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Jimmy NAGAU (LAMIA) : Copilotrace: a platform dedicated to the design of pedagogical scenarios, the acquisition and analysis of graphomotor activities and data aggregation
Recent work highlights the fact that a graphomotor analysis of the pupil\'s movements throughout his or her school career in as many writing situations as possible could help to improve support for learning handwriting, which continues well beyond the first years of school. However, to our knowledge, there is no solution to date that could constitute a shared and mobilisable aid for all teachers from kindergarten to high school. The Copilotrace digital platform was designed to address this issue. After a reminder of the uses of digital technology to help assess and monitor students\' graphomotor skills, the architecture and functionalities of Copilotrace, centred on the contextualised acquisition and analysis of graphomotor activities, are presented. Then, the main contributions of the use of Copilotrace, validated thanks to the first research-actions initiated within the framework of the eMAGMA project, are detailed. We then show that the contributions of the use of Copilotrace for the assistance to the evaluation and the training of graphomotor competences find their direct foundation in its capacity to aggregate and to take into account data resulting from material sources and elements of context corresponding to pedagogical situations of realization of heterogeneous graphomotor activities. It is in particular in that that Copilotrace is an open solution. In addition, we show that as long as the graphomotor analysis, whose benefit of a systematized practice is not any more to be demonstrated, fits in a context of intercycle collaboration, when it is moreover multimodal, as the open character of Copilotrace authorizes it; then, the lessons on the evolution of the graphomotor behavior of the pupil produced by the graphomotor analysis can contribute much more than to clarify and enrich the pedagogical practice of each teacher, team of cycle or establishment. Indeed, beyond that, it can not only help to develop a cooperative approach to monitoring the progress of graphomotor skills throughout the pupil\'s school career, but it can also contribute, because of its multimodal nature, to a better understanding of the part of the pupils\' disciplinary difficulties that originate in the persistence or crystallisation of graphomotor difficulties that were not or were poorly dealt with previously.
