Interaction, auto-organisation et pratiques d’inscription

Cet article propose une perspective interactionniste sur l’acquisition langagière dans des classes d’immersion, plus spécialement dans des cours bilingues d’histoire en classe 12 (équivalent de la classe de 1re française) qui sont assurés en langue française à des élèves allemands. Nous nous intéressons au rapport entre l’interaction en classe et l’auto-organisation des élèves en ce qui concerne leur appropriation lexicale. Nous montrons que certains procédés communicatifs en classe fonctionnent comme des « aides en ligne » (Dausendschön-Gay & Krafft, 2000) qui peuvent guider le contrôle (monitoring) langagier des élèves. Ces procédés sont conceptualisés comme des formats : un « format interactif d’appropriation » est contrasté avec un « format pour l’intercompréhension ». L’analyse prend en considération l’interaction verbale, les activités mimo-gestuelles et l’émergence parallèle des inscriptions dans les cahiers des élèves.This article puts forward an interactional perspective on language acquisition in immersion education, more precisely in bilingual history classes (with students age 17) which are held in French language by German teachers and students. We are interested in the interrelationship between the interaction in the classroom and the students’ self-organization with regard to their lexical appropriation. We show that some communicative procedure in the classroom works as an « online help » (Dausendschön-Gay & Krafft, 2000) which assists the students in their language-related monitoring. This procedure is conceptualized as a format: an « interactive format of appropriation » is contrasted with a « format for intercomprehension ». The analysis takes into account verbal interaction, gestural activities and parallel emergence of inscriptions in the students’notebooks

A museum guide robot: Dealing with multiple participants in the real-world

Pitsch K, Gehle R, Wrede S. A museum guide robot: Dealing with multiple participants in the real-world. Presented at the Workshop "Robots in public spaces. Towards multi-party, short-term, dynamic human-robot interaction" at ICSR 2013.Using video-recordings from a real-world eld trial of a mu-seum guide robot, we show how a robot's gaze influences the visitors' state of participation in group constellations. Then, we compare the robot's conduct to a human tour guide's gaze strategies. We argue that a robot system, to deal with real-world everyday situations, needs to be equipped with knowledge about interactional coordination, incremental processing and strategies for pro-actively shaping the users' conduct

Addressing Multiple Participants: A Museum Robot's Gaze Shapes Visitor Participation

Pitsch K, Gehle R, Wrede S. Addressing Multiple Participants: A Museum Robot's Gaze Shapes Visitor Participation. Presented at the ICSR 2013.Using videorecordings from a real-world field study with a museum guide robot, we show procedures by which the robot manages (i) to include and (ii) to disengage users in a multi-party situation

Interactional Coordination and Alignment: Gestures in Indoor Cycling Courses

Süssenbach L, Pitsch K. Interactional Coordination and Alignment: Gestures in Indoor Cycling Courses. In: Gesture and Speech in Interaction (GESPIN). Bielefeld; 2011

When a robot orients visitors to an exhibit. Referential practices and interactional dynamics in the real world

Pitsch K, Wrede S. When a robot orients visitors to an exhibit. Referential practices and interactional dynamics in the real world. In: Ro-Man 2014. Edinburgh; 2014: 36-42.A basic task for robots interacting with humans consists in guiding their focus of attention. Existing guidelines for a robot’s multimodal deixis are primarily focused on the speaker (talk-gesture-coordination, handshape). Conducting a field trial with a museum guide robot, we tested these indivi- dualistic referential strategies in the dynamic conditions of real-world HRI and found that their success ranges between 27% and 95%. Qualitative video-based micro-analysis revealed that the users experienced problems when they were not facing the robot at the moment of the deictic gesture. Also the importance of the robot’s head orientation became evident. Implications are drawn as design guidelines for an inter- actional account of modeling referential strategies for HRI

Virtuelle Assistenten als verbindende Schnittstelle zu verschiedenen Unterstützungssystemen

Henne M, Kopp S, Pitsch K. Virtuelle Assistenten als verbindende Schnittstelle zu verschiedenen Unterstützungssystemen. In: Proceedings 7. Deutscher AAL-Kongress 2014. VDE Verlag; 2014

Collaboration in Augmented Reality: How to establish coordination and joint attention?

Schnier C, Pitsch K, Dierker A, Hermann T. Collaboration in Augmented Reality: How to establish coordination and joint attention? In: Boedker S, Bouvin NO, Lutters W, Wulf V, Ciolfi L, eds. Proceedings of the 12th European Conference on Computer Supported Cooperative Work (ECSCW 2011). Springer-Verlag London; 2011: 405-416.We present an initial investigation from a semi-experimental setting, in which an HMD-based AR-system has been used for real-time collaboration in a task-oriented scenario (design of a museum exhibition). Analysis points out the specific conditions of interacting in an AR environment and focuses on one particular practical problem for the participants in coordinating their interaction: how to establish joint attention towards the same object or referent. Analysis allows insights into how the pair of users begins to familarize with the environment, the limitations and opportunities of the setting and how they establish new routines for e.g. solving the ʻjoint attentionʼ-problem

Robot feedback shapes the tutor's presentation. How a robot's online gaze strategies lead to micro-adaptation of the human's conduct

Pitsch K, Vollmer A-L, Muehlig M. Robot feedback shapes the tutor's presentation. How a robot's online gaze strategies lead to micro-adaptation of the human's conduct. Interaction Studies. 2013;14(2):268-296.The paper investigates the effects of a humanoid robot's online feedback during a tutoring situation in which a human demonstrates how to make a frog jump across a table. Motivated by micro-analytic studies of adult-child-interaction, we investigated whether tutors react to a robot's gaze strategies while they are presenting an action. And if so, how they would adapt to them. Analysis reveals that tutors adjust typical "motionese" parameters (pauses, speed, and height of motion). We argue that a robot - when using adequate online feedback strategies - has at its disposal an important resource with which it could pro-actively shape the tutor's presentation and help generate the input from which it would benefit most. These results advance our understanding of robotic "Social Learning" in that they suggest to consider human and robot as one interactional learning system