CS-411: Digital education

Summary

This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies on this topic: do student actually learn due to technologies?

Official source

https://edu.epfl.ch/coursebook/en/digital-education-CS-411

Moodle Page

http://go.epfl.ch/CS-411

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Instructors (2)

Lectures in this course (81)

Related concepts (997)

Related courses (410)

Related MOOCs (158)

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.

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.

3D computer graphics

3D computer graphics, sometimes called CGI, 3D-CGI or three-dimensional , are graphics that use a three-dimensional representation of geometric data (often Cartesian) that is stored in the computer for the purposes of performing calculations and rendering , usually s but sometimes s. The resulting images may be stored for viewing later (possibly as an animation) or displayed in real time. 3D computer graphics, contrary to what the name suggests, are most often displayed on two-dimensional displays.

Data acquisition

Data acquisition is the process of sampling signals that measure real-world physical conditions and converting the resulting samples into digital numeric values that can be manipulated by a computer. Data acquisition systems, abbreviated by the acronyms DAS, DAQ, or DAU, typically convert analog waveforms into digital values for processing. The components of data acquisition systems include: Sensors, to convert physical parameters to electrical signals. Signal conditioning circuitry, to convert sensor signals into a form that can be converted to digital values.

Geometry processing

Geometry processing, or mesh processing, is an area of research that uses concepts from applied mathematics, computer science and engineering to design efficient algorithms for the acquisition, reconstruction, analysis, manipulation, simulation and transmission of complex 3D models. As the name implies, many of the concepts, data structures, and algorithms are directly analogous to signal processing and .

Learning analytics

Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. The growth of online learning since the 1990s, particularly in higher education, has contributed to the advancement of Learning Analytics as student data can be captured and made available for analysis.

Diagram

A diagram is a symbolic representation of information using visualization techniques. Diagrams have been used since prehistoric times on walls of caves, but became more prevalent during the Enlightenment. Sometimes, the technique uses a three-dimensional visualization which is then projected onto a two-dimensional surface. The word graph is sometimes used as a synonym for diagram.