Abstracts 2015

The project takes place as part of the course "Introduction to ecotoxicology", in semester 5 of the Bachelor's degree in Geosciences and Environment. This course is compulsory in the new bachelor's degree (environment orientation) and will involve an average of 50 students. The aim of the project is to apply the principles of the flipped classroom in order to get the students involved in their learning through the various tools used in the classroom. On the other hand, it will enable them to work on complex problems, individually, in groups and, finally, in class with the teacher. The material used for this learning will be made available to students online. It will consist mainly of video clips (5-6 minutes), but will also include selected literary articles, exercises and quizzes. The students will have to familiarise themselves with the material, and then the various themes will be discussed in class with the teacher. The amount requested for the FIP project will be used mainly for filming and editing the videos, as well as preparing and posting the exercises and questionnaires online.

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The aim of this educational project is therefore to clarify what forensic science is, the roles of the forensic scientist and the trace, and the various ways in which the trace can be used.

To this end, a specific learning space will be proposed, which will consist of, on the one hand, an autonomous learning platform based around pedagogical content and activities established in a collaborative manner; and on the other hand, community sharing spaces. The aim of supervised use of this space will be to encourage students to take responsibility for their own learning, which will take place at a distance before the start of the course. Follow-up by student assistants will be offered to guide future students in their learning of the philosophy of the trace, the guiding principle of forensic science studies. In this way, forensic science learners and students assistants acquire new knowledge in an autonomous and collaborative manner. The proposed approach has the advantage of being interdisciplinary, given that the students will be able to acquire new knowledge independently and collaboratively can come from a biology, chemistry, computer science or criminology background. In addition, this project would also help to increase the ESC's visibility and external influence through the publication of content accessible to a wider audience.

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The teaching of medicine must provide not only theoretical knowledge, but also clinical skills. Theoretical courses are still often given in the form of lectures in auditoriums, the pedagogical limitations of which are well known: passivity on the part of the students when faced with the material, low interactivity with the teacher and poor retention of the material.

Since the reform of studies, the teaching of clinical skills has been the subject of specific courses called skills.Ideally, these skills should be structured around small groups of students interacting with patients;e·s or simulated patients, under the supervision of a teacher. The aim of these skills is to facilitate the student's autonomous reasoning, apply theoretical knowledge to a clinical situation and develop diagnostic and therapeutic skills. Unfortunately, the organisation of skills requires such a large number of patients and teachers that this type of teaching is often replaced by ex-cathedra courses. The aim of our project is to achieve the teaching objectives expected of skills by proposing an innovative course format combining interactive clinical vignettes, an electronic voting system and a computer simulation mannequin. This formula has the advantage of preserving the interactive form of the skills, while at the same time being delivered in an auditorium with a large number of students. Based on a simple clinical scenario, a question is posed which constitutes a decisive node in the diagnostic or therapeutic process. The students respond individually to the question by means of an electronic vote, the result of which is presented instantly. The majority response concludes one of the many clinical scenarios presented and, depending on the type of question, leads to a possible change in the dummy's cardiopulmonary parameters. This change in condition is an opportunity to introduce contextualised theoretical teaching, before moving on to the rest of the scenario.

The expected benefits are:

• individual reflection and decision-making
• active participation by all students
• facilitating discussions between teachers·e·s and students·e·s
• added value in terms of course participation, since the handouts do not contain the same story that is told in every lesson

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Problem-based learning (PBL) is used in the "dating & chronology" course to reduce the ex-cathedra teaching load. Working in groups and interactively with the teacher enables students to develop critical thinking in real-life situations. The evaluation of this teaching shows that it would be possible to further improve the autonomy and interactivity of the students through a variety of activities through a tool that enables them to argue their points in a systematic and structured way throughout the problem-solving process. Thus, a collaborative IT tool enabling the specific annotation of information submitted by students, as well as its subsequent analysis, would be particularly useful.

• The introduction of this new ANOT technological resource into problem-based learning should make it possible to achieve the following pedagogical objectives:
• Propose a tool for annotating the activities of students, which consists of arguing their thoughts in a systematic way
• Enable students to structure their work in an autonomous manner (individually and in groups)
• Permit the monitoring of the production  of the étudiant·e·s through the’étude of their annotations in order to’provide constructive and spécific feedback on their work
• Encourage a collaborative étude of documents in order to stimulate interactions  based on diversified viewpoints

The aim of this project is therefore to improve students' learning by getting them to think autonomously about the way in which they reread documents;re how they solve problems by putting into evidence the key elements they identify to argue their results.

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The aim of the project is to create a webzine, an online magazine/blog, linked to the Italian Section. Students from the Section will be invited to participate in the creation of this platform and to submit original articles and contributions of various kinds (interviews, reports, etc.).

To this end, the project is structured into three parts:

1. the’organisation of workshops with·le·s journalism professionals, in order to’offer a briefève training à the design of a newspaper andà journalisticécriture;
2. tutoring for the writing of articles;
3. publication of productions on a platform open to the outside world.

This initiative is intended to enrich the range of activities aimed at students and is designed to increase opportunities for students to practise critical and oral expression. The project will also be closely linked to the Laboratorio di scrittura giornalistica, which was set up to meet the needs of the growing number of students in this section who are considering a career in journalism. It is therefore also a question of setting up a workshop so that the participants in this laboratory can gain their first experience in this profession.

The contribution of professionals during the thematic workshops is therefore a real asset. Students from other sections at Unil could be invited to collaborate on this project (on subjects of common or interdisciplinary interest). The project is also open to occasional collaboration with the Italian language departments of Vaud secondary schools, in order to deepen the dialogue with the potential future students of the Italian language section. With this in mind, the project also includes two half-days open to teachers and students of Italian at upper secondary level, to launch the initiative and take stock of its final results.

With the aim of encouraging students' autonomy, the Section considers that this initiative will stimulate their curiosity about Swiss-Italian and Italian culture, and will provide them with greater motivation in their studies. provide them with greater motivation in the process of appropriating and disseminating knowledge through writing.

The Section considers that this initiative will stimulate their curiosity in Swiss-Italian and Italian culture, and provide them with greater motivation in the process of appropriating and disseminating knowledge through writing.

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Our project aims to bring to the attention of students of pharmacology (Master in Medical Biology, FBM) and environmental sciences (Master in Environmental Sciences, FGSE) the need to work together to understand the risks associated with the presence of chemicals in the environment; the need and opportunity to work together to understand the risks posed by the presence of drugs and other micropollutants in the environment. The main aim of the project is to raise awareness of this issue among students from the two disciplines by actively involving them in the creation of a joint working platform, which will involve a wide range of partners. This platform will then be used to raise awareness among those responsible for this issue (decision-makers, environmental managers, doctors, etc). Initially, the platform will be developed for medicinal products. It could subsequently be extended to other micropollutants. This project is organised around two main areas:

First axis: Putting appropriate learning resources online in the two specific teaching contexts (pharmacology: écotoxicology and environmental sciences: drug development, toxicology). This will make it easier for students to learn independently and understand the complementary context to their basic training. These resources will enable students to acquire a common scientific vocabulary for constructive multidisciplinary exchanges.

Second axis:  Prepare students to their future integration into a multidisciplinary working context by showing them, through case studies, the complexity of the problem of copharmacovigilance.

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The teaching of pathology in the pre-graduate course of medical studies is given mainly in the form of ex-cathedra lectures and microscopy and macroscopy seminars (practical work). As part of the M2.8 module (in the second year of the Masters), macroscopic parts are discussed with the students, usually in quarter-flights. In 2013, I used a different approach during the macroscopy seminars on pulmonary pathology in this module, which until then had been done by simply discussing macroscopic specimens.

Ten didactic macroscopic lung specimens were selected to cover a broad spectrum of tumour and non-tumour lung pathology and associated with clinical vignettes. During the seminar, the students, in groups of 3-5, took charge of a macroscopic specimen with the task of matching it with one of the ten vignettes proposed. Secondly, the students were briefly introduced to the other specimens and the corresponding clinical vignettes proposed by the other groups. Finally, each room was presented by the group responsible to the other students, who explained the findings, the diagnostic hypotheses and the choice of clinical vignette. The explanations and choices were discussed by the other students, moderated by the teacher.

This new approach increased interaction between students and with the teacher, making it more lively and participative, leading to more reflection and discussion. The oral feedback at the end of the session was very positive. The formal evaluation of the teaching was also very positive. The main limitation to this exercise was the time available (45'), which limited the examination of the pieces and/or the discussion time. The aim of this project is to formalise this new approach by creating a preparatory e-Learning stage before the macroscopy seminar (formation of groups, familiarisation with the clinical vignettes and the macroscopic specimen with pre-selection of the associated vignette, etc.) and a second stage after the session (access to the iconography of the other specimens and associated vignettes and questions relating to the case) in order to optimise the use of face-to-face time and learning commitment and autonomy. In addition, the involvement of Dr Lovis, Respirologist, will provide significant added value to the clinical aspect of this project (clinical vignettes).

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The "Phonocolor.ch" project is aimed at non-French-speaking students. It aims to provide them with a teaching tool to improve their reading aloud skills. The project is based on an educational project carried out as part of the Holiday Course, which enables the phonemes of any French word or words to be highlighted in colour.The FIP project that we are proposing will enable us to develop other features of the site so that it can become a genuine teaching tool to help non-French-speaking students become autonomous in French. The site's new functionalities will enable them to:

1. copy and paste a text that he/she needs to read in full; set it in colour (all the text, only the vowels, only the consonants); save it as a PDF (or in another format)
2. s’entraîner à le lire (on peut imaginer qu’il s’agit de l’introduction d’une présentation orale importante) en s’aiderant: a) d’un jeu de type Memory® pour apprendre la correspondance grapho-phonologique: a graph (eu, for example) = a colour (green, for example), b) a Scrabble® type game that uses coloured squares (consonants) and coloured circles (vowels) to make up words in phonics.

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The psychological examination of the child is a complex process made up of different relational and technical dimensions. Students considering a future in child psychology need to master a number of assessment tools that require a wide range of knowledge and skills, including psychological tests. Although the teaching given in Child and Adolescent Guidance currently provides students with a solid theoretical background, it does little to develop the know-how required for this complex process. Only a few students have the opportunity to practise these methods in the presence of children during the teaching given at the UNIL Child and Adolescent Psychology Consultation.

The aim of this project is to update a compendium of psychological tests for the assessment of children, adolescents and families. The compendium includes information on the areas covered by each test, the technique and instructions for taking it, scoring and interpreting the evidence. The adaptation of this compendium on the Moodle platform will enable Master's students to discover the properties of the test in an interactive way using demonstration videos, to create exercises and to put the test into practice;They will also be able to carry out exercises and demonstrate their knowledge of the tests they wish to cover, and to train their clinical skills using video sequences (e.g. the ability to use a video to test a patient's clinical skills): possibility of practising the scoring of evidence by observing a video). Students will also be able to practise selecting relevant tests based on clinical vignettes.

The project would enable the Consultation's étudiants·e·s to choose tests and prepare autonomously before the actual administration in the presence of the children. For other students (outside the consultation), the project will help them to become more independent in acquiring knowledge and developing their skills;acquisition of knowledge and the development of know-how concerning psychological examination methods, which are addressed in various courses and seminars.

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To match the fédéral catalogue of learning objectives for étudiants·e·s de médecine, six hours of éstructuredé" teaching have é been added dès 2014-2015 (Master 2). The LPSs are not just about acquiring knowledge, but above all about knowing how to communicate with patients suffering from serious and progressive illnesses that are particularly complex. Interdisciplinarity plays a fundamental role in the care of these patients. In order to encourage this multi-level learning, the teaching will take the form of tutorials in small groups (max. 15 students) led by pairs of interdisciplinary trainers (doctors, nurses, psychologists). Indeed, to enable students to acquire the concepts specific to LPS, it is essential that the experimental and self-directed phases are encouraged, resulting in small-group teaching.

Finally, the LPS Department hosts médecin-assistant·e·s who play a central role in the supervision of students completing a one-month placement in the department (Master 3 level). This is one of a number of optional placements available to students, during which they are more directly responsible for one or two patients in the Palliative Care Unit. The material that will be produced for the attention of the tutors will therefore be an asset for these doctors supervising younger colleagues.

As we can see, the specific nature of LPS (which goes beyond simple theory) and the number of people involved in this pre-graduate course mean that we have to encourage students to become autonomous in their learning, as well as multi-modal learning (experiential, self-reflective), while ensuring that the teaching material for students and the training of the various ‘tutors’ are as consistent as possible (fair and equitable teaching).

Thus, we wish to develop teaching materials for both students and tutors, accessible to all via a recognised UNIL electronic platform (Moodle).

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SpeakUp is a mobile application first developed at UNIL and then developed jointly with EPFL, the aim of which is to facilitate interaction between students and a teacher while the latter is giving a lecture: Basically, the students can ask their questions anonymously, see their colleagues' questions, and evaluate the various questions positively or negatively. What's more, SpeakUp is a location-based application that takes into account the physical presence of its users.

In its current version, SpeakUp is exclusively focused on face-to-face interactions using a smartphone (Android or iOS), and does not allow discussions/interactions initiated during the course to be extended outside the classroom. What's more, the interactions supported are essentially questions to the teacher. In view of the limitations of the current version, SpeakUp has already been used for several courses at UNIL, EPFL and elsewhere, and has been the subject of several evaluations leading to scientific publications (Holzer et al, 2013), (Holzer et al., 2014), (Govaerts et al., 2014).

Starting from the limitations of the current version, the aim of this project is to extend SpeakUp by adding the possibility for students·e·e· s to instantly and anonymously report their individual lapses and to aggregate lapses in progress in order to present them to the teacher· e·. Another type of extension should make it possible to extend the usefulness of SpeakUp beyond the course itself and to encourage student autonomy;tudiants·e·s, by offering them the opportunity to interact with each other outside their presence in class and by pérennising the various interactions passing through SpeakUp.

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The aim of this project is problem-based learning in the statistical processing of analytical data generated to characterise the diversity of samples with which forensic laboratories are confronted on a daily basis.

In this context, the major problem for learners·e·s is how to handle this analytical data in order to extract information and intelligence in the context of forensic problems. In fact, the processing methodology implemented consists of a relatively complex process made up of several stages, each of which influences the final result, i.e. the performance of the proposed statistical model.

At present, learners can use an interface to perform statistical processing on the data. However, it is particularly difficult for them to have an overall view of the methodology and to understand the importance of each of the steps, as these statistical processes are not integrated into a methodological process. Consequently, this project focuses on the implementation of a user interface (an exploration and decision tree) that clearly presents the entire methodology to be applied when processing analytical data. By implementing his or her processing strategy, the learner could become aware, through a visualisation of his or her personal progress in real time, of the impact of his or her choices on the final result and thus evaluate the relevance of his or her reasoning.

The idea behind this project is also to take advantage of real-time performance indicators to offer a fun way for learners to compare notes;This project therefore encourages the active participation of learners in the development of their own statistical models. This project therefore encourages the active participation of learners in the teaching process and seeks to stimulate their critical thinking, both individually and in groups, and ultimately aims to strengthen their ability to work independently. This should enable them not only to achieve learning objectives more effectively but also to reuse their knowledge in future academic or professional research activities.

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Statistics teaching often comes late in the biology student's curriculum, at a time when the student has little opportunity to put statistics into practice;This is a time when the biology student has little opportunity to put statistics into practice because he or she is not involved in a research project. What's more, this teaching is often quite complex because of its strong mathematical component. Due to a lack of practice or understanding, students often find themselves unprepared when the time finally comes to use the statistical tool in a research project.

Or a good knowledge of biostatistics is essential for every étudiant·e in biology. The main objective of this project is therefore to provide students in the Master's programme in medical biology who are learning to prepare their Master's project with the resources they need to carry out their research;These resources will remind them i) how to choose the appropriate statistical test for a particular experiment, ii) how to use this test and iii) how to interpret the results of this test. These resources will not contain a reminder of the mathematical basis of the tests as this is not essential à the use of statistics as an analytical tool for most small-scale scientific experiments.

At present, biostatistical support is provided to students in the "Immunology and Cancer" pathway of the Masters in Medical Biology in the form of a tutorial, with each student·e having an interview with a statistician·ne. Given the growing number of Masters students (+25% in 2013), tutoring is becoming increasingly difficult. Our learning resources will enable the student to learn independently·e and occasional contact with the tutor will therefore be more effective.

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In recent years, the School of Medicine has strengthened the practical training of students by introducing formal courses (the "Skills, which include training posts) and by examining these clinical skills as part of objective structured clinical examinations (OSCEs). In both cases, students are required to complete a specific clinical task within a limited timeframe. It has been shown that the use of video recordings, combined with individual feedback, is an effective tool for teaching and learning clinical skills. Although our initial experiments have confirmed the pedagogical added value of such an approach, the size of the flights (200 students) makes it impossible to provide individual feedback several times a year.

The main aim of this project is to promote the relevant use of video recordings by students in a way that is more focused on autonomous learning and self-evaluation; that is to say; i.e. to develop a system that provides students with the methodologies and working tools they need to analyse and gradually improve their clinical skills on the basis of the recordings made.

We are therefore going to develop resources that will enable students to situate themselves more easily in their learning process by comparing their performance with the target performance, and to identify avenues for improving their clinical skills. The measures outlined above will be based on the following elements, among others: videos "example" that illustrate good performance, reading grids that will guide the students during the analysis of their videos, the égration of an interface for annotating videoséos, and moments of "peer feedback". Our project will mainly target the training stations in module B3.8 (3rd year of the Bachelor's degree), and the OSCE in the 2nd year of the Master's degree.

In general, this project contributes to the development of students' autonomy and reflective practice in their learning, which are key elements of UNIL's teaching strategy.

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The project aims to create an online multi-level collaborative network that enables students working on group projects to direct their learning process with a high degree of collective autonomy, to share resources within and between groups and to contribute to the learning process in a collaborative way, learning process with a high degree of collective autonomy, to share resources à within and between groups and à proactively and cumulatively contribute to course resources.

At the heart of the project is a virtual space for the course that complements the physical space of the weekly course meeting. This space brings together the following online functionalities:

• a space for meeting and exchanging ideas (cf. adapting certain Facebook functions to academic use, and see Moodle / Switchcast with rights allocated to participants),
• sharing of resources found by participants, with assessment of their quality and usefulness (academic adaptation of theTripAdvisor/Amazon concept) and
• continuous, participative group reflection (academic adaptation of Facebook (wall) and/or Twitter functions at group level),

while presenting itself with ease of use, intuitive logic and a visually appealing interface appearance (see Apple products for example).

More specifically, the virtual space is structured on several levels: a public level (showcase), a classroom level, a group level and an individual level.

Entering the class level (the basic level) there are the profiles of all the participants and a space for exchange (cf. Facebook). This space acts as a virtual meeting place. At this level, there is also a space for recommending resources, within which participants post web links and summaries of articles, as well as any information they find useful articles, all information accompanied by a short description, an assessment of perceived usefulness and classified according to keywords (cf. TripAdvisor/ Amazon).

Each group has its own private space within the classroom. Here, the group shares useful information and documents (e.g. Google Docs/Dropbox). Group members will be able to work on group documents at any time by setting access rights.

Within the group space, each member of the group has his/her own private space in which he/she can keep documents and note down his/her thoughts on the project and the group. The reflection space could eventually be synchronised with an app that allows the person to note down hot thoughts (cf. Twitter/ Facebook).

Finally, there is a public space that acts as a showcase for the course. In this space, participants publish finished work: projects, presentations, films, etablish contacts with other students classes, professional contacts and make the recommendations space, once completed. This provides not only external visibility for the course but also the opportunity to build from year to year on the work already done in the course (world of research).

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The aim of this project is to enable students to take exams using a computer (their own or a pre-installed workstation), with all the documents they need and access to the Internet, thus putting them in conditions as close as possible to those in which they took their exams;In this way, they are placed in conditions as close as possible to those in which they carried out their learning, and to those in which they will use their skills later on.

The use of students·e·s personal computers during exams, however, raises a number of questions, as much pedagogical as legal and technical. The aim of this project is to define the prerequisites for organising this type of examination, to organise it in practice, and to define the framework conditions and the procedures for its implementation finalise the framework conditions and the institutional context so that other teachers and other Faculties can conduct such online examinations in the future.

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The departments of the UNIL Faculty of Public Health wish to provide their students with the knowledge and skills to access and use scientific documentation effectively and critically. They provide some of this teaching to the science librarians at the Lausanne Cantonal and University Library. In 2011, as part of the overhaul of the syllabus, explicit teaching objectives were formulated in the field of documentary research. This work has been facilitated by the publication this term of a Competence framework for Swiss universities, as well as by the Magellan project, which has raised awareness of information literacy in the academic community.

The training course usually intended for students in the social sciences has been transformed to give 300 participants the opportunity to learn more about information literacy following the bringing together of Social Sciences and Political Science students in a single Introduction to Research course. This hybrid course (Moodle and in class) has been offered for two years.

The general aim of this project is to enhance this course and develop it into a mainly online course. The general objectives are:

• Propose more online resources and activities enabling students to tackle concepts, practise and receive answers
• Favour the students autonomy:
  • Provide several multimédia modules available as part of the course but also at any time
  • Allowing modules and activities to be followed up in a more flexible way

• Enable the sharing of good practice between étudiant·e·s
• Quantify and qualify the resources needed to run such a scheme

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The project involves setting up a blended learning course combining face-to-face teaching and distance learning. It is part of the study plan for the master's degree in geography and of Emmanuel Reynard's activities within the International Association of Geomorphologists (IAG). The project is being carried out in collaboration with the IAG working group on geomorphosites, which is pursuing several objectives: (1) networking of different researchers; (2) conceptual and methodological development; (3) training (students, young researchers).

The proposed project has two components:

(1) Modifying the form of the “Geomorphosites and geoconservation” course at UNIL in two directions:

• reduce the number of frontal courses and increase theétudiant·e·s autonomy, by encouraging’self-learning. This objective applies not only to this course, but also to students preparing bachelor's degree work on this theme who have not yet had a theoretical course on the subject.
• enhance Prof. Reynard's strong international involvement with UNIL students by developing part of the course in interactive form with 5 European partners (Universities of Modena e Reggio Emilia, Minho, Savoie Mont-Blanc, Paris IV and Bucharest).

(2) To develop a digital teaching platform (on Moodle), useful not only for students at UNIL, but also for other universities;It is also useful for other students interested in the themes of geomorphosites and geopreservation. This platform, which contains various educational materials (videos, scientific articles, quizzes, forums) is initially limited to project participants, and will then be freely accessible from autumn 2016.

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In 1995, Problem-Based Learning (PBL) was introduced to the FBM's School of Medicine. Since then, students in BMed2 and 3 have followed a mixed curriculum of ex-cathedra courses and APP, along with other activities traditionally offered at this stage of training (practical work, etc). Unfortunately, the APP has experienced significant difficulties in recent years. An assessment carried out by the Teaching Unit in spring 2013 highlighted these difficulties (in particular the perception of teaching inefficiency and the lack of enthusiasm among students). Two-thirds of the APP courses initially scheduled in BMed3 had moved on to other teaching formats, including a return to ex cathedra courses.

In this context, the Board of the School of Medicine decided in 2013 to put an end to APP pending a satisfactory alternative that would preserve the clearly positive aspects of APP (e.g. collaborative learning). A working group (WG) formed by the authors·e·s of this submission has been working onà a new pedagogical format andà its integration into the curriculum.

This format, called Integrated clinical cases (CCI), comprises a period of individual work by the students on an online clinical vignette, followed by a small group discussion session. The WG wanted to develop an original way of learning. During the individual sessions, the students would describe a patient's clinical situation in successive steps. At each step, the student is asked to answer open-ended questions to guide the learning process. The last step in the vignette involves writing a text that leads the student to develop a hypothesis and justify it. This work is written up before the group briefing and is accessible to the tutor. The tutor can check the student's understanding beforehand and use this material as input for the briefing.

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The project involves giving students the opportunity to assess their level of Russian, to take stock of their knowledge of the grammatical themes studied in propédetics, to diagnose any weaknesses they may have and to remedy them. The aim is to enable students to develop their own learning strategies using a system of tests based on the content of the Russian Language I course (phonics and grammar).

This system includes intermediate (thematic) and end-of-semester formative tests which give students the means to assess their progress throughout the academic year. This will enable them to assess their progress throughout the academic year, to get more practice before doing the graded tests in class, and to assess the level of knowledge they have acquired in practice. The special feature of these tests is that they indicate only the percentage of correct answers, recommend the topics to be covered, and offer a short grammatical reminder and a few additional exercises.

The aim of the project is to encourage the autonomy of the students and to improve their success.

This project consists of developing interesting case studies that will be used as a common thread in the course "Analysis, Modeling and Design in Information Systems", in order to enable active learning and increase the autonomy of theétudiants·e·s. The case study method will enable students to be placed in a situation close to the real world of business and to practise applying their knowledge of analysis, modelling and design during the independent work phases. By choosing a multinational company as a case study, we will be dealing with a type of company that plays an important role in Switzerland's industrial fabric and is particularly dependent on IT solutions to coordinate its activities on a global scale.

In the proposed pedagogical scenario, the development of the interest of the course could be carried out by following the different phases of an IT solution design project:

1. Analysis of the current situation and requirements to arrive at à a diagnosis ("as-is architecture").
2. Projection and vision of future architecture ("architecture vision").
3. Design of a future architecture ("to-be architecture").

To analyse, evaluate and design the most appropriate solution for the case study, students will use methods and models from enterprise architectures. Each phase of independent work is followed by class presentations and discussions to allow students to reflect on different conceptions and to provide regular and constructive feedback to the students.

In conclusion, this project offers several contributions that are not conceivable with traditional teaching:

• A case study offers an interesting perspective that goes beyond a series of modelling exercises that usually focus on restricted aspects.
• The use of the case as a guiding thread throughout the semester enables students to systematically follow the various stages of analysis and design of IT solutions.

An approach based on enterprise architecture models makes it possible to deal with business and technological aspects as well as trade-offs in the design of IT solutions.

The most interesting and promising research approaches in the history of the family and parenthood use complex tools such as genetic or socio-historical databases and computer technologies that are not commonplace. These relative methods and tools, however, are not yet widely used, not least because of the imposing amount of preliminary work required, for example, to build up a genealogical or socio-historical corpus of a certain scale and quality.

In the context of traditional teaching, it is therefore very difficult to introduce students to these new tools and to the extremely interesting possibilities they open up. What is more, there is no easy access to genetic databases that can adequately illustrate the potential of these tools and the problems associated with them.

This is why I am proposing a course that takes the form of a week-long session with the Centre régional d’étude des populations alpines (CREPA) in Sembrancher, which provides exceptional genetic and alogical databases, and has extensive experience in the creation and use of these databases.

External speakers will provide an introduction to the use of several software packages; students will then have the opportunity to practise independently under the supervision of experts.

A traditional UNIL-style introduction will present the various problems and methods involved in the history of parenthood. At the Vaud Cantonal Archives, students will have the opportunity to learn about the main sources of the work, in particular parish registers and notaries' minutes. Finally, the participants will be asked to produce a piece of work based on an individual study of the sources and the use of a database;a database, which could be an existing database or a tool developed by the students themselves.

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The project is establishing procedures and creating a network to make available publication formats, online (videos, slideshows) and on paper (texts and images), of the results of students' learning;os, slideshows) and on paper (texts and images), of the results of the learning of the étudiants·e·s who express themselves with the means of various media.

Concretely, the étudiants·e·s begin research on a theme covered in the séminaires or on a·e author·e of their choice with the aim of’At the same time, they will be preparing a double publication, online and on paper, aimed at an unknown audience. The students will be confronted with selection criteria to be drawn up during 2015 by the project leader, in contact with colleagues from various sections and with the students themselves from various sections and with players in the cultural world who are interested in supporting and promoting such student work (publications, foundations, exhibition venues). The first steps in this direction have shown that such interest does exist. The task now is to find procedures and formats, perhaps by setting up a jury, that are useful from a pedagogical point of view and of interest to the cultural world. The works selected will then be published (online or on paper), while the works that are not selected will be given the opportunity to be published; UNIL (on Moodle and as files distributed among seminar participants).

In 2015, an internal hard-copy publication will be made available to colleagues and students in all faculties. It will describe the process, criteria and formats to be used and invites participation in the coming years. The aspect of the student's autonomy is present at several levels:

The student's autonomy is present at several levels.

1. In the choice of the·e author or theme treated by the·e student;
2. In the research undertaken, by contacting specialists in the author·e or theme (researchersà UNIL or elsewhere) in a spirit of interdisciplinarity;
3. In the choice of the basic medium of expression.

The liberation of expressive forces requires constraints, which here are as follows:

1. assurance of scientific basis
2. addressing a wide audience, including non-scientists
3. translation into an imposed final format: video and book (in the broadest sense, encompassing album, catalogue etc.).