Êtes-vous un étudiant de l'EPFL à la recherche d'un projet de semestre?

Travaillez avec nous sur des projets en science des données et en visualisation, et déployez votre projet sous forme d'application sur GraphSearch.

Découvrez-en plus sur les applications Graph.

Concept

Enseignement primaire

L’enseignement primaire, ou l’école primaire, est dans plusieurs pays le premier degré de l’enseignement. Il permet notamment l'apprentissage de la lecture, de l'écriture et des bases de mathématiques. Les enfants entament leurs études primaires vers l’âge de et les achèvent vers l’âge de . Éducation et État de droit Les écoles jouent un rôle majeur dans la socialisation des enfants, filles ou garçons, et dans le développement de leur appréciation du partage, de l'équité, du respect mutuel et de la coopération. Elles définissent donc les valeurs et les compétences fondamentales qui sont à la base de la compréhension de concepts tels que la justice, la démocratie et les droits de l'homme. Les systèmes éducatifs qui favorisent le respect de l'État de droit conformément aux instruments internationaux relatifs aux droits humains et aux libertés fondamentales renforcent la relation entre les apprenant(e)s et les institutions publiques dans l'objectif ultime de donner aux jeu

À propos de ce résultat

Cette page est générée automatiquement et peut contenir des informations qui ne sont pas correctes, complètes, à jour ou pertinentes par rapport à votre recherche. Il en va de même pour toutes les autres pages de ce site. Veillez à vérifier les informations auprès des sources officielles de l'EPFL.

Publications associées

Chargement

Personnes associées

Chargement

Unités associées

Chargement

Concepts associés

Chargement

Cours associés

Chargement

Séances de cours associées

Chargement

Résumé

Source officielle

À propos de ce résultat

Publications associées (3)

Publications associées

Chargement

Personnes associées

Aucun résultat

Personnes associées

Chargement

Unités associées

Chargement

Concepts associés (28)

Concepts associés

Chargement

Cours associés (4)

Cours associés

Chargement

Séances de cours associées (5)

Séances de cours associées

Chargement

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 performance and motivation. In schools, children with handwriting problems need extra support and one-to-one interventions from teachers. Personalised one-to-one support requires additional resources that most schools generally cannot afford. Therefore, there is a need to explore different methods of learning and contemporary technologies to develop new educational tools to foster children’s learning process of handwriting. The research presented in this thesis addresses the question of - “How to create a social robot that can help children to acquire handwriting skills?". Thus, we looked into three different research domains: education; pedagogic sciences; and social human-robot interaction (HRI). On the one hand, we investigated the types of errors commonly present in children’s handwriting. On the other hand, we needed to explore different educational theories to find alternate learning methods that would maximise children’s learning gains. In addition, we investigated various possibilities for integrating a social robot into educational scenarios and measured its impact on the children’s learning process. This thesis presents five studies that follow an incremental evolution of the research. The first three studies were based on the interaction between two children, in the presence of either a human or a robotic facilitator, with the children performing a collaborative writing activity. We explored the ‘peer-learning’ and ‘peer-tutoring’ methods and compared the differences in terms of interaction behaviour and learning gains. Further, we analysed children’s interpersonal distance and feelings of responsibility towards their peers, both in the presence of a robot and human facilitator. Finally, we examined children’s assessment behaviour towards their peers and self-disclosure towards the robotic facilitator. The outcomes of these first studies provided enough data to generate a taxonomy of children handwriting errors to be used in the subsequent studies. They hinted that the ‘peer-tutoring’ method had a positive influence on children’s learning and corrective feedback to their peers in the presence of the social robot, providing positive support to the applicability of social robots as ‘facilitators’ in handwriting learning. The next step was to study the effects of the robot in the peer-tutoring scenario when assuming the role of a peer, directly interacting and performing a collaborative writing activity with the children. Thus, we developed an educational system with an autonomous social behaviour of a robot exhibiting various levels of learning competencies. The tutor-child provides corrective feedback on the writing of the learner-robot and in turn, enhances his writing skills. The robot’s writing was generated by an algorithm incorporating human-inspired movements and could reproduce a set of writing errors from the error taxonomy. We tested the system by conducting two longitudinal studies, each of them composed of four sessions. In the fourth study, we assigned the robot two contrasting competencies: ‘learning’ and ‘non-learning’. We measured the differences in children’s learning gains and changes in their perceptions towards the learner-robot. The fifth study followed a similar interaction scenario and research questions, but this time the robot performed three learning competencies: ‘continuous-learning’;’non-learning’ and ‘personalised-learning’. The findings of these studies show that the children improved more with the robot exhibiting learning, continuous-learning and personalised-learning competencies compared to the robot showing non-learning competency. The way children’s learning and perception of the robot evolved over time confirmed the need for multiple sessions for the last two studies. This thesis presents some evidence that social robots can be successfully used as tools for enhancing children’s handwriting skills in peer-learning scenarios.

EPFL2019

Chargement

Association of neighbourhood disadvantage and individual socioeconomic position with all-cause mortality: a longitudinal multicohort analysis

Idris Guessous, Stéphane Joost

Background Few studies have examined the interactions between individual socioeconomic position and neighbourhood deprivation and the findings so far are heterogeneous. Using a large sample of diverse cohorts, we investigated the interaction effect of neighbourhood socioeconomic deprivation and individual socioeconomic position, assessed using education, on mortality. Methods We did a longitudinal multicohort analysis that included six cohort studies participating in the European LIFEPATH consortium: the CoLaus (Lausanne, Switzerland), E3N (France), EPIC-Turin (Turin, Italy), EPIPorto (Porto, Portugal), Melbourne Collaborative Cohort Study (Melbourne, VIC, Australia), and Whitehall II (London, UK) cohorts. All participants with data on mortality, educational attainment, and neighbourhood deprivation were included in the present study. The data sources were the databases of each cohort study. Poisson regression was used to estimate the mortality rates and associations (relative risk, 95% CIs) with neighbourhood deprivation (Q1 being least deprived to Q5 being the most deprived). Baseline educational attainment was used as an indicator of individual socioeconomic position. Estimates were combined using pooled analysis and the relative excess risk due to the interaction was computed to identify additive interactions. Findings The cohorts comprised a total population of 168 801 individuals. The recruitment dates were 2003-06 for CoLaus, 1989-91 for E3N, 1992-98 for EPIC-Turin, 1999-2003 for EPIPorto, 1990-94 for MCCS, and 1991-94 for Whitehall II. We use baseline data only and mortality data obtained using record linkage. Age-adjusted mortality rates were higher among participants residing in more deprived neighbourhoods than those in the least deprived neighbourhoods (Q1 least deprived neighbourhoods, 369.7 per 100 000 person-years [95% CI 356.4-383.2] vs Q5-most deprived neighbourhoods 445.7 per 100 000 person-years [430.2-461.7]), but the magnitude of the association varied according to educational attainment (relative excess risk due to interaction=0.18, 95% CI 0.08-0.28). The relative risk for Q5 versus Q1 was 1.31 (1.23-1.40) among individuals with primary education or less, but less pronounced among those with secondary education (1.12; 1.04-1.21) and tertiary education (1.16; 1.07-1.27). Associations remained after adjustment for individual-level factors, such as smoking, physical activity, and alcohol intake, among others. Interpretation Our study suggests that the detrimental health effect of living in disadvantaged neighbourhoods is more pronounced among individuals with low education attainment, amplifying social inequalities in health. This finding is relevant to policies aimed at reducing health inequalities, suggesting that these issues should be addressed at both the individual level and the community level. Copyright (C) 2022 The Author(s). Published by Elsevier Ltd.

ELSEVIER SCI LTD2022

Chargement

2001

Chargement

Éducation

vignette|270px|Moyen mnémotechnique mis à disposition des enfants visitant le Field Museum de Chicago leur permettant d'apprendre les pays formant l'Asie et leurs contours géographiques. L’éducation

New York

New York (prononcé en anglais : ), officiellement nommée en, connue également sous les noms et abréviations de en ou en (pour éviter la confusion avec l'État de New York), et dont le surnom le plus co

École

thumb|Reconstitution partielle d'une école primaire des années 1930 en Allemagne. Une école est un établissement où l'on accueille des individus appelés « écoliers » ou élèves afin que des professeur

AR-481: Architecture in the age of acceleration

This course proposes to investigate six strategies for architecture in the age of acceleration: Regionalism, Territoriality, Participation, Transformation, Commonality and Rationality. Anchoring these strategies in recent architectural history, it will explore their relevance for today's practice.

PHYS-106(i): General physics : thermodynamics

Le but du cours de Physique générale est de donner à l'étudiant les notions de base nécessaires à la compréhension des phénomènes physiques. L'objectif est atteint lorsque l'étudiant est capable de prévoir quantitativement les conséquences de ces phénomènes avec des outils théoriques appropriés.

EE-582: Lessons learned from the space exploration

The objective of the course is to present with different viewpoints, the lessons learned which lead to the decisions in the space exploration and their consequences today and for the decades to come. A semester continuous evaluation is done through a project (see below).