Abstracts 2011
Table of contents
Meeting for trainees in family medicine (M. Junod - FBM)
With the introduction of the new 3rd year of the Master's degree in medicine, a compulsory placement with a practitioner has been introduced. The aim of this placement is to enable each student to immerse themselves in the day-to-day practice of general medicine, to experience and cover the overall care of the patient in a GP practice, taking into account polypathologies, long-term follow-up, and the psychosocial and professional aspects. The University Institute of General Medicine (IUMG) is responsible for organising and monitoring this course. On the last Thursday of each month, the IUMG organises a day for students completing their training to meet up, share experiences and reflect further on the specialities of the field.
This was done by presenting situations experienced in the practice, analysed from 5 angles (patient, scientific, critical, community and business). To prepare their presentations, each student is given free time during the placement to consult the file, review the patient and carry out literature searches. On the morning of the meeting day, the students are divided into small groups with a tutor, a general practitioner. The presentations are followed by a discussion between peers, with a short conclusion and a feedback from the tutor. This enables a échange in practice, moving from an individual experience à a group experience. The afternoon is devoted to a discussion of the students' career plans, particularly in relation to training in general internal medicine, followed by a general discussion of their placement experiences. The project will make it possible to develop various tools for evaluating the placement and the presentations, guidelines to help students prepare for this day and to initiate the development of a placement portfolio.
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Crime e-ntelligence (Q. Rossy - FDSC)
A forensic intelligence course (4 ECTS credits) is given to students at the Institut de Police Scientifique (IPS). It focuses on data processing methods used in criminal investigations. The aim of this project is to adapt the 52 hours of practical teaching in relation to this course by incorporating a virtual laboratory. Practical work contributes to the employability of students in a discipline that offers professional opportunities for graduates. The main activity is the application of the intelligence process. This process guides the handling of investigative data, from collection to the presentation of evidence in court. The experiments carried out show that students encounter difficulties in recognising, relating and grouping the relevant entities in a case (a person, a trace, etc.). This modelling problem is fundamental, since solving it determines the rest of the process: designing databases, creating visualisations, then interpreting the information and structuring the evidence. The virtual laboratory project will confront the student with survey data. On the basis of the latter, it will develop a model in several stages. The laboratory will help to manage the group of students by systematically collecting the results obtained by the class. This empirical data will help to evaluate the choices made and monitor the progress of the group. The influence of the course will also be studied using this data. The IPS is the only university institute offering training in this discipline. However, European training courses are currently being planned. The pedagogical reflexion carried out thanks to this educational tool and the possibility of demonstrating this innovation in situ will consolidate the place of the IPS in these international projects. The possibility of extending the functions of this educational tool within the constraints of a partially distance learning, multilingual programme aimed at practitioners can thus be envisaged.
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Applied crime prevention laboratory - LabPrev (M. Jendly - FDSC)
The prevention of crime is a field of research and practical work in Switzerland that is still underdeveloped. The issues of crime, victimisation and insecurity are omnipresent in political and social debates, but it is criminal strategies and measures that remain the focus of attention, whether praised or criticised. Nevertheless, crime prevention is gradually gaining ground. For example, it is high on some government agendas, notably in Canada and the Scandinavian countries. It is also inspiring new vocations, as evidenced by the development of new professional practices in this area, such as night correspondents, traffic wardens and gatekeepers. The prevention of criminal and violent incidents therefore holds great promise. So much so that some authors have spoken of a "preventive turning point" in analysing the widespread adoption of preventive policies and practices in the West. This project fits neatly into that context. It consists of an applied crime prevention laboratory (LabPrev). The aim of this laboratory is to familiarise students with the key stages of a crime prevention project by getting them to compare and apply their theoretical knowledge to a specific case submitted by an external partner. LabPrev is built around three key elements: interdisciplinarity, interactivity and professional situations. Its teaching approach is based on experiential project-based learning, which involves a direct relationship with the real world, in order to make students aware of the demands of the field, develop their links with the practical world and ultimately enhance their employability.
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System for managing and promoting dissertations (R. Voisard - FDSC)
During their studies at the Institut de police scientifique (IPS), each student is required to carry out two personal research projects. The first, at Bachelor's level, consists of bibliographical research into a particular field in order to draw up a state of the art, while the second, at Master's level, represents a complete research project, both bibliographical and practical. This work is often rooted in the professional world, thanks to collaborations with various private (companies) or public (national and foreign police services, border guards, etc.) partners. These documents are widely consulted by teachers and students alike. They serve as a basis for a number of other research projects and are integrated into a number of thematic and practical courses. Externally, requests to consult these works are constantly increasing.
The current situation for exploiting and promoting this knowledge is unsatisfactory and does not take advantage of the potential currently offered by the digital format. The paper formats of these works are bound every 2-3 years so that they can be consulted in libraries. No search or sort functions are available, which means that it is not possible to find and access a work, or a collection of works in a specific field.
The aim of this project is threefold:
- Improve teaching by encouraging the integration of this work into theoretical and practical teaching by making it easily accessible.
- Value this work internally by increasing its visibility, and externally, in the professional world, through better dissemination.
- Highlight the usefulness of this work by encouraging the integration of former students' contributions into the teaching process.
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Creating new urban spaces - Atelier international de projet urbain (A. Da Cunha - FGSE)
The project is part of the active learning approach. Learning takes place in groups at three university sites: Lausanne (Institut de géographie), Grenoble (Town Planning Institute), Bristol (UWE, University of West England). Before embarking on the project workshop activities, the teachers and students set up ready-to-use online activities, which raise awareness among students from the three universities of urban issues and the institutional and regulatory frameworks for urban planning in the three respective countries (blended learning). The on line phase will also make students aware of how an interdisciplinary group operates and how they themselves operate within the group.
The project has three distinct and complementary objectives:
1. Research by design: to carry out a comparative reading of the various urban development and territorial planning tools implemented in different European contexts and to develop knowledge in the field of urban composition.
2. Learning by doing: sharing knowledge of urban planning practices in complex urban environments (urban wasteland, sensitive neighbourhoods, innovation in suburban areas); developing contextualised urban diagnoses and designing three urban modelling projects - urban workshops - as part of a collaborative process. 3. Tackle, in a small group, the following themes: interdisciplinary and intercultural communication; decision-making, conflict and consensus; argumentation and creativity.
All in all, the aim is to create a genuine integrated learning environment made up of three main levers: 1) teaching material (documentation and forums for exchange and discussion, on line exercises, on site exercises on site and on line); 2) planning tâches à réaliser (conceptualization and documentation on the fields of’étude on line, implementation 3) distance communication tools (Moodle, Facebook, webmapping) via the website of the University Observatory of the City and Sustainable Development (OUVDD), an interdisciplinary platform attached to the Institute of geography at Lausanne).
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Assisted environment for reflective interaction (T. Estier - HEC)
Objective
To provide MScIS (Masters in Information Systems) lecturers with technical support "l'interaction réflexive for group work" in the classroom.
Background
A number of courses taught by ISI professors make regular use of a teaching scenario involving group work in real time interaction. The aim of this project is to develop a lightweight, low-intrusive technical device that will make it very easy to set up this scenario in an equipped classroom. Unfortunately, even if simple equipment on the market could provide a solution, the appropriate assistance software does not exist to our knowledge.
Principle and example scenario
The general idea is to have working groups (between 3 and 5 students) work on a given problem for a generally fairly short period (typically between 10 and 20 minutes) in the same room where the course is given. The groups work on a vertical wall corner (on paper posters, post-it, markers, etc.) or on tables grouped together in batches (in a room where the furniture has this flexibility/mobility). The groups see themselves working and perceive, beyond their group work space, the general dynamics of all the groups around them. The teacher has an easy and immediate overview of the dynamics (groups that are progressing quickly, those that have broken down a little, those that are going down a path that is not clearly seen or understood, etc.). Depending on what they perceive, they may decide to adjust their intervention or encouragement. At the end of the work period (deliberately limited in time by the teacher), a phase begins in which all the contributions of the groups are shared with the whole class, under the guidance of the teacher. In a traditional environment (post-its on posters, for example), he may ask one person from each group to comment quickly on his group's contribution, or he may decide to circulate directly between the spaces displayed and make his own comments, he may also give everyone 5-7 minutes to circulate in front of all the spaces to take note of what the others seem to have done, etc. At the end he tries to collect all these contributions from the groups so that he can give feedback or use these results in assessments.
Managing cultural diversity in the classroom (J. Dietz - HEC)
The aim of this project is to strengthen the integration of exchange students spending one or two semesters of their university course at the University of Lausanne. The aim of this project is to identify and test best practices that can be used during teaching to enhance student involvement. Improving student engagement would help to strengthen the educational offer in two ways. Firstly, exchange students would benefit from improved integration in the traditional sense of the term. Secondly, the student body as a whole would benefit from the exchange of different skills and abilities that can take place thanks to the diversity of backgrounds of the students in the class. More concretely, the project is divided into two parts:
a) The first part concerns the a) The implementation of a pedagogical framework based on best practices that encourage the integration and mixing of students from different backgrounds; exchange students with students regularly enrolled in the Lausanne university curriculum through innovative teaching techniques.
b) An assessment of the system described in a) in terms of its effectiveness in terms of its ability to integrate students from other countries.
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Learning to communicate skills: an integrated use of the online portfolio (M. Burger - Humanities)
The aim of the project is to raise students' awareness of the skills developed in the context of a Masters of Arts course considered as a whole: the specialisation programme in Public Discourse and Communication Analysis. This multidisciplinary programme is designed to train experts in multilingual communication and public relations. The "learning to communicate skills" project has two dimensions: on the one hand, the project must enable the skills developed in all the teaching modules of the a) by networking the IT platforms for the various courses; and b) by networking the content taught in the curriculum.
On the other hand, the project should make it possible to communicate the skills developed in the curriculum a) by making the individual learning pathway more visible; (b) student self-assessment of their strategies for communicating their skills.
In this way, the two dimensions of the project - learning to communicate skills - are linked together. The first dimension focuses on the student's self-directed, flexible work, which involves drawing up an assessment of their skills and presenting them on an IT platform. On the basis of this assessment, the second dimension of the project highlights the modes of expression and the individual choices made to communicate skills to an audience.
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Project manager for research and documentary production in Architecture & Heritage (D. Lüthi - Lettres)
The Architecture and Heritage research seminar combines fundamental research with scientific publication of the results. It focuses on regional heritage and is based on scientific inventories carried out by students. The results of the fieldwork are supplemented by archival and library research, and international thematic conferences support the students' reflection. Finally, the initial inventory work is promoted and disseminated through publications that are designed, edited and sometimes even produced by the students themselves (layout in particular).
Three publications are currently in progress: the most important is on the funerary heritage of the canton of Vaud and the French-speaking part of Switzerland (publication in 2011), the other two are on the school buildings of Lausanne (publication in 2011) and the religious heritage of Lausanne (2012); these are the first volumes in a collection on the building heritage of the city of Lausanne.
In order to supervise them, support them and carry them out successfully, a research post (temporary TAP) entrusted to a young graduate would appear to be an appropriate way of carrying out this work. By relieving the teachers of this work, it would also provide the person hired with a first-rate route to employment in the field of heritage history, for which the management of publications is a major post.
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Egodocuments online (D. Tosato-Rigo & F. Rosset - Letters)
Literature students are regularly introduced to the task of transcribing old documents as part of their studies, particularly in the history department. In recent years, a number of exceptional personal diaries (such as the one kept by Angletine de Charrière from the age of 11 for almost half a century) from the Vaud cantonal archives have been partially transcribed as part of a course on socio-cultural life in French-speaking Switzerland during the Enlightenment. With the ‘egodocuments en ligne’ project, students will have access to a medium specially designed for diplomatic electronic publishing - i.e. faithful to the original in every respect - which is undoubtedly an asset when completing a course in literature.
Two levels of teaching are particularly concerned by the project: a joint master's degree course for the history and French language sections, and a specialised master's degree programme in literature focusing on the history of the book and publishing practices;One of the modules deals with the publication of documents from the modern era and online e-documents;This will improve the conditions for learning how to transcribe such documents, a) by transforming the exercise into a group project, which is more stimulating, b) by combining vertical (teachers-educators) and horizontal (students-teachers) communication;s) and horizontal (étudiants entre eux), c) by making the results obtained by the learning visible by switching the text, once validated, into an open access document.
The electronic editing programme to be developed will combine simplicity of use with a degree of sophistication enabling it to take account of all the states in which a reader of archive documents may find such documents, including marginal additions or illegible and truncated words. It therefore corresponds entirely to scientific practice, while being primarily intended as an educational tool.
Development of descriptors and a digital portfolio to certify a level of linguistic proficiency (T. Jeanneret - Lettres)
The aim of the project is to support the development in the Faculty of Arts of certification of the level of linguistic proficiency in the foreign language(s) studied by students obtaining a Baccalauréat ès lettres in at least one of the following disciplines: German, English, French as a foreign language, Italian, Spanish and/or Russian.
This certification will use the levels of language proficiency defined by the Common European Framework of Reference for Languages (CEFR) which is the Council of Europe. It requires students to have a C1 level of linguistic proficiency in the language(s) studied when they obtain their BA in Arts (B2 for Russian).
In order to set up this certification, which will be common to the six languages concerned, the sub-committee of the Teaching Committee responsible for this dossier (of which the teachers indicated above are members) must design the actual pathway for the étudiant;The sub-committee must design the student's actual pathway to certification, combining formative assessment (throughout the three years), with the possibility of remission, and summative assessment at the end of each of the 3 years. The sub-committee must also devise the digital infrastructure that will enable certification to be achieved in a practical way by providing students with resources and the means to document their progress.
The project requested has two objectives:
1. To draw up descriptors and define a list of activities that will be used to assess the level of linguistic proficiency by basing them on empirical data (i.e. the student's level of linguistic proficiency); In other words, by collecting examples of oral and written language activities carried out in the sections concerned).
2. Develop the IT tool that will enable the student and teacher to define the objectives in relation to certification, and enable the student to use the resources proposed and document his or her progress (e.g., the course of study, the course of study, etc.);The teacher can monitor progress and support the student throughout the course. This digital portfolio should borrow from Espace pluriel, Mahara and DB : lettres, three tools available at UNIL, each with functions useful for the project, but which have been developed with different aims and in different contexts.
IMPACT - Multimedia Interface: Presentation - Analysis - Commentary (J. Jacquin - Lettres)
The aim of this project is to fill a gap that language science teachers and students are regularly confronted with when dealing with a variety of multimedia data;es multimédias (extraits vidéo ou audio) et leur transcription pour délivrer leur enseignement (pour les premiers) et pracute;senter leur travail personnel (pour les seconds).
At present, these documents have to be opened by different computer programmes and users tediously switch from one window to another. Unfortunately, these manipulations are systematically detrimental to the overall teaching scenario: as well as slowing down the audience's attention and causing technical problems that occur regularly, the impossibility of having access to all the content is a major problem;access to all three types of document at the same time only serves to make the relationship between the subject matter more opaque, and this without any real or educational gain.
In other words, this is an obstacle that the IMPACT (Interface Multimédia: Présentation – Analyse – CommenTaire) project is designed to remove.
In addition to this ergonomic improvement, the project aims to facilitate access to this data. At present, documents have to be downloaded to each workstation (teachers and students alike). In addition, each workstation must be equipped with the software needed to open it. Even more problematically, any modification to these documents has to be translated into a new upload. IMPACT is designed to make this part of the job drastically easier: all you need is Internet access and a browser (Firefox, Safari, etc.).
Accessible from anywhere at any time (in the same way as Moodle), IMPACT will simply fetch the files stored on the University's servers. Any changes made by the teacher will automatically be reflected in all subsequent consultations. IMPACT can be used to manage an infinite number of forms for a wide variety of uses, but it is possible to anticipate two main types of form.
Firstly, there are the "teaching sheets", which are thematic units produced exclusively by the teacher. These worksheets, which are both thematically and practically interesting, can be projected by the teacher during the common session or consulted on the internet by the students. Secondly, the presentation sheets are used by the students to bring together in one place the information they need to present their analysis, and by the future audience to familiarise themselves with the data in question.
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Italangue. Which language for learning Italian literature (S. Albonico - Lettres)
The project proposes a re-conceptualisation of the didactic programming linked to the teaching/learning of the written and spoken language as it currently appears in the study plans of the Italian Section. Traditionally, the Section’eacute;tude plans have focused mainly on literary and historical-linguistic teaching. In this context, the project does not create any new teaching, but aims to evaluate all the possible solutions, with a view to didactic programming and academic planning that can meet the expectations of students.
This evaluation will be entrusted to an external expert. It will involve research with teachers and students and will culminate in a final proposal jointly worked on by the section teachers. The contribution of an external consultant has been designed taking into account the specific skills of the teaching staff and the existing gaps in the teaching of Italian as a foreign language. If we consider the current redefinition of the Faculty of Arts' study plans and the new requirements for certifying language skills, this seems to us to be a very opportune time. This project will of course be developed in close collaboration with any similar initiatives promoted within the Faculty.
Philosophical learning. Interactive gallery and evolving game (A. Schniewind - Lettres)
This project is initially intended to accompany the major Introduction to Ancient Philosophy course for 1st year students. The aim of this course is to develop teaching tools that will stimulate and increase the active participation of students. There are two main aims: (1) to enable students to assess their basic knowledge (which is currently very difficult in the classic situation of an ex cathedra lecture in front of a large audience with very different levels of knowledge) and (2) to engage the students in the learning process;tudiants from the outset and throughout the semester in a process of active integration of the new materials taught each semester, enabling them to relate this new data to the knowledge they already have.
In order to achieve this objective, the project involves the creation of a fun, interactive electronic space (using Moodle or linked to Moodle) that will enable students to use the new information in a variety of ways; This will be designed to accompany the Introduction to Ancient Philosophy course for 1st year Bachelor students. The creation of an interactive gallery and an evolving game, both of which will be linked together, will enable students to check (through the interactive gallery) whether they have the basic knowledge required for the course;they have the basic knowledge required for the course and also to integrate over the course of the semester, week after week, (à through the évolutif game) the new matières taught.
The Masters of the Cave (M. Groneberg - Letters)
This project continues the experiment of staging Plato's Banquet in spring 2010. In preparation for the staging, a new translation and adaptation of the text, accompanied by comments and contributions, has been published with the support of the Centre de Traduction Littéraire de l’UNIL. A number of students took part, more or less intensively, depending on their ability and willingness; in addition, the volume includes contributions to the translation and analysis of the text from several advanced students.
In addition to encouraging students, the project has promoted scientific research in several disciplines (philosophy, ancient Greek, ancient history) by giving young researchers the chance to contribute their knowledge and skills to publications and stage productions.
The aim of the current project is to continue and expand this kind of cross-disciplinary activity: cross-disciplinary (which includes the encounter between art and science) x cross-disciplinary in the acquisition of skills (by students).
Concretely, the aim is to organise a series of shows around the theme of The Scholar and Society, presented at the 2012 Fécule. This involves working with students and colleagues from the Faculté des Lettres on philosophical, literary and artistic texts or themes with a threefold aim: (1) to establish dramaturgies and scripts (2) which are then staged and presented at the 2012 Fécule. Throughout this process, (3) banquets (developed in 2009/10) are used to pass on experiences and skills;They are also used (formal training) to pass on the experience and skills acquired from one year of students to the next. They also serve as a basis for discussion on the projects to be produced, and as a means of supporting the production process between creators, participants and guests. Lastly, they provide an opportunity to reflect on the appropriate ways (and the limits) of mediatising thematic content.
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SPSS self-study screencasts (P. Singy & I. Pante - Lettres)
The project aims to develop video tutorials enabling students of sociolinguistics (or related fields) to learn about quantitative methods in a self-taught way. The screencasts would not only introduce students to the statistical concepts involved in coding the data produced by a survey, but would also show them how to carry out the most common statistical analyses in SPSS, and not just by themselves. Once completed, the material in question could be distributed via the iTunesU platform. Thanks to the institutional links of the applicants, this material could also be of benefit to FBM students following the Master's level course "Human sciences methodology in medicine".
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Independent work in a tutoring programme (Y. Erard - Humanities)
Independent work for the creation of a daily diary, a learning diary and personal work in a programme of ECTS creations.
Le Cours de Vacances offers its non-French-speaking students a tutoring programme based on the writing of a daily diary, a learning journal and a personal project. These are based on the experiences of students in language immersion in Lausanne, both on campus (conferences) and off. The students keep audio, photographic and linguistic records. The tutor closely monitors the students' independent work. After an initial computer experiment on the Moodle platform, we realised that we needed to develop more appropriate IT tools for our programme.
Originally, the daily diary and the learning diary were originally in the form of a notebook that shuttled back and forth between the tutor and the student for correction and follow-up purposes. With 5 people, this system worked fairly well, but in 2010, with 29 people, this method of exchange and correction became unmanageable, which is why this year we switched to the Moodle platform with the help of Nadia Spang-Bovey. Relations between students and tutors have been greatly improved. Nonetheless, monitoring changes is much more complicated than a paper-based correction system, and the final result is much less attractive than a paper notebook with drawings, images and photographs chosen by the students to illustrate their anthropological and linguistic experiences as non-French speakers in Lausanne.
The final result is much less attractive than a paper notebook with drawings, images and photographs chosen by the students to illustrate their anthropological and linguistic experiences as non-French speakers in Lausanne.
Creation and use of a collection of film extracts as teaching tools in adolescent psychology courses (G. Zimmermann - SSP)
The project aims to create a database of films and sequences from cinematographic works that will enable students to reflect on the notion of adolescence and illustrate certain theoretical and empirical concepts covered in psychology lessons;They also illustrate some of the theoretical and empirical concepts covered in the psychology lessons devoted to this developmental period (e.g. identity construction, parenting styles, etc.).identity construction, parenting styles, risk-taking, peer relations).
Subscribing to the idea put forward by Duckworth and Hoover-Suszek (1976, p. 601), pioneers in the use of films in the teaching of adolescent psychology, according to which a complete understanding does not depend solely on factual learning, but also on an empathic attitude [to empathize] towards characters in novels; vis characters in novels, historical situations or facing » moral dilemmas » we thus advocate using film extracts during class sessions to enable étudiants to better understand the content of the proposed théoric discourse é and to promote spaces for discussion.
We are also considering the creation of a web interface hosting the database from which students could view sequences accompanied by questions guiding the analysis of the selected extract. The website will be public, but access to the video clips will be protected by an access code and restricted to registered students;students registered and enrolled on the course in accordance with the recommendations of Suissimage (Swiss Cooperative for Audiovisual Authors' Rights).
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Specifying training needs in political science (I. Papadopoulos - SSP)
To carry out a thorough review of the overall pedagogical concept of our political science training offer, in a realistic and evidence-based way, and through a pluralist assessment of training needs. The aim is firstly to gather as much information as possible on the different types of political science training on offer in Switzerland and abroad, and to identify the training needs of the various interested parties (stakeholders). This information will be analysed within the Education Committee and during educational days, with a view to producing an action plan consisting of a draft reorganisation of our study programmes. The Master's programme will focus primarily on the nature of the programme, while the Bachelor's programme will focus primarily on the structure of the programme.
Video tutorials for using R statistical software (J. Barral - SSP)
The main aim of this project is to develop a pedagogical tool for the use of free statistics software R for students and lecturers at the Faculty of Social and Political Sciences. We would like to set up video tutorials (in the form of podcasts or more precisely screencasts) detailing the main features of this statistical tool.
The creation of these tutorials will be carried out using a software program whose functions will enable the actions carried out in the software menus and the verbal comments to be recorded, as well as the insertion of additional graphic animations on the windows. Recorded verbal comments combined with visual demonstrations are an excellent learning method.
We will select 12 themes (functions), each designed to represent specific databases used in 4 academic branches of the faculty (sports science, social science, psychology and political & international studies). Proximity to the students' field of study is an important pedagogical aspect of this project. In the medium term, the aim is to add to this database according to the needs and requests of lecturers/students from other institutes in the Faculty of Public Health.
A second aim is to pool these video tutorials with existing teaching resources by publishing them on a public website.
This project will provide 1) an educational complement for students at Bachelor's and Master's level in the Faculty of Social and Political Sciences (both for courses in methodology and statistics and for courses in social sciences), and 2) a means of disseminating the results of the project;thodology and statistics, but also as part of the research dissertation) and 2) to respond to the need to train teachers and assistants in the use of a common software package. In addition, it forms part of the project to develop/transform the teaching of methods in the faculty. Our aim is to harmonise knowledge and develop know-how and cross-disciplinary skills in statistical analysis, so that students become more independent during and after their university studies.
Given the cross-disciplinary nature of this project, a working group has been set up involving sports science, the Institut des Mathématiques appliquées as well as the social sciences (Jérôme Barral, Jean-Philippe Antonietti, André Berchtold, Benoit Dompnier, Eva Green and Jean-Pierre Müller).