Innovative teaching
Teaching and educational technology are a connected strand of Jean-Paul Guillet’s work. The starting point is practical: students learn experimental science by manipulating instruments, observing cause and effect, and connecting measurements with physical models. Digital tools are most useful when they strengthen that relationship rather than replace it.
Teaching activity has covered digital and analogue electronics, C and C++ programming, Arduino, VHDL, industrial computing, automation, microwave engineering, optics and project-based design. At master’s level, research and teaching converge through subjects such as laser telemetry and the integration of FMCW terahertz radar. This creates a route from fundamental concepts to a complete measurement system in which hardware, acquisition and signal interpretation must work together.
The EdTech projects extend this approach through tangible and augmented experiments. HOBIT, the Hybrid Optical Bench for Innovative Teaching, combines physical optical components, numerical simulation and real-time visual augmentation. Students can construct and modify an experiment while the system makes otherwise difficult phenomena more visible and interpretable. The project has progressed through research, prototype development, pedagogical evaluation and maturation activities.
SmartphoniaQ explores smartphones and their embedded sensors as accessible experimental tools linking university and secondary education. ScopeTrainer addresses another practical need: helping learners develop confidence with oscilloscopes and electronic signals through a connected training environment. Across these projects, the common questions concern learner autonomy, the relationship between real and simulated phenomena, the design of robust interfaces and the evaluation of educational value.
This work brings together engineering, optics, human-computer interaction and education research. It has involved hardware development, supervision of experimental campaigns, collaboration with teaching teams and the production of publications, demonstrators and intellectual property. Project names, partner lists, funding periods, licensing and current availability must be checked before the page is published.
Teaching activity spans electronics, programming, industrial computing, optics, microwaves, millimeter waves, terahertz radar, and project-based engineering education.
The educational work is not limited to digitising existing exercises. It investigates how physical manipulation, simulation, augmented visualisation, mobile sensors, and instrument feedback can help learners connect an abstract model with an experimental action. The source dossier records both classroom implementation and research-and-development projects involving educational evaluation, prototypes, publications, and patents.
Educational innovation
The source dossier describes research and development around HOBIT, smartphone-based physics experiments, ScopeTrainer, hybrid practical work, and tangible augmented-reality interfaces.
Projects
Research-informed teaching
A recent teaching direction connects FMCW terahertz radar integration with international master-level education.
Evaluation, durability, and transfer
Educational technology is valuable when it supports a defined learning process and remains maintainable beyond a short demonstration. Research can compare how students interpret feedback, develop experimental gestures, work autonomously, and transfer skills from a hybrid environment to conventional equipment.
Durability is also technical and organisational. Mobile operating systems, browser standards, hardware availability, sensor variation, documentation, teacher training, and ownership of maintenance all affect the lifetime of a resource. The associated publications and projects provide a basis for discussing these trade-offs with education researchers and technology partners.
The same principles apply to research-informed teaching in terahertz engineering. Students benefit when they can connect a radar sweep, time-domain trace, antenna response, or reconstruction parameter with the physical system that produced it. Carefully designed practical work can therefore support both technical skill and critical interpretation of measurement uncertainty.
This educational strand remains connected to the wider experimental research approach: learners need to understand how an instrument, acquisition protocol and model combine to produce evidence. Related outcomes can be followed through the publication portfolio and through media and outreach activity.