Prof. Dr. Patrick Sunnen
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| Faculté ou Centre | Faculté des Sciences Humaines, des Sciences de l'Éducation et des Sciences Sociales | ||||||||
| Department | Département Sciences sociales | ||||||||
| Adresse postale |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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| Bureau sur le campus | MSH, E03 45-080 | ||||||||
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| Téléphone | (+352) 46 66 44 9211 | ||||||||
| Réseaux sociaux & blogs | |||||||||
| Langues parlées | English, French, German, Luxembourgish | ||||||||
| Séjours de recherche en | Germany, United Kingdom | ||||||||
Research topics: Learning in joint activities, teaching/learning situations, ICT-mediated joint activities, EM/CA inspired video analysis
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Patrick Sunnen is Associate professor of Educational Sciences in the Institute of Education and Society. Since his doctoral research, he relied on video analysis to construct data and generate findings with regard to human sense-making in joint activities. Over the last years he moved from a video ethnographic approach to an EM/CA inspired approach to conduct multimodal interaction analysis of joint activities in teaching/learning situations and ICT-mediated contexts.
Last updated on: jeudi 15 février 2018
Academic Qualifications
- PhD in Education at Frankfurt University, Germany
- MA in ICT in Education at the Institute of Education (University of London), England
- Diplom-Pädagoge, Außerschulische Bildung at the University of Trier, Germany
- Certificat d’études pédagogiques at the Institut Supérieur d’Etudes et de Recherches Pédagogiques, Luxembourg
Professional Career
- Since 2009 Coordinator of the LCMI research field “Tracing learning processes”
- Since 2008 Associate professor in Education at the University of Luxembourg.
- 2005-2009 Lecturer in Education at the University of Luxembourg
- 2004-2005 Scientific collaborator on a project at the University of Luxembourg
- 2002-2004 Scientific collaborator at Frankfurt University
- 1993-2000 Primary school teacher
Download Patrick Sunnen's full CV.
Last updated on: 27 fév 2018
Research projects
- 2018-2021 ORBIT – Overcoming Breakdowns in Teams with Interactive Tabletops (PI); funded by the Luxembourg National Research Fund (FNR ; CORE 2017 funding scheme); in partnership with LIST (Luxembourg Institute of Science and Technology)
- 2011-2014 ColeaP - Collaborative Learning among Peers (PI); funded by the Luxembourg National Research Fund (FNR; CORE 2010 funding scheme)
- 2008-2010 ProCLaS - Processes of Collaborative Learning among Siblings. University of Luxembourg (PI); funded by the University of Luxembourg (internal funding scheme)
- 2004-2007 Le plurilinguisme auprès des enfants jusqu'à 9 ans: Diversité linguistique, apprentissage du luxembourgeois et entrée dans la littératie (collaborator) ; funded by the Luxembourg National Research Fund (FNR ; funding scheme « vivre »)
Reviewer for international conferences
- International Conference of The Learning Sciences (ICLS), since 2014
- International Conference on Computer Supported Collaborative Learning (CSCL), since 2015
- European Association for Practicioner Research on Improving Learning (EAPRIL) conference, 2014 & 2015
- MultiPluriTrans - Emerging Fields in Educational Ethnography conference, 2013
Last updated on: 15 fév 2018
- Doctoral School in Educational Sciences (DSES, 2017)
- Doctoral School of Humanities and Social Sciences (DSHSS, 2018-)
- MA Management und Coaching im Bildungs- und Sozialwesen (MAMACO, 2012–)
- Bachelor en Sciences de l’Education (BScE, 2005-
Last updated on: 15 fév 2018
2022
Esch2022 Art, Technology & Digital Culture Podcast: Episode 4 - Treffen mat Orbitia; ;
Diverse speeches and writings (2022)
2021
"Getting on the same page" - How participants' reading aloud from an interactive tabletop facilitates joint game participation; ;
Scientific Conference (2021, July 01)
Balancing Shareability and Positive Interdependence to Support Collaborative Problem-Solving on Interactive Tabletops; ; ; ;
in Advances in Human-Computer Interaction (2021)
Orbitia – Gemeinsam auf Mission.; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
2020
'Being a space mining crew': How participants jointly discover their complementary resources while engaging into a serious game at an interactive tabletop; ; ; ;
in L.Gomez Chova, A. Lopez Martinez, I. Candel Torres: Proceedings, International Conference on Education and New Learning Technologies 2020 (2020, July)
Reading Aloud in Human-Computer Interaction: How Spatial Distribution of Digital Text Units at an Interactive Tabletop Contributes to the Participants’ Shared Understanding; ;
in Staphanidis, Constantine; Kurosu, Masaaki; Degen, Helmut; Reinerman-Jones, Lauren (Eds.) HCI International 2020 - Late Breaking Papers: Multimodality and Intelligence (2020)
Developing an Interactive Tabletop Mediated Activity to Induce Collaboration by Implementing Design Considerations Based on Cooperative Learning Principles; ; ; ;
in Stephanidis, Constantine; Antona, Margherita (Eds.) HCI International 2020 - Posters (2020, July)
2019
Sequence Organisation: What is the interactional work done? Insights from Conversation Analysis!;
Presentation (2019, March 07)
Le Dialogue 'dans tous ses états' : Regards croisés sur les discours dans 'Mona Lisa Smile'; ;
Presentation (2019, October 17)
Designing collaborative scenarios on tangible tabletop interfaces - insights from the implementation of paper prototypes in the context of a multidisciplinary design workshop; ; ; ;
in Proceedings of the 17th European Conference on Computer-Supported Cooperative Work: The International Venue on Practice-centred Computing and the Design of Cooperation Technologies - Exploratory Papers, Reports of the European Society for Socially Embedded Technologies (2019, June)
Kann man Wasser waschen? Kinderfragen und wo sie hinführen können; ; ;
Article for general public (2019)
2018
Multilingualism in Action: A Conversation Analytic View on how Children are Re-Voicing a Story in a French Second Language Learning Lesson;
in IAFOR Journal of Language Learning (2018), 3(2), 19-31
The valuable use of video based analysis to reflect on teaching practices: Complementary analytic views on classroom activities; ;
Scientific Conference (2018, June)
“There Was No Green Tick”: Discovering the Functions of a Widget in a Joint Problem-Solving Activity and the Consequences for the Participants’ Discovering Process; ;
in Multimodal Technologies and Interaction (2018), 2(4), 1-23
ORBIT - Overcoming Breakdowns in Teams with Interactive Tabletops; ;
in Kay, Judy; Luckin, Rose (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (2018, June)
2017
Multilingual re-voicing of a story: a conversation analytic (CA) view on how children co-organize oral narrative in a French second language learning lesson;
Scientific Conference (2017, July 01)
Coping with turn-taking:Investigating breakdowns in human-robot interaction from a Conversation Analysis (CA) perspective;
in Proceedings of the 8th International Conference on Society and Information Technologies (2017, March)
Investigating Breakdowns in Human Robot Interaction: A Conversation Analysis Guided Single Case Study of a Human-NAO Communication in a Museum Environment; ;
in International Journal of Mechanical, Aerospace, Industrial, Mechatronic and Manufacturing Engineering (2017), 11(5), 839-845
"Okay, yes it's true" - Doing discovering work in a tangible-user-interface-mediated joint problem solving physics activity; ;
in Gómez Chova, Luis; López Martínez, Agustín; Candel Torres, Ignacio (Eds.) EDULEARN17 - Conference Proceedings (2017)
2016
"What was that sport?" Analysis of an IRF (input, response, feedback) designed Human Robot Interaction;
Scientific Conference (2016, November)
Dialogic Classroom Talk - Rethinking 'Messy' Classroom Interaction;
in EAPRIL Conference Proceedings (2016, March), (2), 423-434
Dialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson;
in Shoniregun, Charles A. (Ed.) Ireland International Conference on Education, Dublin 25-28 April 2016 (2016)
Dialogic Teaching. Investigating Teacher-Student Talk from a CA Perspective.;
in International Journal for Cross-Disciplinary Subjects in Education (2016), 7(4), 2906-2912
2015
Dialogic Teaching: Rethinking "messy" classroom interactions;
Scientific Conference (2015, November)
Doing co-constructing the learnable: how do cross-aged children co-construct the learnable in a joint activity;
Scientific Conference (2015, August 07)
2014
Perspectives do matter - «Joint Screen» a promising methodology for multimodal interaction analysis; ; ;
in Classroom Discourse (2014), 5(1), 38-50
Eliciting artefacts: How participants co-construct artefacts as relevant in the social and semiotic organisation of activity; ;
Scientific Conference (2014, October 07)
Mit Video einen mikroanalytischen Blick auf gemeinsam konstruierte Lernprozesse von Kindern richten; ; ;
in Kopp, B.; Martschinke, S.; Munser-Kiefer, M.; Kirschhock, E.; Ranger, G.; Renner, G. (Eds.) Individuelle Förderung und Lernen in der Gemeinschaft. Jahrbuch Grundschulforschung. Bd. 17 (2014)
2013
Lernprozesse unter Kindern: Mikroanalytische Annäherung mittels Joint-Screen.; ; ;
Poster (2013, February 20)
« Sibling Stories » - L’invasion des chercheurs. Réflexions méthodologiques et déontologiques sur la construction d’observables vidéo en contexte familial; ;
in Poncelet, Débora (Ed.) Méthodes de recherche en Education familiale. Enjeux, bénéfices et difficultés. (2013)
"You see that in the movie!" - How children engaged in a joint activity simultaneously address each other and the camera operators during a video observation.; ; ;
Scientific Conference (2013, November 22)
2012
«Perspectives do matter. Using multiple cameras to expand the analysis of multimodal process»; ; ;
Scientific Conference (2012, August 22)
2011
Lernen. Ausführungen zum erziehungswissenschaftlichen Lernbegriff bei Gerold Scholzin de Boer, Heike; Deckert-Peaceman, Heike; Westphal, Kristin (Eds.) Irritationen - Befremdungen - Entgrenzungen. Fragen an die Grundschulforschung (2011)
2009
Wir haben das Mega-Orange gemacht! - Vorschulkinder inszenieren sich als Lernende an der Schnittstelle von Schul- und Gleichaltrigenkulturin de Boer, Heike; Deckert-Peaceman, Heike (Eds.) Kinder in der Schule. Zwischen Gleichaltrigenkultur und schulischer Ordnung. (2009)
2008
“Wir haben das Mega-Orange gemacht!” – Vorschulkinder konstruieren sich als Lernende in hybriden Räumen.Scientific Conference (2008, March 19)
Literacy-Erfahrungen von Vorschulkindern mit Migrationshintergrund in einer mehrsprachigen Klasse in Luxemburg;
in Hofmann, Bernhard; Valtin, Renate (Eds.) Checkpoint Literacy, Tagungsband 1 zum 15. Europäischen Lesekongress 2007 in Berlin (2008)
Kann man Wasser waschen? Kinder experimentieren mit Wasser; ; ;
in www.Widerstreit-Sachunterricht.de (2008), 6(11),
2006
Lernprozesse am Computer. Theoretische und empirische AnmerkungenBook published by Peter Lang (2006)
Individuelles Lernen am Computer. Kritische Anmerkungen und Hinweisein Burk, K.; Deckert-Peaceman, H. (Eds.) Auf dem Weg zur Ganztags-Grundschule (2006)
2005
Language learning in preschool at the interplay of home and school practices;
Scientific Conference (2005)
2004
Der Computer – "Nur" Werkzeug oder den Unterricht veränderndes Medium?in Online-Zeitschrift Grundschulforschung (2004), (8),
2000
Making Sense of Video Games: A textual Analysis of Tomb Raider IIBachelor/master dissertation (2000)
