense of didactic interest, are of fundamental importance for both territories especially in dimensions such as society, culture and economy. Inthe first case, sugarcane is a core reference point in Guadeloupe, while maple syrup is a prominent element of Québec’s culture. Our participants, elementary school students, undertook research investigations in their context, at then collaborated with their peers to draw conclusions on the notion, the existence and the manufacturing process of sugar. In the second case, folktales of Antilles and of Quebec are of different nature and follow different structure patterns. Students of primary school in Guadeloupe worked on a creole folktale entitled “Compère Zamba voulaittromper Compère Lapin” (Benzo, 2000) while the students of Quebec worked on a traditional folktale entitled “Rose Latulipe” (Aubert de Gaspé, 2006). During their research investigations, students improved their knowledge on folk literature and developed diverse conceptions around different specificities of the folktales. Their final production in collaboration was a common tale including elements from both regions. After the completion of these experimentations, participants -children aged 10-12 years old- were asked to note the cultural context elements that they have encountered and retained from their exchanges with their peers. The evidence draws from their answers to their post-tests, by which is feasible to identify some facts that impressed them the most regarding their peers, their cultural exchange experiences and those two various contexts.

International audience; In the 21st century, creating better learning environments for students implies the integration of information and communication technologies (ICT) in didactic practices. As a matter of fact, the development of online tools such as Edmodo offers several opportunities for collaboration between classrooms around the globe. In this respect, the multi-iteration study “TEEC - Educational Technologies for Teaching in Context” makes use of computer- mediated environments, synchronous and asynchronous, within a didactic model of context-based learning approach between Guadeloupe and Quebec. Our project focus on students’ investigations on scientific objects of study in diverse disciplines and in different educational levels. For two experimentations in elementary schools, focusing on sustainable development and linguistics, Edmodo platform was implemented as the asynchronous tool for communication among our participants aged 9-12 years old. This paper elucidates the opportunities and the challenges on adapting Edmodo as a supporting tool for sharing in context-driven learning initiatives. The Design- Based Research (DBR) methodology is used for studying and validating our science learning didactic approach. Hence, DBR principles are also applied to the assessment of Edmodo as an asynchronous platform within our two successive iterations in primary education. In accordance with the global learning objectives of the project, data collected, principally through group notes (messages, documents) in Edmodo, aims to identify patterns on students’ participation, engagement and interaction in an asynchronous mode. Additionally, our article is nurtured by observation notes concerning the introduction process and the implementation stage of Edmodo to our participants. Our ultimate objective is to provide insights on the use of Edmodo as an asynchronous digital workspace for collaboration and sharing in context-dependent learning situations in elementary education.

International audience; Social and cultural environmental factors have always been driving and influential forces to one’s learning process. As today information technologies have emerged many aspects of the human activity, alternative paradigm shifts are adopted in the important sphere of education as well. This paper presents an outline and the first findings of my PhD thesis, a part of an extended, collaborative research project which takes place in schools and academic institutions of Guadeloupe and Quebec. By taking into consideration the learning needs and outcomes of learners within their contextual settings, the potential of technology alongside with the design of in-situ, hands-on experiences are implemented so that students from different parts of the world work in collaboration and explore the value-in-context which is nestled in their exchanges.

International audience; "Street Edventures", εξερευνώντας τη γλώσσα μέσα από την τέχνη του δρόμου Χαρτοφύλακα (Lamprini Chartofylaka) Λαμπρινή To cite this article: Χαρτοφύλακα (Lamprini Chartofylaka) (2018). "Street Edventures", εξερευνώντας τη γλώσσα μέσα από την τέχνη του δρόμου. Χώροι για το Παιδί ή Χώροι του Παιδιού;, 1, 794-804.; Graffiti and all kinds of public art interventions (street art) are active elements of the identity of urban space. For many, the aforementioned are perceived as a form of "art tools" that facilitate freedom of expression in the public space, a means of communication between people. The idea of the project "Street Edventures" is based on the dynamic of the urban environment use as a common place for learning, knowledge acquisition and enhancement of children's creativity on a daily basis. The project (existing as a “game design document” for the moment) is designed as a series of linguistic exercises related to the understanding and practice of grammar, spelling and more using as a core stimulus: graffiti slogans on the walls of urban neighborhoods. For street art works without a written message (therefore no text for processing), the game suggests storytelling exercises to enhance writing and speech. The game will be designed for primary school children whose native language is Greek and / or for children who learn Greek as a second language.