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From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale

Publications associées (183)

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“With-me-ness”: A gaze-measure for students’ attention in MOOCs

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We propose a gaze-based indicator of students’ attention in a MOOC video lecture. We report the results from an eye-tracking study during a MOOC lecture. We define the gaze- based indicator of students’ attention as “with-me-ness”. This answers a question ...

ISLS2014

Manufacturing and trimming of a low-cost industrial thick-film force sensor

Peter Ryser, Thomas Maeder, Caroline Jacq

This work describes the design, fabrication and laser trimming aspects of a low-cost compressive force sensor with analogue signal conditioning, designed for a medical syringe pump. First, the general design aspects are discussed, in view of facile and rel ...

2014

Watching MOOCs together: investigating co-located MOOC study groups

Pierre Dillenbourg, Guillaume Zufferey, Nan Li, Himanshu Verma, Afroditi Skevi

Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study that in ...

Routledge Journals, Taylor & Francis Ltd2014

Helping each other teach: design and realisation of a social tutoring platform

Denis Gillet, Sten Govaerts

Today a wide range of technologies exist that support learning and teaching, ranging from learning management systems (LMS) to general social media platforms, such as Facebook and blogs. However, teaching with such tools and platforms can create various ob ...

2014

Tangible Interfaces for Learning

Sébastien Cuendet

There have been many claims that Tangible User Interfaces (TUIs) can have a positive impact on learning. Alleged benefits include increasing usability, improving engagement and collaboration of students, and providing a better perception of the task, esp ...

EPFL2013

Expanding Eye-Tracking Methods to Explain the Socio-Cognitive Effects of Shared Annotations

Andrea Mazzei

Social technologies are leading to transformations in education, by empowering the way learners connect to each other, by introducing new means for teaching and learning and by reshaping the way knowledge is delivered. Annotating texts is a learning strate ...

EPFL2013

Special issue on: Learning Analytics (Editorial)

Maria Jesus Rodriguez Triana

With the general technological advances of the recent years, current learning environments amass an abundance of data. Albeit such data offer the chance of better understand the learning process, stakeholders – learners, teachers and institutions – often n ...

2013

Active learning for monitoring network optimization

Devis Tuia, Alexei Pozdnoukhov

This book provides an introduction to spatio-temporal design that contains a description of one or two basic settings (e.g., migration and biodiversity) that includes real data sets, data-generating mechanisms, and possible simulation scenarios. Furthermor ...

John Wiley & Sons2013

Learning User's Confidence for Active Learning

Devis Tuia

In this paper, we study the applicability of active learning (AL) in operative scenarios. More particularly, we consider the well-known contradiction between the AL heuristics, which rank the pixels according to their uncertainty, and the user's confidence ...

Ieee-Inst Electrical Electronics Engineers Inc2013

Designing Augmented Reality for the Classroom

Pierre Dillenbourg, Sébastien Cuendet, Quentin Bonnard

Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave out the ...

Elsevier2013