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International audience; In this paper, we propose a method for structuring a competency repository based on 5 principles. Two of them consist in using a composition relation to define competencies at several levels of abstraction and a prerequisite relation to establish prerequisites between competencies. To illustrate the contributions of these principles, an application in the domain of information systems design and implementation is fully developed. This application is based on the discussions that were carried out within the "Competency Working Group" of the French network of MIAGE (Méthodes Informatiques Appliquées à la Gestion des Entreprises) Masters and within the framework of the IDEFI-N OPENMIAGE project funded by the French ANR (Agence Nationale de la Recherche). The proposed repository, in addition to a new structure, incorporates new competencies compared to existing repositories, in particular with regard to strategic management of the IS, development techniques, interpersonal competencies, prerequisites coming from basic disciplines. This repository aims primarily to help the organization of academic and professional training and to allow the assessment of personal skills.

International audience; This essay introduces an ontological discussion of cyberspace. Challenging the objective, subjective and relational perspectives of spaces and place, the Heideggerian precognitive approach contends that "lived spaces" are constituted by an individual's purpose, objectives and aspirations. An existential analysis is carried out to show how a different kind of spatialization is achieved by human beings in cyberspace ("cyber-spatiality") and how it affects the way they disclose themselves online. Heidegger's groundbreaking perspective proves itself useful to provide a deeper understanding of the way consumers experience online space.

Ce papier a reçu le Best Paper Award à l'International Conference on Cognition and Exploratory Learning in Digital Age 2018; International audience; To improve the learning process, the evolution of learner's characteristics (cognitive, affective, prior knowledge, workflow, organization, ...) must be taken into account during the personalization or adaptation. This requires generating several scenarios (a description of activities, their order and links in the learning sequence as well as the expected outcome for the learner) adapted to the identified profiles. We propose a model which aims at improving learners' learning processes by giving them control over two key aspects: (1) the steps of the learning scenario to be followed: after each learning goal is completed, the learner chooses the next one among the possible ones (in terms of their current knowledge) while respecting pedagogical constraints (time and quality of the solutions produced according to satisfaction thresholds); (2) the assessment mode: the learner chooses a mode corresponding to their own goals in terms of mastery, while respecting the minimum thresholds set by the teacher. We assess our approach with learners in terms of (a) adequacy of the model with learners' expectations, (b) usability of the system and (c) learning experience satisfaction, through self-report questionnaires and an analysis of the data collected over 11 learners who used an implementation of our system on the LMS (Learning Management System) in the context of a real course on Economy. The results reveal an a priori acceptance of our model, a diversity of the scenarios constructed, and the use of 2 (out of 3) assessment modes to progress. We use these results to analyze current limits of the system and propose redesign ideas to minimize them.

International audience; The current global dimension of human exchanges in any domain (work, commerce, learning, entertainment...) is accompanied by technologies that enhance synchronous and asynchronous communication thus facilitating both collaboration and competition: the two driving forces for progress since ages. Collaboration can be made essentially in asynchronous mode by e-mails, files and information exchanges, or in synchronous mode by organizing meetings where collaborators communicate directly. Geographical and temporal distance may be overcome by several ICT (Information and Communication Technologies) solutions, usually under the label of e-collaboration. This concept is based on a high number of interactions that could be classified in three types: Computer to Computer Interaction (1), Collaborator to Computer Interaction (2) and Collaborator to Collaborator Interaction (3). Consequently, performance evaluation of e-collaboration has to be considered as consisting separately on the evaluation of each of the three types of interaction. This view leads to focus on three main aspects: the first is the system -efficiency- the second is the interface -ergonomics- the third is the collaborator's behavior during collaboration and its influence on the outcome of the joint effort -effectiveness. Three evaluation layers are so found. In this paper, we propose an appropriate evaluation method to each layer, so that future developments, applying the new evaluation method and exploiting results in actual settings, may improve separately efficiency, ergonomics and effectiveness of e-collaboration in a complementary way.