Learning Fab

Headband Learning Fab

Le projet Fabrique des formations de l'Université de Lille est un projet de recherche et développement en innovation pédagogique destiné à conforter la formation tout au long de la vie. Ce projet a pour objectif de renforcer les capacités de l’Université de Lille à former les professionnels de la formation en matière d’innovations pédagogiques, d’innovations sociales et de transformations socio-économiques.

Ce projet est réalisé avec le soutien financier de l’État français dans le cadre du Programme  «Investissements d’avenir» (I-SITE ULNE / ANR-16-IDEX-0004 ULNE) géré par l’Agence Nationale de la Recherche française (ANR).

Creative Commons license CIREL-ITEC inter-team speciality seminar : La création de la Chair TELS: objectifs et opportunités. [May 27, 2021]


From a point of view that can be described retrospectively as humanistic, the first scientific investigations into optimal human functioning can be found in the work of William James (1890), John Dewey (1922), Abraham Maslow (1968) or Carl Rogers (1973). Over the last fifty years, following research into the design of devices that enable the computer to be used to increase the capacities of the intellect and intelligence of organisations, in particular via the invention of the computer mouse, video-conferencing, shared note-taking, in a computer environment that is now familiar to us (menus, multiple windows, hypertext links, adaptive systems, etc.), carried out under the direction of Douglas Engelbart (1968), this questioning has progressively been extended to the technology-assisted learning environments.

At the international level, for nearly thirty years, this has been organised around the Learning Sciences, whose project is to study learning in various contexts, whether formal or informal, in an academic context, at work and/or among peers (Stahl, Koschmann & Suthers, 2006). This interdisciplinary field of research encompasses educational psychology, cognitive science and computer science (Sawyer, 2014) and its research can be characterised as consisting of three methodological traditions: experimental, descriptive and iterative design. 

However, he claims a more contextualised and dynamic perspective on learning than the strictly cognitivist approach to information processing, considering the situated, social and distributed nature of human cognition. 

Thus, research focused on the optimal learning environment (Shernoff & Csikszentmihalyi, 2009) draws on a variety of theoretical perspectives, notably in relation to collective learning phenomena as they occur in a wide range of physical, social and technological spaces (Heutte, 2021; Jézégou, 2019; Raes, et al., 2020; Riva, et al, 2012; Zaid, et al. 2017), introducing new concepts such as 'learning & teaching analytics', new methods of investigation (Abbakumov et al., 2019; Androwkha, & Jézégou, 2019; Fievez et al., 2020; Van Den Noortgate et al. 2015; Vanneste et al., 2020), as well as new controversies (scientific, epistemological, ethical...): optimal design, optimal learning experience, optimal motivation,...

Ce projet a été réalisé avec le soutien financier de l’État français dans le cadre du Programme « Investissements d’avenir » (I-SITE ULNE / ANR-16-IDEX-0004 ULNE) géré par l’Agence Nationale de la Recherche française (ANR).

Tags: cirel interdisciplinary itec optimal seminaire



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