Cécile Hardebolle

2024. 52 Conference of the European Society for Engineering, Lausanne, Switzerland, 2024-09-02 - 2024-09-05. p. 2552 - 2559. DOI : 10.5281/zenodo.14260933.

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EQUITY AND EXAMINATION TIME PRESSURE IN FIRST YEAR MATHEMATICS FOR ENGINEERS

R. Tormey; A. Niculescu; H. Verma; C. Hardebolle; S. Deparis

2024. 52 Conference of the European Society for Engineering, Lausanne, Switzerland, 2024-09-02 - 2024-09-05. p. 916 - 925. DOI : 10.5281/zenodo.14254730.

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Study Success And Failure Of STEM Students And The Connection To Their Learning Habits

F. Mumenthaler; P. Jermann; C. Hardebolle; R. Tormey

2023. 51st Annual Conference of the European Society for Engineering Education (SEFI), TU Dublin, Ireland, 2023-09-11 - 2023-09-45. p. 974 - 982. DOI : 10.21427/B3S8-Z680.

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A multimodal measurement of the impact of deepfakes on the ethical reasoning and affective reactions of students

V. Ramachandran; C. Hardebolle; N. Kotluk; T. Ebrahimi; R. Riedl et al.

2023. 2023 SEFI Annual Conference, Dublin, Ireland, September 11-14, 2023.

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The Digital Ethics Canvas: A Guide For Ethical Risk Assessment And Mitigation In The Digital Domain

C. Hardebolle; V. Macko; V. Ramachandran; A. Holzer; P. Jermann

2023. SEFI Conference 2023, Dublin, Ireland, September 11-14, 2023.

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A Canvas for the Ethical Design of Learning Experiences with Digital Tools

C. Hardebolle; P. Jermann; R. Tormey; J. Dehler Zufferey; D. Gillet et al.

2022. 50th Annual Conference of The European Society for Engineering Education (SEFI 2022), Barcelona, Spain, September 19-22, 2022. p. 2282 - 2287. DOI : 10.5821/conference-9788412322262.1237.

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A Game-Based Approach to Develop Engineering Students’ Awareness About Artificial Intelligence Ethical Challenges

C. Hardebolle; H. Kovacs; E. Simkova; A. Pinazza; M. C. Di Vincenzo et al.

2022. 50th Annual Conference of The European Society for Engineering Education (SEFI 2022), Barcelona, Spain, September 19-22, 2022. p. 2276 - 2281. DOI : 10.5821/conference-9788412322262.1283.

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Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years

C. Hardebolle; H. Verma; R. Tormey; S. Deparis

Journal of Engineering Education. 2022. DOI : 10.1002/jee.20467.

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Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults

M. Lafuente Martínez; O. Lévêque; I. Benítez; C. Hardebolle; J. Dehler Zufferey

Journal of Educational Computing Research. 2022. DOI : 10.1177/07356331211057819.

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Which professional skills do students learn in engineering team-based projects?

C. Picard; C. Hardebolle; R. Tormey; J. A. Schiffmann

European Journal of Engineering Education. 2022. DOI : 10.1080/03043797.2021.1920890.

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Designing for impact: a conceptual framework for learning analytics as self-assessment tools

R. Tormey; C. Hardebolle; F. Pinto; P. Jermann

Assessment & Evaluation In Higher Education. 2020. DOI : 10.1080/02602938.2019.1680952.

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Impact on the practice of students and teachers of a learning analytics dashboard

C. Hardebolle; R. Tormey; P. Jermann; F. Pereira Correia Pinto; M. C. Di Vincenzo

Sciences Po International Teaching and Learning Workshop 2019: “Integrating Pedagogical Diversity: Blended Learning and Educational Impact”, Paris, France, 26 & 27 June 2019.

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The Teaching Toolkit: design of a one-day pedagogical workshop for engineering graduate teaching assistants

R. Tormey; C. Hardebolle; S. Isaac

European Journal of Engineering Education. 2019. DOI : 10.1080/03043797.2019.1584606.

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Teaching measurement techniques in biomechanics through inquiry-based labs

D. Pioletti; P.-E. Bourban; O. Poupart; S. R. Isaac; C. Hardebolle

SFDN Conference 2019, Zurich, Switzerland, 2019-02-22.

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Assessing student learning of design and project management skills in a project-based course

C. Hardebolle; C. Picard; J. A. Schiffmann

SFDN Conference 2019, Zurich, Switzerland.

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Flipped classroom in Linear Algebra

S. Deparis; C. Hardebolle; R. Tormey

SFDN Conference 2019, Zurich, Switzerland, 2019-02-22.

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Impact of a learning analytics dashboard on the practice of students and teachers

C. Hardebolle; P. Jermann; F. Pinto; R. Tormey

2019. SEFI 47th Annual Conference. European Society of Engineering Education. "Varietas delectat...Complexity is the new normality", Budapest, Hungary, September 16-19, 2019.

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Five Concrete Collaborations to Support SoTL Across Campus

N. V. S. Cobolet; R. Grolimund; C. Hardebolle; S. R. Isaac; M. J. Panes et al.

The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning; Chicago: ACRL, 2019.

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Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula

I. Le Duc; R. Tormey; C. Hardebolle; S. R. Isaac; H. Fueger

2018. 46th SEFI Conference, Technical University, Copenhagen, Danemark, 17-21 September 2018. p. 976 - 983.

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How do science and engineering students approach revisions? A self-regulated learning tool for supporting the transition from secondary to higher education

R. Arandes; T. Bornet Dit Vorgeat; L.-D. Renaud; E. Richard; P. Poscio et al.

2018. 46th Annual Conference of the European Society for Engineering Education, Danish Technical University (DTU), Copenhagen, Danemark, September 17-21, 2018.

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Chapter 13: Training and Development Needs for a 21st Century Academic

S. R. Isaac; I. Le Duc; C. Hardebolle; R. Tormey

Global Perspectives on Teaching Excellence: A new era for higher education; Taylor & Francis Ltd, 2018.

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How do students perceive academic success in secondary schools and in higher education?

C. Hardebolle; P. Poscio; R. Tormey

2018. SFDN Conference 2018, Lucerne, Switzerland, 2018-02-02.

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Does gender-sensitive teacher training have a place in Engineering Education?

I. LeDuc; R. Tormey; C. Hardebolle; S. R. Isaac; H. Fueger

2018. 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence, Copenhagen, Denmark, September 17-21, 2018.

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Creating a Smart Learning Space: Learning with and learning from student-generated data about learning

R. Tormey; C. Hardebolle

2017. 45th SEFI Annual Conference, Azorez, Portugal, 18-21 September 2017.

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Apprendre à étudier - Guide à l'usage des étudiants en sciences et en ingénierie

R. Tormey; C. Hardebolle

PPUR.

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Analyse de l'utilisation des ressources comme outil diagnostique de l'acquisition

P. Poscio; J.-M. Fuerbringer; C. Hardebolle

2017. Questions de Pédagogies dans l’Enseignement Supérieur (QPES), Grenoble, 13-16 Juin, 2017. p. 225 - 234.

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Mastering a problem-solving method as a critical factor for the transition between Gymnase and EPFL

P. Poscio; J.-M. Fuerbringer; C. Hardebolle

SFDN Conference 2017, EPFL, February 14, 2017.

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Évaluation de l’impact des cours ‘Enjeux Mondiaux’ dans le raisonnement éthique des étudiants de première année à l’École Polytechnique Fédérale de Lausanne (EPFL)

I. Le Duc; S. Isaac; R. Tormey; C. Hardebolle; I. Vonèche Cardia

2016. 29ème Congrès de l'Association International de Pédagogie Universitaire (AIPU), Université de Lausanne, Switzerland, June 6-9, 2016.

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Développement de l’utilisation des clickers à l’Ecole Polytechnique Fédérale de Lausanne (EPFL)

C. Hardebolle

2016. 29ème Congrès de l'Association International de Pédagogie Universitaire (AIPU), Université de Lausanne, Switzerland, June 6-9, 2016.

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Ready to face the world?Lessons learnt from applying a Multi-Professional Shared Learning Test tofirst year Engineering and Science students at the Federal Institute of Technology in Lausanne, Switzerland.

I. Le Duc; R. Tormey; S. R. Isaac; C. Hardebolle; I. Vonèche Cardia

International Consortium for Educational Development (ICED) Conference 2016 Ethics, Care and Quality in Educational Development, Cape Town, South Africa, November 22-25, 2016.

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The Formal and Hidden Curricula of Ethics in Engineering Education

R. Tormey; I. Le Duc; S. R. Isaac; C. Hardebolle; I. Vonèche Cardia

2015. 43rd Annual SEFI Conference, Orleans, France, June 29 - July 2, 2015.

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Enseignement & Phd

Cours

Responsible software

L'importance croissante des logiciels s'accompagne d'une responsabilité croissante pour les ingénieurs. Ce cours enseigne des stratégies concrètes pour une ingénierie logicielle responsable, abordant l'identification des enjeux éthiques et l'atténuation des risques afin de minimiser les dommages.

Cécile Hardebolle

Formation

Publications

Publications Infoscience

Publications

BEYOND “JUST PLAY WITH IT!”: A RUBRIC TO HELP TEACHERS DESIGN JUPYTER NOTEBOOKS FOR INSTRUCTIONAL EFFICIENCY

EQUITY AND EXAMINATION TIME PRESSURE IN FIRST YEAR MATHEMATICS FOR ENGINEERS

Study Success And Failure Of STEM Students And The Connection To Their Learning Habits

A multimodal measurement of the impact of deepfakes on the ethical reasoning and affective reactions of students

The Digital Ethics Canvas: A Guide For Ethical Risk Assessment And Mitigation In The Digital Domain

A Canvas for the Ethical Design of Learning Experiences with Digital Tools

A Game-Based Approach to Develop Engineering Students’ Awareness About Artificial Intelligence Ethical Challenges

Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years

Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults

Which professional skills do students learn in engineering team-based projects?

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Impact on the practice of students and teachers of a learning analytics dashboard

The Teaching Toolkit: design of a one-day pedagogical workshop for engineering graduate teaching assistants

Teaching measurement techniques in biomechanics through inquiry-based labs

Assessing student learning of design and project management skills in a project-based course

Flipped classroom in Linear Algebra

Impact of a learning analytics dashboard on the practice of students and teachers

Five Concrete Collaborations to Support SoTL Across Campus

Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula

How do science and engineering students approach revisions? A self-regulated learning tool for supporting the transition from secondary to higher education

Chapter 13: Training and Development Needs for a 21st Century Academic

How do students perceive academic success in secondary schools and in higher education?

Does gender-sensitive teacher training have a place in Engineering Education?

Creating a Smart Learning Space: Learning with and learning from student-generated data about learning

Apprendre à étudier - Guide à l'usage des étudiants en sciences et en ingénierie

Analyse de l'utilisation des ressources comme outil diagnostique de l'acquisition

Mastering a problem-solving method as a critical factor for the transition between Gymnase and EPFL

Évaluation de l’impact des cours ‘Enjeux Mondiaux’ dans le raisonnement éthique des étudiants de première année à l’École Polytechnique Fédérale de Lausanne (EPFL)

Développement de l’utilisation des clickers à l’Ecole Polytechnique Fédérale de Lausanne (EPFL)

Ready to face the world?Lessons learnt from applying a Multi-Professional Shared Learning Test tofirst year Engineering and Science students at the Federal Institute of Technology in Lausanne, Switzerland.

The Formal and Hidden Curricula of Ethics in Engineering Education

Enseignement & Phd

Cours

Responsible software

Liste complète des adresses et fonctions