Abstracts 2012

The aim of the project is to improve the learning of students on the Immunology/Cancer (IC) course in the Master of Medical Biology (MScBM) in two ways:

First axis: To help students acquire the basic knowledge needed to follow the MSc

Previous editions of the MScBM have shown that students interested in the IC pathway have high levels of knowledge in immunology and immunology very different levels of knowledge of immunology and oncology because they come from different backgrounds. This poses a problem for the teacher, who does not have an overall view of the skills of his or her group of students and therefore has to devote a considerable part of his or her teaching time to reworking concepts already acquired by some students at Bachelor level. This reduces the time available to the teacher to develop the more advanced knowledge and skills included in the Master's learning objectives. The first part of the project therefore aims to work with the teachers concerned to define the body of knowledge required, and to provide students with the means to supplement their knowledge in the most appropriate way;This is achieved through an online self-assessment questionnaire, combined with appropriate online learning resources.

Second axis: preparing students for their future integration into translational or clinical research groups

The MScBM provides teaching at the interface between fundamental biology and medicine in the form of ex-cathedra lectures and analysis of scientific articles. The teaching of immunology also includes several sessions of practical work. At present, there is only one histology laboratory session for the oncology course. The second part of the project therefore aims to enhance the value of oncology teaching by offering a complement to theoretical teaching in the form of an interactive clinical case on lymphoma. Lymphoma is particularly interesting because it also bridges the gap between immunology and oncology.

The Moodle institutional platform will be the dissemination tool for all of the above resources. The student body is familiar with this platform where course information, course pdf's and other exercises can be found.

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If we consider the importance of time-related problems in forensic science, a systematic approach and a better fundamental understanding of these notions are necessary. This is why a new course has recently been introduced into the curriculum of master's students in forensic science. As their programme is already sufficiently full, the aim of this course is not to introduce additional material, but to build on what they have already learned;The aim of this course is to enable students to consider and integrate temporal aspects into the solution of practical cases. The course therefore incorporates a significant interactive component to facilitate students' learning and enable them to develop their reflection skills in the real-life situations they will encounter later in their professional lives. The introduction of problem-based learning raises a number of pedagogical issues, in particular the need to have a sufficient number of problems and to adapt them to the learning objectives. Consideration also needs to be given to the supervision of groups of students and the specific training of the people who supervise them. This new approach should make it possible to achieve the following objectives:

• Provide students with stimulating material for discussing important issues in the field
• Propose problems from actual forensic situations
• Guiding students in critical reflection by providing them with few resources in order to lead them to problem-solving on their own
• Engage students to work collaboratively in small groups of 3-4 people
• Stimulating students to identify their learning and resource needs
• Engage students to use the knowledge gained in solving new problems and identifying new issues
• Learn a new teaching approach

The aim of this project is therefore to introduce two novelties into a forensic theory course: a concept, the notion of time, and a teaching method, problem-based learning. This should enable students to achieve their learning objectives more effectively while actively participating in the teaching process.

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The solving of fictitious crimes or beds by learners plays a major role in forensic science studies. As part of a number of courses (Methods of On-Scene Investigation, Forensic Identification, Forensic Practice, Complex Cases, etc.), forensic scenes are used to illustrate the investigation.), fictitious scenarios are devised and assigned to the learners, who are required to carry out technical examinations and evaluate their results individually or, more rarely, in groups. These practical problem-solving activities, which are essential for learning the subject, focus mainly on techniques and reasoning relating to the evidential value of results, based on the diagram: detection - revelation - acquisition - evaluation.

However, due to their highly technical and individual components, these simulations do not allow us to open a discussion on how to approach and resolve the cases in question. In this way, all the problems associated with managing a case are addressed (identifying needs, distinguishing between the different stages of a case, managing resources, setting priorities, adjusting the timing of examinations, etc.). In addition to technical knowledge, the search for and exploitation of material traces in a forensic context requires an integration of information at situational, criminal and organisational levels. These various dimensions can only be superficially integrated into current fictional scenarios. The project involves developing a web application for simulating the management of the exploitation of material traces in legal cases.

This application will enable students, working in groups, to practise the activities involved in managing legal cases. From a pedagogical point of view, the simulation should enable the development of practical case management skills, the development of the ability to tackle a complex multidisciplinary problem, and the ability to work as part of a team.

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Casus study (or case method) is a very popular teaching method in the field of law. However, this type of teaching is currently little used in forensic science, where learning by problem solving (solving fictitious cases) predominates. During their studies at the School of Criminal Sciences (Bachelor's and Master's degrees), students are required to produce a number of expert reports as part of their problem-solving activities. A paper version of these reports is validated and noted by the management and an electronic version is stored on a dedicated server space. All of this work, even though it represents a very large potential source of varied examples (different types of forensic examination: fingerprints, DNA, firearms, state of the premises report, etc.), is not always easy to find.), created for different judicial players (magistrates, peers, police), are currently rarely used in a formal educational context.

The aim of this project is therefore to set up one or more pedagogical activities based on the study of case studies, drawing on this library of expert reports. These activities would be based on an IT tool enabling collaborative study of these documents. This tool would give each participant the opportunity to write and store specific annotations on the document being studied, either individually or collaboratively. Capitalising on these annotations will make it possible, depending on the scenario of the activity proposed, to hold a live discussion on the problems identified. The case studies proposed in this project, based on these expert reports, may focus on different aspects and thus have different pedagogical objectives aimed either at improving the quality of the reports (for example, in terms of communicating the results), or at improving the expertise work itself.  

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The teaching of project management occupies a prominent place in management, since this form of management facilitates innovation and has become an emblematic figure in the evolution of organisational forms. However, it is notoriously difficult to teach, since most of the skills required of project managers cannot be acquired in an ex-cathedra course. This difficulty is exacerbated as the number of students increases, reducing the opportunities for interaction. Learning through simulation games (a type of serious games) can be seen as a possible solution to this challenge, and we believe that information systems researchers can make a contribution in this area. Previous research in pedagogy and project management has shown that there is a positive correlation between the two concepts. However, the practical application of their results has not yet been translated into concrete technical and functional specifications for designers of serious games. Consequently, the aim of the project is to answer the following question: How can a serious games software editor be designed, both technically and functionally, to support a project management course with more than twenty students?

More specifically, the project involves developing software to extend the functionalities of an existing serious game towards flexible learning and analysis of the achievement of educational objectives.  

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The project is part of a study trip aimed at raising students' awareness of the problems specific to emerging markets and the challenges and opportunities associated with doing business in these markets;mergents and to make them aware of the challenges and opportunities associated with doing business in markets characterised by institutional voids. The aim of the study trip is to complement the teaching provided in the presence of the students; Bachelor HEC students in their 3rd year by offering a range of structured and supervised activities in situ. The teaching is divided into two parts: an in-presence part (3 lectures, given in the spring semester) and an in-situ part (3 lectures, 10-day study trip to an emerging market during the summer). The in situ part is not compulsory and the quota is limited to 20-25 students who have taken the in-situ course in the spring. The on-site learning is structured around meetings with experts, company visits, group work and individual assignments. A cultural component complements the academic programme. The project comprises 2 parts: 1) observation of the trip and drafting of a field report and 2) drafting of a vade mecum on the implementation of in situ teaching.

Follow the students on the trip blog

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Under the new study plan for the Faculty of Arts, some students who are required to complete Latin will need an alternative to semester courses. Off-semester block courses offered alongside semester courses seem to be one solution. This is the first point of this project. But as these Latin courses can also be used by anyone who needs or wants to learn this language, and as this project is compatible with holiday courses, we want to develop these off-semester block courses into holiday courses in Latin. Once set up, these holiday courses will also serve as block courses for Latin. This integration of Latin courses into the holiday courses will make it possible to finance them, thereby increasing the range of Latin courses on offer.

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The Computer Science and Mathematical Methods (IMM) department offers students of the Humanities a course in Computer Processing of Textual Corpora (TICT). As part of their coursework, students will be asked to design and carry out (small) projects typically involving:

Students have little difficulty collecting textual data (on the internet or by digitising printed text). For quantitative processing, there is a wide range of user-friendly and often free software: Calc/Excel, R/SPSS, Tanagra, etc. However, all these tools operate on tables of data, where the rows (individuals) correspond, for example, to the parts of a corpus and the columns (variables) to the quantities measured in these parts. However, there is no portable, flexible and intuitive solution for converting potentially heterogeneous text sources (raw text, XML documents, etc.) into tabular format. This state of affairs poses a pedagogical problem, in that it restricts students's ability to appropriate the theoretical content being taught in practice.

The Textable project aims to fill this gap by developing software for users who are not programmers, enabling them to:

The project also includes the production of educational documents (tutorials) introducing the use of the software.

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• the formulation of a research question (in relation to their other disciplines);
• the selection, collection and annotation of textual data;
• the use of software for the quantitative processing of data;
• the analysis and presentation of results.
• the import of various textual sources;
• the application of systemic recoding operations;
• the application of analytical processing such as segmentation and categorisation of textual units;
• the manual, automatic or aléatory selection of subsets of textual units;
• the calculation of numerical indices such as frequencies and measures of complexity;
• the export of results in the form of appropriate data tables for further processing by software such as R or Excel.

The aim of the project is to develop an IT platform that will enable students (international students, BA and MA level graduates) planning to study at UNIL to assess their level of education;mant-e-s niveau BA et MA) planning to study à l’UNIL d’évaluer their level of Frenchçais before arriving à l’UNIL.

The site will offer around sixty language production and comprehension activities, both written and oral, for levels A2 to B2 (in the terms of the CEFR). This online programme – computer platform – will à the student:

The requested project has two aims:

1. To design a prototype of the IT platform that will allow, from a representation of the Lausanne transport network (TL), to carry out a series of language activities. The aim was to identify a series of language production and comprehension activities, and to combine these activities in a sort of basket in order to obtain a final diagnosis of the level of French.
2. Carry out a test of the operationality of the system with a limited number of mobility students.

> see also the description on the RISET project showcase

• to assess their level of French by carrying out production and comprehension language activities;
• familiarise themselves with key aspects of life in Lausanne (for example, the platform is navigated using the Lausanne transport map);
• d’identify your needs in Frenchçais and set goals for your level of Frenchçais;
• thereby choosing correctly from the range of courses offered by the EFLE;
• to set themselves realistic study objectives in relation to their level of French;