Different Perspectives on a Hybrid Device: From Astonishment to Emancipation

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Published: Oct 24, 2026
DOI: https://doi.org/10.52358/mm.vi24.562
Keywords:
hybridization empowerment e-portfolio reflexivity students

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Stéphanie Dumas
Université de Lyon 2
https://orcid.org/0000-0003-0773-6988
Sevastiani Touloupaki
Université de Lyon 2
https://orcid.org/0009-0004-6899-511X
Marjorie Pisani
Université de Lyon 2
Hélène Croce Spinelli
Université de Lyon 2
Liliane Pelletier
Université de Lyon 2
https://orcid.org/0000-0002-0173-4685
Frédéric Guyot
Université de Lyon 2
https://orcid.org/0009-0005-9560-7853

Abstract

This study evaluates a hybrid teaching method used in the third year of a bachelor’s degree in education sciences, combining a lecture on “digital learning environments” and ten tutorials focused on the collective creation of an e-portfolio, including an individual reflective component. Designed to develop collaborative skills, the program aims to empower students through techno-pedagogical hybridization. It is based on a shared Moodle space offering accessible and inclusive resources and explores its innovative and emancipatory potential through the combinations of lecture- tutorials, presence-distance, and evaluation-co-evaluation (Maturana et Varela, 2012). The study, carried out with two teaching assistants and 276 students, combines a teacher focus group, a student questionnaire, and e-portfolio analysis (n=69). The results show that attendance is crucial in both lectures and tutorials: students who attend develop research skills (problematization, analysis) and psychosocial skills (problem solving, communication), moving from a state of wonder to a critical and autonomous stance. Conversely, those who are absent, often struggling to link lectures and tutorials, resort to circumvention strategies, hindering any empowerment process.

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How to Cite
Dumas, S., Touloupaki, S., Pisani, M., Croce Spinelli, H., Pelletier, L., & Guyot, F. (2026). Different Perspectives on a Hybrid Device: From Astonishment to Emancipation. Mediations and Mediatizations, (24), 298–321. https://doi.org/10.52358/mm.vi24.562
Issue
No. 24 (2026): Educational Digital Technology Under Critical Scrutiny
Section
Research articles
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Stéphanie Dumas, Université de Lyon 2

Stéphanie DUMAS REYSSIER is an associate professor of education and training sciences. She is an expert in the phenomeno-ecological approach to affordance. All of her work and research activities are grounded in an instrumental and anthropocentric ecological approach that takes into account what actors do and the specific characteristics of the context. In particular, she studies the conditions that enable individuals to develop (including issues related to motivation and self-determination).

Sevastiani Touloupaki, Université de Lyon 2

Sevastiani Touloupaki holds a PhD in Educational Sciences and completed her doctoral thesis at the EDA (Education, Discourse, Learning) laboratory at Paris Cité University, under a joint supervision arrangement with the University of Patras. Specialising in the teaching of computer science in primary schools, her thesis focused on the teaching and learning of programming among young pupils (aged 5–7), and she is now continuing her research into educational technologies at the ECP (Education, Cultures, Policies) laboratory at the University of Lyon 2.

Translated with DeepL.com (free version)

Marjorie Pisani, Université de Lyon 2

Marjorie PISANI is a PRAG/PRCE (senior lecturer) teaching expression, culture and communication at IUT Lyon 1. She regularly lectures at ISPEF, a component of the Université Lumière Lyon 2, working with third-year undergraduate students in Education Sciences. She regularly collaborates with members of the ECP research laboratory (Education, Cultures, Politiques).

Her research focuses on the portfolio as a hybrid object, at the crossroads of pre-service teacher training, in service of reflexivity and the development of creative thinking. She is particularly interested in reflexive support frameworks.

Liliane Pelletier, Université de Lyon 2

Liliane Pelletier is Professor of Education at Lumière Lyon 2 University (France). She is a member of the Education, Cultures, and Policies (ECP) Research Unit (UR 4571), where she contributes to Research Area 2, Justice, Conflict, and the dynamics ot the commons in Educational Public Action. Her research focuses on inclusive education and research with methodologies, with particular attention to the accessibility of educational, social, and professional environments. She is the principal investigator of the Discontinuities and Continuities in Inclusive Dynamics (RCEI) research programme, which brings together five interconnected case studies examining inclusive trajectories from early childhood education to the transition into employment.

Frédéric Guyot, Université de Lyon 2

PhD in Education and Training Sciences and work as a Training Manager. With more than fifteen years of experience in training engineering and instructional design, I lead large-scale competency development initiatives and support training departments in adopting digital technologies and artificial intelligence for learning and professional development.

My research focuses on the appropriation of technologies in professional and educational contexts. I am particularly interested in the social, cultural, technological, organizational, and political conditions that shape technology use and learning, drawing on the concept of affordance and the capability approach. My research also examines the use of educational technologies and generative artificial intelligence in professional practice.

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