This project investigates the question of the resilience of university instruction following the shock of physical and mental isolation into which trainers and learners were thrust during the COVID-19 pandemic. It constitutes a central issue insofar as everything suggests that digital interactions and hybrid teaching are here to stay. We defend the idea that the resilience of university environments, and of society, depends on a new balance between the inevitable use of digital tools and the place for sensitive experience and embodiment. The final goal is to empower teachers in higher education to face the new situations in various contexts. We seek to participate in the restoration of the synergy between the cognitive and the sensitive by: 1) Provide an overall picture of distance training practices implemented during the pandemic, in each of the partner institutions, in the disciplines concerned by the project; 2) Explore hybrid experiential support as a space for in-action dialogue between teachers, learners, and knowledge, with a view to reducing inequalities in learning; 3) Investigate the place of sensitive experience within a given context as a space for learning by taking into account embodied knowledge in a hybrid model; 4) Provide material for the renewal of training practices, toward greater equality and inclusion, in various modalities, including distance learning. Through a partnership between Canada, France and Switzerland, we anticipate the following results: 1) A better understanding of the role of sensitive experience, effect of context and embodiment in pedagogical relationships and learning; 2) Instructional schemes easier to adapt to differing modalities, in person and at a distance, and within different field realities; 3) The development of new knowledge in the research fields of sensitive experience and contextualization. Scientific writings from this project will be a source of inspiration for decision makers in charge of support university trainers.

The design of learning games for learning is a complex task. It involves a large number of challenges for the different stakeholders (e.g. institutions, teachers, technical designers, players, video game experts). Among these challenges, we can note the acculturation to the game, the difficulty to align pedagogical concepts with the game mechanics and diegesis, or the specific needs of communities of practice. Consequently, we observe in the TEL community a strong ad hoc aspect of the design of serious games, especially regarding the game elements used to address specific pedagogical intentions. However, this ad hoc character does not allow to capitalize efficiently on both the serious games created, nor the choices between pedagogical intentions and game elements to implement them. The expertise of the whole community is then difficult to share and to reuse, and it is difficult to efficiently assist the actors in this design stage. The goal of the TALE4GDA project is to bring new assistance to the stakeholders in the design of learning games and to allow the capitalization of these experiences. To do so, we will propose a first formalization of the concept of alignment between a game entity and a pedagogical intention - a pedago-ludic alignment. This will allow us to propose the first topology of shareable alignments: each alignment will be characterized by its relations with the others (e.g. proximity, overlap). We will take a pioneering approach by allowing the annotation of these alignments in a controlled way, exploring even the possibility of exemplifying them with real situations. Thanks to this, we will be able to set up innovative mechanisms for decision support, design and capitalization based on automatic semantic and topological reasoning.