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. Demanì-ere-complémentaire, es mon recrutement en tant que ma??trema??tre de conférences En effet, une nouvelle formation par apprentissage est ouverte depuis septembre 2009à2009à l'Enssat. Cette formation s'oriente vers la spécialité Informatique, Multimédia et Réseaux J'ai participéparticipéà la mise en place de cette formation etparticulì erement celle de ladeuxì eme année de formation (construction de la maquette d'enseignements, mise en place opérationnelle des enseignements) Par la suite, j'aí eté responsable de ladeuxì eme année depuis la création de lafilì ere et jusqu'en 2014. Depuis septembre 2015, je suis responsable de la 2 e année de la formation d'ingénieurs en Informatique de l'Enssat. Pour ses deux responsabilités, j'assume depuis mon recrutement une charge d'organisation des enseignements sur l'année

. De, je suiségalementsuiségalement membré elu au conseil d'´ ecole de l'Enssat. Ce conseil est notamment en charge des grandes orientations prises par l'´ ecole, 2012.

. Enfin, une dizaine de jours que doivent effectuer leséì eves-ingénieurs par apprentissage de 2 e année (environ 25étudiants25étudiants) Cela inclut notamment l'organisation d'un cours dans unétablissementunétablissement partenaire, Par exemple, en 2015 et 2016, j'ai organisé un cours délivré par John Kelleher, au Dublin Institute of Technology, en Irlande. Ces interactions ontégalementontégalement débouché sur la création d'un accord Erasmus entre nos deuxétablissementsdeuxétablissements

. Prenant-doiventêtredoiventêtre-traitées, Une difficulté est que ces deuxprobì emes sont très liés

. Deux-principalesévolutionsprincipalesévolutions-sontàsontà-noter-sur-la-durée-du and . Projet, Lapremì ere concerne la restriction au public FLM en raison des différences importantes entre public FLE etéìetéì eves de cycle 2. Ladeuxì eme est la modification des priorités par rapportàrapportà la définition du profil d'apprenant et la génération d'exercices. Cela nous a conduitàconduità travailler prioritairement sur la définition des caractéristiques du profil servant de basè a la génération d'exercices

. Demanì-ere-générale, La spécification des exercices a doncétédoncété réalisée de manì ere prioritaire en collaboration avec des didacticiens (CREAD) et des enseignants intervenant en cycle 2. Cettepremì ere phase a permis de retenir trois types d'exercicesà exercicesà développer dans la suite du projet : les oppositions phonologiques, la segmentation en mots et la dictée. La construction d'unepremì ere version de la plateforme distribuée a pû etre réalisée enparalì ele. Celle-ci a nécessité un travail important de spécification des services rendus par chaque partenaire

A. B. Projets and . De-recherche-synthèse-va-pouvoir-rendre-les-erreurs-perceptibles, De plus, se cantonneràcantonnerà une validation unique de la réponse de l'´eì eve n'apporte rien du point de vue pédagogique, ce qui nous a conduitàconduità imaginer un mécanisme d'essai-erreur permettantàpermettantà l'´eì eve de se confronteràconfronterà ses difficultés. Demanì ere plus spécifique, le cas de la dictée a nécessité desétudes desétudes approfondies pour créer une voix adaptée, des modèles prosodiques reflétant la production d'un enseignant tout en se calant sur la vitesse de frappe de l'´eì eve. Plusieurs probì emes se posent alors : ? Comment construire une voix dictée ? Quelles consignes appliquer lors de l'enregistrement ? Quel script d'enregistrement utiliser ?

´. Livres-libres-de-droits-a and . Construit, Pour cela, une adaptation des structures de données existantesàexistantesà l'IRISA a dûdûêtre effectuée. L'´ evaluation de la plateforme a ´ eté menée en plusieursétapesplusieursétapes au cours du projet

/. Ergonomie and . De-la-plateforme, validation des contenus des exercices par les enseignants,premì ere validation du principe de l'utilisation de la synthèse et retours sur le bénéfice de l'approche