Laila El-Hamamsy
EPFL STI IEM SCI-STI-FMO1
ME B3 426 (Bâtiment ME)
Station 9
CH-1015 Lausanne
+41 21 693 66 91
Office:
ME B3 435
EPFL
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STI
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IEM
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SCI-STI-FMO1
Web site: Web site: https://mobots.epfl.ch
EPFL AVP-E LEARN
ME B3 424 (Bâtiment ME)
Station 9
CH-1015 Lausanne
+41 21 693 66 91
Office:
ME B3 435
EPFL
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VPA
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VPA-AVP-E
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AVP-E
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AVP-E-LEARN
Web site: Web site: https://learn.epfl.ch
EPFL IC IINFCOM SCI-IC-FMO2
ME B3 426 (Bâtiment ME)
Station 9
CH-1015 Lausanne
+41 21 693 66 91
Office:
ME B3 435
EPFL
>
IC
>
IINFCOM
>
SCI-IC-FMO2
EPFL AVP-PGE EDRS-GE
GR A2 454 (Bâtiment GR)
Station 2
CH-1015 Lausanne
+41 21 693 66 91
Office:
ME B3 435
EPFL
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VPA
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VPA-AVP-PGE
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AVP-PGE-EDOC
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EDRS-GE
Web site: Web site: https://go.epfl.ch/phd-edrs
STI school council application
Currently a PhD student in robotics, I have been extremely interested and involved in student representation from the start of my BSc In Micro-engineering at EPFL. I have had the opportunity to engage in various experiences, ranging from class representative, section representative (CERES delegate), AGEPolytique member and since the start of 2021 as a member of the STI school council. This has lead me to interact with students, professors, members of the Micro-Engineering section, members of the STI faculty as well as members of EPFL's direction on various topics pertaining to education, life on campus and more recently research.The experience acquired throughout my stay at EPFL has helped me gain insight into the way the different bodies of EPFL function. With the perspective of a student and now of a young researcher, I hope to be able to contribute to the decision making process to ensure the best outcome for all parties involved. I believe that my past involvement could be a valuable asset and would be pleased to continue to dedicate my time and effort the STI school council.
Education
PhD Educational Robotics
EPFL
2019-2023
MSc Robotics
EPFL
2016-2019
BSc MicroEngineering
EPFL
2013-2016
Publications
Infoscience publications
Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization
International Journal Of Mentoring And Coaching In Education
2023-03-31
DOI : 10.1108/IJMCE-04-2022-0029
A Research-Practice Partnership to Introduce Computer Science in Secondary School: Lessons from a Pilot Program
ACM Transactions on Computing Education
2023-02-15
DOI : 10.1145/3583779
Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners' CT test (BCTt) and the competent CT test (cCTt)
Frontiers in Psychology
2022-12-12
DOI : 10.3389/fpsyg.2022.1082659
The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical Content
ACM Transactions on Computing Education
2022-10-26
DOI : 10.1145/3569587
A case for co-construction with teachers in curricular reform: Introducing computer science in primary school
2022-02-14. Australasian Computing Education Conference , Virtual , February 14-18, 2022. p. 56-65.DOI : 10.1145/3511861.3511883.
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school
Computers & Education
2022-01-07
DOI : 10.1016/j.compedu.2022.104431
The CT-cube: A framework for the design and the assessment of computational thinking activities
Computers in Human Behavior Reports
2022-01-06
DOI : 10.1016/j.chbr.2021.100166
Dataset for the publication "The TACS Model: Understanding Teachers' Adoption of Computer Science Pedagogical Content in Primary School"
2022.
Dataset for the comparison of two Computational Thinking (CT) test for upper primary school (grades 3-4) : the Beginners' CT test (BCTt) and the competent CT test (cCTt)
2022.
Dataset for the validation of a Computational Thinking test for upper primary school (grades 3-4)
2022.
The competent Computational Thinking Test: Development and Validation of an Unplugged Computational Thinking Test for Upper Primary School
Journal of Educational Computing Research
2022
DOI : 10.1177/07356331221081753
Exploring a Handwriting Programming Language for Educational Robots
2021-08-01. 12th International Conference on Robotics in Education (Rie 2021) , Bratislava, Slovakia , April 28-30, 2021. p. 268-275.DOI : 10.1007/978-3-030-82544-7_25.
Accessible Maker-based Approaches to Educational Robotics in Online Learning
IEEE Access
2021-07-02
DOI : 10.1109/ACCESS.2021.3094158
The symbiotic relationship between educational robotics and computer science in formal education
Education and Information Technologies
2021-04-04
DOI : 10.1007/s10639-021-10494-3
Dataset for the evaluation of a large-scale in-service K-4 teacher-training program for computer science and robotics
2021.
Resources for the article "Investigating the role of educational robotics in formal mathematics education"
2021.
Investigating the Role of Educational Robotics in Formal Mathematics Education: The Case of Geometry for 15-Year-Old Students
2021. European Conference on Technology Enhanced Learning (EC-TEL 2021) , Virtual , Septembre 20-24, 2021. p. 67-81.DOI : 10.1007/978-3-030-86436-1_6.
Teachers’ Perspective on Fostering Computational Thinking Through Educational Robotics
2021. International Conference on Robotics in Education (RiE 2021) , Bratislava, Slovakia , April 28-30, 2021. p. 177-185.DOI : 10.1007/978-3-030-82544-7_17.
A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program
Education and Information Technologies
2021
DOI : 10.1007/s10639-020-10355-5
Learning By Collaborative Teaching : An Engaging Multi-Party CoWriter Activity
2019. The 28th IEEE International Conference on Robot & Human Interactive Communication (RoMan 2019) , New Delhi, India , October 14 – 18, 2019.DOI : 10.1109/RO-MAN46459.2019.8956358.