The MODELI+ project aims at the multidisciplinary design of a 3D tool for learning anatomy, innovative because it can be adapted to the spatial capacities and the visual and cognitive strategies of the learner. It is based on a user-centered evaluation and design methodology rooted in learning analytics and educational technologies. Our main objective is to define models to predict the learner's performance and to understand the reasons for success or failure, by observing the pedagogical use of the tool, taking into account the differences interindividual (cognitive, emotional, perceptual, motivational, etc.) in terms of information processing. Learning anatomy requires spatial abilities on the part of students, such as mental rotation or motor imagery. Cognitive load is modulated according to spatial abilities, which may determine learning. It is therefore a question of not overloading the working memory and of favoring the essential load via the adapted courses, whatever the spatial capacities of the learners. The duration and the priority fixation points being different according to the spatial capacities (analytical vs holistic reasoning), it is possible to improve the learning of the students by guiding their visual exploration in a differentiated way. Based on the learner's activity, data will be produced from the results of psychometric tests (spatial abilities, cognitive load, psychosocial variables) and performance (success in anatomy knowledge checks ), as well as data directly from the activity itself: timestamped traces, such as computer traces (from logs), behavioral data (oculographic – OCG) and physiological data (electrodermal – AED), intimately related to cognitive load. Then, we seek to highlight multidisciplinary models for predicting and explaining performance, by analyzing this data using computer methods that fall under data science and learning analytics. MODELI+ will thus be able to personalize the views of these structures in adapted routes, according to the data collected (interactions between the AED – OCG coupling, cognitive load, computer logs and spatial capacities) and compared to performance. After a spatio-anatomical test, each course will contain exercises for the kinetic breakdown of movements, for the identification of muscle contraction regimes (concentric, eccentric, isometric) or for the selection of the muscular synergies necessary for a good performance of the movements. What may constitute differences between the courses will be in particular: the addition of training exercises in spatial capacities for students encountering difficulties in visualizing anatomical structures; visual cues for these same students by highlighting areas of interest of anatomical structures, and lighter cues for those without these difficulties; an adequate balance between graphic, verbal and textual information according to the spatio-anatomical profile; the ability to choose a suitable font size and color based on user preferences. To verify the research hypotheses and design an adaptable version, MODELI+ will develop the tool through an integrated engineering approach between developers, researchers, teachers and students via a robust multidisciplinary methodology. Each version of the tool will be evaluated through an iterative design-evaluation process. This is organized in two successive stages: the laboratory protocol, then the validation and implementation of the tool in an ecological context.

The call TRANSFORMATIONS-22-2020 focuses on inequalities in access to education from childhood to adulthood. Starting from the shared observation in Europe on the persistence of inequalities in access to education, and with a view to contributing to more inclusive European societies, the originality of the project MovingK is the focus on the movement of knowledge between different levels of organisation, various stakeholders and populations considered remote from education. Indeed, policies and mechanisms aimed at providing access to education for vulnerable groups have been largely criticised for their lack of effectiveness in terms of social inclusion, employability, recognition or well-being of the beneficiaries. Public policies have tried to tackle this issue by implementing specific education and training schemes and individualised social support. However, the coordination between actors has been difficult to achieve. A consequence of these organisational issues is that part of the target population remains in an involuntary or voluntary situation of “non-take-up” (the non-use of rights) of the existing service. To identify the conditions enhancing the cooperation among stakeholders, namely, beneficiaries, grassroot workers, senior managers, civil servants and socioeconomic partners, we shall study the movement of knowledge. We shall not limit our inquiry to scholarly knowledge, like most researchers do, but we will include common sense knowledge and practical sense. By focusing on moving knowledge, we shall analyse “relinkage” policy in Europe, namely, initiatives to reverse inequalities both in education and through education. On the one hand, initiatives aiming at relinking people to education fight school leave and promote digital literacy and adult education. On the other hand, policy aiming at relinking people in society at large through education promotes vocational paths to enhance individuals’ employability, seeks to meet special needs of vulnerable groups and implements linguistic training for people with immigrant background. By focusing on issues of literacy, numeracy, scientific reasoning, digital skills and citizen engagement, the MovingK project aims at answering the following questions. Despite the coexistence of divergent principles of justification - sometimes advocating organisational effectiveness, sometimes advocating ethical-political ideals, sometimes cultural expectations - how do actors negotiate what knowledge is “valid” for common institutional activities aiming at reversing inequalities? In addition, how can relinkage initiatives (to and through education) become a means of empowerment, of strengthening of social bonds, thus increasing the social capital of the target populations? To answer these questions, we will conduct a comparative study of relinkage initiatives in eight countries: France, United Kingdom, Ireland, Portugal, Spain, Belgium, Romania and Cyprus. With an ethnographic approach, we will carry out case studies of initiatives, based on observations and semi-structured interviews. Furthermore, we will conduct quantitative research to identify relinkage policy in Europe over the last twenty years. In addition to empirical inquiries, we will implement a “Cooperative Laboratory” (CoopLa), namely an innovative action aimed at enhancing cooperation between stakeholders. The aim will be to encourage participants to adopt a reflective stance to enhance their collective and individual commitment and the co-production of knowledge. Therefore, the first objective of the project is to promote relinkage policies to/through education by understanding the process of moving knowledge in education and by building a theory about it. The second objective is to test and validate an innovative working method of cooperation CoopLa for actors involved in relinkage initiatives.

The research Rethinking and Experimenting with Practices in Emerging Associations - Third Places (REPAé) aims to identify practices and non profit organizations functioning that guarantee debate, decision-making and democratic human relations within emerging non profit organizations. It is part of a participatory research carried out in partnership between university and non profit organizations in education non profit organizations. The research team hypothesizes that other forms of practices are deployed particularly in third places, that have emerged these recent years, in connection with multi-non profit organizations, multi-activities halfway between places of living and working. The research aims to shed light, with the actors concerned, links between work and activist engagement experienced in these places, as well as the relationships of power and domination inherent in all collective life. The notion of use and collective experimentation that makes up the place will thus be questioned, as well as the intentions to do things differently with emancipatory tools and practices. The REPAé research provides for the implementation of a qualitative and participatory survey through observation and self-analysis of the non profit organizations practices in progress in these places. It aims to better understand a question shared within a collective made up of employees and volunteers from the non profit sector, by combining experiential and academic knowledge. It will then be a question of promoting, experimenting with and circulating forms of practice resulting from the investigation in third places within other associations and in university and professional training.

Several factors lead to consider that the temporal organization of students is a major object of analysis, necessarily multidisciplinary. The student community has, more than other groups, a great liberty in terms of time budget allocation. This temporal organization, according to the time devoted to different activities, maintains close links with learning, academic success, health and quality of life. Above all, the progression, within higher academic education, of hybrid forms of transmission of knowledge (combinations of face-to-face, distance learning, independent learning, etc.), renews questions relating to temporal and spatial organization, to the conditions of learning and success, student QoL (Quality of Life) and health in the broadest sense. Under these conditions, STUR is an exploratory and experimental project, which has three complementary components: - It proposes innovations in terms of the methodologies deployed (e.g., the use of electronic activity diaries), favoring a triangulation of methods and making it possible to deepen understanding the processes at work in the temporal organization of activities. These constituent elements of time are essential to the knowledge of phenomena related to the activities affecting physical and mental health, as well as learning; - It is multidisciplinary and organized in such a way that it allows all disciplines to work together, with their own contributions, on original data. The objective is to produce new knowledge on interrelated phenomena (learning strategies, use of time budget, feeling of efficiency, motivations, eating behaviors, sports practices and sleep), which affect academic performance and learning, QoL and well-being, and health; - Finally, STUR is clearly oriented towards national and local practices and policies and towards the different communities of higher education (HE) at the university level. The results will be returned to HE stakeholders (Universities, Crous, university health services, Mutuals, etc.). They are used to support hybridization policies for HE courses, and more generally in the organization of student work. All STUR teams have already worked on the student community, training hybridization, temporal allocation phenomena, quality of life and well-being, learning strategies, health, circadian rhythms and feeding, and on supervised classification methods as well as unsupervised automatic ones used by the “Maxwell” classifier.