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

TECFAResearch and Teaching unit in

Educational and Learning technologies

Overview People Teaching Research

October 2005

PSYCHOLOGY EDUCATION

COMMUNICATIONCOMPUTERSCIENCE

TECFA


FSPE : 42 professeurs49 enseignants-chercheurs113 assistants

1000 étudiant-e-s en psycho1100 étudiants en SED


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 assistantsCLAUDE Jessica, DEPOVER Christian, DIEGO Veronica, FRETE Catherine, LATTION Stéphane, MICHEL Natasha, OLLAGNIER Magali, ORTELLI Roberto, RICHLE Urs.

François LOMBARDLaurent DUBOIS

IS : Stéphane MORANDSecr : Véronique MOREAU

Research

Bachelor studies (Psycho and Education)

Computer-based learning environments

Mediated communication and learning

Human-Computer Interaction

Overview People Teaching

Integrating technologies in the classroom

Research

MALTT: MAster in Learning and Teaching Technologies

Overview People Teaching

Blended education

Technologies integrated in the learning process

Information and Communication SystemsDesign of computer supported learning environmentMediated communication and educationCognitive engineering of complex information systemsMethodology in ICTE

ResearchOverview People Teaching

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

ΠSocial

componant


Semioticcomponant

Cognitivecomponant

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)


éIdentification s mantique

Appareil photo

é

Traduction s mantiqueglobale et directe

Simplification par filtrage

Identification de surface

Traduction analytiquedes traits de l’image

Traits de surface : nombred’objets, surfaces vides, pleines…

Comparaison avecdes descriptionshumaines

Appareil photo

Comparaison avec lesfonctionnalités du

logicielFonctionnalité la plusproche :

capture d’écran

Icon recognition (2/4)


TT TTTTT cercle_jaune T TTT TTTTTT T TTTTTLLLLL L LL soleil LLL LL

TT TTTT TTT TT TTTTT TT TTTTL LLL LLL LLLL LLLLL

TT TTTTT cercle_jaune T TTT TTTTTT T TTTTTLLLLL L LL soleil LLL LL

TT TTTT TTT TT TTTTT TT TTTTL LLL LLL LLLL LLLLL

Traduction de l’imageLégende de l’image

Légende : cours d’eau et soleil

cercle_jaune proche de soleil

LSA

Can human recognition of icon be simulated by computers ?



LSA Humains

Monde Monde + Aide

Novices Experts

Icône 13 % 9 % 77 % 83 %

Icone+info-bulle

30 % 65 % 81 % 91 %<

< < <



• Chez les humains, le type d’icones 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

l’info-bulle a un effet positif important


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


Cognitive and metacognive tools for learning

Input

PerceptionSélection

OrganisationTraitement Réponse

Mémoire

Outputattentionrégulation métacognitiveémotion

charge mentale


CLEAP Project (in collaboration with Pierre Dillenbourg at EPFL)


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?


CLEAP Project (3/5)


CLEAP Project : comprehension scores (4/5)

Format: p<.05Collaboration: NS

Interaction collaboration * format: p<.01

0102030405060708090

Single Pairs

Percent correct

static snapshots

animation


CLEAP Project: comprehension score (5/5)

0

0.1

0.2

0.3

0.4

0.5

0.6

Single Pairs

Without snapshots

With snapshots

Snapshots: NSCollaboration: NS

Interaction collaboration * snapshots: p<.01


Design of « intelligent learning » environments

Learning and practice community portals

Ex : TECFASEED project (Daniel Schneider)

Innovative Information and Communication systems


Thank you for your kind attention.

http://tecfa.unige.ch

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

Documents

icte page

classroom page

distance education cognitive

tecfa research

vronique moreau page

capture dcran page

learning process information

research maltt