Initiatives

The aim of Lunch&LEARN sessions is to gather an EPFL audience interested in novel and effective learning and teaching approaches, and to create a rich discussion around successful paradigms based on evidence. Do join us!

The LEARN teams supported EPFL teachers and primary school educators in implementing and adapting distance and hybrid teaching in the unexpected and imposed context of the COVID-19 pandemic lockdown.

Computational thinking in practice. We offer easy access to Jupyter Notebooks for students, and support instructors on the best designs and use in class.

The 3T PLAY project develops playful activities with tangible objects to teach transversal skills to engineering students. Embedded in a premier engineering school, we take a research-based approach to identifying skills that are under-addressed in the higher education literature and skills of emerging importance for today’s environmental, social and economic challenges. The trident framework and activity guides have been iteratively developed through empirical observations and implementation, creating open-source resources for the engineering education and research communities.

The Learning Companion is the result of a collaboration between the Center for Digital Education (CEDE) and the Teaching Support Center (CAPE) at EPFL, both members of the Center LEARN.

The Learning Companion allows students to self-assess on three levels. It invites them to reflect on their learning habits, problem-solving strategies, and their project management skills.

While engineers have always had to consider ethical concerns when designing and developing technology, the rapidly changing digital landscape and the exponential evolution of AI raise new questions and pose a new set of challenges.

Professional (transversal) skills are career competences that are not specific to a particular job, task, discipline or are of knowledge. They are skills that can be used in variety of work settings, and as such are necessary for engineering graduates’ successful transition into future jobs.

The goal of this initiative is to build a test to gauge computational thinking skills in a valid and reliable fashion. We are building, testing and validating a test that can be taken by anyone regardless of their previous knowledge or expertise in computer science.

The term “flipped classroom” refers to a teaching approach in which students get a first exposure to course content before class, through readings or videos, then spend class time deepening their understanding of that content through learning activities with the teacher and/or teaching team (e.g. interactive quizzes, experiments, demonstrations, group problem solving assignments, etc.).

Partnerships between teaching advisors and faculty members are more likely to provide adequate and timely support to the teaching staff. The resources to advise teachers are blended, as they combine face-to-face meetings with relevant videos and documents.

We believe that machines can help humans teach and learn better. That is why we combine artificial intelligence and machine learning with insights from the learning sciences to better understand what people know and how they learn.