Implications d'un modèle de coopération pour la conception d'outils collaboratifs

International audienceLes choix de conception d'outils collaboratifs sont souvent basés sur des choix technologiques ou arbitraires. Parfois, ces choix peuvent avoir une justification ancrée dans la pédagogie ou les sciences socio-cognitives ; nous postulons que de telles justifications sont préférables. Dans cet article, nous expliquons comment un modèle socio-cognitif de la coopération nous a guidé dans nos choix de conception pour un éditeur de texte partagé. Nous décrivons nos hypothèses quant aux liens entre les alternatives de conception et les formes de coopération rendues possibles ainsi que le choix que nous avons fait, en fonction de nos questions de recherche. Nos observations ayant partiellement confirmé ces hypothèses, nous postulons qu'il y a un lien fort entre les modèles socio-cognitifs d'interaction et les propriétés d'outils collaboratifs qui peut être exploité judicieusement, notamment pour la conception de tels outils

Revisión de la literatura sobre interfaces naturales para el aprendizaje en la etapa infantil

Actualmente la tecnología forma parte de la vida cotidiana de las personas permitiendo nuevas experiencias, enriquecidas, expandidas y aumentadas con dispositivos tecnológicos. Asimismo, la interacción de las personas con las máquinas ha ido evolucionando hasta permitir un tipo de interacción más natural a través de elementos del cuerpo humano (gestos con las manos, con los dedos, cuerpo, etc.). Las interfaces naturales, especialmente las tangibles y las gestuales corporales, constituyen una poderosa herramienta para el aprendizaje de los más pequeños. Por ello, en este artículo se presenta una revisión de tecnologías digitales de interacción natural, especialmente las tangibles y gestuales, para niños y niñas pequeños con fines educativos. Se presentan los principales hallazgos en la literatura, así como los retos y desafíos futuros

Re-using Digital Narrative Content in Interactive Games

This paper presents a model, called Scene-Driver, for the reuse of film and television material. We begin by exploring general issues surrounding the ways in which content can be sub-divided into meaningful units for re-use and how criteria might then be applied to the selection and ordering of these units. We also identify and discuss the different means by which a user might interact with the content to create novel and engaging experiences. The Scene-Driver model has been instantiated using content from an animated children’s television series called Tiny Planets, which is aimed at children of 5-7 years old. This type of material, being story-based itself, lends itself particularly well to the application of narrative constraints to scene reordering, to provide coherence to the experience of interacting with the content. We propose an interactive narrative-driven game architecture, in which a user generates novel narratives from existing content by placing “domino” like tiles. These tiles act as “glue” between scenes and each tile-choice dictates certain properties of the next scene to be shown within a game. There are three different game-types, based on three different ways in which tiles can be matched to scenes. We introduce algorithms for generating legal tile-sets for each of these three game-types, which can be extended to include narrative constraints. This ensures that all novel orderings adhere to a minimum narrative plan, which has been identified based on analysis of the Tiny Planets series and on narrative theories. We also suggest ways in which basic narratives can be enhanced by the inclusion of directorial techniques and by the use of more complex plot structures. In our evaluation studies with children in the target age-range, our game compared favourably with other games that the children enjoyed playing

L’activité narrative dans ses dimensions multi instrumentée et créative en situation pédagogique

L’activité narrative forme un registre de l’activité plus important que l’attention que l’on a bien voulu lui donner jusqu’ici. En ergonomie, l’importance du récit commence à faire son chemin dans bon nombre d’études. Notre angle d’étude envisage l’activité narrative d’enfants guidée par des adultes en situation pédagogique, et ce, en mobilisant de façon complémentaire la théorie instrumentale de Rabardel et le cycle de l’activité créatrice de l’imagination de Vygotski. Ces deux cadres théoriques permettent d’éclairer les dimensions multi instrumentée et créative de cette activité. Ces allers-retours entre analyse en situation et concepts nourrissent un modèle de l’activité narrative (NAM) qui comprend quatre phases principales, l’exploration, l’inspiration, la production et le partage. L’activité narrative est pour le sujet une façon de développer ses ressources créatives. Pour y contribuer, les enseignants opèrent à deux niveaux. D’un côté, ils aident les enfants à opérer des genèses instrumentales à un niveau fonctionnel et sémantique. Il y a à ce stade tout à la fois un travail sur l’ouverture des ressources intérieures et sur les variations que le sujet peut entretenir avec son environnement. Plusieurs activités y contribuent, sensorielles, descriptives et manipulatoires. D’un autre côté, à l’aide de multiples médias, les enseignants engagent les enfants à constituer une sorte de « laboratoire intérieur ». Les enfants sont invités à porter attention aux variations des outils du réel qu’ils expérimentent et à écouter les échos qu’ils provoquent en eux. Ces médiations interpersonnelles réflexives consistent à ouvrir la palette des ressources du sujet, à élargir les possibilités de dissociations et d’associations et à générer des matériaux qui seront utiles pour la production narrative.Narrative activity is an activity to which insufficient attention has been paid in the literature so far - although in ergonomics, many studies are beginning to recognize its importance. Our study examines children’s narrative activity guided by adults in a pedagogical situation, mobilizing in a complementary manner concepts from Rabardel’s instrumental theory and Vygotski’s theory of creative imagination. These theoretical frameworks allow us to account for the mediated and creative aspects of narrative activity. Based on analyses of educational situations and on these concepts, a model of narrative activity (NAM) is proposed and illustrated. It includes four main phases: exploration, inspiration, production and sharing. Narrative activity is a way for subjects to develop their creative resources. To contribute to this, teachers operate at two levels. On the one hand, they help children to operate instrumental geneses at functional and semantic levels. Several types of activity (sensory, descriptive and manipulative) contribute to this. On the other hand, teachers use various media to commit children to constituting a kind of “internal laboratory”. Children are invited to think about variations of tools with which they experiment and to listen to the echos which such variations create in them. These reflexive interpersonal mediations consist in opening the subject’s palette of resources, in widening their possibilities for dissociation and association, and in generating materials which will be useful for their narrative production

Penser et concevoir pour le développement du sujet tout au long de la vie : de l’enfant dans sa vie quotidienne à l’adulte en situation de travail

Cet article vise à mettre en évidence les questions et critères incontournables dans une perspective de conception pour le développement en nous appuyant sur des recherches menées du côté de l’ergonomie orientée enfant (Decortis, 2015a). Deux cadres théoriques sont plus particulièrement convoqués, l’approche instrumentale (Rabardel, 1995) et le cycle de l’activité créative de l’imagination (Vygotski, 2010), par le biais du modèle NAM (Decortis, 2013, 2015b), pour étudier la conception d’artefacts technologiques. Puis, nous discutons ces questions en regard des situations plus classiquement étudiées en ergonomie pour mettre en perspective les apports fructueux de l’ergonomie orientée enfant dans le champ des situations de travail et de la formation professionnelle.This paper draws on research results in child-oriented ergonomics to identify the essential questions and criteria involved in design for human development (Decortis, 2015). Two main theoretical frameworks are applied to study technological artefacts : the instrumental approach (Rabardel, 1995) and the activity cycle of creative imagination (Vygotski, 2010) using the NAM model (Decortis, 2015). Questions are discussed in reference to traditionally studied situations in ergonomics, with the object of gaining a perspective on successful contributions of child-oriented ergonomics in situations of work and professional training

An Exploratory Study of Storytelling Using Digital Tabletops

Storytelling is a powerful means of communication that has been employed by humankind from the early stages of development. As technology has advanced, the medium through which people tell stories has evolved from verbal, to writing, performing on stage, and more recently television, movies, and video games. A promising medium for the telling of stories in an in-person, one-on-one or one-to-many setting is a digital table—a large, horizontal multi-touch surface—that can provide quick access to visuals and narrative elements at the touch of one’s hands and fingers. In this work, I present the results of an exploratory study on storytellers’ interaction behaviours while working with digital tables, and its physical counterparts of sand and water. My results highlight some of the differences in these media that can both help and hinder a storyteller’s narrative process. I use these findings to present design implications for the design of applications for storytelling on digital multi-touch surfaces

Opportunities for Second Language Development with the Use of Digital Tools: Analyzing the Experience of a Multi-Age Primary Community from an Activity Theory Perspective

The purpose of this eight-week study was to analyze how a multi-age primary community utilized the technology available to them from an activity theoretical perspective. In addition, it was aimed at exploring how the technology provided opportunities for second language development. The study relied on Cultural Historical Theory (CHAT) and mainstream sociocultural perspectives that originated from Vygotsky’s work, further developed by SCT theorists. This dissertation employed qualitative methodology, including in-depth interviews with members of the multi-age community: the five educators, the lead administrator, and the Educational Computing Consultant (ECS), and observations and field notes. Digital data (which included videos and photos) collected by student-participants, entries from hard-backed paper journals places in each of the five classrooms, and artifacts from the school wiki were included as well. Significantly, formal interviews with student-participants did not occur as they became self-proclaimed student-researchers in the study. These data collection tools were employed to explore the use of digital tools in learning in the MAC and how these tools mediated second language development. The data were analyzed and discussed from a CHAT perspective, examining the components of the Activity System (AS): the rules, the object, the division of labor, the mediating tools, and the outcomes, as well as sociocultural constructs. Findings revealed the use of digital tools in learning was embedded throughout the AS providing propitious opportunities for second language development and, indeed, for learning across the curriculum. The data collected revealed that digital tools were ubiquitous and embedded in all aspects of learning in the MAC activity system. Participants used these tools as individuals use any tool, pens, pencils, books, and dictionaries, in purposeful, intentional activity in the mediation of learning, specifically in second language development. The data also revealed that the four interacting components of the MAC AS prioritized a multivocality in the community that was formed by all the participants within the community in activity. Consistent collaboration and cooperation in this multivocalic system resulted in the formation of a collective ZPD, creating a positive, emotional experience, which fostered a confidence by inclusion in the community, that engendered competence, offered opportunities for second language development, and facilitated creativity. Finally, the data revealed that the convergence of situated, common rules, objects, division of labor, outcomes, and mediating tools that construct the conditions of activity can be significantly altered when the integrity of the system, like the integrity of any intentionally designed structure, is compromised

Mediating effects of active and distributed instruments on narrative activities

This paper discusses the effects of introducing new distributed and active instruments on narrative activities in a school environment. We address the issue of how the Pogo instruments change children's activity when they invent stories. The results enable us to compare the way the activity is carried out, both in its conventional context and with the Pogo instruments, mainly along three main lines of investigation: the collective dimension, the use of space and the structure of the narrative. The results also show that using the instruments increase the collective or group dimension of the creative process, particularly the role diversification and participation of the children. These instruments support children's efforts to structure narratives and thereby produce richer stories. This research was carried out within the Pogo Project by a multidisciplinary team that included interactive design and user-centred approaches within the EC I3 programme on "Exploring New Learning Futures for Children"