A non-profit created by doctoral students in cognitive science and neuroscience to create playful tools to outreach cognitive science.
Today, this non-profit includes teachers who provide their expertise in teaching and spreading knowledge, as well as fulfilling their wish to provide new teaching methods to present neuroscientific topics to their students.
The content of these presentations are developed with scientists in order to develop effective teaching methods, and monitor and improve the teaching experience.
Donders graduate school students and alumni: a team of 8 doctoral students and ex-students lead the development of new tools for the program and manage the community of users
Angelica Lantyer is a psychologist and PhD candidate working on the fundamental basis of the neuronal communication, focusing on the mechanistic role of dopamine in the sensory cortex of the brain. She is interested in education and has been working
I am a PhD candidate at the Donders Institute. In my research, I look at temporal context effects in visual perception. Specifically, I study whether these temporal context effects may be atypical in people with
I am a PhD student at the Donders Institute. In my research I am interested in novel methods to investigate brain connectivity. I am also interested in psychiatry, stress-reduction therapies and mindfulness. In my free
As a PhD-student in cognitive neuroscience, she studies the brain mechanisms underlying impulsive and compulsive symptoms in developmental disorders such as autism, obsessive-compulsive disorder, and ADHD, using magnetic resonance imaging (MRI) methods. She further likes
Nietzsche completed her PhD in neuroscience at the Donders Institute, with a focus on neuronal oscillations (brain rhythms) and language comprehension. During her PhD, she was part of the FieldTrip software team which develops software
Etudiante en Master de Recherche en sciences cognitives à l’Ecole Normale Supérieure, elle est spécialisée en psychologie expérimentale et se spécialise dans l’éducation. Elle travaille actuellement sur l’apprentissage de la lecture à l’école élémentaire, et
Ergothérapeute depuis 2002 et formée en recherche en sciences cognitives (Master de psychologie cognitive et COGMASTER), elle est spécialisée dans le développement cognitif et les troubles neurodéveloppementaux (dyspraxie, dyslexie, TDAH…). Par ailleurs, elle se passionne
Professeure des écoles spécialisée depuis plus de vingt ans, je travaille auprès d’élèves qui ne sont pas encore rentrés dans les apprentissages. Je pars en 2010/2011 au Québec et partage le travail d’une équipe d’orthopédagogues
With, on one hand, a Master’s Degree in Cognitive Science and on the other, a Early Years Educator Montessori Diploma, she tries to create a dialogue and bridge the gap between the academic field and
Jeune enseignante actuellement en poste dans le Sud Est de la France, elle est titulaire d’un master de l’enseignement, de l’éducation et de la formation. Elle est passionnée par les sciences cognitives qui lui permettent
bio : PhD condidate in cognitive neurosciences, she studies the human development (normal and abnormal – especially TDAH and ASD). She is really interested in education and and outreach of science after doing a lot
OCEANA program roles
- Team and project management: Roselyne
- Kit improvement / users feedback integration: Sophie / Izabela / Roselyne
- Practical exercises formalisation: Isabelle / Sabine
- Program promotion / distribution: Caroline & Roselyne (FR) / Nietzsche & Roselyne (NL) / Adeline (EN)
- Pedagogic questions answers: Isabelle
- Theoretical questions answers: Izabela (EN) / Sophie (NL) / Adeline & Roselyne (FR EN)
- Scientific collaboration: Marie (FR) / Adeline & Jessica (EN) / Roselyne (NL)
- Scientific evaluation protocol: Marie / Jessica
- Video production: Héloïse, Caroline & Isabelle (FR)
Teachers, testing the kit
If Cogni’Junior is leading this adventure, it’s because we hope to provide tools that can be use by all, so the use of the kit should not require initial knowledge of neuroscience.
It’s with this aim that the team wish to take one year to improve the kit with all feedback that we can get from users. It will get out a unic program, made with and for teachers.
After this validation on the pedagogic level, we will lead a scientific validation of the effect of the kit on academic improvement (year 3).
- Charlotte Cherel: young designer, she want to conceive products that engage users, here children, in an active use of their attention. She work today on the creation of objectsthat would help the practice of attentive attendance in class.
- Sabine Lagarde: Mindfulness expert, she provided feedback on the creation of mindfulness exercises for the teaching kit.