Open and accessible education

At EPFL, we promote open, inclusive, and ethical education through initiatives that enhance teaching and learning. The Open Education Initiative supports free access to publicly funded resources and helps educators design more accessible, interactive courses. We also guide instructors on using licenses like Creative Commons, and offer tools to integrate ethics into digital education. Platforms like Exoset provide adaptable exercise collections to support diverse teaching needs.

Open Education Initiative

At EPFL, we believe knowledge produced with the support of public funding should be freely available to anyone. Open education can contribute to the broader openness movement by providing lectures and course materials that create broader and better understanding of our work and impact.

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Improving Access and Inclusion

EPFL aims to provide an inclusive and accessible and inclusive environment for all its students and staff, so that everyone can thrive and succeed. The Center for Digital Education (CEDE) can help you implement certain measures to enhance the accessibility of your courses, e.g. by recording your lectures and implementing interactive educational technologies.

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Selecting an Appropriate License for your Course Materials

When it comes to protecting and sharing creative works, there are two main approaches: “All Rights Reserved” and Creative Commons licensing. In line with EPFL’s commitment to promoting open science and facilitating the unrestricted sharing of ideas, we advise opting for a Creative Commons license.

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Ethical skills for the digital world

We provide support and develop resources to help teachers integrate ethical thinking skills into courses about digital technology.

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Exoset – Exercises and Solutions

Exoset contains a collection of more than 800 math and physics exercises. It includes some popular notbeooks as well as thousand of quizzes from MOOCs. All these resources are classified and categorized based on the content (concepts, difficulty, ontology etc).

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