Domaines et thèmes de recherche
Suite à ma thèse et aux travaux de recherche realisés avant et pendant la thèse, mes domaines et thèmes de recherche sont liés à l’éthologie, à l’analyse des interactions, à l’expérience utilisateur et à la psychologie cognitive dans une démarche transdisciplinaire.
Le projet de thèse s’est inscrit dans le cadre du projet international Le français en première ligne (F1L).
La recherche porte sur l'analyse des comportements des utilisateurs d’une plateforme de visio conférence poste à poste, VISU, destinée à l’enseignement des langues.
La plateforme VISU est développée dans le cadre du projet ITHACA, financé par l'Agence Nationale de la recherche.
Abstract: This research studies the behavior of users of a desktop videoconferencing platform VISU (designed to deliver online courses), through the multimodal pedagogical communication of two groups of teachers: trainee tutors and experienced teachers based in different locations who taught French as a Foreign Language to a group of students from UC Berkeley in 2010.A team of researchers and developers worked together with the tutors in this experiment to improve the usability of the platform, which was under construction during the course of the study. In understanding the experience of users while using the tool, due to the performance limitations of the tool under construction, a new method of analyzing data was devised in which user behavior was studied through discourse analysis, mimogestuality and the usage of tools including chat and webcam. Specifically, we analyzed the usage of different tools (text based tools) as well as the webcam’s effects on user behavior. Then, through a micro analysis of the pedagogical instruction, we identified the role of these different communication tools used by the tutors in conveying the meaning of the task to be carried out. Interviews, questionnaires and perceptions of students and tutors were gathered to inform the analysis of their experiences and their feelings. This transdisciplinary research therefore attempts, through the description of the synchronous teaching communication, to better understand the different practices, mainly discursive and mimo-gestural, of tutors and students engaged in the multimodal learning. In addition, a key significance of this study is that it demonstrates the value of considering user experience (UX) in studies involving language learning through technology. At the same time, it also indicates the value of including discourse analysis and mimogestuality in user experience research involving interactive pedagogical tools.
Keywords : computer mediated communication, interaction analysis, computer mediated analysis, desktop videoconferencing, user experience, ethology transdisciplinary research
Publications
Publications
“Exploring the dynamics of intercultural communication through a language learner’s vlog: Glocal tensions”, Routledge, 2018 (in collaboration with Combe, C.)
“Vlogs: online multimodal communication and intercultural encounters: theoretical perspectives”, 2016, EuroCALL (in collaboration with Combe, C.)
“Motivation in a MOOC, Issues for course designers”, De Gruyter Open, 2014 (in collaboration with Beaven, T., Creuzé. A.)
“Effects of webcams on multimodal interactive learning”, RECALL, Cambridge Journals, 2013 (in collaboration with Combe, C.)
“How do tutors deliver instruction in the desktop videoconferencing environment? Tutoring practice analysis: Trainee tutors and experienced teachers”, p. 45-48. In Procedia-Social and Behavorial Sciences, vol. 24, ELSEVIER, 2012 (in collaboration with Develotte, C.)
“La médiation de l’interaction pédagogique sur une plateforme vidéo- graphique synchrone”, ALSIC, 2012 (in collaboration with Combe Celik, C.)
“Politeness in an interactive multimodal environment”, Université Jules Verne press, 2012 (published in French) (in collaboration with Combe, C.)
“Conversational gestures in a desktop videoconferencing platform”, Université Jules Verne press, 2012 (published in French) (in collaboration with May, M.)
“Enseigner par visioconférence poste à poste : cadre méthodologique pour l'analyse de pratiques tutorales”, p. 60-71. In Sidir, M., Bruillard, E., Baron, G.-L, Acteurs et objets communiquants. Vers une éducation orientée objets, Journées Communication et Apprentissages Instrumentés en Réseau, 2010 (in collaboration with Develotte, C.)
Conference proceedings
Beaven, T., Codreanu, T., Creuzé , A. (2014). Motivation in a MOOC, II International Workshop on Technological Innovation for Specialized Linguistic Domains; TISLID'14, Avila
Beaven, T., Codreanu, T., Creuzé, A. (2014). Motivation in a MOOC (2014): understanding the learners in a open course, EUROCALL 2014, University of Groningen
Codreanu,T., Chein, S. & Robin, G. (2013). Intrinsic motivation in a blended learning environment WorldCall 2013, University of Ulster http://www.worldcall2013.org/userfiles/file/research%20papers%20-%2045%20papers.pdf
Codreanu,T., Celik-Combe, C. (2012). Quelles normes de politesse dans un environnement d ’ apprentissage interactif multimodal ? JOCAIR, Université de Picardie, Jules Verne
Codreanu, T., Develotte, C. (2012) How do tutors deliver instruction in the desktop videoconferencing environment? Tutoring practice analysis: Trainee tutors and experienced teachers, p. 45-48. In Procedia-Social and Behavorial Sciences, vol. 24, ELSEVIER. Languages, Cultures and Virtual Communities, Les Langues, les Cultures et les Communautés Virtuelles. Edited by Dominique Macaire and Alex Boulton http://www.sciencedirect.com/science/article/pii/S1877042812003151
Codreanu, T., May, M. (2012). La gestualité conversationnelle des tuteurs dans un enseignement de visio conférence poste à poste, JOCAIR, Université de Picardie, Jules Verne
Codreanu, T. & Combe Celik, C. (2012) A plurisemiotic study of the use of the webcam on multimodal interactive teaching, EUROCAL, University of Gottenburg
http://research-publishing.net/publication/chapters/978-1-908416-03-2/Codreanu_CombeCelik_26.pdf
Codreanu, T., Celik-Combe, C. (2011). An in-depth exploration of the effects of the webcam on the multimodal interactive learning Tutoring practices analysis: trainee tutors and experienced teachers. EUROCALL, University of Nottingham,
http://www.eurocall-languages.org/review/20/papers_20/11_codreanu.pdf
Codreanu, T., Celik-Combe, C. (2011). La médiation de l ’ interaction pédagogique sur une plateforme vidéographique synchrone : uneétude comparative. Colloque EPAL, Université Stendhal Grenoble 3, http://w3.u-grenoble3.fr/epal/dossier/03_pro/Programme_Epal.pdf
Codreanu, T., Develotte, C. (2010). Enseigner par visioconférence poste à poste : cadre méthodologique pour l'analyse de pratiques
Presentations
Web 2.0 tools and teacher training (The French Institute, London)
Social Media for language learning (The French Institute, London)
Access to knowledge, MOOCs and higher education: CLE International Conference, London
Research affiliations
ICAR - CNRS Research Lab, UMR 5192
- Research interests: multimodal communication, ethology and interaction analysis
- Participating in various research projects
Current research project : « Interactions Multimodales Par ECran » (IMPEC) -
Présences numériques: https://www.ortolang.fr/market/corpora/impec
- Multimodal interactions by screens: conducting innovative research on different modalities of interaction between the participants of a research seminar (located remotely and in person). The research aims to shed light on the effects that different means of communication have on the perception of message received by participants. The context of this research is a monthly seminar "Multimodal interactions by screens" which has been taking place at ENS Lyon since September 2016 and brings together PhD students, researchers and professors. During these seminars, a number of participants are in Lyon, while the others participate remotely via the smart presence device ‘Beam’, the ‘Kubi’ telepresence robot or via the Adobe connect platform.
Valorisation et partenariat
Research initiatives and partnerships
Massive Open Online courses enhancing Linguistic and Transversal skills for social inclusion and Employability European projects, MOONLITE (2016-2019) https://moonliteproject.eu/
The project aims to widen and improve university teaching for students, create new educational pathways for refugees and build entrepreneurial and language skills.
Funding: Erasmus+ programme, action KA2 (Strategic partnerships in Higher Education).
Granted by the Erasmus+ Spanish National Agency.
GraDAna: Innovation and Entrepreneurship for Iranian HE Graduates (2018)
GraDAna is a cross-national project bringing together European HEIs and SMEs with seven Iranian HEIs. It aims at curriculum development and staff training in Iran and Europe) on the topic of data analytics. The project lasts until October 2018.
