TECFA Research and Teaching unit in Educational and Learning technologies OverviewPeopleTeachingResearch October 2005

PSYCHOLOGYEDUCATION COMMUNICATION COMPUTER SCIENCE TECFA OverviewPeopleTeachingResearch FSPE :42 professeurs 49 enseignants-chercheurs 113 assistants 1000 étudiant-e-s en psycho 1100 étudiants en SED

OverviewPeopleTeachingResearch Mireille BETRANCOURT Daniel PERAYA Daniel K. SCHNEIDER Nicolas SZILAS (à partir de Mars 2006) Staff PhD. Students Martin Acosta, Barbara Class, Nathalie Deschryver, Laurence Gagnière, Luis Gonzalez, Stéphane Lattion, François Lombard, Cyril Rebetez, Vivian P. Synteta. Collaborators and assistants CLAUDE Jessica, DEPOVER Christian, DIEGO Veronica, FRETE Catherine, LATTION Stéphane, MICHEL Natasha, OLLAGNIER Magali, ORTELLI Roberto, RICHLE Urs. François LOMBARD Laurent DUBOIS IS : Stéphane MORAND Secr : Véronique MOREAU

Research Bachelor studies (Psycho and Education) Computer-based learning environments Mediated communication and learning Human-Computer Interaction OverviewPeopleTeaching Integrating technologies in the classroom

Research MALTT: MAster in Learning and Teaching Technologies OverviewPeopleTeaching Blended education Technologies integrated in the learning process Information and Communication Systems Design of computer supported learning environment Mediated communication and education Cognitive engineering of complex information systems Methodology in ICTE

ResearchOverviewPeopleTeaching Mediated Communication and distance education Cognitive and metacognitive tools for learning Innovative Information and Communication Systems Main research topics Variety of research methods Laboratory experiments Field studies Action research

Social componant ResearchOverviewPeopleTeaching Semiotic componant Cognitive componant Mediated Communication and distance education How to design effective mediated / distance education situations? How does mediated / distance education affect learning and teaching?

Icon recognition (Dessus et Peraya, 2005) (1/4) ResearchOverviewPeopleTeaching éIdentification smantique Appareil photo é Traduction smantique globaleetdirecte Simplification par filtrage Identification de surface Traductionanalytique des traits de limage Traits de surface : nombre dobjets, surfaces vides, pleines… Comparaison avec des descriptions humaines Appareil photo Comparaison avec les fonctionnalités du logiciel Fonctionnalité la plus proche : capture décran

Icon recognition (2/4) ResearchOverviewPeopleTeaching TT TTTTT cercle_jaune T TTT TTTTTT T TTTTT LLLLL L LL soleil LLL LL TT TTTT TTT TT TTTTT TT TTTT L LLL LLL LLLL LLLLL Traduction de limage Légende de limage Légende : cours deau et soleil cercle_jaune proche de soleil LSA Can human recognition of icon be simulated by computers ?

Icon recognition (3/4) ResearchOverviewPeopleTeaching LSAHumains MondeMonde + Aide NovicesExperts Icône13 %9 %77 %83 % Icone+info- bulle 30 %65 %81 %91 % < < < <

Icon recognition (4/4) ResearchOverviewPeopleTeaching Chez les humains, le type dicones non identifiées varie selon le niveau de connaissances –les novices identifient moins les icones simili –sans info-bulle, les experts identifient moins les icones figuratives Pour LSA, le profil des icones non identifiées est proche de celui des experts –les icones les moins identifiées sont des icones figuratives et linfo-bulle a un effet positif important

ResearchOverviewPeopleTeaching How do we process information from multimedia, hypermedia, collaborative and augmented environements? How to design more effective computer supported learning environment ? Cognitive and metacognive tools for learning

ResearchOverviewPeopleTeaching Cognitive and metacognive tools for learning Input Perception Sélection Organisation Traitement Réponse Mémoire Output attention régulation métacognitive émotion charge mentale

ResearchOverviewPeopleTeaching CLEAP Project (in collaboration with Pierre Dillenbourg at EPFL)

ResearchOverviewPeopleTeaching CLEAP Project (2/5) Does animation facilitate understanding of dynamic phenomena? Is animation more effective in collaborative or individual learning situation? Does the presence of snapshots of critical steps help memorization and comprehension?

ResearchOverviewPeopleTeaching CLEAP Project (3/5)

ResearchOverviewPeopleTeaching CLEAP Project : comprehension scores (4/5) Format: p<.05 Collaboration: NS Interaction collaboration * format: p<.01

ResearchOverviewPeopleTeaching CLEAP Project: comprehension score (5/5) Snapshots: NS Collaboration: NS Interaction collaboration * snapshots: p<.01

ResearchOverviewPeopleTeaching Design of « intelligent learning » environments Learning and practice community portals Ex : TECFASEED project (Daniel Schneider) Innovative Information and Communication systems

ResearchOverviewPeopleTeaching Thank you for your kind attention.