IV Convegno CKBG, Pavia 29-31 gennaio 2014 Pierre Dillenbourg - Swiss Federal Institute of Technology, Lausanne Invited Speaker

1. Functional minimalism
ÉC OLE POLY TEC H NIQUE
FÉ DÉRALE DE LAUSANNE
Prof. Pierre Dillenbourg
Swiss Federal Institute of Technology, Lausanne

2. Français (7)
Anglais (7)

3. Problems are delicious

4. K.
Bachour,
F.
Kaplan,
W.
Hokenmeier
Reflect

5. “When
I
no:ced
that
my
LEDs
weren’t
lit
indica:ng
my
inac:vity,
I
felt
frustrated.”
“I sometimes refrained from speaking to
avoid having a lot more lights than the
others. This obliged me to listen to the
others.”

6. T-­‐Test:
t
=
2.176,
p
=
0.036
Khaled
Bachour,
Frédéric
Kaplan,
Jean-­‐Bap:ste
Haué,
Quen:n
Bonnard,
Wolfgang
Hokenmaier
Topic-­‐based
Speaker-­‐based

7. Flaviu Roman

8. Is
this
smart
?
NO

9. Make
visible
what
would
otherwise
be
invisible

10. • 7
recita:on
sec:ons
of
Physics
II
• 50
students
from
2
classes
• similar
structure
as
previous
observed
sec:ons
H. Alavi, Olivier Guédat
“While Waiting Productivity” LOSS : 62% è 6%

11. Is
this
smart
?
NO

12. Make
visible
what
would
otherwise
be
invisible

13. Teacher’s cockpit

14. WiTeach
(Z.
Crivelli)
Lantern
(A.
Alavi)

15. 1. Control
2. Visibility
3. Flexibility
4. Physicality
5. Minimalism
6. Do not target heroes
Design for Orchestration

16. Vocational education : Dual system : Logistics assistants (warehouse)

17. Dual
training
1
day
4
days

19. The abstraction gap
too
theore:cal
basic
tasks
only
schools
are
disconnected
from
prac:ce
Problems are delicious

20. Guillaume Zufferey, Patrick Jermann
The TinkerLamp

22. F(1,37)
=
6.68,
p
<
.05
F(1,37) = 6.68, p < .05

24. No sign. effect in
understanding
No sign. effect in
problem-solving
mean
=
7.84
vs.
mean
=
7.43
F(1,14)
=
.25;
p
>
.05
mean
=
5.16
vs.
mean
=
5.15
F(1,14)=.06,
p>.05
24Son DoLenh, Patrick Jermann

25. “Manipula:on
tempta:on”!
25
Worst
group
Best
group
Son DoLenh, Patrick Jermann

28. Son DoLenh, Patrick Jermann

29. Post-­‐test
29
Sign. effect in
understanding
Sign. effect in
problem-solving

30. The Lantern
By making visible what would otherwise be invisible, buffers increase
persistency of information and reduce the orchestration load

31. Instructional design
(how X learn Y)

32. Debriefing activities
(designed but undetermined)

33. School Routines
(non designed, fill the time)
Ø 90%
(54/60)
done
Ø 82%
discussed
with
supervisor
re-visit
homework
copy

34. Logistics activities
(not designed but necessary)
Login
Move tables
Distribute

35. Extraneous events
(unavoidable)
manyscripts.epfl.ch
Sick / drop-out
Network failure
Eureka !
Fire
Crane

36. Intrinsic constraints
• Students’ profiles
• Domain epistemology
• How people learn
• Curriculum relevance
Extrinsic constraints
• Time budget (t)
• Time segmentation
• Resources
• Control
• Space
• Costs
• Producing grades
• leaving traces
• Safety
• Teacher’s energy
• Teacher’s self-image
• School culture
• ….

37. D’Esposito
&
Gaillard
Y.
Guibinelli
Extrinsic constraints
• Time budget (t)
• Time segmentation
• Control
• Resources
• Space
• Costs
• Producing grades
• Leaving traces
• Safety
• Teacher’s energy
• Teacher’s self-image
• School culture
• ….

39. Quentin Bonnard, Frédéric Kaplan

41. Does the color of computers matter ?

42. EPFL Rolex Learning Center
Minimalism, not for aesthetic function but for functional reasons