Publications de Patrick Jermann

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

Jupyter notebooks offer multiple pedagogical scenarios for teaching computational competences in sciences and engineering courses.In this workshop, we want to help teachers design educational Jupyter notebooks so that their students go beyond “just playing ...

European Society for Engineering Education (SEFI)2024

USING FORUMS FOR PROMOTING STUDENT DIVERSITY

Patrick Jermann, Alexandra Corina Niculescu

Within the context of STEM education, students who enter university having studied mathematics in high school and men are considered the traditional population. From this perspective, students who do not correspond to such profile have more difficulties su ...

European Society for Engineering Education (SEFI)2024

Retrieval-Augmented Generation for Finding Relevant Lectures from Quizzes in a Multilingual STEM Educational Environment

Patrick Jermann

Understanding the semantic connections between the increasingly online-based offered educational content is becoming more relevant for educational institutions. The fast adoption of AI-based techniques and their application in semantic search offers new po ...

European Society for Engineering Education (SEFI)2024

From University to Work: Alumni Viewpoints

Patrick Jermann, Helena Kovacs, Iris Capdevila Tristan

Alumni studies are often overlooked in engineering education research, despite holding great potential for improving engineering programmes and creating the links that are missed when it comes to university-workplace transitions. Besides better understandi ...

NTNU SEED2023

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

Patrick Jermann, Roland John Tormey, Cécile Hardebolle

With the educational expansion, ever more students start a tertiary degree. At the École Polytechnique Fédérale de Lausanne, an engineering school, the number of bachelor students increased from 3'713 in 2010 to 6'330 in 2022. However, in Switzerland, a co ...

European Society for Engineering Education (SEFI)2023

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

Touradj Ebrahimi, Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Vivek Ramachandran, Nihat Kotluk

Deepfakes - synthetic videos generated by machine learning models - are becoming increasingly sophisticated. While they have several positive use cases, their potential for harm is also high. Deepfake production involves input from multiple engineers, maki ...

2023

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

Patrick Jermann, Adrian Christian Holzer, Cécile Hardebolle, Vivek Ramachandran, Vladimir Macko

Ethical concerns in the digital domain are growing with the extremely fast evolution of technology and the increasing scale at which software is deployed, potentially affecting our societies globally. It is crucial that engineers evaluate more systematical ...

2023

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

Patrick Jermann, Roland John Tormey, Jessica Elke Dehler Zufferey, Cécile Hardebolle, Ester Simkova, Maria Carla Di Vincenzo, Helena Kovacs

The past few decades have seen important efforts to introduce more ethics into engineering education programs around the world, while adapting to the evolution of ethical concerns, notably in relation to digital technology and artificial intelligence. Even ...

2022

Teaching under lockdown: the change in the social practice of teaching

Patrick Jermann, Roland John Tormey, Jessica Elke Dehler Zufferey, Helena Kovacs

Due to the unprecedented situation caused by a global pandemic, the traditional way of teaching that is reliant on face-to-face interaction between teachers and students has been dismantled. This article looks into university teachers’ experiences of teach ...

Springer2022

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

Pascal Felber, Denis Gillet, Patrick Jermann, Roland John Tormey, Adrian Christian Holzer, Jessica Elke Dehler Zufferey, Cécile Hardebolle

The use of digital tools has drastically increased in engineering education, accelerated by the COVID-19 pandemic. These tools generate important ethical issues, in particular in terms of privacy and fairness. However, very few teacher training programmes ...

2022

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

Patrick Jermann, Francisco Pereira Correia Pinto, Roland John Tormey, Cécile Hardebolle

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical m ...

2020

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

Patrick Jermann, Francisco Pereira Correia Pinto, Roland John Tormey, Cécile Hardebolle

This paper reports results of the deployment of a learning analytics dashboard in the context of introductory Maths, Physics and Chemistry courses in the first year of the Engineering bachelor of a Swiss technical university. Informed by research on self r ...

2019

A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs

Pierre Dillenbourg, Patrick Jermann

Computer-graders have been in regular use in the context of MOOCs (Massive Open Online Courses). The automatic grading of programs presents an opportunity to assess and provide tailored feedback to large classes, while featuring at the same time a number o ...

2018

A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs

Pierre Dillenbourg, Patrick Jermann, Hamed Seiied Alavi, Kshitij Sharma

In the context of MOOCs, “With-me-ness” refers to the extent to which the learner succeeds in following the teacher, specifically in terms of looking at the area in the video that the teacher is explaining. In our previous works, we employed eye-tracking m ...

ACM2016

Towards Predicting Success in MOOCs: Programming Assignments

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Lukasz Kidzinski

Students of programming languages in massive on-line open courses (MOOCs) solve programming assignments in order to internalize the concepts. Programming assignments also constitute the assessment procedure for such courses. Depending on their motivation a ...

Books on Demand GmbH, Norderstedt2016

Shaping learners’ attention in Massive Open Online Courses

Pierre Dillenbourg, Patrick Jermann, Himanshu Verma, Kshitij Sharma, Daniela Caballero Díaz

We present an eye-tracking study in the context of Massive Open Online Course (MOOC) videos. We propose to use a pre-test as a way of priming students about the video content before they watch the video. In this study, we used two versions of the same pre- ...

2016

Looking AT versus Looking THROUGH: A Dual Eye-tracking study in MOOC Context

Pierre Dillenbourg, Patrick Jermann, Himanshu Verma, Kshitij Sharma, Daniela Caballero Díaz

We report the results from an eye-tracking study to show the differences in gaze patterns across the MOOC learners, while they watch a lecture individually as well as when they collaborate on an add-on activity. 98 university students took part in a study ...

ISLS2015

Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses

Patrick Jermann, Roland John Tormey

Since 2011 the growth in Massive Open Online Courses (MOOCs) has been so enormous that, according to the Economist magazine, “the ivory towers of academia have been shaken to their foundations” (2013). One proposed benefit of MOOCs is that they allow consi ...

2015

Displaying Teacher's Gaze in a MOOC: Effects on Students' Video Navigation Patterns

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that dis ...

2015

How Do In-video Interactions Reflect Perceived Video Difficulty?

Pierre Dillenbourg, Patrick Jermann, Nan Li, Lukasz Kidzinski

Lecture videos are the major components in MOOCs. It is common for MOOC analytics researchers to model video behaviors in order to identify at-risk students. Much of the work emphasized prediction. However, we have little empirical understanding about thes ...

P.A.U. Education2015