Abstracts 2019

This teaching scenario, entitled "Interviewer testimonials", proposes the creation of a logbook via a mobile application designed to encourage reflective practice. The aim of the project is to encourage research practice and, more broadly, the acquisition of cross-disciplinary skills, particularly in managing and analysing one's own emotions in difficult contexts. It forms part of the Introduction to Qualitative Methods course given to first-year Masters students in Criminology and Security. While the course develops the acquisition of knowledge, this project aims to encourage individual reflection on the skills acquired and the emotions felt during an applied qualitative research project. The aim is then to continue this collective reflection, which is conducive to the development of new learning, by means of feedback-game sessions on the skills mobilised and focus groups on the emotions experienced. In this sense, "Interviewer testimonials" thus mobilises teaching techniques that have been put to good use and enhance the diversity of each student by involving them in shared activities so that they benefit from all the group's resources.

The project involves developing a glossary of the main concepts, players and themes in international political economy, based on close collaboration with the Centre d'Etudes Internationales (CEI) of the Université Los Andes à Bogota (Colombia) and the Centre d'études sur l'intégration et la mondialisation (CEIM) of the Universitédu Québec à Montréal (UQAM).

International political economy is a field of study that focuses on the links between economics and politics in international relations. Interdisciplinary in nature, it mobilises themes that aim to understand the power issues of a transnational economy operating in a fragmented system of authority between sovereign states and other political organisations able to influence the operation of markets.

The teaching of this field of international relations to students of political science is generally hampered by a feeling of ignorance (or even powerlessness) with regard to economics and other disciplines associated with this field of study.

To address this, the aim of developing a glossary is to facilitate access to this field of study, based on a learning activity focused on the acquisition of conceptual and lexical skills.

The project sets up an original activity with a view to obtaining a production adapted to this disciplinary diversity, while pluralising the pedagogical device at secondary schools;gues et étudiant·e·s colombien·ne·s et canadien·ne·s pour inclure et visibiliser la diversité des points de vues à partir desquels répondre à ce besoin.

Lausanne·e·es étudiants·e·es will develop an initial contribution in collaboration with Colombian·e·ne·s étudiants·e·e·es. The collaboration will continue the following semester, involving the étudiant·e·s graduating from UQAM.

Eventually, the glossary will be made available online on a Wordpress-type platform for free access on the Internet; it may also give rise to an open-access book.

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The project involves the creation of a virtual terrain, in the form of a webDoc produced from a variety of materials (recorded interviews with different personalities, photographs, videos, maps, press cuttings, images/memories, etc.) collected by the two project leaders during the study and documentation of a major pilgrimage.) collected by the two project leaders during the study and documentation of a major pilgrimage to India (2014-2015). This study focused on the experiences of pilgrims to a regional god, through particular itineraries (city, temple, holy places, visits to the surrounding area), acts (looking, touching, eating, etc.), taking part in the rituals of the gods, and the way in which the gods are represented.), the presence of various social actors (priests, politicians, journalists, etc.), more or less explicit issues at stake in the interviews…

A webDoc would make the material collected available in a pedagogical framework, with multiple entries, allowing each student to follow his or her own path through the sources.

Over and above the coverage of different cultural discourses and practices, the main aim is to provide an understanding through experience (but without the inconveniences of difficult material conditions) of the complexities of the world of culture;The interviews were conducted in natural situations (as opposed to quantitative, telephone or office interviews): unfamiliar space, temporalities of the researcher subjected à those of the interviewees, hétérogènous interlocutors, sometimes contradictory discourse, language differences, etc.

This webDoc will serve the teaching and evaluation of the Introduction to the Anthropology of Religion course, by offering students the opportunity to question/ problematise the sources collected according to their own interests. They will thus have the opportunity to test the different methodological tools of teaching (different approaches/authors/sources), and prepare themselves for the actual field.

One of the added values of face-to-face learning is the opportunity to experience diversity through the diversity of the participants. Students compare their understanding of the world with that of their peers, who have different cultural, social and intellectual backgrounds. Through so-called "active-learning" activities (in which the students are active participants in their own learning) or "peer-instruction" activities (in which the students are active participants in their own learning), the students learn to understand the world around them;tudiant·e·s are brought à s’expliquer des parties du cours) il est possible de mettre en lumière la diversité de production des étudiant·e·s.

Our aim is to examine the extent to which the diversité of student·e·s productions is relevant to collaborative learning. To this end, we have chosen to use and adapt the SpeakUp social application for mobile devices. This offers a digital communication channel that encourages classroom interaction. Students post questions and comments anonymously in a virtual chat room. They can also vote on the relevance of each message and answer multiple-choice questions. SpeakUp is widely used on university campuses in the French-speaking world (more than 20,000 users in the last semester). In addition, there is already a series of teaching scenarios developed in collaboration with the CSE on the use of SpeakUp.

The proposed teaching scenario is as follows. The teacher·e asks an open question to the students·e·s who answer it, discuss in small groups, post their production on SpeakUp and vote on their peers' answers. The teacher then uses these contributions to lead a discussion. This is an alternative to the "Give your opinion on a new subject" scenario, known as the "Think-Compare-Share-Discuss" scenario. This scenario is currently possible in SpeakUp, but it is made difficult because the application does not allow the teacher to visualise and classify the various productions. This project fills this gap, to enable teachers·e·s and students·e·s to take full advantage of the diversity of productions.

When the students work in the Multimacute room via the platform specially designed for their language activity, PlurieL. At the end of each session, they write a report in their Learning Diary (LD) with the following information:

• the objective set for the session
• the learning activity (the material used)
• the achievement or non-achievement of the objective
• what went right/wrong
• how to consolidate their learning or remedy any difficulties encountered

This diary is read by a·e teacher who will monitor this production and provide personalised feedback.

Currently, a·e teacher supervising a JA in the PlurieL scheme canéd feedback on each entry of the student JA but it is not however, it is not possible for the student to act on this feedback or he/she is obliged to do so, for example by writing an email to the person concerned. It is then complicated to recontextualise the activity, make a summary or transcribe what is in the JA.

The development outlined in this project would give the device a more interactive component between étudiant·e·s and teacher·e·s and would enrich the device, providing significant added value for étudiant·e·s being able to take full advantage of the JA's potential.

The aim of this project is to address a common difficulty faced by students of medicine (2nd year bachelor's degree) in applying the theoretical and anatomical knowledge of conventional radiology in order to learn about the topographical anatomy of the heart, the basics of understanding physiology, and the importance of the heart's physiology;oric and anatomical knowledge of conventional radiology in order to learn the topographical anatomy of the heart, the basis for understanding cardiac physiology and pathology. This difficulty is due in particular to the short duration of teaching and the very low level of integration of the different teaching approaches (anatomy and radiology lectures and practical work) currently used.

Faced with the difficulty encountered by students in understanding the topographical anatomy of the heart, and in order to respond to a greater diversity of approaches to the study of cardiac anatomy, the study of the cardiac anatomy of the heart is based on a variety of approaches; In order to provide a greater diversity of learning approaches, we want to provide different teaching resources based on different teaching scenarios in the form of clinical vignettes. Thus, through the scenario of a clinical vignette, the practical use of these different teaching resources is made available during the anatomy and radiology practical sessions - 3D reconstructions of radiological imaging, preoperative hearts, etc. - and during the radiology practical sessions;radiological imaging, pre-dissected and 3D printed hearts (whole or in sections) - should make it possible to answer and/or find the answers to specific questions (formulated in the clinical vignette).

This approach will allow an integrated understanding of the anatomy (in particular radiological images based on the 3-dimensional anatomy of the organ) of both the external and internal parts of the heart. The diversity of teaching resources that we propose to use in our approach to the anatomy of the heart should make it easier for students to grasp this subject, while at the same time encouraging diversity in their learning methods through the multiple approaches proposed.

Lastly, all of this information will be made available to students in interactive form on an e-learning platform (via the Moodle site), making it easier to access and encouraging longitudinal anchoring throughout the course of learning about the anatomy of the heart.

The project aims to develop and implement an e-learning system as a learning support for students in the second part of their BA in Art History.

Introduced initially as part of a trial period in two major courses on the curriculum - Modern Art History (compulsory course and seminar) and Architecture and Heritage (optional course and/or seminar), the project is designed to help students to develop their knowledge and skills;minaire facultatif), the project aims to develop an interactive refresher programme for students, which can then be applied to all courses in the second part of the BA. The aim of the programme is to help students test their knowledge and identify and remedy any gaps in their knowledge. Enrolment in the programme ideally takes place at the beginning of a semester's teaching, so that participants have a common base of knowledge from the start;In this way, the teacher can target the objectives of his or her course more precisely and make faster progress without losing any of the students.

Through assignments à carried out on texts and images, the project aims to provide tools to help students to structure their learning and to identify important information. The programme's readings, assignments and quizzes should guide students towards a series of basic problems and consolidate the knowledge they have already acquired during their practical year. The interactive nature of the programme means that the exercises can be adapted individually for each participant, saving time and motivation. This acceleration of the learning process will alleviate the feeling of alienation among students, especially at the start of the second half of the BA course, and will make it easier for them to meet the requirements of active participation in teaching. If successful, this programme can be expanded to include all the courses and seminars on the BA in Art History.

As part of the BA Spanish course, students hand in a series of assignments throughout the academic year. Through these essays, the teacher evaluates both the functional mastery of the language and the argumentative coherence of the work. In order to improve the studentsédactional skills, exercises based on mistakes frequently made in written work are submitted in class. In this way, students work on concrete cases where errors become a source of progress. The difficulty with this approach lies in identifying and choosing the most relevant and representative examples for the class. At present, in the absence of tools that would allow us to offer a global view of the renderings of a class, the selection of examples to be reworked is done more intuitively than methodically. Since the introduction of the CORREX tool, which allows work submitted as homework to be annotated in Moodle, students' work has been corrected via this interface. Although CORREX is a very useful tool for improving the individual expression of students' work, we feel that it would be particularly useful to add advanced functions to it, which would make it possible to improve the quality of students' work;e·e·s, which would provide an overall view of all the étudiant·e·s work and thus be able to report on and exploit the diversity of étudiant·e·s work.

This new option should offer concrete examples obtained from the écrits of each étudiant·e or an entire class, over a single semester or over the year, taking into account the axes of correction used in CORREX (for example: correction, content, cohérence/cohésion). Examples of the best solutions, as well as errors to be avoided, should be highlighted and extracted.

The aim of the School of Medicine's curriculum is to impart medical and social knowledge and skills to its students. Since 2011, the FBM has been supporting the integration of the gender dimension into medical education through courses on medicine and gender, which aim to strengthen knowledge of gender inequalities in medicine. The aim is to increase knowledge of health inequalities attributable to sex and/or gender differences, with a view to improving care and reducing these health inequalities.

The master's block courses (BC) are the first experiences of immersion in the clinical environment and practical training during which students can put to good use the knowledge and skills they have acquired so far. These are the first interactions as a carer with patients. During the CBs, the students spend a week in different hospital wards in small groups, including the outpatient general internal medicineénérale à the PMU.

The aim of this project is to introduce logbooks during the CB-PMUs, so that the students record their observations and reflections on the «medicine and gender» aspects during these first clinical experiences. With the help of a brief methodological introduction, and pre-formatted support, students will be able to develop their self-confidence and their knowledge of gender. The students are given the opportunity to reflect on how gender plays a part in clinical practice (contact, anamnesis, physical examination, diagnosis, management). Observations and reflections recorded on a daily basis in a logbook are briefed and discussed during the week's feedback session with the clinic managers responsible and a medical and gender expert.

This project has two specific aims:

1. stimulate self-reflection on existing gender biases in clinical practice (use of knowledge on differences in health related to sex and/or gender; introduction of biases in the relationship with patients via stéréotypes) ;
2. harvest concrete examples that will serve to illustrate (with clinical vignettes, for example) the gender problematic in the «medicine and gender» courses of the curriculum, as well as in relevant non-specialist courses.

Along with climatology and hydrology, «Géomorphologie» constitutes one of the three basic courses in physical geography offered toéography·e·s students atéographieà l’UNIL. As a result, it is aimed at a wide range of students, including FGSE geography students (specialising in physical and human geography), who are following a 180 ECTS credit course in geography disciplines;osciences, and students from the Faculties of Arts and SSP (following a 60 or 40 credit engineering programme), as well as students taking the course as an elective. This diversity of students represents a teaching challenge, given that their initial training is very different (for example, some mature students have not had any training in geology). Until now, teaching has been in the form of an ex cathedra course, validated in the form of an exam.

The aim of the MORPHODIV project is to change teaching in two ways:

• Move from ex cathedra teaching to teaching that combines several learning methods, including the use of online teaching séquences (à home), followed by séances of interaction with the teacher (blended learning), practical exercises validated by the teacher or his or her assistants, and classroom teaching sessions;
• Taking advantage of the diversity of student profiles in order to implement a teaching programme that is more adapted to these different profiles. This second objective will combine joint work by all the students and individual work.

The aim must be to help the student progress in all aspects of the subject, but in different ways depending on existing skills, interest and abilities. Ultimately, it is not just the level of knowledge at the end of the course that needs to be assessed, but also the progress made in the various aspects.

Concretely, the area taught must be analysed according to the different aspects. For each aspect, the level of skills, learning potential and student interest must be assessed in the first few weeks of the course. This can be done by means of an exercise, questionnaires, etc. Subsequently, exercises and readings specific to the student's skills and interests can be suggested, thus highlighting the student's strengths, while maintaining a minimum level of competence in each aspect of the subject. The exercises can also take place in group work where the group is made up of various students profiles.