Structure and functionalities of the Application

The application is set up with two profiles, Teacher and Student, which determine the rights in terms of features.

• Teachers have access to all features. They can contact the Academy's technical support if they need to remove content published by one of their students.
• Students have access to the functions for viewing and publishing video and written content, as well as the activities section and the scoreboard.

The application is divided into 3 sections.

A microblogging section (communication + video sharing)
Allows users to communicate in writing with members of the school (teachers and students) through public or private messages addressed to a person or a group. Messages can contain images and/or videos, which is central to the planned use of the app. Posts (and therefore videos) can be commented on by other students and teachers.

A Content & Activities section Prepared in advance by a pedagogical team, this part contains a structured series of media and online activities that are aligned with the face-to-face activities. Activities completed within the application award points, which are counted individually and by teams, so that a scoreboard can be displayed for each college. H5P’s diverse array of interactive activities allowed targeting different competences and made learning more engaging and enjoyable.

A Scoreboard section This section allows users to visualise an individual and team scoreboard for students and other teams in the college.

Design approach

The ADDIE model has been my guide for designing the project. I employed the well-established ADDIE methodology as a structured approach to guide the planning and implementation of this complex project. ADDIE stands for Analyze, Design, Develop, Implement, Evaluate.

Theoretical contributions

The chosen pedagogical model should encourage students to actively build their understanding of eloquence, engage in collaborative activities, and remain motivated. To achieve this, I relied on several learning theories:
Learning by Practice
The constructivist approach to learning, as developed by Jean Piaget, emphasizes the active construction of knowledge by individuals. In the context of teaching eloquence, students should be encouraged to build their understanding of rhetoric and oral expression through practical activities that lead them to reflect and explore actively. David Kolb's experiential learning is also at the heart of the model. Kolb identified four phases of the learning process: concrete experience, reflective observation, abstract conceptualization, and active experimentation. By encouraging students to reflect on their oral experiences in an iterative cycle repeated many times, I foster deeper learning. This approach engages students in practical activities and reflections, helping them develop a profound understanding of eloquence beyond mere mastery of techniques.
Learning with Peer
Lev Vygotsky's socioconstructivism highlights the crucial role of social interaction in the learning process. Here, students benefit from collaboration among peers and social interaction to develop their oral communication skills. Moreover, Vygotsky noted that "to understand someone else's language, it is not enough to understand their words; you must also understand their thought." I aim to help students develop advanced oral communication skills beyond mere mastery of words; not only reinforcing oral language proficiency but also encouraging a deep understanding of the thoughts behind the words of great orators. My application offers activities that go beyond simple elocution, promoting reflection, argumentation, and understanding of messages. The goal is to prepare students not only to speak but also to genuinely understand and interact with others' thoughts and ideas, thus becoming confident and effective citizens. Bandura's social learning theory is another cornerstone of this model. Bandura asserts that individuals learn by observing others, modeling their behavior, and responding to rewards and sanctions. In practical terms, I use concrete examples of talented orators to inspire students and provide positive feedback to reinforce their personal efficacy and skills. Supporting engagement
The development and maintenance of adolescent motivation are essential components of this pedagogical model. To inspire (as much as possible...) students' enthusiasm and encourage them to actively engage in the learning of eloquence, I rely on Deci & Ryan's self-determination theory. According to this theory, motivation is fostered when individuals feel autonomous, competent, and socially connected. In the context of this application, I incorporate elements of choice, challenge, and collaboration to support student motivation, thereby encouraging them to invest fully in learning eloquence.

Pedagogical Approaches

I place a strong emphasis on collaborative approach, encouraging students to work together on oral projects. Students do not just prepare speeches in solitude, but also have the opportunity to collaborate in teams to create impactful presentations. This approach aims to foster cooperative learning, idea sharing, and peer feedback.
When working in teams, students learn to listen, negotiate, and find solutions together. This collaborative approach is inspired by Johnson and Johnson's (1994) work on cooperative learning in educational settings, which demonstrates the pedagogical benefits of this methodology. By encouraging students to work together to achieve common oral goals, we create an environment conducive to mutual learning and personal growth.

Project-Based Active Learning
I believe in active learning through concrete and relevant projects for students. This pedagogical model does not want to remain centered solely on potentially uninteresting topics for adolescents; it is essential to address De Gaulle's oratory talents and other modern, less classic speakers, and give them the opportunity to choose subjects that interest them, in line with their age and concerns. This project-based active learning approach aligns with Harp & Mayer's (1997) principles of cognitive and motivational engagement. Their article discusses the importance of sparking interest in learners when dealing with educational content. They explain that interest can be both emotional (related to the learner's personal attraction to the subject) and cognitive (related to how the content is presented and organized). It explores how learners can be more effective in their learning when their interest is aroused, and offers perspectives on how teachers can design pedagogical materials to maximize this interest. By allowing students to create speeches on topics that passion them, we foster a deeper involvement in the learning process. Students are more invested; it reinforces intrinsic motivation, as students feel autonomous in choosing their subjects and perceive their own abilities to express themselves on these topics.

Flipped Classroom
Flipped classroom defined by the University of Sherbrooke (2011): "Course content is delivered through online resources – most often video capsules – and class time is exclusively devoted to team projects, discussions with the teacher, peer exchanges, practical exercises, and other collaborative activities." This model is adapted for a format with limited in-person time and allows practicing during meetings and preparing the rest of the time. Sales (2013) highlights the importance of pushing participants to follow pre-learning to avoid failure in initial flipped classrooms. A teacher's guide booklet is integrated for pedagogical project relays and a preparation time is scheduled to communicate with participants before the start of the project. Resources will be consulted before class meetings to acquire basic knowledge independently. In-class, they will focus more on practical activities like debates and oral presentations, instead of simple lectures.

Teachers' guide booklet

Technical aspects on server-side

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