I teach very different audiences, from primary school to Master 2 and on to adult training. I design each course as a complete system, with objectives, one running case, reproducible activities, tooled assessment, and printed and digital materials drawn from a single source.
From Bachelor 3 to Master 2
At EPSI in Bordeaux I teach from Bachelor 3 to Master 2, and the school entrusted me with its modules after very positive feedback from students and the teaching team. In Master 2 I teach observability and the performance of distributed systems, cloud governance and architecture, building and deploying test environments and then running and analysing tests, and I supervise a professional simulation in which students lead a serverless project with agile methods, in a multicultural team. In the Master 1 cybersecurity programme I teach infrastructure security, identity and access management, and developing a secure cloud solution.
In Bachelor 3 I teach version control and continuous integration, virtualisation and containers with Docker, and blockchain development. Each of these subjects has its own course book and its own learning platform, which I wrote and run, and students work there on delivery chains identical to those I operate in production. I also sit on the juries of the professional simulations.
Training adults
For engineers I wrote a complete Docker course (Engine, Compose and Swarm) in twenty chapters, each with its runnable lab, its check and its cheat sheet, and I teach it remotely in two-hour sessions. I also guide adults changing careers towards digital skills.
In middle school, the sciences, English and geography
Edeys school, in Le Haillan, welcomes children with dyslexia, ADHD or autism, in small groups. I have taught there since 2025, pupils aged nine to fifteen, life and earth sciences, physics, chemistry, technology and mathematics, as well as English and geography. Moving from one subject to another with them calls for explicit teaching, short instructions and materials each of them can pick up alone. I speak to them with the exact vocabulary of the curriculum, never invented words, so that what they learn in class serves them everywhere else.
With each child and their family
With a child who has lost confidence, I start by listening, to the child and then to the family, and by finding what the child already does well, so that the first session ends on a success. I design my courses and my games so that a mistake costs nothing, so that a child dares to try again. In my games, a mistake brings a short explanation and a fresh try, and takes away nothing already achieved. Help comes in three levels (a reminder, an example, a guided solution), it is always free, and a pupil can stay guided for as long as they wish. In class I go over frequent mistakes without naming anyone, and the dyslexia-friendly layout changes only the typography, so a pupil with dyslexia works on the same exercise as everyone else.
From my console I see each pupil’s screen, and I come to help when they get stuck rather than at the end of the exercise. In English, each pupil records themselves speaking and receives a QR code that plays their own voice back, so they can hear their progress for themselves. I write my pupils’ report cards and school booklets myself, so that every family knows what their child has learnt and what is left to work on.
Write to me about your child
Engaging pupils through play
Play is my main lever for engagement, provided it serves real learning. I designed and played in class an algebra card game, Enquête dans le bois (a field guide in cards for life sciences), English duels and Mission Terminal, which teaches the shell through checked missions. Each game is first tried with the pupils, then corrected from what the game showed. For the workshop I lead at the ECHO days of EPSI’s network, I designed Constellation, a cooperative game in which every meeting between students from different schools moves the group forward.
Voir les jeux
Preparing for the classes préparatoires
For a final-year pupil preparing to enter the French classes préparatoires, I designed a complete collection of exercise books covering mathematics (advanced mathematics included), physics and chemistry, and numerical programming in Python. Each skill opens with a course reminder, a worked example and a pitfalls box, then offers exercises graded over four levels, with hints and detailed corrections. An essential route lets the pupil manage the workload, and every numeric answer is recomputed by an independent program before publication.
Voir les cahiers
Research questions in education
Ma pratique me pose des questions que j’aimerais instruire avec des équipes de recherche. Un jeu conçu pour une seule notion, puis révisé d’après la partie, change-t-il l’engagement et la mémorisation d’élèves dys, TDAH ou TSA ? Un poste qui en fait moins les rend-il plus autonomes ? Que change, pour apprendre, un retour immédiat sur chaque projet ? Et une IA conçue pour une école, à partir de ses propres règles, peut-elle aider les enseignants sans se substituer à leur jugement ? Aujourd’hui, je juge un jeu à l’engagement que j’observe en classe : la démarche ressemble à la design-based research, mais ce sont des observations de praticien, pas des mesures.
Today I judge a game by the engagement I observe in class, and I correct it for the next session. The approach is close to design-based research, but these are a practitioner’s observations, not measurements. That is precisely what I would like to equip with a researcher, and my research work at LIRIS taught me what an experimental protocol demands.