Lecture

Predicting student success

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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 discusses the ethical implications of using analytics to predict student success, highlighting the balance between responsibility and determinism in education. It explores the impact of such predictions on student outcomes and the role of teachers in shaping student expectations.

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 (7)

Ethics

Ethics or moral philosophy is a branch of philosophy that "involves systematizing, defending, and recommending concepts of right and wrong behavior". The field of ethics, along with aesthetics, concerns matters of value; these fields comprise the branch of philosophy called axiology. Ethics seeks to resolve questions of human morality by defining concepts such as good and evil, right and wrong, virtue and vice, justice and crime. As a field of intellectual inquiry, moral philosophy is related to the fields of moral psychology, descriptive ethics, and value theory.

Social responsibility

Social responsibility is an ethical framework in which an individual is obligated to work and cooperate with other individuals and organizations for the benefit of the community that will inherit the world that individual leaves behind. Social responsibility is a duty every individual has to maintain; a balance between the economy and the ecosystem one lives within. A trade-off might perhaps exist between economic development, in the material sense, and the welfare of the society and environment.

Moral responsibility

In philosophy, moral responsibility is the status of morally deserving praise, blame, reward, or punishment for an act or omission in accordance with one's moral obligations. Deciding what (if anything) counts as "morally obligatory" is a principal concern of ethics. Philosophers refer to people who have moral responsibility for an action as "moral agents". Agents have the capability to reflect upon their situation, to form intentions about how they will act, and then to carry out that action.

Outline of ethics

Ethics or moral philosophy is a branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct. The field of ethics, along with aesthetics, concern matters of value, and thus comprise the branch of philosophy called axiology. The following outline is provided as an overview of and topical guide to ethics.

Virtue ethics

Virtue ethics (also aretaic ethics, from Greek ἀρετή [aretḗ]) is an approach to ethics that treats virtue as central. Virtue ethics is usually contrasted with two other major approaches in ethics, consequentialism and deontology, which make the goodness of outcomes of an action (consequentialism) and the concept of moral duty (deontology) central. While virtue ethics does not necessarily deny the importance to ethics of goodness of states of affairs or of moral duties, it emphasizes virtue, and sometimes other concepts, like eudaimonia, to an extent that other ethics theories do not.

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