Concept
Primary education
Related people (15)
Francesco Mondada
Dr. Mondada received his M.Sc. in micro-engineering in 1991 and his Doctoral degree in 1997 at EPFL. During his thesis he co-founded the company K-Team, being both CEO and president of the company for about 5 years. He is one of the three main developers of the Khepera robot, considered as a standard in bio-inspired robotics and used by more than 1,000 universities and research centers worldwide. Fully back in research in 2000 and after a short period at CALTECH, he participated to the SWARM-BOTS project as the main developer of the s-bot robot platform, which was ranked on position 39 in the list of The 50 Best Robots Ever (fiction or real) by the Wired Journal in 2006. The SWARM-BOTS project was selected as FET-IST success story by the EU commission. He is author of more than 100 papers in the field of bio-inspired robotics and system level robot design. He is co-editor of several international conference proceedings. In November 2005 he received the EPFL Latsis University prize for his contributions to bio-inspired robotics. In 2011 he received the "Crédit Suisse Award for Best Teaching" from EPFL and in 2012 the "polysphère" award from the students as best teacher in the school of engineering. His interests include the development of innovative mechatronic solutions for mobile and modular robots, the creation of know-how for future embedded applications, and making robot platforms more accessible for education, research, and industrial development.
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.
Michel Rappaz
After a PhD in solid state physics (1978) at the Ecole Polytechnique Fédérale de Lausanne (EPFL) and a post-doc at Oak Ridge National Laboratory, Michel Rappaz joined the Institute of Materials of EPFL in 1981. After two years in an engineering company, he came back to EPFL in 1984 where he was nominated Adjunct Professor in 1990 and Full Professor in 2003. He retired from EPFL in 2015 and is now Emeritus Professor and independent consultant for several industries and research centres.
His main interests are in phase transformations and solidification, in particular the coupling of macroscopic aspects of heat and mass transfer with microscopic aspects of microstructure and defect formation. Among his diverse achievements, one can mention in particular the development of cellular automata for grain structure predictions and of granular models for hot tearing formation in castings, the coupling of Finite Element method with microscopic models of nucleation and growth, the application of the phase field method to the understanding of various microstructures, the discovery of quasicrystal mediated-nucleation in alloys, and many other studies both fundamental at the microstructure-defect level and more applied at the level of processes.
Some of the software developments have been commercialized by a spin-off company founded by his group in 1991 (Calcom SA), now part of the French company ESI. Michel Rappaz initiated in 1992 an annual postgraduate course on solidification which has been attended by more than 900 participants from all over the world. He is presently collaborating closely with another spin-off company started from his group, Novamet SàrL.
Michel Rappaz has received several awards, in particular the Mathewson co-author award (1994) and author award (1997) of the American Mineral, Metals and Materials Society (TMS), the Koerber foundation award jointly with Profs Y. Bréchet and M. Asbby (1996), the Sainte-Claire Deville Medal (1996) and the Grand Medal (2011) from the French Materials Society, the Bruce Chalmers Award of TMS (2002), the Mc Donald Memorial Lecture award of Canada (2005), the FEMS European Materials Gold Medal (2013) and the Brimacombe Prize of TMS (2015). He is a highly-cited author of ISI, a fellow of ASM, IOP and TMS, and has co-authored more than 200 publications and two books.
Roland John Tormey
I am a sociologist and learning scientist researching and teaching on engineering education. I'm particularly focused on the roles of emotion and self-regulation in engineering teaching and learning. My profile is accessible here.
Michael Graetzel
to be added
Helena Kovacs
Helena is a social scientist with an appetite for a wide variety of topics related to education. Her current work focuses on exploring changes in teaching methods and approaches, strategies of adaptability, and pedagogical innovations at EPFL. Next to this, Helena works on developing a better understanding of teaching and learning transversal skills, with a particular interest in teaching ethics across the engineering curriculum, and she also works on examining the aspects of project based learning from students' and teachers' perspectives. In her previous work, Helena has done research on characteristics of teacher learning in innovative learning environments in schools across Hungary and Portugal, and she has also worked on studying identity formation through curricular material, such as history and language textbooks, across the Balkan countries. Helena holds a PhD in educational sciences obtained as a Marie Skłodowska-Curie fellow from Eötvös Loránd University in Budapest and from University of Lisbon, and a MA in educational policy and management from Aarhus University and Deusto University thought the Erasmus Mundus scholarship. She has worked as a consultant for Technopolis Group in UK and prior to that Helena was a trainee with the Directorate -General for Education and Culture at the European Commission.