Abstracts 2017

The teaching of doctor-patient communication for medical students intervenes from the 1st à the 6th année with a progressive involvement in the thématique. Since the 2014-15 academic year, every 4th year (M1) student has been trained to deal with bad news, most often the announcement of a diagnosis. This is usually done with actors who play the role of patients (simulated patients) based on pre-scripted scenarios (e.g., the patient's mother, the patient's father, the patient's mother, etc.).g., a patient with breast carcinoma who has had a lumpectomy is referred to an oncologist (the student) to discuss the treatment plan). The student conducts an interview, which is filmed, analysed and discussed with a tutor as part of a 60-minute individual supervision session (including feedback);ance feedback); the·e student is invited toà watch his/her interview, available online on the SWITCHcast server, before the meeting with the·e tutor·trice.

The aim of the current project is to reinforce and enhance the teaching programme in doctor-patient communication by means of individual training based on virtual reality technology to prepare for the interview with the tutor. As well as providing an interactive and immersive simulation, the virtual reality will enable students to learn through training and practice, and to familiarise themselves with certain aspects of television through practice. This training will be recorded (video) to give the student the opportunity to carry out a self-analysis of his or her communicative behaviour and then to discuss it with the tutor during individual supervision. Through training based on virtual reality, filmed interviews with simulated patients and feedback sessions, the student will be able to become aware of his or her resources and learn how to use them more effectively will be able to become aware of their resources and competences in relation to à a sensitive thematic requiring them to face à their internal world and the soliciting strongly on a relational level.

The aim of this project is to establish a joint and concerted use of film resources (videos or film extracts)  in two courses of the Master of Science in Nursing (MScSI) at the University Institute for Training and Research in Health Care (IUFRS) to develop skills in the field of expert nursing consultation taught in these courses.

The two courses concerned ("Systemic approach to the family" and "Chronicity and therapeutic education") aim to give tools to clinical nurses specialised in supporting and advising patients and à their families in complex care situations. Among other things, teachers use video as a teaching tool.

The project builds on this initial experience of using videos and proposes to carry out a joint study for these two courses in order to select common video resources. The use of identical or similar film examples will lead to a very rich discussion because of the change of perspective depending on whether it is a question of therapeutic education or a systemic approach to the family.

The proposed pedagogical approach is based on the concept of narrative pédagogy, a constructivist approach close to case study that has developed greatly over the last fifteen years in nursing education (Diekelmann 2001, Ewing and Hayden-Miles 2011, Mitchell, Jonas-Simpson et al. 2013). It involves choosing an object such as a video, a film extract, a literary text or a work of art as the starting point for learning. Based on the theoretical knowledge that remains essential, the reflection is built around this resource with the support of the teacher. This approach makes it possible to incorporate several points of view into the discussion and to address not only the factual aspects of a particular case, but also the motional factors and the views of the participants;motional factors and the points of view of the various players, their experience, which must always be taken into account during a specialised nursing consultation.

Reflexive and autonomous learning is one of the priorities of the teaching approach chosen in palliative care (FIP 2014-2015 Dr X). One of its aims is to empower students by forcing them to step out of their comfort zone. This is achieved through the differentiation of teaching, self-directed learning and, above all, the compartmentalisation of learning within and outside the walls of the university.

The course "Living with death" is optionnal course originally intended for medical students at Master 1 level. The main objective is to identify the issues raised by medical students faced with situations with fatal outcomes. The main teaching tools used are self-reflection, self-directed learning and, above all, experiential learning and role modelling. The teaching scenario is spread over twelve three-hour teaching periods divided into two phases.

The first phase encourages self-examination of life, finitude and the doctor's social role in this context. It combines self-directed learning with exemplary work in small groups. This phase enables students to change with each other, about themselves and in contact with professionals from a wide range of backgrounds: health, ethics, social and spiritual. These professionals come from different hospital medical departments (emergency services, oncology, paediatrics and pathology, for example).

A second phase favours experiential teaching through immersion, exemplarity, and is complemented by a contribution of theory. It involves exposing students to palliative patients at home (or in living environments such as nursing homes), first accompanied by professionals and then, in a second phase, on their own.

In parallel, feedback and theory sessions are organised to consolidate learning. The tutors for these sessions come from a variety of backgrounds, as in the first phase. They include nurses, pharmacists, doctors, nurses, psychologists and thanatologists. An initial trial with a number of medical students was carried out in 2015, and was evaluated by the FBM's Educational Unit. It should be noted that a Masters student in medicine is also working on the impact that this first course may have had on the participating patients (the patient "professor").

In the light of this trial, it would appear unnecessary to further compartmentalise this teaching, by including students from other faculties (theory, literature, but also psychology and anthropology by way of example). These would enrich the reasoning of medical students and enable other students to carry out observational work in a professional environment that is usually closed in on itself and inaccessible.

In the field of forensic science, students must regularly apply the theoretical concepts they have learnt in class. Most of the theoretical courses are accompanied by practical work which only some of the students follow. However, the practical results in forensic writing and signatures have shown that it is very difficult for students to transfer their knowledge from theory to practice. This field, whose theory is very simple at first glance, reveals all its complexity when it comes to the practical application of the concepts learned, which is very complex and subtle.

The aim of this teaching project is therefore to break down the barriers between practical and theoretical learning by devoting a significant part of the course to the interactive practical application of the concepts presented. The aim is to actively involve students in their learning, so that they are prepared to deal independently with the situations they will encounter later on in their professional lives. Through group experimentation, students will develop their own solutions to real-life problems, drawing in particular on a learning technique known as collaborative learning. As part of the course, students will be asked to take part in role-playing and simulation games, alternately taking on the role of the expert in forgery or the forger, with the aim of mastering difficult concepts through guided research.

The aim of this project is therefore to encourage students to participate actively, collaboratively and practically in their own learning in order to achieve the teaching objectives of the expertise in forgeries and signatures course more effectively.

The intention of the project is to separate university teaching, on the one hand, and the learning that professionals acquire through their practical experience in dealing with cases, on the other. Bridges and exchanges between these two forms of learning are still relatively limited and not very formalised. One of the consequences of this is that the teaching and practical work provided by the School of Criminal Sciences at the UNIL are partly based on fictitious cases and simulations, which do not necessarily reflect all the issues, subtleties and richness of real cases.

The project aims to facilitate the transposition of cases experienced and worked on by teachers and professionals into innovative and effective teaching materials. This material will give students access to a rich world of experience and knowledge that, in principle, only becomes available to them once they leave UNIL. In this project, the student is not seen as a passive recipient of the experiences of his or her teachers, but rather as the subject of a dynamic and interactive learning experience in which the student is the focus;They will be encouraged to immerse themselves in a concrete situation, to demonstrate their curiosity, and to mobilise their theoretical and practical knowledge; mobilise their theoretical knowledge, process real data sets, use their ability to adapt, decide between several options, take risks and take the initiative, and so on; take risks and initiatives, or compare its decisions with those made by its peers, students and professionals who have seen the original case.

The innovation lies in the development of a methodology and a toolbox known as CasuisCrime, which makes it possible to collect and analyse data from a variety of sources;e CasuisCrime, which enables practical case studies to be collected, modelled and shared, and then taught using a variety of teaching methods. The approach is essentially structured around a progression of tables reconstructing the patterns of reasoning, the decision points and the fundamental steps in handling complex cases, such as the investigation of a serious case, a series of burglaries or a criminal network. CasuisCrime is an original teaching tool rooted in practical experience and realities. It enables case studies to be given their rightful place and the resources they deserve in forensic science teaching.

The cross-disciplinary course "Interpretation of the scientific index" touches on the interpretative aspects that are common à many types of indices and internal teachings à the School. It is difficult to put into practice the concepts of uncertainty management through the use of probabilities, a theme that is covered in the ex-cathedra courses. It is mainly done in the context of practical work on "Complex cases". This module requires the mobilisation of multiple skills and knowledge in a complex problematic.

The aim of this project is to address the interpretative aspects in order to solve real cases. Students will be stimulated by solving practical cases using their theoretical knowledge. This will enable them to focus on a concept, and facilitate learning and the gradual acquisition of skills that are essential for the correct use of forensic information. The study of real cases from expert reports and from our continuing training courses will enable learning to be related to the transfer of skills in a practical context.

A pedagogical scenario will be developed to enable students to explain and discuss the difficulties associated with the field of probability. This walk will enable them to stimulate their ability to identify problems in applying the theoretical concepts covered and to propose solutions. The development by students of a self-assessment grid, enabling them to check that the principles of interpretation have been respected, will enable them to engage in critical reflection. The second stage will be to check the logic of their conclusions. Out-of-class formative assessments - as is done as part of our continuing education courses - will also support structured learning.

By taking advantage of the new pedagogical tools available, as well as the synergy between traditional and continuing education (e-learning), we will meet the need for the application of the knowledge acquired during the various courses.

Whether during or after obtaining their Master's degree, criminology students frequently report difficulties in entering the job market. Like the studies carried out on the career paths of young graduates from higher education institutions, they often get their first job following one or more work placements. As criminology is still in the process of being recognised as a discipline in Switzerland, students often find themselves in competition with graduates from other disciplines, in particular universities of applied sciences. As a result of their more practice-oriented training, the latter are often preferred to fresh graduates;chement graduates of the Master's in Criminology and Security, whose employability is deemed less important by the interested parties.

It was on the basis of this observation that the decision was taken to introduce into the curriculum and to include in the Master's Degree Plan in Criminology and Security the possibility of carrying out an internship and having it recognised in the form of an internship dissertation. This opportunity, however, requires the creation of a structure offering supervision, monitoring and support for temporary student trainees, which is the precise purpose of the project for which this application is being made: the Laboratoire expérientiel en criminologie (LabEx-Crim).

The LabEx-Crim provides a platform for training, supervision and feedback, linked to the completion of an internship in an environment conducive to criminological practices. It offers participants the opportunity to immerse themselves in a well-supervised professional environment, not only to enhance their employability but also to prepare them for the not-so-small issues inherent in their future workplaces.

Cryptology is a field that is concerned with the confidentiality, integrity and authenticity of data; authenticity of data and whose fields of application are omnipresent in the information society.

In several courses, certain notions related to cryptology are approached in a thematic manner and via exercises. The aim of this project is to provide a practical, interactive and participative complement to these teaching modules in the form of an online computer system that will enable a virtual cryptology laboratory to be set up. One of the experiments offered in this computer space will enable students to experience, in an accessible way, some of the major theoretical and practical principles of cryptanalysis. This first experiment will be based on the attack on the Vigen cipher, which for years was considered unbreakable. The virtual laboratory tools will enable students, through an exploratory approach, to experience the choices that enable them to decide on the characteristics of the encryption, to determine the length of the key, then to determine the value of this key, and finally to encrypt the encrypted message submitted. The application will take them away from tedious calculations to concentrate on the properties of natural language, mathematical principles and the resulting strategy for breaking the Vigen cipher. Other experiments will complete the virtual laboratory.

This interactive platform will also encourage exchanges between students: for example, some will send encrypted messages to others through the device, with the latter having to find the messages in clear text. In this way, learning will be even more stimulating and rewarding, and will enable a transfer of theoretical skills to practical problem-solving skills.

The Ecole des sciences criminelles (ESC) is the fruit of a legacy left by its founder, R.A. Reiss, in 1909, and uniquely integrates forensic science and criminology. Over time, the two disciplines have gradually developed in different directions, becoming more closely intertwined, before returning to their roots in recent years. In this context, our observations in teaching situations suggest that forensic science students have certain difficulties integrating criminological knowledge into their forensic work. Added to this is the more recent issue of knowledge transfer between theory and practice, which is essential in terms of research methodology.

The Atelier Interdisciplinaire de Méthodologie(s) (AIMs) project thus encourages an integrated research process in terms of methodologies, disciplines and practices. It is based on the SARA problem-solving process (detection, analysis, resolution, evaluation), which provides a common thread for students, during which each practical step is preceded by a thematic block. As well as working on data from real cases, students will also be encouraged to assess their cross-disciplinary skills; They will also be encouraged to assess their cross-curricular skills using personal worksheets and to make changes collectively in a cooperative learning session (jigsaw classroom). Building on this pedagogical approach, the AIMs project aims to equip students with cross-disciplinary skills in research methodology, and to give them the opportunity to experiment and learn from each other; enable them to experience an interdisciplinary approach and develop their critical thinking skills through collective and individual reactive practice.

The aims of the project are to promote:  the assimilation of the  matière à long term,  the active participation of theétudiant·e·s, theiré à ability to organise themselves andà They will also be able to work in groups, develop their critical faculties, mobilise their skills (production, creativity, etc.) and raise awareness of the popularisation of science. As well as assimilating the concepts directly associated with the teaching in question, students will develop other skills such as the ability to act, communicate and illustrate. Students are thus expected to take a fresh, critical, original and even artistic look at the material they teach.

The aim of this project is to create an educational platform based on the observation of soils in their natural or man-made environment. The targeted soils are those of the Dorigny hill, where five permanent pits will be dug in autumn 2016 with the agreement of UNIBAT. Thanks to this project, we propose to make the most of this invaluable access to the soils on our campus by developing digital teaching resources that will enable high-level observation and interpretation of the soil profiles. The pits at Dorigny will thus become a permanent exhibition of in situ natural history, which we are calling SwissSoil/Unil in reference to the Swissrock exhibition, which brings together blocks of rock on the eastern side of the hill.

The primary aim of SwissSoil is to enable students to develop their skills as soil scientists at their own pace by confronting their subject of study, the soil profile, in its natural context. To this end, SwissSoil's educational platform will include:

A multi-media website with free access. This site will provide a guide to observing and interpreting soil profiles and will bring together the results of physico-chemical analyses relevant to understanding the nature and assessing the quality of soils. Descriptive plaques placed in front of each soil pit, identifying the soil profile and providing a link to its web page via a QR code.

The soil profile can be found on the web page. A series of interactive exercises and plans for group work based on soil observations and cross-checking with the analysis data provided on the website. These exercises and work plans will be deployed on Moodle to enable integration into existing soil science teaching.

The 4A project proposes to transform the Master's lecture course "Development and protection of the Alps" into a mixed course combining supervised theory classes in the classroom and autonomous practical training in the field. The aim of the course is to analyse the territorial challenges facing the Alps and to study the existing institutional instruments used to protect and manage the Alpine regions. With the help of public or private partners from an emblematic site in the Swiss Alps, it is proposed to commission students to carry out an impact study based on an issue facing the region.

The first part of the project (January – July 2017) aims to unite documentary resources in the territory studied; and to mobilise institutional partners. The second phase (August and December 2017) involves implementing integrated teaching. This will consist of several educational activities: (i) a field trip to familiarise students with the terrain and the issues at stake, and to meet the key players in land management; (ii) theoretical and practical courses on the management and protection of the Alps and on the steps involved in rehabilitating the Alps, (iii) group work to encourage teamwork, communication and cooperation, and (iv) follow-up and support sessions for students to optimise the chances of successful completion of the études.

The ultimate aim of this project is to acquire technical skills:

• Conceiving the complexity of Alpine territories;
• Understanding existing strategies and institutional instruments for managing change in the Alpine environment;
• Increase the number of experiments with research and professionals.

and the acquisition of three major teaching skills:

• Developing learning through the management of real-life projects;
• Communicating research results orally and in writing;
• Know how to write and digest a research report.

The School of Environmental Sciences and Engineering (FGSE) faces the difficult task of training young students in environmental sciences (ES), which combine several academic disciplines. The interdisciplinary nature of ES, involving chemistry, biology, physics and also the humanities, makes it very difficult for students to be able to understand, understand and understand the environment;It is also very difficult for students to assimilate and learn new concepts and ideas that do not allow them to change the way they see the world. While various theoretical concepts (maths, chemistry, biology, law, economics, etc.) are taught, students are often confronted with a twofold difficulty: 1. assimilation (understanding and comprehension) of these new concepts; 2. The integration of these concepts into a complete vision, which can be explained by the difficulty of visualising in practice the basic mechanisms that manage an environmental system.

The aim of this project is therefore to develop an interactive online tool to guide and help students prepare and carry out real and virtual experiments to test the theoretical concepts they are studying. In practice, the theoretical course will be coupled with laboratory experiments aimed at making it possible to visualise the fundamental mechanisms. Visualisation, which gives a sense of what is happening, will provide an opportunity to learn how to: i) define quantities; ii) quantify them; iii) measure dynamics (temporal evolution); and iv) compare experimental data with existing theory learned in class. A website-based tool will be pivotal in helping and guiding many students through these practical experiments: videos, animations, procedures, images and written text will explain to students how to carry out the experiment, collect the data, analyse and interpret it. The laboratory experiments will not be feasible for students in the first years of Bachelor's courses, so the experiments will also be virtual, requiring the students to carry out their own experiments;lèves to provide input parameters to provide output data that must be analysed and interpreted.

The aim of the Eco*(Classe)-1 project is to teach economics, a quantitative subject with programming, using the inverted classroom approach. The aim of this approach is to support the appropriation of knowledge and skills by emphasising two essential aspects: (1) the transmission of theoretical content takes place outside the classroom and (2) activities enabling students to appropriate this content take place in class with feedback from the teacher.

As regards the transmission of content, the aim is to create videos of all the course content, both qualitative and quantitative, and to make them available to students via a digital platform. These videos will therefore be accessible to students anywhere, at any time.

With regard to the appropriation of content during class, this project will enable:

• greater depth to the thematic content and to develop the studentséintuition à on the basis of various activities (exercises, discussions, etc.). Live programming sessions will enable students to acquire skills and apply the material directly to different situations.
• illustrate the theoretical concepts with real-life examples. These illustrations will enable links to be made with the thematic elements of the course and will thus lead students to in-depth learning;
• reduce students' personal learning load in terms of acquiring content during class. This will enable them to have more autonomy over the way in which they acquire this content (time devoted to studying the subject, returning to the content when they wish, period at which they can access the content, etc.) and they will therefore not be dependent on the pace of the course. This point is all the more important as the audience for this course is very heterogeneous, with students who already have a solid grounding in econometrics and others who are new to the subject.

To facilitate access to certain complex concepts in economics, statistical methods will first be applied to situations that are familiar to students, such as music or images. This will allow the students to gradually accompany them in the formation of their intuition and thus increase their commitment to the learning process.

In-depth learning requires the involvement of learners through activities known as active-learning (activities in which practical work is emphasised) or peer-instruction (activities in which learners play both the role of student and teacher);e) or peer-instruction (activities in which learners play both the role of student and that of teacher). Recently, this type of approach to teaching - with its emphasis on collaboration and the integration of diverse perspectives - has been promoted by a number of universities;has been promoted by a number of expert education bodies for its potential to improve learning. Furthermore, with the expansion of mobile phones, these experts insist on the integration of these familiar technologies for learners in the learning system. Among other things, this makes it possible to separate learning from the confines of the university.

This project is part of this approach to in-depth, collaborative and compartmentalised learning. To this end, we propose the use and adaptation of the SpeakUp application for mobile devices, a social application that offers a digital communication channel to encourage interaction in the classroom. This application makes it possible to create a virtual classroom. Students can then post questions, comments and vote on the relevance of each message in the virtual classroom. This gives the teacher more information about the needs and problems of the students and enables him or her to take action to prevent drop-outs. In addition to providing information for teachers, SpeakUp is used spontaneously by some students to answer questions from their peers, offering a de facto peer-to-peer instruction platform.

The aim of this project is to make the most of these interactions, by trying to encourage them outside the classroom and by enabling students to obtain information on the relevance of their interventions and the usefulness of their feedback. This can be done by extending the functionalities of SpeakUp, in particular by setting up a feedback mechanism that enables students and teachers to assess the relevance of contributions. Each student will be able to access a personal page via SpeakUp to obtain information on the relevance (or usefulness) of his or her own contributions. The aim of this work is twofold: (1) to strengthen the students' sense of competence in relation to the activity they have just completed (answering a question, arguing, giving feedback, etc.) and (2) to provide them with a means of communicating with others.) and (2) to develop the students' ability to give constructive and benevolent feedback.

For the teachers of the Master in Information Systems (MscIS) at the HEC faculty, it has become essential to increase the visibility of the learning dynamics of the groups (sometimes working for quite a long time without any feedback from the teacher) and to strengthen the ability of the teacher to give feedback to the groups on this production dynamic;e assez longue sans retour à l'enseignant) et de renforcer la capacit&eute; de l’enseignant à donner un feedback aux groupes sur cette dynamique de production de leurs délivrables (rapports, expériences, présentations orales, etc.).).

The aim of this project is to apply the principles developed in the research on common ground building and the tools for monitoring and observing that have been developed over the years;These tools have since been developed to provide teaching aids for MScIS teachers wishing to improve their assessment and feedback in all group work situations. The first field of application of this FIP project consists of 2 and 3 courses in the programme. The models and tools will also be developed as part of the China Hardware Innovation Camp (CHIC) project, which is unique in that it involves interdisciplinary teams from UNIL, EPFL and ecal. In this way, the teaching materials developed can be directly extrapolated to any subject where learners work in groups. The teaching method used is not geared towards any particular scientific discipline.

As part of the Faculty of Arts' Hindi studies, students are taught to master a basic vocabulary of;By the end of the first year, they will have acquired around 1,200 words and 2,400 words by the end of the second year. Acquiring this vocabulary is particularly difficult, as it involves learning a new spelling (devanagari script) and Hindi has an extremely broad lexical base;Hindi has an extremely rich and heterogeneous lexical base (words of Sanskrit origin and other Indian languages, as well as Arabic, Persian, English, etc.).). Although new terms are introduced and practised in class through reading and oral expression, continuous individual learning outside the classroom is necessary for effective vocabulary acquisition. Thanks to the fact that it can be used at any time and in any circumstance, and thanks to its collaborative and evolving nature, this project not only facilitates this acquisition, but also creates a strong link between vocabulary learning and students' use of the language.

This project therefore aims to offer an original, high-performance teaching platform for the active, collaborative learning of Hindi – other languages will also be able to benefit from this tool, which is designed to be generic for language learning. The project is based on the Outil voc software developed by RISET (already available at http://voc.unil.ch) and aims to develop it further in order to respond more precisely to the needs of Hindi language learning, in particular by mobilising the resources and skills of students acquired during and outside the classroom. New functionalities, essential for the interactive aspect of the project, will make it possible, for example, to create connections between the various entries (cross-referencing between synonyms and antonyms, proximity or semantic graphs, etc.) as well as to create a list of words and phrases.There is also space for additions and suggestions from students (sentences illustrating the use of Hindi terms, translations of these sentences, etc.). As students are encouraged to familiarise themselves with Hindi using all the resources available to them (books, online newspapers, radio and television programmes, film extracts, the Tandem programme, language sessions, etc.), over time they develop an awareness of the language and their own skills. Thanks to the voc tool and this project, they will be able to improve and enhance their learning, while making their knowledge available to current and future students.

Elaboration by MA students and doctoral students from the Faculty of Arts of short texts networked within a collaborative encyclopedia of the major notions of literary theory; the encyclopedia should enable students to formulate a proposal for the scientific community in their own name, and teachers to collectively build up a living archive of research in literature, across all languages.

The project aims to develop and implement an e-learning system as a learning support for first year Art History students.

Introduced in one of the three compulsory courses in propédeutics (Introduction to medieval art), the project ambitions à élaborer a programme of accompaniment that helps the test their understanding, catch up and fill in any gaps, and practise for the first-year final exam (20 ECTS). By working on texts and images, the project aims to provide students at the start of their academic careers with the means to better structure their learning and identify important information. This acceleration of the learning process will reduce the sense of isolation among students and make it easier for them to meet the demands of the industry.

If successful, this system can be integrated into all courses in the History of Art curriculum.

With the web, online social networks and various initiatives to digitise books and archives on a massive scale, we live in a world of data. These data are the present and future primary sources for the historical sciences and, more generally, for the humanities and social sciences. However, teaching, particularly in history, has not yet taken full advantage of the new methods introduced for students. Access to the raw materials of researchers is a major concern, but this is also the case for many courses open to students in the humanities and social sciences;Increasingly, research in the humanities and social sciences is carried out via a computer interface, and documentation is analysed and interpreted. As a result, it is becoming increasingly necessary to use so-called "remote reading" methodologies, enabling massive data to be collected and interpreted via the computer.

The aim of this project is to implement at the University of Lausanne a method based on my research experience, a method of teaching digital history that does not conflict with the historical development of digital tools on the one hand, and that takes into account the needs of students and teachers on the other;on the one hand, and which takes into account certain éléments put forward in the specialised literature, in particular the éorganisation of studentséwork·e·s by project, the use of collaborative and group work and the use à l’interdisciplinarité.

This teaching method will address the major difficulty classically encountered during digital teaching in the humanities. My teaching experience shows that many students, particularly in history, think that the methodologies emerging from digital humanities are either technically out of their reach, or do not concern them.

Digital humanities and the digital humanities are not the same thing.

By putting the historical approach at the heart of this project, by encouraging students to work collaboratively on their project, starting from a research question that interests them and that does not require the collection of data;This method will show students that it is not necessary to embrace these tools on the one hand; that the use of some of these tools is within their reach on the other.

The University of Lausanne is offering Master's students in counselling and guidance psychology the opportunity to benefit from practical training by carrying out psychological interventions under supervision for a wide range of people who come to the University of Lausanne's counselling service, practical training in supervised psychological intervention for a wide range of people who come to the Institute of Psychology's Counselling Service. This training scheme, which is unique in Europe, essentially represents an effort to break down the compartmentalisation of university learning and enables students, in addition to the theoretical knowledge acquired throughout their course, to acquire and develop practical skills and professional gestures. The success of this scheme, however, requires intensive and rigorous training, delivered during the semester prior to entry into the consultation service, in order to ensure that the students have the necessary knowledge and skills to carry out their work successfully, to the consultation service, in order to prepare students to conduct psychological interviews and deal with the problems of the clients they meet.

This project aims to strengthen the preparation of students and their integration into the consultation service, as well as promoting their professional integration through learning focused on their future practice. To this end, it proposes the development of a series of videos presenting the current problems and issues in practice, as well as the various phases of psychological care.

This system, which focuses on the clinical process, represents a bridge between the knowledge taught at the University and its application in a real context, in which the issues of promoting socio-professional integration and health at work are at stake, guaranteeing structured and coherent preparation of students for the practice of counselling in guidance psychology.

This project is organised around a three-pronged approach: firstly, it offers students the opportunity to acquire the methodological and theoretical tools they need to integrate the empirical case study into their research;thodological and theoretical tools for integrating the perspective of gender studies into the sciences of religion through an empirical case study. Secondly, it proposes a comparison of two distinct cultural areas: Antiquity and the Contemporary World, each with its own methodology (e.g. philology and the sociology of religion). Finally, by organising a trip to northern Italy as a field of observation of new spiritual rituals, he is breaking down the barriers of knowledge and enabling students to gain both practical and scientific experience. At the heart of the chosen theme is the relationship between humans and nature, and to gender, which has oscillated over time between two extremes: sacredness and exploitation. The role of nature is central to ancient religions, as it is to certain forms of contemporary spirituality; the earth is associated with the figure of the woman/mother, but the connotations can be opposed. These analogies will be used as a pivotal point in constructing a reflexive approach to the discipline and its analytical frameworks. After the reading and exchange between students and those in charge, a field survey is organised to observe the events of the summer solstice. Various rituals will be observed that explicitly refer to a supposedly unbroken link with atavistic wisdom, such as a dance of women personifying gods and celebrating seasonal renewal and the power of nature. Analysis of the material collected will aim to understand the ways in which the feminine and masculine are portrayed and the social representations associated with them or absent from them. The documents produced will constitute a database that can be used to promote gender studies in the religious sciences.

This project is creating an interactive site that will enable étudiants·e·s, on their own·e·s or as part of a university course, to learn about the practice of "mixed methods" in the social sciences. We would like to make the site public to reach a wide international audience.

Mixed methods combine quantitative and qualitative data to arrive at more valid results (Creswell, Plano Clark, Gutmann, & Hanson, 2003; X, 2016; Tashakkori & Teddlie, 1998). The approach has been very successful and a growing number of researchers are interested in it. At the same time, there is a significant lack of concrete, pedagogically sound examples of how to integrate quantitative and qualitative data. This project will make up for this shortcoming.

The case being analysed is that of the Titanic and the question is why certain classes of people have a much better chance of surviving than others. The case is already being used successfully in the teaching of X (Master courses and in various workshops abroad in summer schools). For a brief description of the case and its analysis with mixed methods, see X (2016).

The interactive site will make available 6 learning modules (tutorials) that can be followed in sequence or on their own:

Module "Introduction". This module introduces (a) mixed methods, the basic knowledge needed to analyse the case, (b) the case of the Titanic (questions, methodology, context, qual and quan data), (c) the central question à élucider. The introductory module sets out the problem and provides the contextual knowledge needed to solve it. Quantitative analysis module. This module teaches students how to analyse quantitative data directly on the site (using integrated R" gr;, similar to onlinestatbook.com).

Qualitative Analysis Module. This module shows the qualitative techniques used to analyse different types of textual data (coding of extracts from survivor accounts using QCAmap); analysis of different types of data (plans of the Titanic; plan of the shipwreck).

"Triangulation" module. This module - the core module - teaches the integration of quantitative and qualitative analysis. It shows how to conduct research and how quantitative and qualitative analyses lead us to re-analyse data and then to triangulate it. The module also shows how to create a final explanatory model. Simulation module. This module - which is more fun - enables students to specify their final explanatory model, simulate the number of survivors from different classes and compare the results of their simulation with the reality. The aim is to assess the validity of their explanation.

Writing up module. This - shorter - module will give advice on how to formulate and communicate the results and explain them with a published scientific article on the case of the Titanic (redacted by the authors of the site).

Each module will begin with a video explaining the techniques used à with the help of the case. Next, the student will complete a number of exercises on their own (following specific instructions); included will be multiple choice questions that provide immediate feedback. A second video then shows the correct results (or possible correct results)

The site also provides

• the complete quantitative dataset describing the Titanic's passengers (age, gender, class, lifeboat, survivor/non-survivor etc.) which can be loaded and analysed with quantitative software (e.g. R, SPSS);
• the complete qualitative dataset with full survivor testimonies that can be loaded and analysed with qualitative software (e.g. NVIVO, QCAmap, Maxqda);

two articles published in the press. two articles published in international scientific journals. The first explains the case using mixed methods. The second shows how mixed methods can be taught using the Titanic case. These articles will show students possible end products of such research. These articles will also, at least we hope, make the tool better known.