Enseignement secondaire | EPFL Graph Search

thumb|right|Ida B Wells High School de San Francisco (États-Unis). Lenseignement secondaire couvre les degrés scolaires qui se situent entre la fin de l'école primaire et le début de l'enseignement supérieur. Les systèmes retenus par les différents pays sont très variés. Par pays Belgique et République démocratique du Congo L'enseignement secondaire est organisé sur six années, appelées première secondaire, deuxième secondaire… ou également humanités ou encore rénovées. En Belgique, en 1976, il y a eu une inversion dans la numérotation des 6 années de l’enseignement secondaire. Auparavant, l’on commençait ses humanités en pour les terminer en (rhétorique). Par la loi du parue au moniteur belge le , cet ordre a été inversé et, depuis la rentrée scolaire de de l'année 1976-1977, l’on commence ses humanités en pour les terminer en (rhétorique). À partir de la troisième année, l'enseignement est subdivisé en quatre branches (appelées « formes d'enseignement

Exploring a Handwriting Programming Language for Educational Robots

Barbara Bruno, Christian Giang, Taavet Kangur, Laura Mathex, Francesco Mondada, Vaios Papaspyros

Recently, introducing computer science and educational robots in compulsory education has received increasing attention. However, the use of screens in classrooms is often met with resistance, especially in primary school. To address this issue, this study presents the development of a handwriting-based programming language for educational robots. Aiming to align better with existing classroom practices, it allows students to program a robot by drawing symbols with ordinary pens and paper. Regular smartphones are leveraged to process the hand-drawn instructions using computer vision and machine learning algorithms, and send the commands to the robot for execution. To align with the local computer science curriculum, an appropriate playground and scaffolded learning tasks were designed. The system was evaluated in a preliminary test with eight teachers, developers and educational researchers. While the participants pointed out that some technical aspects could be improved, they also acknowledged the potential of the approach to make computer science education in primary school more accessible.

Springer, Cham2021

Design and evaluation of digital tools to expand experience in vocational education

Kevin Gonyop Kim

Vocational education and training (VET) is the most popular form of upper-secondary education in Switzerland, with more than two-thirds of the teenagers enrolling in a VET program after finishing their compulsory education. The vast majority of the Swiss VET systems have a dual-track structure where students learn in schools for one or two days per week while they do an apprenticeship in a company for the remaining days. Their professional competencies are developed through a combination of workplace experiences reinforced by the theoretical knowledge learned in school.While the apprenticeship at workplaces provides valuable experience to the learners, one concern is that there is a lack of diversity in the experiences of an individual apprentice. Motivated by this limited experience of VET learners in the workplace, the goal of our research has been to explore the possibilities of expanding their experiences. Focusing on design-related professions in VET, we consider exploring digital variations of a design as a way to expand the original experience related to the design. The research objectives of this thesis are (1) exploring possibilities to expand the experience of learners in design-related VET and (2) investigating the potential benefits of the expanded experience. To accomplish the research objectives, we formalize the idea of expanding experience for VET learners by defining the three dimensions of expansion: parametric, temporal, and social. We explore these three dimensions in three studies.For the parametric dimension, we investigate how learners explore a multidimensional space of possible designs using a digital tool and how we can support the process with an interface that enables disentangled exploration of design parameters. We present a tool called BloomGraph that has been developed for florist apprentices to explore flower bouquet designs, and the results from an experimental study that investigates the effectiveness of a graph interface for design exploration.For the temporal dimension, we explore how we can support the VET learners with envisioning the designs that change over time. We present a virtual-reality tool called GardenVR developed for gardener apprentices that allows creating a garden and exploring it in an immersive environment. In an experimental study with gardener apprentices, we investigate how they explore the time dimension using the tool, compare the tool with the current method of practice, paper-sketching, and study how the two interfaces can be combined in an instructional design to enhance the design outcome.Lastly, for the social dimension, we present a tool called Mixplorer that has been designed for a classroom scenario of gardener apprentices. The tool provides a way to socially explore design spaces by allowing the apprentices to create an initial design and recombine it with the designs of other learners. We present the results of two studies conducted using the tool that investigate its feasibility in the VET setting, potential benefits for the learners, and the effectiveness of the design-mixing process in creative practices.

EPFL2022

Design and evaluation of digital tools to expand experience in vocational education

Kevin Gonyop Kim

EPFL2022