To reduce greenhouse gas (GHG) emissions and consume energy wisely, it is necessary to quantify consumption and emissions. As part of its SD&RS action plan, Arts et Métiers has therefore undertaken to carry out a carbon assessment. Amaëlle Mayer, Chief of Staff in charge of Social and Environmental Responsibility, who is leading the project, explains.
The tutoring association "Les Chèvres" was founded by students in the Specialized Engineering Program (Energy Engineering) at the end of 2022. Members share their skills with an emphasis on solidarity.
Master of Science , Technology, and Health – Industrial Engineering Track – TEEFSpecialization: Emerging Technologies for Education and Training.
The Master of Science and Master of Science in Emerging Technologies for Education and Training (TEEF) are offered exclusively as work-study programs lasting one year (M2) or two years (M1+M2).
Laval InstituteArts et Métiers
Laval Virtual Center
Rue Marie Curie
53810 CHANGE
Tel.: 33 (0)2 43 49 75 80
The Master of Science aims to train“educational technology engineers”capable of designing, developing, and implementing training and learning systems that utilize emerging technologies such as XR (Extended Reality, which encompasses Virtual and Augmented Reality), Digital Twins, or AI (Artificial Intelligence) for human learning.
This Master of Science program is offered by Arts et Métiers in partnership with Le Mans University. It is offered exclusively asa work-study program lasting one or two years. It draws on the internationally recognized expertise of two local research teams: the EIAH team at LIUM (Le Mans University), which specializes in designing digital tools for education, and the Presence & Innovation team at LAMPA (Arts et Métiers), which studies learning based on immersive technologies from a cognitive science perspective.
Graduates of Master of Science acquired both a broad understanding of the field of computer science and an in-depth knowledge of emerging technologies (AI, XR, etc.) and innovative educational tools (tools for designing immersive courses, etc.). In addition, they will have a strong pedagogical foundation that will enable them to make informed decisions. They may be hired by public or private higher education institutions, companies that develop educational technology (edtech), corporate training departments at large companies, or organizations specializing in vocational training.
The first year consists of approximately 400 hours of training and a work-study internship throughout the school year in a company, training organization, or research laboratory.
The second year (M2), which is directly accessible to final-year Arts et Métiers students Arts et Métiers graduates with five years of higher education, comprises approximately 400 hours of training and a work-study internship throughout the academic year in a company, training organization, or research laboratory.
The courses offered in M1 focus on engineering and educational accessibility, course design and facilitation, introduction to research, emerging technologies for training (XR, AI), learning analytics, trainer support, English, and project management. The M1 projects are focused more on pedagogy itself than on technology, in order to quickly develop the pedagogical skills of students with a background in computer science.
In addition to acquiring technical and methodological skills, the various projects throughout the year aim to develop good habits in terms of teamwork, oral and written presentation, and time management.
The modules cover framework documents, course facilitation, assessments, knowledge of educational trends, and key approaches in the field. Some of these courses will be taught by M2 students who have designed them as part of their "educational project."
Discovering and exploring the uses of emerging digital technologies (XR, AI) for learning, critical analysis, identifying relevant use cases for these tools, and getting to grips with the main design environments.
Educational accessibility: taking into account the diversity of learner profiles in teaching methods, preparation, facilitation, and assessment. Technological accessibility: main methods and standards for designing accessible emerging digital tools.
Research initiation project. Research topics are proposed by researchers from both supervising teams and are carried out in pairs consisting of one M1 TEEF student and one M2 TEEF student. The project consists of conducting a scientific evaluation of an existing training program or one designed for the occasion. Methodology course modules are offered throughout the project.
Students alternate between time spent at the company and time spent in training, with each period lasting 3 to 4 weeks.
The M2 aims to strengthen students' expertise with new projects and courses on the cognitive psychology of learning, the creation of multimedia resources, training evaluation, the design of an e-learning module, resistance to change in individuals/organizations, training ethics, and training law.
Several projects involve M2 students tutoring M1 students: the research project pairing, but also the training creation project, which is then taught to M1 students. These modules allow students to practice their teaching skills in real-life situations.
In terms of projects, this involves creating course modules with specific constraints and teaching these courses to M1 students.
Here again, in project mode, the aim is to design a serious game, but also multimedia online courses.
Mastering the main cognitive processes involved in learning: how attention, different types of memory, metacognition, motivation, commitment, etc. work.
Research initiation project. Research topics are proposed by researchers from both supervising teams and are carried out in pairs consisting of one M1 TEEF student and one M2 TEEF student. The project consists of conducting a scientific evaluation of an existing training program or one designed for the occasion. Methodology course modules are offered throughout the project.
Students alternate between time spent at the company and time spent in training, with each period lasting 3 to 4 weeks.
This Master of Science program is offered by Arts et Métiers partnership with Le Mans University. It draws on the internationally recognized expertise of two local research teams: the EIAH team at LIUM (Le Mans University), which specializes in the design of digital tools for education, and the Presence & Innovation team at LAMPA (Arts et Métiers), which studies learning based on immersive technologies from a cognitive science perspective.
The program is led by five Laval faculty members:
Students are assessed through continuous assessment exams, personal and group projects, and individual end-of-course exams.
Work-study internships are evaluated based on the assessment of academic and industry supervisors, a summary report, and a public defense.
Project-based learning and flipped classrooms are the cornerstones of our training program. Students are challenged with the pace and constraints of completing projects within short timeframes, working in multidisciplinary teams on real-world projects related to the local and national economy.
With a focus on emerging technologies, the Master of Science program offers graduates a wide range of career opportunities:
Graduates of Master of Science acquired both a broad understanding of the field of computer science and an in-depth knowledge of emerging technologies (AI, XR, etc.) and innovative educational tools (tools for designing immersive courses, etc.). In addition, they will have a strong pedagogical foundation that will enable them to make informed decisions. They may be hired by public or private higher education institutions, companies that develop educational technology (edtech), corporate training departments at large companies, or organizations specializing in vocational training.
The M1 is accessible after a bachelor's degree (such as a bachelor's degree in 3D computer graphics or a BUT in computer science and MMI), while the M2 can be taken after an M1, another M2 program, an engineering degree, or in the final year of engineering school.
Applications for Master of Science are submitted through the national platform https://www.monmaster.gouv.fr/
After their application materials have been reviewed, selected candidates participate in a remote interview to assess their motivation, educational background, and the alignment of their career goals with the Master of Science requirements. Final admission to the Master of Science upon the candidate securing a work-study placement (company, training organization, research laboratory, etc.).
Course language: French
Schedule: early September to early April for theoretical training on a work-study basis + 5-6 months of full-time work experience in a company (final defense in September)
Number of class hours per academic year: 400 hours
ECTS credits:60
Cost:The cost of work-study training is covered by the company. The student is employed by the company.
Training location: Institut Arts et Métiers Laval, Laval Virtual Center
Sylvain FLEURY, Coordinator of Master of Science : sylvain.fleury@ensam.eu
Stéphanie DILLOU: Administrative Assistant: stephanie.dillou@ensam.eu
Training offered only asa work-study program lasting one or two years.
At the end of the year, second-year students in the Grande École Program took part in the Innov'AM challenge, during which they worked on real-world business projects to come up with innovative solutions.
At the Arts et Métiers campus Arts et Métiers ,three doctoral students defended their theses last December.
Find out the closing dates for the winter season at the Arts et Métiers campuses and institutes.
Arts et Métiers AMVALOR are joining forces with ten French and Italian partners to support small and medium-sized industrial companies in their transition to decarbonization.
Find out more about the "Learning centers and learning spaces" project, one of the nine major Evolutive Learning Factory projects.
Each campus now has libraries and Fablabs.
The novelty of this project lies in:
The year 2024 will be devoted to the planning and design of learning centers. The Aix-en-Provence and Châlons-en-Champagne campuses already have several building blocks that form a learning center. The aim will be to complete them.
The other campuses all have libraries, fablabs, and co-modal rooms. The project aims to rethink the spaces and/or create links between them.
The work will be carried out in 2025 and 2026.
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