Personne
Cécile Hardebolle
Publications associées (20)
A multimodal measurement of the impact of deepfakes on the ethical reasoning and affective reactions of students
Touradj Ebrahimi, Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Vivek Ramachandran, Nihat Kotluk
Deepfakes - synthetic videos generated by machine learning models - are becoming increasingly sophisticated. While they have several positive use cases, their potential for harm is also high. Deepfake production involves input from multiple engineers, maki ...
2023The Digital Ethics Canvas: A Guide For Ethical Risk Assessment And Mitigation In The Digital Domain
Patrick Jermann, Cécile Hardebolle, Vivek Ramachandran, Vladimir Macko, Adrian Christian Holzer
Ethical concerns in the digital domain are growing with the extremely fast evolution of technology and the increasing scale at which software is deployed, potentially affecting our societies globally. It is crucial that engineers evaluate more systematical ...
2023Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults
Olivier Lévêque, Cécile Hardebolle, Marc Lafuente Martinez
This study describes the development and validation process of a computational thinking (CT) test for adults. The team designed a set of items and explored a subset of those through two qualitative pilots. Then, in order to provide validity evidence based ...
2022Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years
Simone Deparis, Roland John Tormey, Cécile Hardebolle, Himanshu Verma
Background Research shows that active pedagogies could play an important role in achieving more equitable outcomes for diverse groups of students in Science, Technology, Engineering, and Mathematics (STEM). Although flipped classes are a popular active met ...
2022A Game-Based Approach to Develop Engineering Students’ Awareness About Artificial Intelligence Ethical Challenges
Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Helena Kovacs, Maria Carla Di Vincenzo, Ester Simkova
The past few decades have seen important efforts to introduce more ethics into engineering education programs around the world, while adapting to the evolution of ethical concerns, notably in relation to digital technology and artificial intelligence. Even ...
2022A Canvas for the Ethical Design of Learning Experiences with Digital Tools
Denis Gillet, Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Adrian Christian Holzer, Pascal Felber
The use of digital tools has drastically increased in engineering education, accelerated by the COVID-19 pandemic. These tools generate important ethical issues, in particular in terms of privacy and fairness. However, very few teacher training programmes ...
2022Which professional skills do students learn in engineering team-based projects?
Jürg Alexander Schiffmann, Roland John Tormey, Cécile Hardebolle, Cyril Picard
Engineering accreditation bodies express a strong consensus that in addition to technical and scientific skills, engineering education also needs to promote the development of professional skills. In general, team-based projects are considered to be valuab ...
2021Assessing student learning of design and project management skills in a project-based course
Jürg Alexander Schiffmann, Cécile Hardebolle, Cyril Picard
The design process followed by mechanical engineers is undergoing significant changes with the development of rapid prototyping techniques [1] and of artificial intelligence (A.I.) supported tools [2]. The job market is highly affected by these changes. Ho ...
2019The 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 ...
2019Designing 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 ...
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD2019