HUM-432 / 3 credits

Teacher: Tormey Roland John

Language: English


Summary

The students will understand the cognitive and social factors which affect learning - particularly in science and engineering. They will be able to use social research techniques as part of the design process to understand end users.

Content

Keywords

Learning Sciences, Education, Social and Behavioural Science Research, Interdisciplinary Studies, Empathy Studies

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POLY-perspective :

  • global perspective
  • citizen perspective

https://www.epfl.ch/schools/cdh/cdhs-vision/

Learning Outcomes

By the end of the course, the student must be able to:

  • Describe the way in which information is processed and memories formed in humans, referring to Attention, Working Memory, Long Term Memory and related concepts
  • Describe the role of motivation, emotion and emotional self-regulation in relation to learning
  • Describe the role of micro-social factors (interaction with teachers, peers and others) in accounting for learning
  • Identify examples of how macro social factors (e.g. gender etc.) impact upon the learning of different social groups
  • Apply this knowledge to understand real-life learning situations
  • Carry out non-participant observation of learners and analyse the data from this (Empathy Studies)
  • Carry out participant observation in learning and analyse the data from this (Empathy studies)
  • Carry out the scoping required to plan a design project

Transversal skills

  • Plan and carry out activities in a way which makes optimal use of available time and other resources.
  • Communicate effectively, being understood, including across different languages and cultures.
  • Take account of the social and human dimensions of the engineering profession.
  • Assess one's own level of skill acquisition, and plan their on-going learning goals.
  • Collect data.

Teaching methods

Flipped Class: you will watch lecture videos before class, and we will then use class time for discussion and activities that will allow you to use and apply concepts.

Expected student activities

Watch videos before class time.  Participate in in-class discussions and activities. Complete required observations of learning.

Assessment methods

20% Group scoping report for design project 
80% Exam

Resources

Bibliography

Tormey, R and Isaac, S. with Hardebolle, C. and LeDuc, I. (2021)  Facilitating Experiential Learning in Higher Education; Teaching and Supervising in Labs, Fieldwork, Studios, and Projects. London: Routledge

Bransford et al. (2000) How People Learn: Brain, Mind, Experience and School. Washington D.C.:
National Academy Press.
Illeris, K. (2009) Contempory Theories of Learning; learning theorists ... in the own words. London: Routledge.
Jarvis, P. et al. (2003) The Theory and Practice of Learning, 2nd Edition. London: Routledge.

In the programs

  • Semester: Fall
  • Number of places: 60
  • Exam form: During the semester (winter session)
  • Subject examined: How people learn: Designing Learning Tools I
  • Lecture: 2 Hour(s) per week x 14 weeks
  • Project: 1 Hour(s) per week x 14 weeks

Reference week

 MoTuWeThFr
8-9     
9-10     
10-11     
11-12     
12-13     
13-14     
14-15     
15-16     
16-17  SG0213  
17-18    
18-19  SG0213  
19-20     
20-21     
21-22     

Wednesday, 16h - 18h: Lecture SG0213

Wednesday, 18h - 19h: Project, other SG0213