HUM-433 / 3 credits

Teacher(s): Kotluk Nihat, Tormey Roland John

Language: English

Withdrawal: It is not allowed to withdraw from this subject after the registration deadline.

Remark: Une seule inscription à un cours SHS+MGT autorisée. En cas d'inscriptions multiples elles seront toutes supprimées sans notification.


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.



Learning Sciences, Education, Social and Behavioural Science Research, Interdisciplinary Studies, prototyping process

Learning Outcomes

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

  • Design in a team, an object that supports learning in a specified domain
  • Search for relevant literature
  • Interpret literature and data from empathy studies to decide on their design specifications
  • Conduct a design tasks (empathy studies, brainstorming, multi-criteria decision making, risk analysis, user impact analysis, prototyping) to produce an appropriate educational artefact
  • Assess / Evaluate the effectiveness of their own design

Transversal skills

  • Plan and carry out activities in a way which makes optimal use of available time and other resources.
  • Set objectives and design an action plan to reach those objectives.
  • Evaluate one's own performance in the team, receive and respond appropriately to feedback.
  • Identify the different roles that are involved in well-functioning teams and assume different roles, including leadership roles.
  • Keep appropriate documentation for group meetings.
  • Resolve conflicts in ways that are productive for the task and the people concerned.
  • Take account of the social and human dimensions of the engineering profession.
  • Respect relevant legal guidelines and ethical codes for the profession.

Teaching methods

Supervised team work sessions, mini-lectures

Expected student activities

Students will participate in a design team to design an object that can be used to support learning, with a given goal and within a given set of constraints.

Students will both participate in their design team and, using the portfolio, will reflect upon the working of their team. They will therefore both (a) learn how to apply concepts and design tools from the first semester in a given circumstances and (b) will learn about how to manage design projects and team work.

Assessment methods

80% Written report
20% Portfolio



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.


Ressources en bibliothèque

Moodle Link

In the programs

  • Semester: Spring
  • Number of places: 60
  • Exam form: During the semester (summer session)
  • Subject examined: How people learn: Designing Learning Tools II
  • Project: 3 Hour(s) per week x 14 weeks
  • Type: mandatory
  • Number of places: 60
  • Exam form: During the semester (summer session)
  • Subject examined: How people learn: Designing Learning Tools II
  • Project: 3 Hour(s) per week x 14 weeks
  • Type: optional

Reference week


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