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Publications associées (26)

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Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe

Denis Gillet

Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that docto ...

2020

Teaching Transversal Skills in the Engineering Curriculum: the Need to Raise the Temperature

Roland John Tormey, Jessica Elke Dehler Zufferey, Helena Kovacs, Lucille Delisle, Mirjam Mekhaiel

Engineers and architects today are dealing with great social, technical and environmental complexities, and the demand for having broadly educated holistic engineers will only continue to grow in the future. Being able to manage and lead diverse teams, und ...

University of Twente2020

The Teaching Toolkit: design of a one-day pedagogical workshop for engineering graduate teaching assistants

Roland John Tormey, Siara Ruth Isaac, Cécile Hardebolle

Through their role in labs, exercise/recitation sessions and tutorials, graduate or doctoral teaching assistants play a significant role in the education of engineering students. Yet doctoral assistants frequently get little pedagogical training, what trai ...

2019

"Citizen Science"? Rethinking Science and Public Participation

Jérôme Baudry

Since the late twentieth century, “citizen science” has become an increasingly fashionable label for a growing number of participatory research activities. This paper situates the origins and rise of the term “citizen science” and offers a new framework to ...

2019

Learning How to Write with a Social Robot

Shruti Chandra

Learning handwriting is one of the main occupations for children in primary education. It is a complex skill that has been associated with children’s learning and development. Poor handwriting skills affect children negatively concerning their academic per ...

EPFL2019

Applying IDC theory to education in the Alps region: A response to Chan et al.’s contribution

Pierre Dillenbourg, Jennifer Kaitlyn Olsen, Jauwairia Nasir, Kevin Gonyop Kim, Shuqing Teresa Yeo

In this paper, we present a response to the Interest-Driven Creator (IDC) Theory from a European perspective. Specifically, we raise six questions intended to start a dialogue with respect to IDC Theory’s placement in existing learning theories, its adopti ...

2019