Abstracts 2013
The integration of technology at the heart of the pedagogy of the new Master's programme in nursing (D. Morin - FBM)
The project has two phases. Firstly, a feasibility study will be carried out, followed by pilot projects to integrate learning technologies into the heart of the new Master of Science (MSc) in Nursing programme. The main innovative features are: (i) to foster a greater richness in teaching practices in favour of the development of studentéautonomy·e·s and the networking to form communitiesée·e·e·e·e;(i) to develop a network of learning communities and communities of practice, and (ii) to improve the accessibility and flexibility of the programme. By integrating teaching innovations based on technology, the Institut is positioning itself as one of the universities offering such opportunities in the field. The structured reflection on the programme as a whole will ensure internal consistency in terms of learning objectives.
In addition, the learning and practice communities run according to an adapted tutoring model can certainly revive a Romandie character but also be enriched by collaborations with other Master’s programmes on a national or international basis. This project is consistent with two circles of the UNIL strategy, that of the "Target Group" component by improving the flexibility of the programme, and that of the "Innovative Individuals" component by improving the flexibility of the programme;Innovative individuals through pilot projects that will support teachers to experiment with practices before offering them on a wider scale. This project is also in line with UNIL's priority theme for 2013, which is to use group work to promote learning in an innovative way by creating and supporting virtual learning communities that encourage collaboration between learners. s (managers, teachers, experts and students) and that it will be evaluated and adjusted.
Reinforcing doctors' learning of transcultural clinical skills: from "knowing how" to "knowing how to demonstrate" using standardised patients (P. Bodenmann, S. Paroz - FBM)
As part of the post-graduate training for assistant doctors and heads of clinics at the University Medical Polyclinic (PMU), a series of compulsory courses in the form of quality circles have been organised;A series of compulsory courses are offered in the form of quality circles. Four of these courses (4 x 1 hour) are devoted annually to learning transcultural clinical skills (CCT), i.e. learning the skills required to care for a socially and culturally diverse patient. In a context of increasing migration and precarisation, the acquisition of these skills has become essential for carers, and the teaching of this discipline must be adapted as closely as possible to the needs of the field.
An assessment of previous teaching experience and a review of the international literature on the subject have highlighted a number of shortcomings in current training, both in terms of content and teaching approach. Among other things, it highlighted the need to refocus learning on practice as opposed to theoretical knowledge, and to develop a patient-centred approach as opposed to a community-centred approach. In order to overcome these shortcomings, the applicants would like to offer simulated contextual learning within this teaching, i.e. with the help of standardised patients. To this end, the applicants wish to develop a series of transcultural clinical scenarios in collaboration with experts in medical pedagogy and to receive training in working with standardised patients.After a year of development, implementation and evaluation, and with the help of experts in the field, the aim is to be able to offer the best possible service to our clients;We will also be able to draw on the expertise of a number of e·s, as well as suitable equipment and new teaching skills over the long term.
>see also the description in the showcase of RISET projects
CompARe - Comparison of Analytical Results (P. Esseiva - FDSC)
Many sectors of activity, including forensic science, chemistry, pharmacy and doping, are interested, on the basis of measurements derived from instrumental analyses, not only in the qualitative and quantitative characterisation of experimental results, but also in their comparison and classification. These comparisons make it possible to resolve a wide range of problems, such as determining whether two samples of paint belong to the same production batch, determining whether a fragment of car paint found in one batch belongs to the same batch, and so on;a fragment of car paint found at the scene of an accident does in fact come from a suspect car, or check whether the origin of a coffee corresponds to what is stated on the packaging.
In order to answer these questions, it is necessary to apply a statistical strategy to the raw data in order to determine whether the profiles of the samples analysed have sufficient discriminatory power. The characteristics of the samples studied (raw data) can be of various kinds: a digital image (RGB matrix of an image of an ectasy pill), an infrared spectrum (of a car paint), analysis by coupled gas chromatography (of a stupacute).
Depending on the type of data, the processing strategy (filters, etc.) used and their parameters can be very different;The project proposes to develop a set of tools that can be used to assess the performance of the various processing stages (pre-processing, comparison, visualisation and evaluation). The project proposes to develop a pedagogical activity in small groups based on the use of a dedicated web application aimed at reinforcing the multidisciplinary skills involved in solving these complex sample comparison problems.
The funding requested would be used to develop the IT architecture enabling the learner to carry out all the operations required to analyse raw data. On the basis of the experimental results, the learner would be able to choose his or her analysis scenario (choice of filters and their parameters;The learner would be able to choose their analysis scenario (choice of filters and their parameters), choose the methods they consider appropriate to assess the relevance of their results and view the results. The interface would make it possible to test numerous analysis scenarios, displaying the impact on the final result in real time.
>see also the description in the showcase of RISET projects
DécriGraph: Learning to read and describe graphs (D. Fink - FDSC)
In criminology, crime and its effects are most often presented in graphical form, although the content of the graphs will always, in one form or another, be rendered and commented on in textual or linguistic form. The back and forth between statistics and graphs, and between graphs and text, is complex and sometimes difficult for students to grasp. A correct reading and adequate understanding of graphics, as well as a coherent and succinct description of their content, cannot be achieved without a certain theoretical knowledge of the subject and the underlying methods. The project aims to improve students' skills in (rapid) reading of graphs and to develop their skills in (dense) description of the content of graphs.
This learning will take place in the first instance through group work three which consists an analysis of the content of a graph (e.g.. This involves analysing the content of a graph (e.g. the crime rate in Switzerland, the proportion of custodial sentences), comparing the various points of view and identifying the most important information to be retained about a graph. The group must then present this information to a specific category of readers (specialists, journalists, the general public, etc.), writing a description in no more than 4 or 5 sentences.
This work is always carried out under a certain time constraint. All the proposals are then submitted to the critique en plénum while defining criteria for judging the quality of the descriptions. On the basis of this shared experience, the students are then asked to work together as a group on a new project; work on the description of a similar graph, but with other data (e.g., the number of points, the size of the graph, etc.), first in groups and then on their own.However, the description of a similar graph contains other data (e.g. data from the cantons, on other offences or other years). In order to demonstrate the explanatory and comprehensible value of these descriptions, students will be asked to present them orally to the other course participants, using a projected graphic or on paper. In this way, while working on the data from the Crime, Justice and Prison in Switzerland course, students will learn effective techniques for presenting complex facts.
The aim of this project is to provide training in the presentation of complex statistical content using graphs and a dense description of the most important content of a graph. It should help students to acquire skills and abilities that are useful in a wide range of scientific jobs, while at the same time taking part in the group work that is always essential when it comes to merging and understanding orders of magnitude, structures or trends.
>see also the description in the showcase of RISET projects
Development of a Web application for comparing firearms images (R. Voisard - FDSC)
The process of identifying a firearm is a set of steps implemented by an expert from the moment he compares the ammunition (usually with the help of a macroscope) to the moment he identifies the weapon;The final conclusion is whether or not the ammunition is linked to the weapon in question. This process is above all part of a holistic approach in which the examiner relies on his or her previously acquired knowledge and cognitive abilities to recognise pattern matches in a relatively complex environment. The approach is therefore essentially subjective and the variations observed between examiners are significant.
At present, practical, individual work is carried out at Masters level. It does, however, show some clearly identified problems:
It also shows that there is a great deal of variation between examiners.
- the comparison of ammunition components using a comparison macroscope requires a great deal of time due to the management of the equipment itself (uniformity of lighting, positioning of the object, photographic recordings);
- each working with projectiles and minutiae specific to their case, it is impossible to really discuss/compare the interpretation that is made from the observations of stigmata made;
- reusing their images, which are generally of average quality, is not an option for real image analysis files;
- the case is simplified to the extreme.
The project therefore consists in à setting up a group activity to enable the réels pédagogical objectives that deal with’This will be achieved through the creation of a web tool. This tool will make it possible to compare and evaluate these stigmata on images of interest linked to the identification of firearms from an automatic system. The application will allow the creation of specific annotations, individually or collaboratively, to highlight the characteristics that the examiner considers relevant to the identification process.
During the group activity, collective evaluations and inter-student comparisons will therefore be carried out by the students on the basis of their results, in order to raise their awareness, first individually and then collectively, of various important concepts in firearms, such as the difficulty of identifying the features of interest, the variation in inter-examiner annotations, reproducibility and the potential contribution of certain features in the identification process.
A session in the form of a feedback game will provide an opportunity for discussion and debate on the various issues raised during the group work. At present, these comparisons cannot be made with the resources available.The current project is based on the successful experience of developing the PiAnoS application during a previous FIP project (2007) in the field of papillary traces.
> see also the description in the showcase of RISET projects
Xlab: Logbook (R. Voisard - FDSC)
Practical teaching in forensic science is mainly based on the solution of simulated cases. This teaching method has existed since the creation of the Institut de Police Scientifique (IPS) in 1909 and has proven its effectiveness in the specific context of forensic science. Indeed, this legal context brings with it certain constraints that require particular scientific and organisational rigour and sophistication. Developing these cross-disciplinary skills is one of the major objectives of the course. Documenting operations, the procedures used, demonstrations and personal reflections is therefore essential.
With this in mind, a web-based case management application has been set up to structure the technical and operational documentation, enabling at least the continuity of the evidence to be guaranteed on an individual or collaborative basis. In contrast, the documentation relating to the academic dimension of the research process (definition of priorities, decisions taken, statistical processing of results, assessment of evidential value, contextualisation, etc.) is simply recorded in a handwritten, personal laboratory notebook.
Or, it is essentially on the basis of this information that it is possible to assess the quality of the work carried out and to understand the directions chosen. The inherent constraints of the paper format, the individual focus on the expert rather than on the case, mean that the current laboratory notebook is not compatible either with a collaborative working approach or with the objectives of rigour that have been set.
The aim of the proposed project is to develop a web application, in the form of a modular and flexible logbook, to centralise, share, sort, structure and capitalise on this ‘academic documentation’ in a collaborative manner, and which integrates with the current case management application to meet the objectives of the simulated case-solving teaching activities.
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BaSES (Learning and application of basic concepts in economic and social sciences) (R. Véron - FGSE)
At least two pedagogical needs could be identified in the "Dvelopment" orientation of the Master in Geography created in September 2011: that of responding to the problem of the diversity of students' Bachelor's degree courses, leading to very different levels of knowledge in the social sciences;It is also important that students are able to develop a proactive and autonomous attitude to learning.
The project has a threefold ambition, structured around the creation and use, by supervisors and learners, of a databank articulating basic notions in the social sciences, research proposals and work by students:
- Favour the acquisition of new knowledge by limiting the risks of rétition between Bachelor's and Master's content;
- Diversify teaching methods in order to improve the quality of learning;
- Create the conditions necessary for the empowerment of students.
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UrbActif: The project situation as an engine for the acquisition of argumentative and communicative skills in contexts of complexity and uncertainty in collective action (A. Da Cunha - FGSE)
The aim of this project is to bring together, around the common problem of managing complex urban projects, research on the project as a system of actors and decision-making processes and research on the project as a spatial composition of urban forms, carried out at the HEA. The project management approach is the common thread running through the complex urban project management, the research on the project as a system of actors and decision-making processes and the research on the project as a spatial composition of urban forms carried out at the HEIG-VD in Yverdon and the Institute of Geography. Project management is the common thread running through the various modules of the master's programme in graphic design, urban studies, sustainable urban planning and projects, as well as the master's programme in advanced studies in sustainable urban planning, which is run by the Institute of Graphic Design. The skills needed to manage projects involving different territorial dimensions (economic, social, environmental), several scales and a multiplicity of players and skills cannot all be acquired in an ex-cathedra course. Group work in a simulation game (or serious game) can provide a solution to this problem. Previous work has shown the potential benefits of using simulations and active teaching methods for training in project management.
The aim of the project is to develop a simulation concept for urban project management, including the specifically urbanistic dimensions relating to urban form, territorial meshes and grids, as well as the actional dimensions. The simulation will include group work, a software application and role-playing games to develop argumentative and communicative skills. This application will enable students, working in groups, to practise managing a complex urban planning project, communicating and arguing about the various moments or phases of the project that are characteristic of the project. The different moments or phases of projects are characterised by the involvement of a large number of players with multiple interests (elected representatives, developers, landowners, residents' associations, etc). The simulation should enable the development of the necessary technical skills and soft skills (ability to communicate, work as part of a team, ability to argue and make decisions with incomplete information, ability to apply the tools in a concrete case).
> see also the description on the showcase of RISET projects
HEC Business Game (C. Legner - HEC)
HEC Business Game is a "capstone" course for étudiants·e·s Bachelor 3e. Through a business simulation, the course enables them to revisit and synthesise the various skills they have acquired during the Bachelor programme (general approach to management, operations management, principles of marketing, accounting, principles of finance and economic analysis, political economy). In groups of four, they are divided into the various functions of the company and compete with the other groups in the same market. As a result, students develop practical experience, a sense of task sharing and a vision of the tangible benefits of internal company management. The simulator and materials used were developed by HEC Montréal around a teaching concept that has met with great success in North America and is now arriving in Europe (HEC Lausanne being a pioneer). Developed on the basis of SAP, the simulator, called ERPSim, also enables students to get to grips with this complex integrated business management system. (...) The aim of this FIP project is to support the development of the HEC Business Game concept and to adapt the course material to the teaching needs and objectives of HEC Lausanne. In this way, the project is helping to align the HEC Business Game course more closely with the Bachelor's programme, welcome more students to the simulation games and extend the game.
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Greek epigraphy workshop: from ancient documents to self-corrected exercises (A. Bielman - Lettres)
The aim of the project is to create a Moodle module designed for the learning of Greek by students with a high level of proficiency in the Greek language. The module is based on two themes: a grammatical section based on an innovative learning method, and a practical section consisting of self-corrected exercises to enable learning at an individual pace.
Italian theatre laboratory (A. Roncaccia - Lettres)
Thematic laboratory for bachelor-level students. As part of our pedagogical reflection on the learning of Italian L2, this project aims to develop oral expression skills and knowledge of academic literature. It is aimed at non-Italian-speaking students, who make up around 50% of enrolments. For teachers·e·s, the aim is to become aware of the 'average' skills of non-Italian speaking étudiants·e·s and to better set the didactic objectives in an échechelle of adapted progression.
As for the learners, participation will enable them to develop their skills in the context of authentic communication practice at a high cultural level, which will have a good impact on the general emotional investment in the individual learning process. Group work, motivated by the realisation of specific tasks (realisation of thematic sequences of different lengths), will encourage the integration of students by enhancing their individual profiles. This laboratory will benefit from the collaboration of two Italian professional players and will create a learning path based on dynamics that leave the central place to the students.
The participation of Italian-speaking students will be encouraged in order to promote the identification of expressive uncertainties and to enrich idiomatic knowledge at sub-group level. The proposed content, while favouring contemporary literature (e.g. Pirandello), will include examples from the sixteenth (Machiavelli, Aretino) and eighteenth (Goldoni) centuries. At the current stage, in our Section, the use of new language learning devices is a priority, also taking into account the process of setting up new curricula and adapting to the assessment requirements linked to the European Framework.
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Psych'Art Brut (P. Roman - SSP)
The aim of the Psych'Art Brut project, as part of the teaching of Introduction to Psychoanalysis (compulsory teaching in the bachelor's degree in psychology), is to encourage a dialogue between the concepts and methods of psychoanalysis and works of art, in particular the so-called Art Brut. The particular aim of this project is to enable students to learn about the subject of psychic life, which, by definition, can be grasped: the use of creative works, which present themselves in a form of proximity to the public (they are not professional artists), facilitates a sensitive encounter, in a back-and-forth between the work and the viewer (M. Duchamp) or the artist (M. Duchamp). Duchamp) or the viewer of the work. The underlying hypothesis would be that the creative process constitutes a privileged observatory for approaching the different forms of psychic work clarified by psychoanalysis.
In other words, the process of creation testifies to the organisers of psychic life through the psychic work of representation and symbolisation. This psychic work contains traces of the processes that testify to the creator's psychic functioning. In this context, the creations of the authors of Art Brut reflect, in a particularly explicit way, processes that the concepts of psychoanalysis are able to account for (insofar as the concepts of psychoanalysis are able to account for processes that the concepts of psychoanalysis are able to account for); it is a question of a creation envisaged essentially for itself, in a function of psychic regulation, without any a priori aim of address and/or transmission).
The creative process can then be seen as a place where the unconscious can emerge and allow a privileged approach to it. In addition, this Psych'Art Brut project is part of a twofold lineage with regard to the work of S. Freud, inventor of psychoanalysis, on the one hand, and J. Dubuffet, inventor of l39;Art Brut, on the other. The promotion, as part of this project, of group work by students·e·s, centred on an author of Art Brut and/or a corpus of works, aims to envisage a new relationship in the encounter of the concepts of psychoanalysis by proposing a lively déclination through the encounter of the creative process.
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FlexiTests (D. Preissmann - SSP, FBM)
The aim of this project is to develop and implement FlexiTests: a web application for an experimental psychological test system that could be used by students for practical group work, for Masters research and also by doctoral students. This project responds to the need to support the teaching of behavioural neuroscience and psychophysiology with tests illustrating the essential chapters of this teaching (perception, attention, memory, etc.).
The aim of the project is to develop a set of tests that will be used in the teaching of behavioural neuroscience and psychophysiology. The general objective is therefore to encourage the creation of a collaborative environment, accessible online, where tests can be developed on the basis of existing tests. This environment will also enable students to test their hypotheses by designing tests themselves. FlexiTests will enable these teaching resources to be pooled and shared between psychology/biology teachers (from UNIL or other partner universities) who request them. Putting the tests online will make it easier to take them from different computers and to share results files (between teachers and/or peers). The aim of the project is therefore to develop collaborative working and enable active, learner-centred learning. One of the benefits for the students will be to transfer their knowledge to future research projects and thus develop high-level skills. The aim of this project is therefore to develop a web application for designing and administering psychology tests, which will enable students to work collaboratively and facilitate monitoring by the teacher.
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Heritage and tourism in Moroccan cities (S. Nahrath - SSP, FGSE)
The aim of this project is to bring together current research into improving the educational potential of the field placement instrument within two Masters courses, the Interdisciplinary Masters in Tourism Studies (MIT) at IUKB (a Master's degree in collaboration with the University of Lausanne) under the responsibility of Prof. S. Nahrath and the IUKB's Interdisciplinary Master in Tourism Studies (MIT) under the responsibility of Prof. S. Nahrath. S. Nahrath and the urban studies orientation of the Master of Geography (IGUL/FGSE) under the responsibility of Prof. A. Da Cunha.
To this end, from 2013 onwards, we plan to organise a joint field placement for the two masters courses around the common theme of the study of the relationship between the processes of heritage designation of historic districts in different cities (primarily in the South) and the issues involved in promoting tourism in these same heritage districts. These two-week courses will initially take place in Morocco (2013: Marrakech, 2014: Casablanca and 2015: Tétouan near Tangiers) during the first two weeks of September. This application for FIP funding is for 2013 only.
In this context, one of the central points of our reflection will be how to mobilise the pedagogical technique of group work in the context of field placements in order to improve the ability (both individual and collective) of students to mobilise, in a situation and in an interdisciplinary way, their theoretical knowledge and their knowledge of the subject. This will enable them to analyse and, if possible (and help them to do so) solve practical problems. These first three years (2013-2015) of field placements will also be organised in collaboration with students from various Moroccan universities and their Moroccan professors and theirs students (University of Cadi Ayyad at Marrakech, Casablanca School of Architecture, Rabat National School of Architecture - Tetouan headquarters).
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Sociology of Religion Field Workshop - Transnational Life Stories (C. Rodier - TSR)
The project will have three dimensions: 1. reconstructing the biographical trajectories of Moroccan migrants living in Switzerland and visiting their families in Morocco in order to understand the family history of these migrants. The fieldwork will be carried out in two stages: firstly, life stories told in Switzerland, and secondly, using the same methodology, life stories told in Morocco. 2.
Students will be encouraged to make use of their findings when they return from the field and to contact associations and professionals faced with managing religious and cultural diversity. They will learn to grasp the different stages involved in setting up an intercultural project by applying their theoretical and empirical knowledge acquired in the field. 3. To use this research to raise the profile of the student's work by organising a training day for professionals from the public and private sectors.
The aim is to encourage group work to enable students to move away from academic knowledge to look at immigrant, excluded or marginal families and their histories in order to understand and promote the dynamics and ways of citizenship that are developing there. This training day will enable students to share their knowledge of the field with professionals who are faced with managing religious and cultural diversity in the workplace or in the public service, and to promote their future employability.
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