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Christine Michel

Publications and source records attributed to Christine Michel.

At least 19 recordsLinked to original sources
arXiv2026

Observing Teachers' Instrumental Pedagogical Orchestration in Synchronous Online Learning: A Multimodal Grid Based on Videoconferencing Traces

Synchronous online teaching environments pose specific challenges for the analysis of pedagogical activity as teaching takes place via videoconferencing platforms and interactions are multimodal. While pedagogical orchestration has been extensively studied in the context of face-to-face courses and at the level of instructional design, the analysis of teaching in videoconferencing environments remains under-explored and insufficiently instrumented in terms of methodology. This article proposes a multimodal observation grid designed to analyze the instrumentalised pedagogical orchestration of teachers during synchronous online classes. Based on theories of pedagogical orchestration, multimodality and professional gestures of teachers, this grid identifies a set of observable indicators related to communicational gestures, posture, gaze and the management of digital tools. These indicators are structured and ranked in order of priority according to their observability and analytical relevance. They are operationalised to consider the constraints associated with data that can be analysed in videoconference class contexts. The proposed grid aims to provide a reproducible methodological framework for the analysis of instrumental pedagogical orchestration, with a view to future empirical validation.

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arXiv2024

Towards the design of model-based means and methods to characterize and diagnose teachers' digital maturity

This article examines how models of teacher digital maturity can be combined to produce a unified version that can be used to design diagnostic tools and methods. 11 models applicable to the field of compulsory education were identified through a literature review. The models and how their constituent dimensions contribute to the determination of maturity levels were analyzed. The summary highlights the diversity of the dimensions used and the fact that digital maturity is only partially taken into account. What's more, most of these models focus on the most recent maturity levels associated with innovative or pioneering teachers. The models tend to exclude teachers who are not digital users or who have a low level of digital use, but who are present in the French context. In the final part of the article, a proposal for a unified model of teachers' digital maturity, MUME, which addresses these two issues, is described, together with the preliminary results of a study aimed at designing a diagnostic method.

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arXiv2019

Assessing the Adoption of Virtual Learning Environments in Primary Schools: An Activity Oriented Study of Teacher's Acceptance

This article studies the conditions of use of a VLE (Virtual Learning Environment) by primary school teachers. It first presents a triangulated model to explore Virtual Learning Environments' adoption in primary schools. The theoretical models cover three approaches: the social acceptance, the practical acceptance and the situated acceptance. The situated acceptance of teachers is studied according to the model by using activity theory and qualitative methods (individual and collective interviews). Our study describes how teachers (8 participants) perceived the role of the VLE in the evolution of their working practices (maintaining, transforming or restricting existent practices), in their relationship with parents and in the follow-up of their students.

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arXiv2018

L'acceptation et l'appropriation des ENT (Espaces Num{é}riques de Travail) par les enseignants du primaire

This article presents an evaluation of the conditions of use of a VWE (Virtual Work Environment) by primary school teachers. To this end, we conducted two studies and used activity theory as theoretical framework. Our first study aims to assess real practices carried out with the VWE and analyzed publications' content in order to understand how users appropriate the tool. The second study describes how teachers perceive the role of the VWE in the evolution of their working prac-tices (maintaining, transforming and restricting the existent practices). These stud-ies indicate that technological appropriation is achieved through instructional and communicational uses. The acceptance of this VWE is due to its ease of use and interface adequacy to teachers and young children.

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arXiv2017

How to promote informal learning in the workplace? The need for incremental design methods

Informal Learning in the Workplace (ILW) is ensured by the everyday work activities in which workers are engaged. It accounts for over 75 per cent of learning in the workplace. Enterprise Social Media (ESM) are increasingly used as informal learning environments. According to the results of an implementation we have conducted in real context, we show that ESM are appropriate to promote ILW. Nevertheless, social aspects must be reconsidered to address users' needs regarding content and access, quality information indicators, moderation and control.

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arXiv2017

Adaptation des r{é}seaux sociaux d'entreprise pour favoriser l'apprentissage informel sur le lieu de travail

The informal learning in the workplace is realized during daily collaborators' activities and represent more than 75 % of the learning occurring in a company. Enterprise social networks are currently massively used to promote this type of learning. From a pilot study, we show that they are actually adapted concerning the social aspects, but that the design must be rethought to consider user contextual needs linked to the content and access to informational corpus, the information quality indicators and the forms of moderation and control.

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arXiv2016

What if we considered awareness for sustainable Kwowledge Management ? Towards a model for self regulated knowledge management systems based on acceptance models of technologies and awareness

We propose, in this paper, a model of continuous use of corporate collaborative KMS. Companies do not always have the guaranty that their KMS will be continuously used. This statement can constitute an important obstacle for knowledge management processes. Our work is based on the analysis of classical models for initial and continuous use of technologies. We also analyse the regulation concept and explain how it is valuable to support a continuous use of KMS. We observed that awareness may be a regulation means that allows taking this problem into account. Awareness is a concept, which has been profusely used to improve user experience in collaborative environments. It is an important element for regulation of activity. In our model, we assume that one can integrate awareness in information systems to positively influence beliefs about them. The final objective of our work is to refine some concepts to fit the particularities of collaborative KMS and to propose an awareness regulation process using the traces of the users' interactions with the systems.

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arXiv2016

Re-designing knowledge management systems : Towards user-centred design methods integrating information architecture

The work presented in this paper focuses on the improvement of corporate knowledge management systems. For the implementation of such systems, companies deploy can important means for small gains. Indeed, management services often notice very limited use compared to what they actually expect. We present a five-step redesigning approach which takes into account different factors to increase the use of these systems. We use as an example the knowledge sharing platform implemented for the employees of Soci{é}t{é} du Canal de Provence (SCP). This system was taken into production but very occasionally used. We describe the reasons for this limited use and we propose a design methodology adapted to the context. Promoting the effective use of the system, our approach has been experimented and evaluated with a panel of users working at SCP.

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arXiv2011

KM and WEB 2.0 methods for project-based learning. MESHAT : a monitoring and experience sharing tool

Our work aims at studying tools offered to learners and tutors involved in face-to-face or blended project-based learning activities. To understand better the needs and expectations of each actor, we are especially interested in the specific case of project management training. The results of a course observation show that the lack of monitoring and expertise transfer tools involves important dysfunctions in the course organisation and therefore dissatisfaction for tutors and students (in particular about the acquisition of knowledge and expertise). So as to solve this problem, we propose a personalised platform (according to the actor: project group, student or tutor), which gives information to monitor activities and supports the acquisition and transfer of expertise. This platform is based on Knowledge Management (KM) and Web 2.0 concepts to support the dynamic building of knowledge. KM is used to define the learning process (based on the experiential learning theory) and the way the individual knowledge building is monitored (based on metacognitive concepts). Web 2.0 is used to define the way the experience is shared. We make the hypothesis that this approach improves the acquisition of complex skills (e.g. management, communication and collaboration), which requires a behavioural evolution. We aim at making the students become able 'to learn to learn' and evolve according to contexts. We facilitate their ability to have a critical analysis of their actions according to the situations they encounter.

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arXiv2010

Combiner suivi de l'activite? et partage d'expériences en apprentissage par projet pour les acteurs tuteurs et apprenants

Our work aims to study tools offered to students and tutors involved in face-to-face or blended project- based learning activities. Project-based learning is often applied in the case of complex learning (i.e. which aims at making learners acquire various linked skills or develop their behaviours). In comparison to traditional learning, this type of learning relies on co-development, collective responsibility and co-operation. Learners are the principal actors of their learning. These trainings rest on rich and complex organizations, particularly for tutors, and it is difficult to apply innovative educational strategies. Our aim, in a bottom-up approach, is (1) to observe, according to Knowledge Management methods, a course characterized by these three criteria. The observed course concerns project management learning. Its observation allows us (2) to highlight and to analyze the problems encountered by the actors (students, tutors, designers) and (3) to propose tools to solve or improve them. We particularly study the relevance and the limits of the existing monitoring and experience sharing tools. We finally propose a result in the form of the tool MEShaT (Monitoring and Experience Sharing Tool) and end on the perspectives offered by these researches.

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arXiv2009

Knowledge Management Concepts For Training By Project An observation of the case of project management education

Project management education programmes are often proposed in higher education to give students competences in project planning (Gantt's chart), project organizing, human and technical resource management, quality control and also social competences (collaboration, communication), emotional ones (empathy, consideration of the other, humour, ethics), and organizational ones (leadership, political vision, and so on). This training is often given according a training-by-project type of learning with case studies. This article presents one course characterized by a pedagogical organization based upon Knowledge Management (KM) concepts: knowledge transfer and construction throughout a learning circle and social interactions. The course is supported by a rich and complex tutor organization. We have observed this course by using another KM method inspired from KADS with various return of experience formalized into cards and charts. Our intention is, according to the model of Argyris and Schön (Smith, 2001), to gain feedback information about local and global processes and about actors' experience in order to improve the course. This paper describes precisely the course (pedagogical method and tutor activity) and the KM observation method permitting to identify problem to solve. In our case, we observe problem of pedacogical coordination and skills acquisition. We propose to design a metacognitive tool for tutors and students, usable for improving knowledge construction and learning process organisation

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arXiv2009

Meshat: Monitoring and Experience Sharing Tool for Project-Based Learning

Our work aims at studying tools offered to learners and tutors involved in face-to-face or blended project-based learning activities. To understand better the needs and expectations of each actor, we are especially interested in the specific case of project management training. The results of a course observation show that the lack of monitoring and expertise transfer tools involves important dysfunctions in the course organisation and therefore dissatisfaction for tutors and students (in particular about the acquisition of knowledge and expertise). So as to solve this problem, we propose a personalised platform (according to the actor: project group, student or tutor) which gives information to monitor activities and supports the acquisition and transfer of expertise. This platform is meant for the complex educational context of project-based learning. Indeed, as for the majority of project-based learning activities, the articulation conceptualisation-experiment is an important part of the process. The originality of our approach relies on also supporting the articulation between action (experiment or conceptualisation) and reflection. This approach so improves the acquisition of complex skills (e.g. management, communication and collaboration), which requires a behavioural evolution. We aim at making the students become able ?to learn to learn' and evolve according to contexts. We facilitate their ability to have a critical analysis of their actions according to the situations they encounter.

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arXiv2009

Démarche d'évaluation de l'usage et des répercussions psychosociales d'un environnement STIC sur une population de personnes âgées en résidence médicalisée

The MNESIS Project aims to see whether the use of computerized environment by elderly people in medicalized residences stimulates their cognitive capacities and contributes to a better integration, recognition or acceptance within their social environment (friends, family, medical staff). In this paper we present the protocol of evaluation that is defined to check this assumption. This protocol is between users' centred traditional protocols (built on investigations and indirect observation) and studies of Web Usage Mining (where knowledge databases about the uses are built from traces of use). It allows collecting direct and indirect information on a large scale and over long periods.

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arXiv2009

Dispositif de supervision pour les tuteurs impliqués dans un apprentissage à la gestion de projets

This article presents results of the observation of a project management teaching-by-project course. It describe return of experience not only of student but also of tutors one years after the course. Many problems are identified like individual student evaluation, tutor distance, lake of coordination, lake of communication. We ask tutor about the pertinence of an instrumental solution, based upon dashboard, to solve problems of coordination and evaluation identified. We made the hypothese that a cognitive tool will improve too the knowledge construction and the learning process.

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arXiv2009

Activités collectives et instrumentation. Étude de pratiques dans l'enseignement supérieur

This article presents the results of a study which concerns Instrumented Collective Learning Situations (ICLS) used in higher education and according to different actors's point of view (instructional designer and tutor). Considered actors have been involved in ICLS conception or in their use with students. We determine several forms of ICLS (in terms of scenario, tools, kind of activity) and what educational approaches are adopted by educational actors in their practices. We detail the results of our study, mainly by highlighting the "home-made" approach of the actors, that is based on an opportunist and pragmatic use of available tools in order to fit into the educational contexts.

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arXiv2009

Poset representation and similarity comparisons os systems in IR

In this paper we are using the poset representation to describe the complex answers given by IR systems after a clustering and ranking processes. The answers considered may be given by cartographical representations or by thematic sub-lists of documents. The poset representation, with the graph theory and the relational representation opens many perspectives in the definition of new similarity measures capable of taking into account both the clustering and ranking processes. We present a general method for constructing new similarity measures and give several examples. These measures can be used for semi-ordered partitions; moreover, in the comparison of two sets of answers, the corresponding similarity indicator is an increasing function of the ranks of presentation of common answers.

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arXiv2009

Fracture numérique chez les seniors du 4eme age. Observation d'une acculturation technique

Very old people accumulate the "handicaps": social, physical, psychological or cognitive. Various research thus developed to determine there waiting and needs and also to see the benefit possibly produced by technologies (called ?gerontechnology?) on their living conditions. The object of this article is to present the numerical service offer to very old perople and to see how it takes part in a social justice according to the definition of Rawls (principle of equal freedom, principle of equal opportunity in the access). The adoption, the use and the benefit of technology are analyzed in a theoretical way through a state of the art and in an experimental way through a qualitative and quantitative investigation carried out with a population of very old people. We propose to identify dynamic technological acceptance of old people according to the TAM'S (Technology Acceptance Model) of Davis adapted by (Hamner and Qazi, 2008).

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