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  • SFERE- Dafip projects, Wave 4: "research, training, field" projects

    Presentation of projects

    Four successive waves of calls for "research, training, field" projects on the territory of priority education have been launched since 2018 by the Délégation Académique à la Formation et à l'Innovation Pédagogique (DAFIP) of the Académie d'Aix-Marseille and SFERE-Provence, which now support 33 network projects, designed on the basis of the expression of needs in the field (schools and colleges in VER and VER+).

    Researchers and teacher-researchers provide a support response based on a field theme and generate training resources that can be reused at the academic level. The restitution days (a first one took place on 21 March 2019) testify to the impact of collaborations between teachers and researchers. This approach is unprecedented on a national scale.

    Budget

    104 000 €

    Calendar

    From 01/09/2020 to 30/06/2022

    Project details

    Schools - REP-REP+ Networks
    Project Title
    Project sponsor Laboratories involved
    EEPU J. Moulin Marignane College J. Prévert St Victoret Follow-up of the experimentation of a pedagogical reinforcement system as a substitute for the permanent co-intervention in CE1. Espinassy Laurence ADEF LPL
    College C. Claudel Vitrolles La Nerthe REP Network Neuroscience and learning to master the written word. Velay Jean-Luc LNC UMR 7291 CNRS
    Collège F. Raspail - Carpentras - Ventoux REP Network Axis 2 of the priority education frame of reference "reinforcing a benevolent school", follow-up of pupils, early fight against dropping out of school. Theoretical support and analysis of the approach Earthman Pascal ADEF
    E. Quinet College + 7 schools - Old Port Network/ Quinet Network How to make "aided study" a factor in improving student achievement? Felix Marie-Christine ADEF BLADES
    Collège P. Gauthier Cavaillon- Réseau REP+ P. Gauthier Impact and effectiveness of an innvanrt learning device in the eighth grade: the use of digital in the context of an inverted/hybrid class/digital classroom and provision of aVPI Martin Perrine ADEF/EQUIPE DIAS BLADES PSYCLE TELEMME
    Lycée des Métiers du Nautisme et de la Sécurité l'Estaque - Madrague Network
    Motivation against dropping out of school Sembel Nicolas ADEF
    LP des Métiers J. Moulin - Port de Bouc - Côte Bleue Network Learning by reasoning in mechanics, French, mathematics, etc. Sembel Nicolas ADEF
  • AMPIRIC Project "Pilot Poles for Teacher Training and Educational Research".

    Presentation of the project

    AMPIRIC (Aix-Marseille - Pôle d'Innovation, de Recherche, d'Enseignement pour l'Education) is led by Aix-Marseille University (AMU) in partnership with the Aix-Marseille Academy, Avignon University (AU) and the University of Nice Sophia Antipolis (UNS). Local authorities, associations and companies are associated and the National Association for Research and Technology (ANRT) is involved in an exclusive partnership to network the cluster with EdTech companies.

    Objectives

    AMPIRIC aims to improve the performance of pupils, particularly those with difficulties, in their learning of fundamental knowledge throughout their school career by developing, experimenting and disseminating innovative teaching approaches based on digital technologies. The project aims to strengthen networking between the field, training and research. All of the cluster's actions are designed with this in mind, based in particular on communities of practice between teaching teams in schools, research teams in laboratories and production teams in companies.

    Budget

    Global budget: €62,457,296, of which PIA funding: €9,976,675, €90

    Calendar

    Duration of the project: 10 years

    Project initiator

    Aix-Marseille University

    Partners

    • Local authorities: Departmental Council 04, Departmental Council 13, Departmental Council 84, Aix-Marseille-Provence Métropole, City of Marseille, City of Digne, City of Avignon, City of Aix-en-Provence,
    • Socio-economic environment: SATT Sud-Est, Protisvalor, Cité de l'Innovation et des Savoirs d'Aix-Marseille,ANDEV,
    • Companies: Interfora, Manzalab, Mathworks, My Serious Game, SBT Human Matters, CrocosGoDigital,Come-in-vr, ERM, Maplesoft and Texas Instruments, E-Artsup,
    • Associations: RAIFFET, CAPE and Observatoire des Quartiers Sud de Marseille.
  • A*MIDEX Project "International 2018" Digit-CrEAAT "Digital Creativity in Educational and Artistic Activity Training".

    Presentation of the project

    The international summer school Digital Creativity in Educational and Artistic Activity Training (Digit-CrEAAT), supported by the ADEF (Apprentissage-didactic-evaluation-training) laboratory and financed by A*MIDEX, is organised by the GCAF programme (creative gesture and formative activity). It is entirely planned in English, with the participation of international researchers and artists: conferences, workshops and artistic performances. It is addressed to all Master and Doctoral students (at national and international level), from all academic disciplines.

    Objectives

    The objective is to question the impact of digital tools on creation and training in and through the arts (visual arts, music, dance, design, theatre, cinema, etc.). Researchers in the fields of science, social humanities and arts, and professionals will shed light on the state of current work.

    Budget

    58 468 €, Financed by A*MIDEX

    Calendar

    • Start:June 2021
    • End: July 2021

    Note: the Digit-CrEAAT project, initially scheduled to run from 22 June to 3 July 2020, has been postponed until the summer of 2021, after official agreement from A*MIDEX.

    Inspé project team

    • Pascal Terrien : project manager
    • Eric Tortochot: co-responsible for the project
    • Nathalie Rezzi
    • Alexandra Arnaud-Bestieu

    Partners (being finalized)

    • Structure Fédérative d'Etudes et de Recherches en Education (FED 4238), Marseille, France
    • Laboratory Apprenticeship Didactic Evaluation Training (EA4671)

     

     

  • SFERE- Dafip projects, Wave 3: "research, training, field" projects

    Presentation of projects

    Three successive waves of calls for "research, training, field" projects on the territory of priority education have been launched since 2018 by the Délégation Académique à la Formation et à l'Innovation Pédagogique (DAFIP) of the Académie d'Aix-Marseille and SFERE-Provence, which now support 26 network projects, designed on the basis of the expression of needs in the field (schools and colleges in VER and VER+).

    Researchers and teacher-researchers provide a support response based on a field theme and generate training resources that can be reused at the academic level. The restitution days (a first one took place on 21 March 2019) testify to the impact of collaborations between teachers and researchers. This approach is unprecedented on a national scale.

    Budget

    108 000 €

    Calendar

    From 01/09/2019 to 30/06/2021

    Project details

    Schools - REP-REP+ Networks Title of the project Researchers in charge of projects Laboratories involved
    Antoine de Ruffi primary school/network Vieux Port Marseille "Mathematics learning in Cycle 3..." Teresa Assude ADEF
    Ecole maternelle Saint-André/ADEF/Davin et al. "Education for plurilingualism and interculturality in a multilingual and multicultural context". Fatima Davin ADEF
    Collège Henri Barnier/cooperative education Co-operative Education Project Extension Maria Impedovo ADEF LSIS
    Kindergarten and Elementary School Almond trees/Raspail network "Problem Solving in Mathematics" Cécile Redondo ADEF
    Elementary school François Jouve/network Daudet Carpentras "culture at the service of learning"... Mercedes Baugnies (Earth Pascal) ADEF GCAF LPL LEST
    Collège Anatole France/network Vieux Port Marseille "Exploitation of Robotics in Science and Technology Apprenticeships". Marjolaine Kitteney ADEF LSIS
    Lycée professionnel Louis Blériot/réseau Marignane "The Capture Experiment" Eric Tortochot ADEF LEST LPL
    College Ampère/network Camargue Avignon "Exploiting Virtual Reality (VR) in learning the concept of energy..." Jean-Francis Ranucci ADEF ISM SRC
    Elementary schools Marseille 15/network Marseille 15 "Use of Benchmark Assessments CP-CE1". Odile Thuilier ADEF
    Cabucelle Elementary School, Saint Louis Consolat, La Calade, Madrague/réseau Arthur Rimbaud "Fighting against dropping out of school" Martine Gadille ADEF GCAF LPL LEST
    Establishment: Edgar Quinet College Marseille (wave1 moved to wave2) Homework done: Relationship between personal work, work done in class, individual coaching and co-education. Marie-Christine Felix ADEF
  • ANR Project: Educational game on chance and evolution for students in science" (EGRESS).

    Presentation of the project

    The EGRESS (Educational Game about Randomness & Evolution for Students in Science) project is concerned with teaching and learning the concepts of randomness and evolution of life for students aged 12-15. The originality of the project is based on the plural concept of randomness, a concept that is essential for explaining the mechanisms of the evolution of living things, but also a concept inherent in all gaming activities.

    The hypothesis is that an entry through the plural concept of chance through gambling makes it possible to go beyond finalist and transformist conceptions of the evolution of the living. In this perspective, a tangible, extended by augmented reality, allows complex concepts, such as those of chance and evolution, to be modelled in an activity that is motivating and provides favourable feedback.

    Objectives

    The objectives of this project are to design and develop tools for understanding the theory of evolution, which is at the heart of biology teaching and which is sometimes difficult to learn. Participating in the integration of the game in the acquisition of knowledge, it allows to measure the impact of this type of tools in the teaching and the process of acquisition of school skills.

    Budget

    249 923€ : ANR Young Researcher, Young Researchers (YCJC)

    Calendar

    • Start date: 2019
    • Ends: 2022

    Project Team

    • Alice DELSERIEYS: project manager
    • Hélène ARMAND
    • Pascale BRANDT-POMARES
    • Jérémy CASTERA
    • Claire COIFFARD,
    • Julie GOBERT
    • Corinne JEGOU
    • Eric TORTOCHOT

    Partner

    Aix-Marseille University

  • Project ANR RENOIR IUT : Digital Resources : Offer, Intermeditions and Networks in IUT

    Presentation of the project

    Faced with the lack of research on the practices of higher education teachers with regard to the use of digital resources, the RENOIR-IUT project aims to overcome this uncertainty and to go beyond the spontaneous explanation of the lack of visibility of resources. In fact, the UITs constitute a privileged field for observing the transformations taking place in higher education and developing methods for studying them.

    Objectives

    The objective of the RENOIR-IUT project is to explore and understand the practices of teachers within a school, a field of study governed by a national pedagogical programme (PPN), a teaching team, a disciplinary field, in relation to the professional world and institutional or associative groups. Teachers develop their own teaching resources based on an offer, which presents multiple forms of mediation. They constitute their own system of resources, the organization of which may compete with the organization of the offer and the different platforms to which they have access. It is this system that the RENOIR-IUT project proposes to study by highlighting the interrelationships, the interplay of actors and the factors that influence these practices.

    Budget

    95 428.80 €

    Calendar

    Start date: 01/10/2018
    Ends : 28/02/2022

    Partners

    • Aix-Marseille University, ADEF
    • University of Paris Descartes, Paris 5, EDA
    • University of Paris Nord, Paris 13, LABSIC
    • University of Clermont Auvergne, ACTé
  • ANR ANIPPO Project: Study of the appropriation of the ANIPPO environment in the development of cognitive and metacognitive strategies for the resolution of open problems in primary school.

    Presentation of the project

    This research focuses on the development, through a cooperative approach, of cognitive and metacognitive capacities for open problem solving in interactive, immersive virtual worlds. The study focuses on the appropriation of the 3D environment by students in a-didactic situations of open problem solving as well as on the evaluation of the relevance of the 3D virtual environment in the development of cognitive and metacognitive abilities.

    This research, which is part of the general problem of understanding the use of digital technologies in education, is based on conceptual approaches at the crossroads of educational sciences, interpretative semiotics and cognitive sciences.

    Objectives

    The aim of this research is to explore how the mechanisms of understanding and knowledge construction are modulated by the "semio-technical properties" articulated within a second life type environment, such as that of the ANIPPO project.

    Budget

    25 630,29 €

    Calendar

    Start date: 21/01/2018

    Ends : 30/01/2021

    Project team

    Project initiator: Caroline Ladage

    Partners

    • University of Strasbourg, Inspé
    • Aix-Marseille University
    • University of Paris Nanterre
    • Strasbourg INSA
    • Lorraine University
  • e-FRAN project (Training, research and digital animation spaces) : LEMON (Lecture Mathématique Outil Numérique)

    "Digital as a pedagogical tool for learning reading and mathematics: from the laboratory to the classroom".

    Presentation of the project

    Reading and mathematics are the backbone of all learning, especially in primary school. Today, digital technology offers new avenues for helping children with difficulties to learn reading and mathematics. This project focuses on the usefulness of digital technology as an innovative pedagogical tool and a first-line therapeutic aid within the school.

    It consists of training and supporting teachers to use digital tablet trainings that have been specially designed by internationally renowned scientists in the field of learning reading and mathematics.

    This project therefore proposes a longitudinal and interventional experiment on the use of digital technology in primary schools. The experiment will take place in 20 classes throughout the first grade (10 in maths and 10 in reading) in which teachers will be trained and committed to using the software on a daily basis in addition to their usual pedagogical activities.

    Objectives

    • To test on a large scale the effectiveness of digital technology as a pedagogical tool to support the learning of reading and mathematics in primary school, based on 3 games developed by scientific teams: GraphoGame, NumberRace and NumberCatcher.
    • Propose "first-line" digital solutions within the school that focus on individualized and adapted training in order to reduce learning difficulties, disparity between students, dropping out and academic failure.

    Budget

    Total budget: 763 020 € (PIA)

    Calendar

    Start: 01/09/2016

    Ends : 31/08/2020

    Project Team

    Carrier: Mr. Johannes Ziegler, Laboratory of Cognitive Psychology (LPC)

    Partners

    • Cognitive Psychology Research Laboratories (CPL)
    • Learning, Didactic, Evaluation, Training Laboratory (ADEF)
    • Marseille Fundamental Informatics Laboratory (LIF)
    • AMU,
    • Inserted AMU,
    • Canopy
    • The Rectorate
  • e-FRAN project (Spaces for training, research and digital animation): ARABESC (Arabic Writing Pen and Keyboard)

    "Learning Arabic: Writing with a pen or keyboard?"

    Presentation of the project

    With the introduction of digital tools in schools, the teaching and learning of key skills such as writing is likely to change considerably.

    This research project is designed to study the effects on school performance, on the one hand, and the cognitive and cerebral consequences of a change in learning to write at school, on the other hand. It will involve comparing, over two years, a group of students learning to write directly on the keyboard, a group learning to write by hand on a tablet and a group learning traditional handwriting on paper.

    The protocol will consist of teaching the Arabic language to three groups of 40 students for two years (6th and 5th grades) during which reading and writing tests will be conducted twice a year.

    Objectives

    • Compare different practices for learning to write a foreign language: directly on the keyboard, handwritten on a tablet and handwritten on paper. This is a longitudinal study (4 years) on the writing of Arabic.
    • An inventory and analysis of all the work carried out in this field, as well as all the existing digital tools and applications for learning and re-educating writing, will be used to make recommendations on how to learn to write at school with and without digital tools.

    Budget

    Total budget: €362 232 (PIA)

    Calendar

    Start: 01/09/2016

    Ends : 31/08/2020

    Project Team

    Carrier: Mr. Jean-Luc Velay, Cognitive Neuroscience Laboratory (LNC)

    Partners

    • Partner laboratory: Learning, Didactics, Evaluation, Training (ADEF),
    • Psycle
    • LNC
    • Aix-Marseille University
    • 5 schools
    • Company: BIC Espé* of Marseille