The political and social context makes it more necessary than ever to develop the critical capacities of citizens to deal with the mass of documents that are now spreading very rapidly through the media and social networks. Most of the available studies postulate the existence of a general "critical mind" and pay little attention to the essentially disciplinary functioning of school education. The objective of the CCEH project is to compensate for this shortcoming in the teaching of history in schools by questioning the conditions of learning and the transfer of critical historical skills to non-disciplinary situations (media news). It crosses four central theoretical frameworks of the field of history didactics (Cren: Problematization, Cread: Theory of Joint Action in Didactics, Hep Vaud: Relations Memory/History, U. de Montréal and U du Québec en Outaouais: Historical Thinking), in three countries (France, Switzerland, Canada) on corpus of experimental situations in schools. A qualitative methodology of continuous comparison (based on the Grounded Theory of Glaser and Strauss) will produce concepts for (1) better thinking about the conditions for the development of critical disciplinary capacities and their transfer, (2) developing tools for teacher training, and (3) documenting possible curricular developments. Three hypotheses will structure the research. 1. Documentary criticism skills developed in school history do not de facto become general skills because they only deal with knowledge of the past through the study of its traces; 2. Historical critical skills are not limited to applying rules (in particular external and internal criticism of documents), they consist of an evaluation of past situations with reference to models of disciplinary investigations; 3. Teachers themselves must therefore go beyond the pedagogical model of "teaching rules + training to apply them". To do so, they need knowledge on how to teach students to imitate investigation models. The methodology provides for the co-design and implementation, with teachers, of three series of three teaching sequences in the four clusters (corresponding to the four theoretical frameworks of the members of the consortium). These four corpuses will be structured by a common approach resulting from the already rich previous cooperation of the members of the consortium, which will allow a comparison around three shared variables (inquiry, contents, analogy). The comparative process is twofold: between the data produced in the four clusters, and between sequences and series of sequences throughout the duration of the project. On a practical level, each cluster will develop locally a first series of sequences through cooperation between researchers and teachers, the former being responsible for the scientific objectives, the latter for the pedagogical objectives. The recorded data (preparation sessions and classroom implementations) will be transcribed. In the following semester, each cluster will carry out an initial analysis of the data in its theoretical framework, in order to prepare the comparative collective work that will bring together all the members of the consortium during a three-day meeting. This first stage will lead to the identification of the first relevant conceptual categories around the three hypotheses and the three common variables, and to modifications to develop the next series of sequences (the theoretical sampling, according to the Constant Comparative Method of Qualitatve Analysis), organized according to the same scheme the following year. The third and final series will also enable the Nantes cluster to produce a video support for teacher training.

This project investigates the question of the resilience of university instruction following the shock of physical and mental isolation into which trainers and learners were thrust during the COVID-19 pandemic. It constitutes a central issue insofar as everything suggests that digital interactions and hybrid teaching are here to stay. We defend the idea that the resilience of university environments, and of society, depends on a new balance between the inevitable use of digital tools and the place for sensitive experience and embodiment. The final goal is to empower teachers in higher education to face the new situations in various contexts. We seek to participate in the restoration of the synergy between the cognitive and the sensitive by: 1) Provide an overall picture of distance training practices implemented during the pandemic, in each of the partner institutions, in the disciplines concerned by the project; 2) Explore hybrid experiential support as a space for in-action dialogue between teachers, learners, and knowledge, with a view to reducing inequalities in learning; 3) Investigate the place of sensitive experience within a given context as a space for learning by taking into account embodied knowledge in a hybrid model; 4) Provide material for the renewal of training practices, toward greater equality and inclusion, in various modalities, including distance learning. Through a partnership between Canada, France and Switzerland, we anticipate the following results: 1) A better understanding of the role of sensitive experience, effect of context and embodiment in pedagogical relationships and learning; 2) Instructional schemes easier to adapt to differing modalities, in person and at a distance, and within different field realities; 3) The development of new knowledge in the research fields of sensitive experience and contextualization. Scientific writings from this project will be a source of inspiration for decision makers in charge of support university trainers.

Background. Being bullied or bullying others is known to be associated with poor academic performance and mental disorders in youth and to have deleterious consequences later in life. Cyberbullying is facilitated by the use of social networking sites (SNS). Ambulatory monitoring techniques such as Ecological Momentary Assessment (EMA) are in a unique position to provide a better understanding of the immediate and bi-directional effects between SNS, bullying behavior and psychopathology. Objectives. To combine epidemiology and ambulatory monitoring techniques in order to examine the interactions between (cyber) bullying, social media and mental health problems over time. Methods. We seek to follow 4,000 seven graders (French 5ème, average age: 12 years old) over a period of three years. The sampling strategy is designed to identify a sample of students who are representative of middle school students attending public schools in the Gironde region. School level data, parent reported data and adolescent reported data will be collected once a year. School-level data include school characteristics, school policy against (cyber)bullying, school record of bullying-related events, school policy in terms of cell phone and Internet use. Parent-reported data include sociodemographic characteristics, parental psychological distress, child’s history of chronic illness or traumatic events, access to Internet and social media, parent-reported child mental health, parent-awareness of bullying. Adolescent-level data includes child self-reported access to Internet and social media, child self-reported mental health, involvement in traditional and cyberbullying, and school-reported academic achievement. All of the participants who completed the baseline assessments will be invited to complete the follow-up assessments a year later, regardless of whether the child continued to 8th grade (4eme) or was held back in 7th grade (5eme). Each year, a subgroup (n=200) at varying risk for involvement in bullying will complete an EMA for two consecutive weeks with 3 assessments per day. At each assessment, the adolescent (n= 600, total) will be asked to report on positive and negative affect, energy, irritability, well-being, (cyber) bullying events, subsequent actions including whether they talked to someone about the event, retaliated or isolated from bullies. In addition, respondents will be asked about their use of SNS in the previous 4 hours. EMA data will be collected using smartphones that only serve to collect data, and do not allow the adolescent to either call, text, or use the Internet. Potential impact. At the international level, the majority of studies in this field have been cross-sectional in nature. The current study is the first to combine a longitudinal epidemiology design and novel ambulatory monitoring techniques to provide insights for the prevention of the development of mental disorders in adolescents exposed to or perpetrators of bullying. The study will also allow us to examine the impact of school level variables such as anti-bullying policy, prevention and enforcement on child well-being.

The design of learning games for learning is a complex task. It involves a large number of challenges for the different stakeholders (e.g. institutions, teachers, technical designers, players, video game experts). Among these challenges, we can note the acculturation to the game, the difficulty to align pedagogical concepts with the game mechanics and diegesis, or the specific needs of communities of practice. Consequently, we observe in the TEL community a strong ad hoc aspect of the design of serious games, especially regarding the game elements used to address specific pedagogical intentions. However, this ad hoc character does not allow to capitalize efficiently on both the serious games created, nor the choices between pedagogical intentions and game elements to implement them. The expertise of the whole community is then difficult to share and to reuse, and it is difficult to efficiently assist the actors in this design stage. The goal of the TALE4GDA project is to bring new assistance to the stakeholders in the design of learning games and to allow the capitalization of these experiences. To do so, we will propose a first formalization of the concept of alignment between a game entity and a pedagogical intention - a pedago-ludic alignment. This will allow us to propose the first topology of shareable alignments: each alignment will be characterized by its relations with the others (e.g. proximity, overlap). We will take a pioneering approach by allowing the annotation of these alignments in a controlled way, exploring even the possibility of exemplifying them with real situations. Thanks to this, we will be able to set up innovative mechanisms for decision support, design and capitalization based on automatic semantic and topological reasoning.

The first phase of ‘A Rounder Sense of Purpose’ (RSP) was funded by the European Union’s Erasmus+ programme from 2015 to 2018. The project partners developed and tested a framework of competences for educators – of any discipline – who wish to educate for sustainable development. This was already an important contribution to the international debate on educator competences. Calls for a more sustainable model of development have become ever more urgent and there is wide recognition that education will have a pivotal role to play in achieving this. Many teachers and other educators are, however, ill prepared for this role. What it means to be an educator for sustainability has not, until recently, been defined in clear terms. An earlier framework developed by the United Nations Economic Commission for Europe (UNECE) defined 39 educator competences for education for sustainable development (ESD) but this proved too unwieldy for most educators to work with, hence the significance of developing an accessible and workable competence framework. The second phase of this project (RSP II) set out to: - Develop and implement the RSP framework for different phases of education aligning it with the SDGs and related international development;- draw upon and contribute to research to tackle deep-rooted that could not be addressed fully in Phase I;- provide a tangible and accessible legacy in the form of a book that would include the theory and practice behind the RSP framework.Each of the project’s eight partners became immersed in the task of implementing the RSP framework in a range of contexts. These include: -Student educators (UK; Netherlands; Switzerland)-Higher education tutors (Spain; Germany; Netherlands)-Tutors of student educators (Netherlands; Switzerland)-Community educators (Italy)-Primary school teachers (Netherlands; Cyprus)-Primary school principals (Cyprus)-All teachers via a national programme of compulsory continuing professional development (Hungary)In this way, the RSP framework has become permanently integrated, either whole or in part, into a range of programmes that have reached several thousand individual educators. This work, together with an extensive mapping exercise using the United Nations Sustainable Development Goals (SDGs), led to the creation of a large database of activities linking RSP competences and specific SDGs that could be used with different age phases. All of this is searchable and feely available through the RSP website: https://aroundersenseofpurpose.eu/ This constitutes Intellectual Output 1. Alongside this work, partners conducted research that has led to a string of publications in line with our proposed Intellectual Output 2. This exceeded our expectations of ten peer-reviewed papers and/or conference papers several times over (see dissemination list). Thirdly, the production of the book (Intellectual Output 3) provided an opportunity for partners to showcase their work alongside other key researchers in the field. The book, being published by Springer, forms part of their series on the SDGs and promises to make a significant contribution to the field. The book is in English with French and Spanish versions available in PDF form via the RSP website. In Phase I we realised that it was currently not possible to create a Europe-wide qualification so in Phase II we have worked to embed RSP into accredited programmes so that it underpins qualifications in each partner country. This has led to every partner finding ways to embed RSP into modules or whole programmes while in Hungary and Cyprus it now underpins national professional development programmes for all teachers. Our aim in Phase II was to broaden and deepen engagement with the RSP competences among new audiences both within our partner countries and beyond. Again, we have been pleased to see how our efforts have been rewarded with widespread recognition of the framework. As RSP has continued to be disseminated across the EU and beyond, various translations have been made in support of programmes external to our own. The basic framework has so far been translated into 17 languages (Arabic, Armenian, Azerbaijani, Catalan, Dutch, English, Estonian, French, Georgian, German, Greek, Hungarian, Italian, Romanian, Russian, Spanish and Ukrainian). Finally, the work of RSP was showcased across the higher and further education sectors by becoming the winner of the 2020 Green Gown Award and the International Green Gown Award in the category ‘Learning and Skills for the Next Generation’.