Georges Louis Baron is a University Professor at Paris Cité University, specializing in digital technologies in education. His work spans educational informatics, digital literacy, programming in primary education, and the didactics of computer science. He is actively involved in research networks such as GTnum and projects like Adjectif.net, SUPERE-RCF, and RéVEA. His research interests include the integration of digital tools in teaching and learning, teacher training, and the evolution of ICT in education, particularly in the Global South. He has contributed extensively to academic discourse through publications, editorial roles, and collaborative research. The recent articles highlight a strong focus on digital transformation in education, the use of ScratchJr and Bee-Bot in early programming education, digital assessment tools, and equity in digital learning. His work bridges theory and practice, emphasizing pedagogical innovation and teacher collaboration. Notable scientific contributions include studies on student data literacy, digital humanities in education, and the socio-political dimensions of educational research. He has also contributed to understanding how mobile technologies are adopted in schools and how digital resources are co-created by teachers. While no formal list of students or awards is provided, his editorial roles and leadership in research projects suggest a significant mentoring and advisory role. He is actively engaged in shaping the future of digital education through scenario-based research and curriculum development.
Massou Luc is a full-time Professor at the University of Lorraine , affiliated with the Crem research unit and the Pixel team . He focuses on digital technology in education, particularly its sociotechnical analysis, professional practices, and educational applications. His work spans higher education, digital humanities, and international collaborations. Research Interests : Luc Massou investigates the use and non-use of digital tools in professional contexts, hybrid learning environments, open educational resources (OER), and digital inclusion. He emphasizes interdisciplinary frameworks, connecting information science, pedagogy, and sociotechnical systems. Recent Article Trends : 2025–2023: Hybrid learning models and typologies 2024–2022: Open education, African health communication websites 2021: Collaborative interfaces, language learning, and globalization impacts Scientific Roles : Co-manager of the Communication collection (University of Lorraine Publishing House, 2024–) Scientific advisor to the French Directorate for Higher Education (2020–) Co-founder of TiceMed and H2PTM conference series Projects : Contributor to CAP-CONTROVERSES (public engagement in environmental debates) Advisor in the FAM-WEST project on West Syndrome families Involved in European Erasmus+ and ANR-funded initiatives Teaching Leadership : Head of Master's in Audiovisual, Interactive Digital Media and Games (2021–2024) Responsible for work-study programs in digital media (2023–) Co-design of courses on digital project creation (2018–2024) Collaborations : Active in French and international research networks, including the GIS Éducation et Formation Grand Est and the European Communication Research and Education Association . He serves as an expert for journals like International Journal of Technologies in Higher Education and Terminal .
Françoise Détienne is a Research Director (DR CNRS) at Télécom Paris, co-directing the Interaction, Technology, Activity (Interact) research team within the Interdisciplinary Institute of Innovation (i3). Her academic career includes roles at INRIA (1989-2007) and a postdoctoral fellowship at Yale University (1987-1988). She holds a PhD in Cognitive Psychology (1986, Paris Sorbonne University) and an HDR (2000, Paris Sorbonne University). Her research focuses on collaborative design processes, technological mediation effects, and cognitive ergonomics. Key themes include online epistemic communities, intercultural collaboration, and the role of values in design. She leads projects like DIALLS (EU H2020), SocialTouch (ANR), and TEEC (French-Quebec collaboration). Publications span over 170 articles and 2 books, including Software Design: Cognitive Aspects (Springer, 2001). She serves on editorial boards for journals like CoDesign and chairs the Work With Computing Systems (WWCS) committee. Current co-supervised PhD students include Robin Heron, Maude Quinio, Zhuoming Zhang, and Samuel Lacroix. Labs/Teams: Interact team (Sorbonne University), i3 lab. Research emphasizes innovation through interdisciplinary approaches to human-centered design and social interaction dynamics.
Marion Paggetti is a Researcher-lecturer at Institut Agro Dijon, affiliated with the Vocational training and apprenticeships (FoAP) school and the Digital Innovation Laboratory for Businesses and Learning to Support Territorial Competitiveness (LINEACT). She is actively engaged in research on activity analysis, psychomotor therapy, and professional learning, with a focus on body-dominant inquiry and learning processes in human interaction professions. Her educational background includes: PhD in Educational and training sciences, CIRNEF (EA 7454), University of Caen-Normandie, 2020. Dissertation: "The psychomotor therapists' 'body-dominant inquiry'. Adjustment activity and learning the work" Psychomotor therapist qualification, Sorbonne-Université, 2015 Dr. Paggetti's research focuses on the analysis of adaptive, "body-dominant" activity in professions addressed to others, particularly in psychomotor therapy. She examines how professionals adjust their activities through bodily engagement with clients/patients. Her work also explores pedagogical and learning activities mediated by new technologies in higher education, especially in engineering schools. She investigates how professional experience is constructed through activity coupling between subjects, with particular attention to the micro-adjustments that occur in human interaction professions. Her recent publications demonstrate a consistent focus on activity analysis methodology, particularly the "micrological" approach to studying professional work. She frequently examines how professionals in human interaction fields (like psychomotor therapists, shepherds, and other care professionals) develop expertise through bodily engagement with their work. Her research bridges educational sciences, work analysis, and professional didactics, with increasing attention to digital technologies in professional learning contexts. Dr. Paggetti is actively involved in scientific communities, serving as a member of the Scientific Council of SNUP-Respir Formation. While specific awards aren't documented in the provided materials, her extensive publication record in reputable journals demonstrates recognition within her academic community. She currently supervises PhD candidate A. HELL, whose research examines "Learning and pedagogical uses of AI in the context of active pedagogy in engineering schools" (defense expected in 2027). Her research is supported through programs like JENII (2021-2025) and CAIRO Confluences, which focus on integrating digital technologies into professional education and active learning pedagogies. As part of LINEACT (Digital Innovation Laboratory for Businesses and Learning to Support Territorial Competitiveness), Dr. Paggetti contributes to research on how digital innovation can support professional learning and business competitiveness. Her work within this laboratory connects theoretical activity analysis with practical applications for professional development in various sectors.
Daniel Luzzati is a permanent researcher at the University of Le Mans, affiliated with the LIUM (Laboratoire d'Informatique de l'Université du Maine) in France. His work bridges computational linguistics, automatic language processing, and theoretical linguistics, with a focus on spoken/written language interactions and dialogue systems. University: University of Le Mans Department: Computer Science Academic Rank: Researcher His research primarily addresses: Grammar and syntax analysis in French Automatic processing of oral and written language Human-machine dialogue systems Corpus linguistics and speech recognition Language teaching methodologies Sociolinguistic aspects of gender and humor Recent publications focus on the Great Grammar of French (GGF), interrogative structures, and the evolution of grammatical frameworks. He frequently collaborates with researchers like Danielle Coltier, Mary-Annick Morel, and Sophie Rosset. Labs & Teams: LIUM, a multidisciplinary research laboratory specializing in language technologies and computational linguistics.
CHEN Lian is a linguistics researcher currently serving as an ATER (Temporary Teaching and Research Attaché) at the University of Artois. She holds associate researcher positions at the LLL-CNRS laboratory (University of Orléans) and CRLAO-CNRS-INALCO. Dr. Chen obtained her PhD in Language Sciences from Cergy Paris University, specializing in contrastive analysis of French-Chinese idiomatic expressions. Her academic affiliations include ongoing participation in the DiCoP project (Digital Dictionary and Corpus of Phraseology) and membership in the Société de Linguistique de Paris. Her research spans: Contrastive lexicology and phraseology Digital lexicography and NLP applications Phraseodidactics and language-culture pedagogy Corpus linguistics and metalexicography She has pioneered digital pedagogical frameworks through projects like HYPA (Hyper Pinyin Alphabet) and HELD (Hybrid Language Teaching), implementing Moodle-based flipped classrooms. Publication analysis reveals three dominant themes across her 15 most recent works (2020-2025): Computational phraseology and ontology modeling Cross-cultural analysis of idiomatic expressions Innovations in digital language pedagogy Her research consistently bridges theoretical linguistics with practical applications in NLP and education technology. Awards and recognitions: First Excellence Award for Young Researchers (15th International Conference on Bilingual Dictionaries, 2023) Finalist in "My Thesis in 3 Minutes" competition (Beijing, 2023) She leads several funded projects: Chinese and European Digital Lexicography (2023-2025, G2023157010L) HYPA digital dictionary (Nouvelle-Aquitaine Region, 2020-2022) HELD-IDEX digital pedagogy (Université Grenoble Alpes, 2019-2020) Dr. Chen directs the DiCoP laboratory (phraseologia.com) focusing on electronic phraseological resources and collaborates with international teams on computational lexicography projects. She maintains active involvement in the HYPAquky association as Vice-President for Academic Science.
Evgenia Nicol-Bakaldina is a part-time lecturer at the University of Toulouse and a part-time professor of English at the University of the Antilles-Guyane (2023-2024), specializing in bilingual education and corpus linguistics. Her research explores CLIL/EMILE pedagogies, specialized English, and applications of ICT/AI in education. Education Doctorate in Education (HAL: tel-04252531v1) Research Themes Bilingual education (CLIL/EMILE) Corpus linguistics Specialized English ICT and AI for educational purposes Projects AROMEPHE (Martinique, 2023–2024) LEA-IFE (French Institute of Education) Professional Affiliations ARDAA (Association for Research in Didactics and Acquisition of English) AFLA DidAsp group (GERAS)
Sophie Robert is a part-time Research Professor at the Faculty of Education , Catholic University of the West, and a secondary school educator. Her work bridges physics/chemistry teaching with advanced research in educational sciences. Education : Doctorate in Educational Sciences (2004), DEA in Educational Sciences with honors (1998), DESS in Strategy and Engineering in Adult Training with honors (1996) Research Themes : Science education, teacher training, didactics, knowledge relationships in pedagogical contexts Leadership : Supervised research methodology for Master 1/2 students (2010-2017), member of DREF-UCO (2012-present) and ARSI-UCO (2013-present) research teams Scientific Awards : Access to associate professor rank (2016), multiple honors for diplomas including DESS (1996) and DEA (1998). Participated in European COMENIUS-C21 program (2006-2009) and INRP research (2000-2002). Publications Trends : Focus on educational discourse analysis, science didactics, and document use in pedagogy. Recent work examines dissertation impacts (2018), building model reconstruction (2016), and knowledge relationships (2015). Labs & Teams : Active in LIRFE (Innovative Research in Education and Training), DREF-UCO, and ARSI-UCO research groups.
Sonia Mandin is a Postdoctoral researcher in educational sciences specializing in educational technologies at the French Institute of Education (EducTice) at École Normale Supérieure de Lyon. She has been working as a Post-Doc researcher with the Eductice team since October 2015. Her professional background includes positions as a teaching assistant at DILIPEM, Grenoble-3 since 2014, and previous postdoctoral research with the LIRIS - CNRS SILEX team from 2013-2015. Her educational background is impressive and interdisciplinary. She earned her doctorate in educational sciences from LSE, Grenoble 2 in 2009 with 'Very honorable mention with congratulations from the jury.' Prior to this, she completed a DEA in educational sciences (2003), a Master's in Educational Sciences (2002), and a degree in educational sciences (2001), all from SEAD, Lille 3 with honors. Her technical foundation was established with a DUT in computer science engineering from IUT A, Lyon 1 in 1998. Dr. Mandin's research focuses on the complex process of learning from an interdisciplinary perspective, integrating insights from psychology, didactics, and computer science. Her work centers on assisting learners through appropriate digital activities by developing computational models that can be implemented in educational technology tools. A significant portion of her research has focused on summarization skills, exploring how to help students better understand texts through effective summarization techniques. She has developed expertise in Latent Semantic Analysis (LSA) and its application to educational contexts, particularly in the development of the Résum'Web system for improving students' summarization abilities. Analysis of Dr. Mandin's recent publications reveals a strong focus on adaptive learning systems, competency-based education, and the application of natural language processing to educational contexts. Her work demonstrates a consistent trajectory from foundational research on text summarization to broader applications in personalized learning environments. Key themes include learner modeling, knowledge representation through ontologies, and the development of feedback mechanisms that support student learning. Her research bridges cognitive science with practical educational technology applications, particularly in mathematics education and writing instruction. Dr. Mandin has been actively involved in several significant research projects including the e-education project 'OCINAEE' (2015-2016), the 'Cartographie des savoirs' project (2013-2015), the European 'Language Technologies for Lifelong Learning' project (2008-2011), and the ACI Ecole et Sciences Cognitives project (2003-2005). She has also served as a speaker for the Canopé Network (formerly CNDP), the National Agency for the Use of ICT in education. Her work spans multiple research teams and institutions, including collaborations with the Knowledge Media Institute at the Open University of Milton Keynes, and research positions at LIRIS - CNRS and LSE, Grenoble. This diverse institutional engagement has allowed her to develop a rich perspective on educational technology applications across different educational contexts.
Gilles Aldon is a Professor (PRAG) at École Normale Supérieure de Lyon, serving as director of the EducTice team within the French Institute of Education. His research focuses on the integration of technology in mathematics education, formative assessment, and investigative learning approaches. He leads collaborative projects like FASMED, DREAM, and CaPriCo, emphasizing co-disciplinary methods. Education: Ph.D. in Mathematics Education (2011), Master 2 in HPDS Research (2008), Mathematics Aggregation, and a Master’s in Discrete Mathematics. He has been a mathematics teacher since 1976. Research interests include the role of calculators in learning, experimental mathematics, and technology-enhanced teaching. His work bridges theory and practice, advocating for teacher collaboration and innovative resource design. Key contributions include publications on didactic incidents, digital tools in classrooms, and co-authored works on collaborative educational platforms. He frequently presents at international conferences and contributes to educational policy through expert reports.
Isabelle Dubois is a Lecturer at the Université de Lorraine, affiliated with the UFR Mathematics Computer Science Mechanics department. Her research spans algebraic number theory, numeration systems, and mathematics education/outreach. She collaborates with Benoît Rittaud on circular words and has contributed to MATh.en.JEANS workshops promoting investigative learning. Research interests include Galois structures in number fields, numerical representations, and didactic methodologies. Recent work focuses on circular words theory, though publications are pending. She actively engages in science communication through exhibitions, conference presentations, and educational initiatives. Past projects include co-creating the 'Universe of Numbers' exhibition and presenting at the Numeration 2017 conference. Her teaching outreach includes workshops for schools and conferences like the 2023 MeJ event in Mulhouse. No formal grants or awards listed. Advising/mentoring activities not explicitly detailed. Labs/teams: Member of the Analysis and Number Theory research group at IECL (Institut Élie Cartan de Lorraine).
Benjamin Wack is a Researcher (PRAG) at the IM2AG Faculty of Engineering, University of Grenoble Alpes. He specializes in computer science education, algorithms, and logic. His teaching spans undergraduate and master's levels, including courses in algorithmic methods, functional programming, discrete mathematics, and preparation for the MEEF Second Degree Master's competition in Computer Science at Inspé de Grenoble. He is responsible for the Computer Science course in the MEEF program and actively engages in educational outreach through workshops and conferences like Didapro 10. Teaching roles: Algorithmic courses (Algo 5/Inf 351), L3 Info Discrete Mathematics, Polytech Grenoble INFO3, and logic courses (Inf 402/432) in L2. Research: Focuses on modeling educational tools using automatons, as seen in his publication on flexagons in Petit x . Software contributions: Adapted Cargo Bot game for algorithm education and developed Unplugged Computer Curiosities . He collaborates with the IREM college, SIF Computer-Free Computing group, and high schools like Champollion for preparatory class computer science integration. His work emphasizes bridging theory and practice in computing education.
National School of Advanced Techniques BrittanyFrance
Florence Charles serves as a Lecturer in Language Sciences at the Brittany Institute of Teacher Education, University of Western Brittany, contributing to Master MEEF teacher training programs. Affiliated with the CREAD research center, she specializes in French language pedagogy for primary and secondary education contexts. Her research centers on vocabulary teaching methodologies, literary text comprehension (particularly humor and irony), and textual implicits in children's literature. She investigates how students from primary to secondary levels interpret literary values and implicit meanings, with current emphasis on irony as a pedagogical challenge in classroom settings. Analysis of recent publications reveals consistent focus on irony comprehension trajectories across grade levels, the role of animal fiction in teaching irony, and challenges in textbook representations of implicit meaning. Her work bridges linguistic theory with classroom practice through qualitative analysis of student responses to humorous and ironic texts. Charles participates in multiple research initiatives including the ANR-funded Phorevox Project (2012-2014) on voice synthesis for writing assistance, the IMPEC Project (2022-2023) addressing educational inequalities through implicit teaching, and currently co-leads the Coref "LICA" (2024-2025) on literature and creative imagination. As co-responsible for the "LICA" research group within CREAD, she collaborates on interdisciplinary projects connecting literary theory, language acquisition, and teacher education, developing innovative approaches to French language instruction that address textual complexity in school curricula.
National Institute of Oriental Languages and CivilizationsFrance
Mikhel Polina is an Associate Professor in Russian Language and Digital Humanities at Inalco (Institut National des Langues et Civilisations Orientales), where she has been since 2023. She completed her PhD in Linguistics in 2022 with a dissertation on multilingual lexicological studies of chemistry terminology. Her research focuses on formal lexicography, terminology, computational linguistics, contrastive lexicology, and language pedagogy. Discipline CNU: 13 - Slavic Languages and Literatures Expertise Areas: Eurasia Teaching Themes: Theoretical Grammar, Practical Grammar, Commercial Translation, Specialized Translation, Digital Humanities, Writing, Oral Expression, Phonetics Her research explores: Computer-assisted lexicography (lexical networks) Terminology and terminography Computational language processing (modeling) Contrastive lexicology across Russian, French, English, and German Language pedagogy Recent projects include: Creation of a Russian-French dictionary of prefabricated expressions (2024) Cythère (terminological system for chemistry education) FRONTERME (boundary between terminology and general language in chemistry) LEC-ru (Explanatory and Combinatorial Lexicology of Russian via Lexical Networks) She collaborates with research teams like CREE (Centre de Recherches Europes-Eurasie) and international institutions including CNRS, LPCT, ATILF, and OLST. She contributes to academic organization, including co-organizing conferences like Les unités préfabriquées de l’interaction (2025) and Multilingual Digital Terminology Today (2022).
Ludovic Morge is a Professor at Université Clermont Auvergne, France, where he serves as Director of the Institut National Supérieur du Professorat et de l'Éducation (INSPE). His work bridges academic research in science education with practical teacher training initiatives across primary and secondary education levels. His research focuses on physics and chemistry education , with particular attention to developing innovative teaching tools and methodologies. Key areas include the effectiveness of mechanical analogies for teaching electricity (Cordelec), geometric optics instruction through ray tracing (Traycer), and simulation software for teaching session management. Morge investigates how disciplinary knowledge intersects with pedagogical approaches, examining teacher adaptability, professional standards, and the implementation of scientific investigation methods in classrooms. Analysis of his recent publications reveals a consistent focus on teacher training and the development of practical tools that bridge theory and classroom practice. His work spans geometric optics instruction, epistemological practices of novice teachers, and the relationship between teachers' disciplinary mastery and student performance. The research demonstrates an evolving trajectory from developing specific teaching tools toward more comprehensive investigations of teacher training systems and professional communities. Morge actively supervises doctoral research, with current and completed theses examining teacher training through simulation software, energy teaching in engineering contexts, and physics-chemistry teacher development. His work connects French educational contexts with international collaborations, particularly with Swiss and Brazilian researchers. He has developed several patented educational tools including Cordelec (a pedagogical device for teaching electrokinetics, patent no. 10 57137) and Traycer (a tool for experimentally tracing ray trajectories in optics). These instruments support experimental study and modeling in physics classrooms, addressing common student misconceptions through hands-on learning approaches.
