Launched in 2021, it was selected as one of the 17 winners of the "Digital Demonstrators in Higher Education" (DemoES) call for expression of interest under the PIA4. Coordinated by Arts et Métiers, this project also includes CEA (French Alternative Energies and Atomic Energy Commission), the Conservatoire National des Arts et Métiers (National Conservatory of Arts and Crafts, CNAM), and CESI.

JENII offers a comprehensive toolkit, including a platform for the design of digital twins, a broadcasting platform, an immersive virtual campus, guides for effective pedagogical scenarios, experience feedbacks, and concrete examples of digital twins of real industrial systems. The project’s main objective is to design and conduct immersive, interactive, and personalized learning experiences, allowing students to explore, interact, and learn from virtual systems within a controlled and secure environment. JENII addresses learner needs and modern industries by offering innovative approaches: real-time simulations, advanced technology, and a multidisciplinary approach to redefine the future of education.

The goal is to create, within a virtual environment, an interaction experience as close as possible to the real world. This offers many advantages, such as the ability to experiment, test, and optimize systems without the need to physically manipulate real objects, which can be costly, risky, or complex.

DEFINITION OF THE DIGITAL TWIN AGREED UPON BY THE AIF (FRENCH ALLIANCE INDUSTRIE DU FUTUR)

A digital twin is an organized set of digital models representing an entity in the real world (and, if necessary, its environment) to address specific issues and uses. The digital twin is updated in relation to the real world, with a frequency and precision adapted to its issues and uses. It is equipped with advanced operating tools, to understand, analyse, predict or optimize the operation and management of the real entity.

WHY JENII ?

The ambition of the JENII project is to explore new learning methods using digital twins and immersive virtual environments. It aims to provide learners with an interactive educational experience, based on realistic simulations of manufacturing systems, while creating a strong link between the academic and professional worlds. JENII seeks to transform how knowledge and skills are taught and acquired by creating innovative learning spaces and preparing learners for the challenges of the modern manufacturing industry.

L’innovation au cœur du projet

The JENII project stands out as innovative in several ways:

• Integration of digital twins : JENII leverages digital twin technology to virtually replicate complex manufacturing systems. This immersive approach allows learners to visualize, interact, and experiment with real processes safely and without physical constraints.
• Immersive virtual environment : Creating an immersive virtual campus represents a major advancement in learning processes. Learners can explore interactive virtual environments, facilitating engagement, understanding, and knowledge acquisition.
• Personalized learning : JENII caters to individual learning needs by offering a personalized experience. Learners can progress at their own pace, enhancing their understanding and confidence.
• Manufacturing industry connection : The project establishes a direct link to industrial applications. Learners become familiar with technologies used in the professional world, preparing them for real-life situations and challenges.
• Pedagogical innovation : JENII develops specific guides and pedagogical scenarios, opening the door to new teaching methods and training environments that leverage virtual reality.
• Ongoing evaluation : JENII incorporates a continuous evaluation process that adapts pedagogical methods based on learner feedback, ensuring an ever-improving learning experience.

JENII pushes the traditional boundaries of learning by integrating cutting-edge technologies and creating an interactive, personalized educational experience aligned with the needs of the modern manufacturing industry.

Contacts

• Sébastien Fernandez - Project Manager
• Clara Magnin - Community Manager

Réseaux Sociaux

• X : @projet_jenii
• LinkedIn : JENII - Jumeaux d'Enseignement Numériques, Immersifs et Interactifs
• YouTube : projet_jenii

The GreenDiLT project brings together 5 European institutions that will work to create concrete tools to monitor digital practices. 

• The Politecnico di Milano in Italy, 
• The Technical University of Delft in the Netherlands, 
• The Institut National des Sciences et Industries du Vivant et de l'Environnement (AgroParisTech) in France, 
• École Nationale des Ponts ParisTech in France, 
• Arts et Métiers, also in France, which is the project coordinator.

This project involves working with educational stakeholders (teachers, students, support staff) to ensure the sustainable use of digital technologies throughout awareness-raising and educational activities. Our ambition is to engage our communities in eco-responsible actions by promoting more sober practices in terms of equipment and digital usage, and by infusing resilient individual and collective actions.

The first step is to map the different uses, levels of knowledge and expectations of the actors in terms of responsible use of digital technologies. To this end, we have launched a survey until June 2024, open to other institutions ( https://bit.ly/43FQZ4v ). The data collected will enable us to outline some typical practices in the use of digital technologies in teaching and learning, and then explore their environmental footprint in detail. We also intend to create tools to develop and improve the knowledge of educational stakeholders on the environmental impact of digital technologies.

The project will result in: 

• A proposal of a charter for a sustainable use of digital technology in higher education 
• A white paper "Towards digital sobriety in higher education" bringing together all the good practices to adopt both individually and collectively 
• Proposing tools to analyse the impact of digital technologies in educational settings, based on use cases 
• Conducting awareness-raising workshops as well as in-person and online trainings.

GreenDiLT is organised in five inter-institutional work packages, each with its own expertise:

WP1: Project Management

The project is monitored through meetings and conference calls to share information and progress on deliverables. We integrate sustainable practices throughout project phases to minimize environmental impact, and promote civic engagement through knowledge dissemination and awareness-raising initiatives.

WP2: Inventory of equipment, current digital practices and stakeholder expectations

This work package aims to understand how the educational community (learners, teachers, support staff) uses digital technology, find out how much they know about the impact of digital technology on the environment, and define their needs in terms of training and support. It relies on an analysis of the survey results, conducted among all training stakeholders and open to all higher education institutions.

WP3: propose an analysis tool on the environmental impact of digital practices

WP3 will analyze how digital tools affect the environment and society in training methods and suggest ways to make education more sustainable. The project will include a report on the best ways to assess the environmental and social impacts of learning and teaching, an Environmental and Social Impact Assessment and Improvement Plans for Universities, and a Sustainability Toolkit with guidelines, good practices, and recommendations for the education community”.

WP4: drawing up a training plan for the various educational stakeholders

The goal is to develop sustainable digital skills among teachers, students, and support staff by implementing a common training program. The plan includes inventorying existing resources that could be enhanced, creating online learning paths, creating a training kit for on-site sessions, and assessing online and on-site training sessions.

WP5: Dissemination, promotion and communication of the project

WP5 ensures the widespread dissemination and effective utilization of the project's results. GreenDiLT will share the best digital teaching and learning practices with partner institutions and others. This dissemination effort will result in a comprehensive guide for the broader education community. Additionally, a network of education ambassadors, comprising students, teachers and support staff, will facilitate the promotion and adoption of these practices at local scales. 
Eventually, the project will communicate and reach out to people through websites and events to make sure that digital practices in education are used in the long term.

Budget

GreenDiLT has received a total budget of €250,000 from the European Commission under the Erasmus+ programme (Kay Action 2).

Evolutive Learning Factory Logo - Arts et Métiers - ENSAM Evolutive Learning Factories (ELF) are :

• Production lines representative of the industry of the future, entirely digitized and replicated with digital twins

• Scalable equipment enables our students to imagine solutions to help industry mature and respond to technological and environmental challenges

• Sites open to high school and middle school students to show young people what the factory of the future will look like!

Each Arts et Métiers campus is moving towards developing a Learning Factory. These connected, scalable educational spaces combining real and virtual components will help increase the level of technological, digital, societal and environmental expertise drawing on each campus’s facilities and equipment.

Evolutive Learning Factory Ambitions

1. DEVELOP skills through hands-on activities focused on digital and ecological transition issues in a real-life industry setting

2. SUPPORT industry through continuing training, research partnerships and joint development

3. SHOWCASE Industry of the Future solutions

EVOLUTIVE LEARNING FACTORY PROGRAMME AIMS OVER THE NEXT FIVE YEARS

• Modernise and transform our current technology platforms to create a connected, sustainable and responsible Learning Factory on each campus

• De-compartmentalise educational activities and develop new teaching practices geared towards Industry 4.0 technologies and the technical diversity of the four Carbon Neutrality Transition scenarios outlined by ADEME

• Help faculty and staff gain new skills and adapt to different work methods

SIX CHALLENGES FOR EVOLUTIVE LEARNING FACTORIES TO TACKLE

• SD&SR: Sustainable Development and Social Responsibility
• “Digitisation", data, digital twins
• Specific teaching methods using ELF in educational activities
• ELF spaces: equipment, assets, SATER, learning centre)
• Learning Factory Showcase (showroom, signage, communication etc.)
• Enhancing Learning Factory skills

The 9 Major Evolutive Learning Factory Projects

Axis 1: Digital and Technological Revolution in Industry

• Connected Manufacturing
• Robotic Manufacturing
• Digital Twins
• Agile Production
• Connected Factory

Axis 2: Eco-Responsibility and Leadership in Sustainability

• Energy Impact
• Recycling of Metal Alloys

Axis 3: Innovative Collaborative Engineering

• Learning Centers and Learning Spaces
• Reconstruction of the Legendary Delage V12 Labourdette Car

2025 LIST OF EVOLUTIVE LEARNING FACTORY CONTACTS ON EACH CAMPUS

• Aix-en-Provence : Jean-Philippe PERNOT
• Angers : Julien ARTOZOUL
• Bordeaux : Emmanuelle CHAVANNE and Fabian MAGNIN
• Châlons-en-Champagne : Francis CLOVIS
• Cluny : Guillaume FROMENTIN
• Lille : Maurice LEPOIVRE
• Metz : Tudor BALAN
• Paris : Vincent MEYRUEIS