Intitulé de l'offre : Postdoctorate in psychology/cognitive sciences in digital education M/W (H/F)
Référence : UMR6024-JOHCHE-002
Nombre de Postes : 1
Lieu de travail : CLERMONT FERRAND
Date de publication : mardi 10 octobre 2023
Type de contrat : CDD Scientifique
Durée du contrat : 12 mois
Date d'embauche prévue : 1 décembre 2023
Quotité de travail : Temps complet
Rémunération : From €2905 gross per month depending on experience
Niveau d'études souhaité : Niveau 8 - (Doctorat)
Expérience souhaitée : 1 à 4 années
Section(s) CN : Brain, cognition and behaviour
The mission will focus on the development and implementation of experimental laboratory protocols to better understand the functioning of Intelligent Tutoring Systems (ITSs) and their effects on cognition and academic performance. The assignment will include data collection and analysis and scientific dissemination through publications in peer-reviewed journals and presentations at international and national conferences.
The person recruited will also be involved in developing a methodology for monitoring a training program in digital education for teachers and the related statistical aspects
This post-doctoral contract is part of the e.P3C Transfert research project - winner of the EFRAN3 call for projects - which aims to reduce educational inequalities using digital technology and to manage heterogeneity at school. The aim of the project is to develop and evaluate a training program for national education teachers (secondary education) based on e.P3C's scientific results and theoretical, methodological and technical foundations, with a view to developing teachers' skills in terms of pedagogical strategies for differentiation using digital technology.
Within e.P3C Transfert, the person recruited will focus on investigating the socio-cognitive mechanisms underlying the use of ITS and their benefits for learning.
This position is open to PhDs in experimental psychology or cognitive science, with a strong interest in the topic of learning (including memory, motivation, etc.), and with demonstrated skills in experimental programming (e.g., Eprime, Matlab, Java, Lab.js, PsychoPy) and/or statistics (e.g., Bayesian statistics, regression, mastery of a priori power calculations), with proven skills in scientific writing (first-name publications in international journals).
- Skills in psychology/cognitive science, with particular reference to high-level cognitive functions (e.g., working memory) and the status of error in private and public contexts.
- Programming (e.g., Eprime, Matlab, Java, Lab.js, PsychoPy)
- Statistics (e.g., R, Python, SPSS)
- Scientific writing
- Oral fluency
Diversified knowledge of educational research would be an asset:
- On intelligent tutorial systems.
- Previous experience in laboratory and field methodology (interventions in schools).
Contexte de travail
"Laboratoire de Psychologie Sociale et Cognitive" (LAPSCO-UMR UCA-CNRS 6024; https://www.lapsco.fr), located on the Carnot site of the University of Clermont Auvergne (Clermont-Fd city centre). The UMR currently has 42 permanent staff and a total of 86 people, including contract staff, doctoral students and post-doctoral fellows. Its aim is to study the behaviour and cognitive processes involved in the major mental functions (perception, attention, memory, language, temporality), from their cerebral bases to their social and cultural determinants, with major stakes in the fields of education, health and industry. At the interface of experimental psychology (social, cognitive and developmental) and integrative neuroscience, this scientific orientation has led to the laboratory being structured into three teams: 1- "Cognition-Behaviour-Context"; 2- "Social Behaviour and Collective Dynamics", and 3- "Physiological and Psychosocial Stress", and two cross-disciplinary areas ("embodied cognition"; "humanoid social robotics and cognition"), all serving a highly integrated vision of cognition and human behaviour.
The person recruited will be assigned to team 1 and will work within the LAPSCO under the supervision of Pascal Huguet, Director of the LAPSCO, and the co-direction of Johann Chevalère ('Digital Education' Chair), and in close collaboration with Marie Demolliens (PhD, Research Engineer) and Natalia Martinelli (PhD student, Pedagogical Engineer). He or she will also interact with the entire research team involved in the project and will have access to the entire UMR infrastructure. In order to provide optimum conditions for the study of cognition and human behaviour in the era of digital transition, the experiments will take place on the LAPSCO's e3C (Behaviour-Brain-Cognition in the Era of Digital Transition) experimental platform, which covers an area of 500 m2 and is unique in France for its organic link with the Clermont-Ferrand education authority and its level of scientific equipment.
Le poste se situe dans un secteur relevant de la protection du potentiel scientifique et technique (PPST), et nécessite donc, conformément à la réglementation, que votre arrivée soit autorisée par l'autorité compétente du MESR.
Based on the unifying character, scientific results and organisational spin-offs of e.P3C, the ambition of the present consortium is to give impetus, with e.P3C Transfert, to an operational and sustainable ecosystem of research and training on digital technology for teaching and learning. The aim is not simply to scale up the e.P3C tools themselves - in our case an ITS and teaching modules for students - but to pass on the knowledge and skills associated with their construction and which have proved their worth in e.P3C in terms of their contribution to the general problems of managing heterogeneity in schools and reducing educational inequalities using digital technology. Rather than offering the educational community 'off-the-shelf' digital tools whose lifespan may prove short-lived, e.P3C Transfert will impart knowledge, skills and a scientifically informed strategy for using digital resources, thereby giving the teaching community the autonomy to design the equivalent of e.P3C tools themselves and adapt them as closely as possible to their professional realities and needs. Axis 1 of e.P3C Transfert will draw on the group of e.P3C ITS 'teacher designers' to develop and evaluate a test training path based on the scientific results (also incorporating the results of Axis 2 of e.P3C Transfert) and the theoretical, methodological and technical foundations of e.P3C. The aim is to enable a greater number of teachers, both in the Clermont-Ferrand region and nationally, to develop their skills in differentiating teaching strategies using digital technology. Integrated into the courses offered by the École Académique de Formation Continue (EAFC) in Clermont, this training will also draw on the original work of e.P3C Transfert's axis 2. As yet unexplored, the millions of learning traces produced by the e.P3C experimental group when using ITS on Maskott's Tactiléo platform will be modelled in an original way in relation to certain student characteristics (socio-economic status and working memory span) which have proved to play a decisive role, and the findings in this context will also be transferred to teachers via our training scheme (axis 1). Trace modelling in the sense of learning analytics applied to education is generally blind to these characteristics, even though they are reputed to have an impact on school production. However sophisticated they may be, weightless modelling of pupils' social and cognitive realities is necessarily both limited and limiting. By combining different levels and techniques of analysis, however, it is possible to overcome these limitations and build tools that are better adapted to the social and cognitive realities in question. This is probably even one of the essential conditions for improving the reference points for pedagogical action, particularly with regard to the management of heterogeneity at school and the reduction of educational inequalities. In short, e.P3C Transfert will enable the foundations and achievements of e.P3C to be consolidated, expanded and disseminated, and ultimately bring to national scale a digitally-assisted strategy within the reach of all teachers, likely to facilitate their management of heterogeneity at school and the reduction of inequalities rooted in the social background of their pupils. Given that France is still at the top of the OECD league table when it comes to reproducing such inequalities, the spread of digital strategies likely to curb them must be encouraged on a large scale, a laudable objective for 'France 2030'.