Morgane Barbara Domanchin

• Arnseth, Hans Christian & Domanchin, Morgane Barbara (2024). The role of prototyping in the co-design of innovative immersive learning experiences. Vis sammendrag

  In educational policy, the importance of societal challenges that require interdisciplinary approaches in the classroom is emphasized. We provide insights from a co-design project where teachers and researchers explored emerging learning designs supported by immersive technologies. Teachers face considerable practical pedagogical uncertainties in how to design for cross-disciplinary learning, but teacher-researcher collaboration could provide powerful contexts for developing educational practices (Goldman, Hmelo-Silver & Kyza 2022). We are particularly interested in examining the role of prototypes in co-design processes and their functions as shared objects for developing pedagogy. We take a sociocultural approach, focusing on prototypes as objects of activity and mediational means for developing pedagogy (Säljö, 2010). In co-design work prototypes become means for engaging with and understanding the world, and they are emergent and entangled with the everyday life of the classroom. According to Pink, et al. (2022) prototypes are situated and contextualized by their creation and use and they are inserted into activities that are already in motion. They invite exploration, experimentation and evaluation in and through practice. We have been inspired by design ethnography and have anchored emerging design suggestions in practitioners’ local concerns (Pink, et al. 2022). Traces of the co-design process were analyzed across the datacorpus collected throughout our 15-month project. Data consisted of videorecords, pictures, documents and informal interviews. Three interdisciplinary prototypes of learning activities were developed to be framed around different approaches to ‘the body’ as a conceptual learning goal in relation societal challenges related to health and wellbeing. Through detailed analysis of prototyping, we found that they became useful for exploring a complex problem without a clear solution. Prototyping became a way of understanding the problem, conceptualizing it and for introducing technologies and practices that might provide solutions. Prototypes became a way of framing the emerging learning design, so that it could be talked into being and fitted to local contexts. Thus, prototyping became a continuous process of developing and trying new pedagogical ideas and concepts. Prototypes also have an existence after the project finished, morphing into new ideas and following new pathways through the actions of the participants. Thus, prototyping contributed to opening new futures rather than offering simple solutions. There is a long tradition for democratic and participatory approaches to developing pedagogy in the Nordic countries emphasizing the autonomy of teachers as participants in co-design of learning and teaching. This research contrasts with more technocratic approaches to making change in schools, by focusing on how prototypes become emergent tools for exploring and testing new concepts for interdisciplinary teaching and learning.

• Domanchin, Morgane Barbara (2023). Designing Video Clips to Illustrate Meaning-Making within Computer-Enhanced Environments . Vis sammendrag

  Today, video clips are increasingly used as visualizing methods to enhance research findings. This paper explores their potential as innovative means to present empirical data, focusing on semio-discursive annotations added by the researcher. Adopting a reflective approach, the study examines the ethical, scientific, and technical choices made based on a corpus of 37 video clips designed between 2018 and 2023. Supported by examples, the themes of (1) on-screen annotation load, (2) clarity and cohesion across media, and (3) video clips’ aesthetics are discussed. The findings inform the design phase of video clips that illustrate the meaning-making process of teachers and students in computer-enhanced environments. The study contributes to emphasizing the importance of open and transparent research practices while acknowledging the challenges associated with such a method. Keywords: Video, Data visualization, Education, Qualitative research

• Pierroux, Palmyre & Domanchin, Morgane Barbara (2023). Design for student-centered learning spaces in Higher Education .
• Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2023). Co-designing for Immersive Learning Experiences in the Classroom . Vis sammendrag

  This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.

• Lascar, Justine; Domanchin, Morgane Barbara & Develotte, Christine (2022). Entre espaces physiques et numériques : les espaces de production des données de recherche. Vis sammendrag

  Dans le cadre d’une recherche, une équipe interdisciplinaire de chercheurs en collaboration avec le laboratoire ICAR a documenté les interactions dans un séminaire doctoral. De nature comodale, ce séminaire présentait la spécificité de combiner des participants à la fois en présentiel (à Lyon) et à distanciel (France, Chine, Angleterre) répartis sur divers artefacts techniques (plateforme de visioconférence, robot de téléprésence Beam, et robot Kubi). C’est ainsi que nous avons cherché à mettre en place un recueil de données qui puisse rendre compte de cette situation de communication complexe, qui comprend à la fois des interactions synchrones (i.e. par visioconférence, robot BEAM et/ou Kubi) et asynchrone (i.e. sur le chat). L’objectif du projet était à la fois de tester les atouts et limites de cette communication polyartefactée et de récolter des données pour l’étudier plus précisément par la suite. L’approche méthodologique choisie pour l’ensemble de la recherche s’appuie sur l’éthologie compréhensive (Cosnier & Develotte, 2011). Inspirée de la microsociologie (Goffman 1974) et de l’ethnographie visuelle (Pink, 2007, Ibnelkaïd, 2018), cette démarche d’observation naturaliste nous a amené à recueillir les comportements des participants (enregistrements vidéo, prises de son, captures d’écran) et à conduire des entretiens (entretiens semi-dirigés, entretiens d’explicitation). Les données récoltées se composent donc de données à la fois comportementales et liées au ressenti des participants. Plus précisément, les données sélectionnées pour constituer le corpus de recherche datent de 2016 et 2017 et d’une durée totale de 9h et 16 minutes, elles illustrent 5 recueils de données qui donnent à voir des séquences du séminaire notamment : Recueil 1 : Une data session montrant l’avancée des travaux d’un membre de notre équipe; · Recueil 2 : Une conférence en présentiel, à Lyon, présentée par des invités externes au groupe; · Recueil 3 : Une séance de travail au sein du groupe; Recueil 4 : Une conférence en distanciel, présentée par une invitée externe au groupe; · Recueil 5 : Une présentation dispensée par un membre du groupe à distance. Cette communication vise à décrire les espaces physiques et numériques de production des données de recherche spécifiques à ce projet polyartefacté. Dans cette perspective, les espaces seront abordés à travers les questions suivantes : Comment récolter les interactions de participants distribuées sur différents artefacts simultanément et dans une situation où se mêlent divers espaces aussi bien physiques qu’écraniques? Quels ont été les choix effectués et quelles seraient les améliorations possibles pour de futures recherches dans de tels contextes?

• Domanchin, Morgane Barbara (2022). Fostering an effective learning climate within a hybrid doctoral seminar. Vis sammendrag

  This presentation will illustrate the implementation of a successful hybrid environment in a doctoral seminar, with a focus on ensuring an effective learning climate. Digital devices, among which a video conferencing platform, a Beam Robot and a Kubi Robot were used to support hybrid teaching and learning for face-to-face and remote participation. Findings and implication for practice are presented based on a research and development project conducted by the research group IMPEC (Screen-based Multimodal Interactions) and Christine Develotte at École normale supérieure de Lyon, France. See a video about the project here : https://www.youtube.com/watch?v=ghTtJOAtzeY

• Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian (2022). Engasjerende dybdelæring med AR og VR​ .
• Arnseth, Hans Christian & Domanchin, Morgane Barbara (2022). Pedagogisk innovasjon med AR og VR: Muligheter og utfordringer​. Vis sammendrag

  I denne forelesningen vil vi presentere DigiLiv-prosjektet som utvikler innovative læringsdesign innen temaet folkehelse og livsmestring. Hovedmålet med prosjektet er å utvikle tverrfaglige undervisningsopplegg hvor virtuell virkelighet (VR) og utvidet virkelighet (AR) gir mer engasjerende, relevant og dybdeorientert læring for elevene. I samarbeid med lærere, designere og forskere utvikler vi innovative praksisnære undervisningsopplegg i videregående opplæring. I denne presentasjonen vil vi, i tillegg til å beskrive innovasjonsprosessen, analysere hvordan AR og VR kan støtte læring i idrettsfag og samfunnsfag.

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