lunch&LEARN
Why lunch&LEARN?
At the Center LEARN we have the mission to develop evidence-based educational practices and support innovative teaching and learning.
In order to capture and showcase some interesting examples, we have set up a series of lunch&LEARN sessions which portray projects from the community and their respective teaching and learning experiences.
The aim of lunch&LEARN sessions is to gather an audience interested in novel and effective learning and teaching approaches, and create a rich discussion around successful paradigms based on evidence.
Format
As an informal event, lunch&LEARN allows participants to have their meals while gaining new insights about interesting pedagogical approaches, opening possibilities for knowledge sharing and further collaborations.
Get involved
Keep up with our upcoming lunch&LEARN sessions, by subscribing to the Center LEARN memento.
You have a topic to suggest or want to moderate a session? Contact us on [email protected].
Guests
Our guests encompass a range of innovative teachers from EPFL as well as researchers from labs working on learning (CHILI, REACT, MOBOTS, ML4ED), service units (CEDE, CAPE), and educators with new visions for education at EPFL.
This event is open to EPFL teachers and teaching assistants interested in innovative teaching and learning and, regardless of whether you are curious or doubtful, active participation in lunch&LEARN discussions is very welcomed!
Upcoming Session
Past Sessions
lunch&LEARN: The new and improved "No-Significant-Difference-Phenomenon"
With: Gerd Kortemeyer, ETHZ
Place and room: ME B1 B10
Online: https://epfl.zoom.us/meeting/register/u5EocO-rpjsjHdAoYc4wvY9dqHWh8jcJXGSn
Category: Conferences – Seminars
All past sessions and recordings
“3T PLAY: designing an activity to teach transversal skills with tangible objects” by Nicola Winzenried and Siara Isaac.
“Introducing digital education at scale: EPFL’s contribution to the EduNum project” by Francesco Mondada
- Interaction between Moral Reasoning and Imagination: Critical Perspectives and Pedagogical Implications
Yousef Jalali
- Piazza as a service tool for asynchronous learning – preliminary results
Patrick Jermann
- Preparing to learn linear algebra
Vera Baumgartner (ETH Zürich)
- Using web-based computational chemistry software to teach first-year students
Luc Patiny
- Emotional experiences in the first year at university: empirical findings and implications
Alexandra Niculescu
- Climate & Sustainability Action Week
Michka Mélo, Nicola Banwell, Eric Domon
- Transversal skills – where we are and where we are going
Kathryn Hess, Helena Kovacs, Julien Delisle
- Developing expertise – practical approach to teaching in hands-on settings
Siara Isaac, Roland Tormey
- Computational thinking assessment
Marc Lafuente
Session recording and publication
- How can we make and use educational videos in higher education?
Annechien Helsdingen, Matthew Goodman, Patrick Jermann
- Which professional skills do students learn in engineering team-based projects?
Cyril Picard, Cécile Hardebolle, Roland Tormey, Jürg Schiffmann
Session recording and publication
- Is it possible to teach a first year subject in a more inclusive way? Our experience in Linear Algebra
Simone Deparis, Roland Tormey, Himanshu Verma, Cécile Hardebolle
- Teaching under lockdown: what we know and what it means
Helena Kovacs
- Teaching online laboratories
Christophe Salzmann, Denis Gillet
- On motivation
Caroline Pulfrey
Session recording, slides and questionnaire
- EPFL Graph Search
Francisco Pinto, Patrick Jermann
- Transferable skills in student engineering projects
Ivan Istomin
- Scaffolding engineering students’ thinking from paper-based exercises to open-ended projects: towards epistemic sophistication
Siara Isaac
- Investigating collaboration as a process with theory-driven learning analytics
Carmel Kent, Mutlu Cukurova (UCL)
- Configuration of learning and teaching spaces
Isabelle Lermigeaux-Sarrade
- Discovery of EdTech Startups and the Swiss EdTech Collider, featuring Calerga, Isyflow and Classtime
Roman Brügger, Guillaume Zufferey, Yves Piguet, Jan Rihak
- Human resilience against automation, robotics and artificial intelligence: how to predict and improve it
Rafael Lalive (UNIL), Nicola Nosengo
- Design, implementation and evaluation of the Flipped Classroom model in a mandatory Linear Algebra course
Simone Deparis, Cécile Hardebolle, Roland Tormey, Himanshu Verma
- Maker education in higher education: what’s possible?
Paulo Blikstein (Columbia University)
- Active learning: from concepts to blended implementation with open access platform
Denis Gillet, Juan Carlos Farah
- Teaching programming to large classes with Jupyter Notebooks
Mauro Cherubini, Thibault Estier (UNIL)
- Improgineering
Simon Henein, Susanne Martin
- Developing a questionnaire to assess interdisciplinary project management skills
Marc Laperrouza, Roland Tormey
- FROG for classroom orchestration
Stian Haklev