ENG-624: Science and Engineering Teaching and Learning

Résumé

This course develops teaching skills through the introduction of research-informed approaches and the opportunity to practice strategies appropriate for higher education science and technology contexts (exercises, labs, projects and traditional courses).

Source officielle

https://edu.epfl.ch/coursebook/fr/science-and-engineering-teaching-and-learning-ENG-624

Page Moodle

http://go.epfl.ch/ENG-624

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Enseignants (2)

Concepts associés (56)

Cours associés (4)

MOOCs associés (3)

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.

Ingrid Le Duc

I am committed and passionate for furthering Academic Development as a profession that intersects with current educational standards and teachers real concerns. Being exposed to a variety of academic cultures I grew a particular interest in understanding learning and its behavior taking into consideration how learning may be influenced by external and societal factors. Studies: PhD in Social Psychology, London School of Economics, 2001. Thesis title: 'Social Representations of Human Rights: the case of the patrona-muchacha relationship'. A look inside the private life of women in Mexican middle-class urban households. Licenciatura in Psychology at the Universidad Nacional Autonoma de México, UNAM, 1995. Additional training: I am currently training as a systemic and strategic therapist at the Gregory Bateson Institute, the European representation of the Mental Research Institute located in Palo Alto, California. In 2004 I became an accredited Quality Management Evaluator of the European Foundation of Quality Management EFQM. Experience: Before joining EPFL in 2009, I worked at the Ecole Hôtelière de Lausanne (EHL) where I collaborated as a Quality Advisor for teachers and instructors. Teaching assistant at the Department of Social Psychology of the London School of Economics and Political Science (LSE). My first job in Educational Development was as part of a newly established Pedagogical Research Support for the Virtual Campus Project of the renowned Instituto Tecnologico de Estudios Superiores de Monterrey (ITESM)at Mexico City (1996-1997). I volunteered for many causes, such as for the Indo-American Refugee and Migrant Organization (IRMO), in London and Amnesty International. Mandates: During my free-time I participate on trainings on scientific communication and teaching in Higher Education.

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about. The approaches for teaching can be broadly classified into teacher-centered and student-centered.

Inquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions.

thumb|upright=1.5|La lecture, Henri Fantin-Latour (1870) La lecture peut être définie comme une activité psychosensorielle qui vise à donner un sens à des signes graphiques recueillis par la vision et qui implique à la fois des traitements perceptifs et cognitifs. L'histoire de la lecture remonte à l'invention de l'écriture au cours du millénaire avant notre ère. Bien que la lecture de textes imprimés soit aujourd'hui un moyen important d'accès à l'information pour la population en général, cela n'a pas toujours été le cas.

La pédagogie de projet est une pratique de pédagogie active qui permet de générer des apprentissages à travers la réalisation d'une production concrète. Le projet peut être individuel (comme un exposé ou une maquette) ou collectif (l'organisation d'une fête, d'un voyage, d'un spectacle). Il est semblable à une En effet, lors de la démarche de projet, l’élève est placé en situation de résolution de problèmes, participant de fait au processus d’apprentissage.

Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as John Dewey.