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Lecture

Abstraction in Education

In course

CS-411: Digital education

This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies: do student actually learn due to technologies? In fall 2025, P. Dillenbourg w ...

Description

This lecture explores different levels of generalization in learning activities, such as induction, deduction, reflection, and transfer, emphasizing the importance of transferring knowledge to new situations and the use of metaphors in education.

Instructors (2)

Patrick Jermann

After studies in Geneva (TECFA) and Pittsburgh (LRDC) I joined EPFL in 2003 to coordinate eLearning projects and conduct research in the field of Computer Supported Collaborative Learning (CSCL). Starting 2013 I am responsible for MOOCs production at the Center for Digital Education (CEDE).Former Associate Editor for the IEEE Transactions on Learning Technologies and former Member of the Editorial Board for the International Journal of Computer Supported Collaborative Learning (iJCSCL). Specialties: Interaction analysis, research methods, statistical methods, prototyping, software development, pedagogical design.

Pierre Dillenbourg

A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. In 1986, he has been on of the first in the world to apply machine learning to develop a self-improving teaching system. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been assistant professor at the University of Geneva. He joined EPFL in 2002. He has been the director of Center for Research and Support on Learning and its Technologies, then academic director of Center for Digital Education, which implements the MOOC strategy of EPFL (over 2 million registrations). He is full professor in learning technologies in the School of Computer & Communication Sciences, where he is the head of the CHILI Lab: "Computer-Human Interaction for Learning & Instruction ». He is the director of the leading house DUAL-T, which develops technologies for dual vocational education systems (carpenters, florists,...). With EPFL colleagues, he launched in 2017 the Swiss EdTech Collider, an incubator with 80 start-ups in learning technologies. He (co-)-founded 4 start-ups, does consulting missions in the corporate world and joined the board of several companies or institutions. In 2018, he co-founded LEARN, the EPFL Center of Learning Sciences that brings together the local initiatives in educational innovation. He is a fellow of the International Society for Learning Sciences. He currently is the Associate Vice-President for Education at EPFL.

Official source

Related concepts (14)

Mathematical induction

Mathematical induction is a method for proving that a statement is true for every natural number , that is, that the infinitely many cases all hold. Informal metaphors help to explain this technique, such as falling dominoes or climbing a ladder: Mathematical induction proves that we can climb as high as we like on a ladder, by proving that we can climb onto the bottom rung (the basis) and that from each rung we can climb up to the next one (the step). A proof by induction consists of two cases.

Deduction theorem

In mathematical logic, a deduction theorem is a metatheorem that justifies doing conditional proofs from a hypothesis in systems that do not explicitly axiomatize that hypothesis, i.e. to prove an implication A → B, it is sufficient to assume A as an hypothesis and then proceed to derive B. Deduction theorems exist for both propositional logic and first-order logic. The deduction theorem is an important tool in Hilbert-style deduction systems because it permits one to write more comprehensible and usually much shorter proofs than would be possible without it.

Learning

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.

Natural deduction

In logic and proof theory, natural deduction is a kind of proof calculus in which logical reasoning is expressed by inference rules closely related to the "natural" way of reasoning. This contrasts with Hilbert-style systems, which instead use axioms as much as possible to express the logical laws of deductive reasoning. Natural deduction grew out of a context of dissatisfaction with the axiomatizations of deductive reasoning common to the systems of Hilbert, Frege, and Russell (see, e.g., Hilbert system).

Transfinite induction

Transfinite induction is an extension of mathematical induction to well-ordered sets, for example to sets of ordinal numbers or cardinal numbers. Its correctness is a theorem of ZFC. Let be a property defined for all ordinals . Suppose that whenever is true for all , then is also true. Then transfinite induction tells us that is true for all ordinals. Usually the proof is broken down into three cases: Zero case: Prove that is true. Successor case: Prove that for any successor ordinal , follows from (and, if necessary, for all ).

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