Abstracts 2014

The general aim of the project is to improve the teaching method of case studies used in EPFL ethics courses (SHS Programme). The aim of teaching ethics at EPFL is to enable students to develop:

Education and training in the teaching of ethics at EPFL is to enable students to develop the teaching of ethics at EPFL.

To achieve these objectives, students work in groups to analyse and discuss cases, in the spirit of the methodology taught in class.
Over the last few years, the teachers on the course have compiled a large number of cases, each accompanied by supporting documentation including the various resources relevant to its study (e.g. journal articles, press articles, web pages, videos, etc.). Each year, new and topical cases are identified, while others are updated. The aim of the project is to create a collection of cases available online for:

The online case collection could be used on a wider scale by other courses using the case study method to encourage the development of critical reflection on scientific practices.

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Whether at Masters presentation days or throughout their second cycle studies, (future) criminology students appear to be plagued by misrepresentations of crime and the actions taken against it, its perpetrators and its victims. Like the existing literature on students' preconceptions, our observations in teaching situations suggest that their preconceptions are partly rooted in the sanctity of life;ries that deal with these themes and which, for nearly three decades, have saturated the programming of the audio-visual and virtual landscapes.

The (De)constructing Criminology (DcC) project thus encourages students to reflect on the three major questions that drive the teaching in which it is embedded, namely: what is criminology? what is a criminologist? and what are the intervention environments specific to criminological practices? It is based on the study of carefully selected topics, analysed individually in the first instance, then discussed collectively in the second, and finally in the third;es collectives dans un second, dans le cadre de forums de confrontations constructives alimente;s par des spécialistes de ces questions, professionnels de terrain, anciens étudiants et enseignants-chercheurs issus des disciplines diverses au carrefour desquelles se situe la criminologie.

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In Switzerland, prisons are the responsibility of the cantons. As a result, the country has had, and still has, an extremely dense network of prisons and detention facilities, spread throughout the country, located partly in the cantonal capitals, but also in the main towns of the districts and, sometimes, of the arrondissements. According to the information available to us, there have been some 400 places of confinement since 1800. Although the monographic work is sparsely developed, it is nonetheless essential for producing more comprehensive summaries of the cantonal prison systems and the Swiss system as a whole.

Through Moodle2, the aim is to offer students the opportunity to participate in the description of Switzerland's prisons, starting with those in the canton of Vaud, according to an initial descriptive model (developed as part of a contribution for the journal Traverse on the Lenzburg prison, which in 2014 celebrated 150 years of existence). The aim of this model is to capture and combine various descriptive dimensions of a prison, including its historical context, construction, operation, prison population and, finally, its significance in a wider context. This descriptive model will subsequently have to be developed, expanded and adapted, as it will not take into account all the diversity and complexity of existing or former establishments.

The project therefore aims to provide an opportunity to carry out archival work, to understand the system for classifying them, to grasp the central dimensions of describing prisons, compiling a dossier, and even creating a poster. By refining their critique of the initial descriptive model proposed, the students take part in a collective learning process (improving the description of prisons), while at the same time carrying out a process of learning. The teachers will use a variety of techniques to help the students to develop their knowledge of the prisons and to improve their descriptions of the prisons, while at the same time carrying out an individual learning process (applying a model, comparing the results with the model, criticising the model and finalising the description of the prison). Teachers will endeavour to introduce them to the understanding of certain learning processes that will have taken place during the course, not least because of the interactive nature of its operation and group work.

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The project proposed here follows on from the various workshops and lectures by Professor Eric Mazur organised by the University of Lausanne on peer teaching. This type of participatory teaching is based in particular on the use of computers, tablets or mobile phones in class to answer a series of conceptual questions (concepTest) to stimulate students'reflexion and interaction with each other and with the teacher. This teaching method could be transposed to the microscopy course given to students in the 2nd year of a Bachelor's degree and comprising 28 hours of lectures and 28 hours of practical work (4 ECTS credits).

Macroscopes and microscopes are powerful tools for observing, comparing, characterising and identifying objects. In forensic science, their fields of application are very broad and include areas such as microtraces, firearms, documents, stupids and fires. A thorough understanding of how these devices work for different types of detection enables a better understanding of the potential and limitations of each technique and their potential application to new samples and problems. This understanding requires a good grasp of the laws of geometrical optics and of light-matter interactions as presented in the course, as well as the practical application of this learning in laboratory work.

This course is designed to provide students with a good understanding of the laws of geometrical optics and of light-matter interactions as presented in the course, as well as the practical application of this learning in laboratory work (TP).

Therefore the ambition of this project is twofold, it is to:

• Within the framework of the thematic course, to increase interactivity through the implementation of participative peer teaching activities that are adapted;These activities will be based on the methods, technology and teaching strategy proposed by Professor Mazur.
• As part of the associated practical work, prepare exercises involving the analysis of microscopic projections from different fields and consisting of image sequences that can be manipulated and documented. These exercises will take the form of a type of question in Moodle which has already been developed by UNIL for the Faculty of Biology and Medicine, but which will need to be adapted.

The forensic evaluation of a case begins with the first contacts with the agent and sometimes before the exhibits are submitted for expert examination. It is at this initial stage that the scientist anticipates the questions that may be answered by further analyses and examinations, and the contribution these may make to the case. The scientist is invited to anticipate the various observations and results that might be expected, as well as the expected contribution of these observations to the resolution of the case.

This so-called pre-assessment step is a difficult one: even if it is taught in a structured way in ex cathedra courses, this transmission of information remains largely factual. This method of teaching makes it difficult for learners to make the transition from a knowledge of general principles to the application of this knowledge and/or the development of skills in a particular context (the resolution of cases).

The aim of this project is to make available innovative reflection tools for learning and deepening the assessment of casework and forensic expertise. In order to overcome the current lack of participatory and active learning methods, the project aims to develop group activities based on specific pre-evaluation reflection schemes. These activities will be supported by a dedicated web interface known as the Think Cloud. This tool will give each group the opportunity to structure and document the stages of reflection linked to the pre-evaluation. The capitalisation and individual or collaborative study of this work then enables a face-to-face discussion of the problems identified, and provides formative feedback. In this way, these activities encourage learners to ask themselves more questions about their learning activities and the development of reflection skills, and to apply them as part of a structured process.

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The project involves setting up an e-portfolio system for students on the MSc in Business Administration, Development stream. The aims of the project are:

• Establish a platform where students can create their e-porlfolios;
• Train teachers à the use of the e-portfolio 
• Implement the e-portfolio by incorporating it consistently into lesson plans Train students in the use of the e-portfolio 
• Provide technical support during the first semester of using the e-portfolio
• Promote the platform to potential employers of the students

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étudiants Bachelor HEC de 3ème ann&e;e. The course is divided into two parts: an in-person part (3 lectures, given in the spring semester) and an experiential part (6 lectures, introductory modules and a 12-day study trip to an emerging market during the summer). The experiential part is not compulsory and the intake is limited to 20-25 students selected on the basis of a motivation video.

Experiential learning in situ (i.e., study trip) is structured around meetings with experts, company visits, individual and group work. It is preceded by preparatory modules during the spring semester. The modules aim to:

As part of this preparation, the global mindset module aims to develop global awareness, knowledge and skills. In this way, it contributes to the increasing internationalisation of management education and to the development of intercultural awareness.

The global mindset module is part of this programme.

The aim of the « Communication and Leadership » course is to provide students with theoretical knowledge based on scientific evidence in the fields of communication and leadership while enabling students' personal development in these areas.

Our first challenge was to promote the link between the theoretical knowledge learned in the course and practical applications. To do this, we set up practical activities to enable students to develop their communicative and leadership skills in relation to the course theme. Our second challenge was to ensure that the development of these skills was sustainable over time. To achieve this, we set up a feedback process between students within these activities, as feedback is central to any learning process.

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The validation of many courses in the English Section is based on the production of critical essays, an argumentative genre which, like the dissertation or scientific article, has a number of specific features in terms of content and formal presentation. In particular, the critical essay is built around the presentation of a single theme, set out in the introduction, rather than on the comparison of contradictory arguments, a research hypothesis, or the analysis of a corpus of texts or data.

In addition to dedicated teaching on the standards of the critical essay ("English Composition"), the English Section offers an optional semester-long workshop focusing on working methods and reflective practice ("Advanced Essay-Writing Workshop"). This workshop works in synergy with the other courses, according to the following teaching scenario: each week, students acquire new conceptual tools (core); they put them into practice in the context of a written assignment intended to validate another course (distance learning); validate another course (distance learning); they develop a reflection on their work in class and the skills they have acquired by writing a "blog" reporting on their experience (distance learning).

In its current form, the workshop only partially meets the needs of students: on the one hand, time constraints prevent some students from taking part in the face-to-face sessions; on the other hand, the deadlines for the validation work, which is specific to each course, are not synchronised with the workshop programme. The application of the conceptual tools acquired and the development of reflective practice cannot therefore take place as regularly as desired. The aim of this project is to eliminate these problems by transforming the pre-course part of the workshop into a series of online resources that can be accessed at any time and integrated with existing distance learning facilities.

• Establish a platform where students can create their e-portfolios.
• Train teachers in the use of the e-portfolio.
• Implement the e-portfolio by incorporating it coherently into lesson plans.
• Train students in the use of the e-portfolio.
• Provide technical support during the first semester of using the e-portfolio.
• Promote the platform to potential employers of students.
• To equip students with the tools needed to carry out fieldwork (analytical frameworks, observation and interview techniques).
• To familiarise students with the economic, social and political environment in which they will be immersed.
• To initiate a reflection on the meaning to be given to this experiential learning in situ.

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The project ‘Developing and enhancing reflective practice in Master's courses through the use of online teaching tools’ is aimed at students in the multidisciplinary Master's programme in Language and Communication Sciences (Faculty of Arts). It aims to better link the teaching objectives of the course to the student's personal learning project.

To do this, the project proposes to create an online system that encourages students to develop their reflective practice and to see it as a relevant resource for their future integration into the professional world. Through a moodle space in which students will be able to express their personal learning objectives, the project aims to encourage students to develop their personal learning project.

In addition to the resources offered on the dedicated moodle space, students can carry out activities and exercises as part of their personal ePortfolio space (Mahara platform), which offers tools adapted to the needs of students;The ePortfolio (Mahara platform) offers a range of tools for formulating skills (Curriculum Vitae option), practising them (Journal de Bord option) and promoting them (Portfolio option).

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A large number of vertically mobile students arrive at UNIL every year to study for Masters degrees, where they follow courses taught in English. Some of them, who have been educated in a foreign country, have no knowledge of French and, despite the fact that they have to live in a French-speaking country, do not begin to learn French.

On the other hand, many non-French-speaking students come to study French at UNIL (EFLE) with a variety of objectives, including teaching French in their own countries.

The aim of this project is to bring these two types of student together in order to promote an introduction to French for those enrolled in Masters courses taught in English at UNIL and to give them the opportunity to learn French in their own country;The aim is to give students of French as a foreign language the opportunity to gain teaching experience in the language they are currently learning and may wish to teach.

The system described above is based on 3 elements:

The system described above consists of a Moodle platform around which small groups of students are organised, comprising two or three students studying for a Master's degree in English, who have just arrived at UNIL, and one student who is studying for a Master's degree in English;UNIL, and an FLE student (from Lausanne and interested in didactics) who will play the role of intercultural mediator and initiator in the learning of French. In other words, the FLE students will have to facilitate the integration of the Masters students in English into their new host community (in the academic context, but not exclusively) and increase their interest in learning French. These small groups will be monitored by an assistant who, using the Moodle platform in particular, will support them in their motivation by suggesting activities, new objectives, etc. and will conduct interviews with these students.

The assistant will be responsible for managing the Moodle platform, within which she will create various sections, i.e.

In addition, the assistant will organise meetings with students so that they can recount the problems and difficulties encountered within the project. She will also suggest activities such as going to the theatre, the cinema, museums, etc. and, if they wish, she can join them. Finally, she will help them to understand the instructions given in the English Masters. More generally, she will try to give (and restore) meaning to the investment required in learning the local language.

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A course entitled "Atelier critique" will be open from the autumn semester 2013 as part of the "Dramaturgie et histoire du thâtre" (30 ECTS) of the Master of Arts with specialisation (joint programme of the Universities of Lausanne, Geneva, Fribourg and Neuchâtel). The students will attend around ten performances in French-speaking Switzerland over the course of a semester and write at least seven critical articles. Initially, these texts will be exchanged with the other participants via a Moodle platform. The texts will be systematically reread, commented on and corrected by the teacher in charge of the workshop.

Secondly, a website will be created, which will host an online journal on which these articles, once validated, will be published. At the end of each semester, a symposium will be organised. Students from the four universities in French-speaking Switzerland will present papers on cross-disciplinary subjects based on their experience of the theatre during the academic season. The aim of this project is to develop students' rapid analysis and criterion skills and to encourage them to reflect on the relationships between their skills and their experiences;flexion on the relationship between their skills in describing, analysing and interpreting performances and their individuality as spectators.

The aim of this innovative teaching project is to provide students with the means to overcome, in the context of a stylistic seminar, the uncertainty associated with observations that are usually too limited, and to reconcile precision and rigour of analysis with a systematic examination of the subject. The aim is to reconcile the precision and rigour of analysis with the systematic examination of representative corpora. The method proposed consists of approaching linguistic and stylistic analysis by comparing works in which the author published several versions. From one version to the next, each variation constitutes a differential that highlights the meaning of the forms and serves as a support for the interpretation of the reasons - historical, mantic or aesthetic - for the transformation of the works. The practice is based in particular on the use of text alignment software, specially adapted for the general study of texts, which identifies and catalogues the changes made to the text. It thus provides a comparison (which is very laborious to produce by hand) and quantitative data which can be used to verify and, if necessary, manage stylistic analyses, which are initially only local and partial. The instrument is a tool for validating possible hypotheses; it is also a tool for exploration.

PIF support is being sought to enable 1) the digital processing of five works that have been performed several times, which will thus constitute a corpus of minimal documentation; 2) the adaptation of the software's current interface (see http://www.societe-ecran.tv/item/) to the teaching situation; 3) drafting a digitisation protocol for the students; 4) and finalising the teaching scenario presented here.

This project proposes to introduce practical CBT exercises, a personal experience of self-modification and the use of the learning assessment eportfolio as pedagogical elements of CBT teaching at pre-graduate level. Its aim is to improve the teaching of behavioural and cognitive intervention methods to psychology students, by offering new opportunities to try out and train clinical skills specific to this approach. It should be implemented as part of a seminar devoted to behavioural and cognitive intervention techniques.

The idea is to combine a section of practical exercises in CBT methods in a simulated clinical situation, personal work requiring self-experience of at least one intervention technique, and self-reflection guided and supported by the use of the learning assessment eportfolio. The supervised application of clinical skills and personal experience in psychotherapy are two important components of any training in psychotherapy. The aim here is to draw inspiration from them and to transpose them, at the very least, into pre-graduate teaching, with the ambition of giving students a taste of what awaits them if they embark on specialised training in psychotherapy. Above all, however, the aim is to encourage a certain critical appropriation of the classic methods of CBT intervention, enabling students to go beyond the often abstract and unnuanced representations that people may have of them without having seen them in action or having personally touched them.

The project includes the creation of demonstration videos of interventions carried out by experienced dramatists as a model, the creation of exercise videos with answer keys;s encouraging autonomous learning by students, and the development of an adapted learning assessment eportfolio, serving both as a formative assessment tool and as a support for the certificated assessment of the course.

The aim of this project is to develop teaching aids that will better support and accompany students in their learning throughout the teaching of "texts and fields in anthropology". Conceived as a pathway, this course aims to highlight the link between texts and fieldwork. Its main pedagogical objective is to impart a more in-depth knowledge of the main research questions addressed by the anthropological discipline, by encouraging students to mobilise the knowledge imparted themselves in order to make it their own. This is achieved by means of a second stage, following a first stage consisting of a course providing an overview of classic and contemporary issues in political and economic anthropology;The second part consists of a reading of texts directly related to the course, followed by a third part during which the students are asked to carry out a short fieldwork.

The aim of the latter is not so much to produce innovative research results as to carry out the process of linking theoretical questioning and empirical research, and thus to gain a better practical understanding of the link between texts and fieldwork. The aim is to encourage students to develop their flexibility in relation to their own learning practice and to experience for themselves the link between theory and practice;A number of teaching aids (lexicon, database for the field, vademecum for the field and logbook model) will be developed. These materials will be designed to guide the students through the proposed learning path, but will also be designed so that they can be supplemented and updated by the students themselves at a later date.

• an overview of the areas of competence developed in the Master's degree in Language and Communication Sciences (this overview will serve as a basis for the work reéflexif);
• a range of activities designed to develop students' reflective practice: a) by formulating the skills developed and the skills to be developed, b) by introducing a learning dynamic using a reflective cycle;
  • a section will be devoted to proposing different activities that students in vertical mobility will have to carry out during the meeting with FLE students. These activities will be useful both within and outside the academic context. Among other things, the assistant will be responsible for creating activities according to their needs and requirements;
  • A section will be dedicated to setting up a forum in which the assistant will respond to all kinds of questions from students. In addition, meetings will be organised with the mentors to follow them as the programme unfolds;
  • a section will be devoted to activities initiated by the students which will be extended by the assistant.
  1. French lessons for beginners offered by the EFLE (and by the Cours de vacances during inter-semesters).
  2. A conception of language learning as language socialisation based on the idea that people learn the language of the place by practising it in different places and on different occasions.
  3. The hypothesis that responsive practices around language and language learning should be relatively easily accessible to Master's level students with diverse learning experiences. These people should easily understand how to become aware of their communication needs in the local language and how to take steps to meet them.

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