Telepresence in training

223 Pages·2018·5.83 MB·English

by  Rinaudo, Jean-Luc

Telepresence in Training
Series Editor
Jean-Marc Labat
Telepresence in Training

Edited by

Jean-Luc Rinaudo
First published 2018 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
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ISBN 978-1-78630-342-4
Contents
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
vi Telepresence in Training
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
Contents vii
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 for Self-Management . . . . 107
Stéphanie BOÉCHAT-HEER
5.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
5.2. Conceptual framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
5.2.1. Social interactions in telepresence and
the feeling of presence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
5.2.2. The pedagogical system and the organization
of interaction between participants . . . . . . . . . . . . . . . . . . . . . . . 109
5.2.3. The feeling of self-efficacy in the implementation
of pedagogical design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
viii Telepresence in Training
5.3. Methodological approach . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
5.3.1. Objectives and research questions . . . . . . . . . . . . . . . . . . . . 111
5.3.2. Research type and method . . . . . . . . . . . . . . . . . . . . . . . . . 112
5.3.3. Overview of research, participants and instruments . . . . . . . . . . 112
5.3.4. Data analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
5.4. Analysis of the results and discussion . . . . . . . . . . . . . . . . . . . . 113
5.4.1. Contrasting opinions depending on the level
of the teachers’ practice in telepresence . . . . . . . . . . . . . . . . . . . . 113
5.4.2. Teachers’ feelings of self-efficacy and their
self-management strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
5.5. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
5.6. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Part 3. Telepresence Robots . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Chapter 6. Effect of a Telepresence Robot on Remote Students’
Bodily Impressions: Extended or Mended Body . . . . . . . . . . . . . . 129
Françoise POYET
6.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
6.2. A new ontophany engendered by the telepresence robot . . . . . . . . . 130
6.3. Sensory motor and bodily schema: towards an
augmented body? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
6.4. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
6.5. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
6.5.1. Technical appropriation of the robot facilitated by
the transfer of old sensory-motor schemes . . . . . . . . . . . . . . . . . . . 135
6.5.2. Modified perceptions, a new way to perceive and
understand ubiquity as an ordinary phenomenon . . . . . . . . . . . . . . . 136
6.5.3. Constructing a new representation of one’s body
and adapting one’s bodily schema . . . . . . . . . . . . . . . . . . . . . . . . 138
6.5.4. An open window to the class: from an extended
to a mended body? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
6.5.5. A location, an interpersonal distance and redefined
social behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
6.5.6. Repercussions on learning styles: a focus on attention
and a change in strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
6.6. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
6.7. Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
6.8. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Contents ix
Chapter 7. Co-construction of Tangible, Dispersed and
Multi-semiotic Spaces through the Use of a
Telepresence Robot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Dorothée FURNON
7.1. A new phenomenological experience . . . . . . . . . . . . . . . . . . . . 145
7.2. Understanding physical experience from a systemic
perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
7.3. Intersubjective negotiation for the construction
of tangible spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
7.4. Field study and data collection methods . . . . . . . . . . . . . . . . . . . 151
7.5. Illustrations of perceptual adjustments during
mediatized interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
7.5.1. Transformation of a cursor into an instrument
of vocal proprioception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
7.5.2. Perceptual adjustment in the co-construction of a statement
within the pedagogical relationship . . . . . . . . . . . . . . . . . . . . . . . 155
7.6. Creation of multiple spaces for the appearance of the self and the
other through an expansion of physical spaces . . . . . . . . . . . . . . . . . . 156
7.7. The biases and limits of provoked absence in a study based
on a systemic approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
7.8. Conclusion and recommendations . . . . . . . . . . . . . . . . . . . . . . 159
7.9. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Chapter 8. The Telepresence Robot in Universities:
Between Subjectification and Unlinking . . . . . . . . . . . . . . . . . . . 163
Jean-Luc RINAUDO
8.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
8.2. A telepresence system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
8.3. The psychoanalytical clinical approach . . . . . . . . . . . . . . . . . . . 165
8.4. Psychoanalytical approach to robots . . . . . . . . . . . . . . . . . . . . . 167
8.5. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
8.6. A surprising opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
8.7. Other considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
8.8. The psycho(patho)logy of the virtual everyday:
a presence in the absence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
8.9. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
x Telepresence in Training
Chapter 9. A Telepresence Research Set-up in a Doctoral
Seminar: the “Digital Presences” Workshop . . . . . . . . . . . . . . . . 179
Christine DEVELOTTE
9.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
9.2. Context: reflexive research . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
9.3. Technical-physical system . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
9.4. Theoretical framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
9.5. Techno-methodological choices . . . . . . . . . . . . . . . . . . . . . . . . 188
9.6. Technical work on video data . . . . . . . . . . . . . . . . . . . . . . . . . 189
9.7. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
9.8. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
9.9. Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
9.9.1. Appendix 1. Explanatory interview . . . . . . . . . . . . . . . . . . . 194
9.9.2. Appendix 2. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . 197
9.10. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Jean-Luc RINAUDO
Postface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Jacques WALLET
List of Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Introduction

Thinking About Telepresence in Training
The techniques used in distance learning or hybrid education are
increasingly complex because of technical innovations and technologies that
have been harnessed. At the same time, the analyses undertaken by
researchers to examine the uses, practices, conclusions, implications and
unexpected features of these techniques have become even more complex
[BAR 13]. Research into the effectiveness of a technological approach to
teaching and learning has demonstrated limitations [CHA 03]. Researchers
who have focused on the digital are now researching the way in which these
techniques can have meaning for different actors (learners, teachers,
creators, decision-makers, etc.). It is within this comprehensive and heuristic
research effort that the contributors to this work are situated.
The development of computing and communication technologies for
teaching, training and learning contributes to the adjustment of the markers
that enable the easy classification of the types of instructional system: on the
one hand, in the classroom, and on the other hand, remotely. Thus, from the
origins of distance education, which we can date back to Viviane Glickman,
beginning with the invention of the postage stamp in Great Britain [GLI 02],
through the 1980s, the distance learner is situated in a space and time that are
completely different from that of the educator. With the first techniques for
synchronous online exchanges such as chat, the distance learner remains in a
different location from the educator, but they share the learning environment
in cyberspace simultaneously. The notions of presence and absence must
therefore be re-examined, which Geneviève Jacquinot has notably
undertaken [JAC 93]. These investigations should be continued for virtual

Introduction written by Jean-Luc RINAUDO.