Telepresence in Training

The different forms of telepresence in education, in distance learning, in student support, in the use of learning environments or even at the heart of robot systems, are developed in universities and higher education facilities specializing in professional training. They constitute opportunities to reform arguments and give rise to important questions: how should we think about the hierarchy of presence and absence in these techniques in order to make possible "the presence of the absent"? What is the effect on mediation processes? On the perception of the body and on identity? How does it transform collaborative work? Telepresence in Training brings together research that attempts to answer these questions by using studies and practical supports from higher education, with regards to teacher training and telepresence robots in France, Belgium, Switzerland and Quebec.

Auteur

Jean-Luc Rinaudo is Professor of the Science of Education at the University of Rouen-Normandy, France. His research focuses on education and training practices, covered by information and communication technology from a clinical, psychoanalytical perspective.

Contenu

Introduction xi

Jean-Luc RINAUDO

List of Abbreviations xix

Part 1. Telepresence and Student Support 1

Chapter 1. Feelings of Telepresence and Proximity: the Perspectives of E-tutors on a Hybrid Learning Environment 3

Brigitte DENIS

1.1. Introduction 3

1.2. Telepresence and proximities in remote interactions 4

1.2.1. Overcoming absence with telepresence 4

1.2.2. Experiencing the feeling of proximity at a distance 6

1.3. Research question 7

1.4. Presentation of the system 7

1.4.1. Targeted competencies and target audience 7

1.4.2. Organization: a hybrid techno-pedagogical system 8

1.5. Learning system agents 10

1.5.1. Creator-directors 11

1.5.2. The supervising team 12

1.5.3. Types of recurring artifacts 14

1.6. Methodology 15

1.6.1. Data collection 15

1.6.2. Limitations 16

1.7. Results 16

1.7.1. Interaction modalities and media 17

1.7.2. Conditions and types of exchanges between e-tutors and students 17

1.7.3. How do e-tutors provide the feeling of telepresence from a distance? 20

1.7.4. Impact of the eT's interventions/interactions 21

1.8. Discussion 24

1.9. Conclusion and perspectives 27

1.10. Appendix: e-tutor interview guide 28

1.11. References 30

Chapter 2. Reinforcing Telepresence in Research Training with Learning Communities: Remote Collaboration between Student-Researchers 33

Gustavo ANGULO and Cathia PAPI

2.1. Introduction 33

2.2. Multidimensional approach to distance learning 35

2.3. Modulating pedagogical distance: what presence should be created? 37

2.4. Increasing presence in the research learning process through distance learning: how to problematize collaboration between student-researchers at a distance? 41

2.5. Further questions 46

2.6. Conclusion 47

2.7. References 48

Chapter 3. Facilitating Problem-Based Learning: A Reflective Analysis 59

Ann-Louise DAVIDSON and Nadia NAFFI

3.1. Introduction 59

3.2. Context 60

3.3. Problem-based learning and problem-based learning objects 61

3.4. The use of technologies and underlying competencies 63

3.5. Description for an online course designed and developed with a problem-based approach 64

3.6. Methodological framework for our reflection 67

3.7. Reflection on student support 68

3.8. Conclusion 71

3.9. Appendix: perception matrix 73

3.10. References 73

Part 2. Telepresence in Teacher Training 77

Chapter 4. Contribution of Virtual Classes to the Construction of Professional Knowledge for Teachers 79

Romaine CARRUPT

4.1. Professional knowledge and virtual classes 79

4.2. Hybridization of part-time training 80

4.3. Construction of professional knowledge in virtual classes 80

4.3.1. A system for hybrid professional training 80

4.3.2. Synchronous communication in a virtual class 81

4.3.3. Training and support for learning in virtual classes 82

4.3.4. Professional knowledge 82

4.4. Hypotheses and research questions 83

4.5. Methodology 84

4.6. Results and analysis 87

4.6.1. Interactions in virtual classes/in person 87

4.6.2. Measurement of incorporated knowledge 89

4.7. Discussion of interactions in virtual classes and in person 91

4.7.1. Progressive interpenetration of theoretical knowledge in virtual classes 91

4.7.2. Scientific knowledge inoperative in person 94

4.7.3. Mediatized/non-mediatized interactions 97

4.7.4. An orchestration of instruments 99

4.8. Conclusion 99

4.9. References 101 **Chapter 5. Support for Work through Telepresence: Teachers' Feelings of Self-Efficacy and Strategies f...