Cécile Hardebolle

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Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Francisco Pereira Correia Pinto

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical m ...

2020

Impact of a learning analytics dashboard on the practice of students and teachers

Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Francisco Pereira Correia Pinto

This paper reports results of the deployment of a learning analytics dashboard in the context of introductory Maths, Physics and Chemistry courses in the first year of the Engineering bachelor of a Swiss technical university. Informed by research on self r ...

2019

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

Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula

Roland John Tormey, Siara Ruth Isaac, Cécile Hardebolle, Ingrid Le Duc

Teaching advisors work to sensitize teachers to use inclusive teaching pedagogy because it facilitates learning to all students and makes teachers aware of how the gender composition of a class and its management can promote or hamper student learning and ...

European Society for Engineering Education2018

Does gender-sensitive teacher training have a place in Engineering Education?

Roland John Tormey, Siara Ruth Isaac, Cécile Hardebolle, Ingrid Le Duc

2018

How do students perceive academic success in secondary schools and in higher education?

Roland John Tormey, Cécile Hardebolle

2018

How do science and engineering students approach revisions? A self-regulated learning tool for supporting the transition from secondary to higher education

Roland John Tormey, Cécile Hardebolle, Louis-Dominique Renaud

2018

Creating a Smart Learning Space: Learning with and learning from student-generated data about learning

Roland John Tormey, Cécile Hardebolle

2017

Développement de l’utilisation des clickers à l’Ecole Polytechnique Fédérale de Lausanne (EPFL)

Cécile Hardebolle

Les clickers (boitier électroniques de votes) sont une technologie reconnue de longue date pour son efficacité pédagogique dans les cours ex-cathedra en grand groupes (Crouch et Mazur, 2001). Alors que l’adoption de cette technologie reste relativement lim ...

2016

The Formal and Hidden Curricula of Ethics in Engineering Education

Roland John Tormey, Siara Ruth Isaac, Isabelle Barbara Marie-Hélène Cardia, Cécile Hardebolle, Ingrid Le Duc

In recent years, a commitment to professional ethics and professional responsibility has been included among the learning outcomes required of engineering education programmes in many counties. So, how should engineering ethics be taught? There is evidence ...

2015

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

Roland John Tormey, Siara Ruth Isaac, Cécile Hardebolle

2019

Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula

Roland John Tormey, Siara Ruth Isaac, Cécile Hardebolle, Ingrid Le Duc

European Society for Engineering Education2018

How do science and engineering students approach revisions? A self-regulated learning tool for supporting the transition from secondary to higher education

Roland John Tormey, Cécile Hardebolle, Louis-Dominique Renaud

2018