International audience

International audience

International audience

International audience

Orchestrating digital devices in classrooms is challenging. We conducted an observational study to understand how teachers manage multi-device classrooms involving tablets, computers, and video-projectors. Two categories of device management tasks stand out: content sharing and remote control. Based on our observations, we identify 17 multi-device management tasks that are important to teachers in this specific device configuration. We conducted a second study to investigate how teachers could perform these tasks with the help of a smartwatch. For remote control tasks, participants preferred smartwatches to interact from a distance, whereas for content-sharing tasks, they preferred to interact directly with the devices displaying the content. We outline design opportunities for multi-device management controls in learning environments, and challenges for HCI research on classroom orchestration.

International audience

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.

The objective of this paper is to highlight the existing theoretical approaches which study the issue of technology adoption, and to establish a triangulated model to explore Virtual Learning Environments ‘adoption in primary schools. We studied the process of adoption through the lens of two related processes: the technological acceptance and appropriation.

This article presents a study on the conditions of use of a VLE (Virtual Learning Environment) by primary school teachers. To this end, we used research related to activity theory and implemented 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.

In a context of progressive loss of intellectual and interactional capacities for the elderly, the goal of this article is to examine to what extent a new technological environment can improve their quality of life. In this study, we examine the very elderly (mean age 87) who have experienced a loss in functional capacities and are dependent on managed care such as residential home care units. Using qualitative methods amongst a group of 17 residents (semi-structured interviews and longitudinal observations), we examine whether new social practices form and whether subjects feel more socially recognised. Our study shows that information and communications technologies may, to some extent, play an instrumental role in interconnectedness and social stimulation, and can also be seen as a ‘boundary object’ that communicates between the residents’ world (who are rather isolated) and their families’ world (including grandchildren).

In this paper, we propose an architecture of Project-Based Learning Management System (PBLMS). These systems offer learners indicators to support self-regulation in PBL. Indeed, when students are engaged in learning processes with LMS, they are supposed to be autonomous to find information or to organize their activities. Indeed, most of time, few tools are proposed to help them. Our research focuses on the tools which support meta-cognition process to teach learners how to regulate their learning activities during projects. In this paper, we propose a PBLMS architecture that combines together activity traces (which are recorded automatically by the system) and reporting traces (which are reported by learners themselves). This architecture allows learners to build indicators. They can specify the data to take into account and the visualization modes. We present the details of the reporting tool, used to collect reporting traces, which can enhance learners' reflective processes on their own way to learn.