Patrick Jermann
EPFL ENT-E CEDE CEDE-GE
RLC D1 740 (Rolex Learning Center)
Station 20
CH-1015 Lausanne
Biography
After studies in Geneva (TECFA) and Pittsburgh (LRDC) I joined EPFL in 2003 to coordinate eLearning projects and conduct research in the field of Computer Supported Collaborative Learning (CSCL). Starting 2013 I am responsible for MOOCs production at the Center for Digital Education (CEDE).
Specialties: Interaction analysis, research methods, statistical methods, prototyping, software development, pedagogical design.
Projects: Learning Companion (https://companion.epfl.ch/), Campus Analytics (https://campusanalytics.epfl.ch/), tangible augmented simulation (http://dualt.epfl.ch/page62923.html and http://www.simpliquity.com), dual eye-tracking for collaborative problem-solving.
Former Associate Editor for the IEEE Transactions on Learning Technologies and former Member of the Editorial Board for the International Journal of Computer Supported Collaborative Learning (iJCSCL).
Publications
Infoscience
Online data is not availableA. Loya; A. Gopal; I. Shukla; P. Jermann; R. Tormey : Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses. 2015. World Conference on Educational Sciences, Malta, Febuary 2014. p. 519-525. DOI : 10.1016/j.sbspro.2015.04.686.
N. Li; L. Kidzinski; P. Jermann; P. Dillenbourg : MOOC Video Interaction Patterns: What Do They Tell Us?. 2015. 10th European Conference on Technology Enhanced Learning, Toledo, Spain, 15-18, 2015.
K. Sharma; D. Caballero; H. Verma; P. Jermann; P. Dillenbourg : Looking AT versus Looking THROUGH: A Dual Eye-tracking study in MOOC Context. 2015. Computer Supported Collaborative Learning, Gothenburg, Sweden, June 7-11, 2015. p. 260-267.
K. Sharma; P. Jermann; P. Dillenbourg : Displaying Teacher's Gaze in a MOOC: Effects on Students' Video Navigation Patterns. 2015. 10th European Conference on Technology Enhanced Learning, Toledo, Spain, September 15-17, 2015.
N. Li; L. Kidzinski; P. Jermann; P. Dillenbourg : How Do In-video Interactions Reflect Perceived Video Difficulty?. 2015. 3rd European MOOCs Stakeholders Summit, Mons, Belgium, May 18-20, 2015. p. 112-121.
T. Sinha; P. Jermann; N. Li; P. Dillenbourg : Your click decides your fate: Inferring Information Processing and Attrition Behavior from MOOC Video Clickstream Interactions ; 2014 Empirical Methods in Natural Language Processing Workshop on Modeling Large Scale Social Interaction in Massively Open Online Courses, Doha, Qatar, October 25–29, 2014.
K. Sharma; P. Jermann; P. Dillenbourg : “With-me-ness”: A gaze-measure for students’ attention in MOOCs. 2014. INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES, Boulder, Colorado, USA, June 23-27, 2014. p. 1017-1022.
P. Jermann; M.-A. Nüssli : Effects of sharing text selections on gaze recurrence and interaction quality in a pair programming task. 2012. Computer Supported Cooperative Work, Seattle, February 11-15, 2012.
P. Jermann; A. Soller; M. Mühlenbrock : From mirroring to guiding: A review of the state of art technology for supporting collaborative learning. 2001. Euro-CSCL, Maastricht, Mar. 22-24, 2001. p. 324-331.
Teaching & PhD
Teaching
- Computer Science
- Communication Systems
PhD Programs
- Doctoral program in computer and communication sciences
Courses
Digital education & learning analytics
This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies on this topic: do student actually learn due to technologies? 