Abstracts 2016

Operations Management courses take a close look at the notion of Lead Time (the time between the production and sale of a good), and the modern problems that arise from it, particularly offshore production.

Our approach is to show that for high value-added, customisable products that are sensitive to trends and variations in demand, a long period of time is needed before they can be sold;A long lead time is detrimental because it can lead to a significant mismatch between supply and demand (overstocking, shortages, or simply the wrong product at the wrong time). The economy based on production costs is not worth it financially (and socially), and local, flexible production would be more profitable for the company. Our project is a game/simulation, in the form of a web application, which puts each student in the shoes of an operations manager. They have the opportunity to source their supplies offshore and/or develop a local production unit, and are faced with a demand that varies according to parameters that we wanted to be as close to reality as possible. Over the course of the seasons, the student observes the results (both financial and environmental) of his or her decisions and can change his or her choices. They are confronted with the realities of supply management and the constraints imposed by variations in demand. It must use mathematical concepts to succeed. We have observed that when a student does an exercise to work on these concepts, the exercise does not develop intuition. On the other hand, the student who uses these concepts to win in the game emerges with intuition on a completely different level. In the context of the game, we are able to put to work all the concepts learned in this part of the course (which represents 4 out of 14 sessions for the Bachelor's course, and 5 out of 14 sessions for the Master's course).

We would like to introduce the concepts learned in this part of the course to the students. We would like to integrate a player identification system into the application (and more generally into the application's back-end) in order to keep track of their performance, to be able to save and continue a game later, and to allow them to comment on their strategies and improve by reading the comments of other participants. The ultimate aim is to be able to incorporate this simulation into HEC courses.

Another aspect of the game that stands out from the rest is the way it is played. Another aspect of the game that came out of our initial tests is that students can use it in companies to explain the tools they use. The tools developed by OpLab are based on quantitative finance, and involve counter-intuitive and non-linear thinking. It is up to the student in the company not only to implement these calculations, but also to train his manager.

3 years ago, HEC Lausanne created a capstone course for 3rd year Bachelor students. This interactive course, based on a business simulation, enables them to revisit and synthesise the different areas of knowledge acquired during the Bachelor's programme (general approach to management, operations management, principles of marketing, accounting, principles of finance and economic analysis, political economy). Students develop practical experience, a sense of task sharing and a vision of the tangible benefits of integrated business management.

With the arrival in force of the notions of "evidence based management" and the growing demand for notions of data analysis, new needs éemerge from the côté of finance. To be able to act in the most informed way on the financial markets, analysts need to develop specific skills in analysing the data of companies listed on the markets. The aim of this project is to develop a simulation environment that will enable students to analyse a portfolio of companies in order to assess their value and develop investment strategies on the market platform.

The aim of the project is to create a market platform simulator that can interface with the tools used in the HEC Business Game course in order to extend the market finance course. By taking advantage of existing resources, we will be able to offer an integrated financial market simulation environment to students who prefer this path to that of management. To achieve this, the project will focus on 3 areas: creation of course content (simulation scenarios, course support and analysis tools for students), development of a financial market simulator (company valuations, IPOs, dividends, etc.) and presentation of the course to students.) and preparation of teaching materials for teachers (teaching notes).

This project is part of the training programme for doctoral students in nursing at the IUFRS. It plans to introduce an electronic portfolio to support doctoral students during their thesis work. This tool, which is managed by the doctoral students themselves, not only brings together the various courses, assignments and publications produced during the period, it is also, above all, a tool that can be used to support the work of the doctoral students;It is also, and above all, a flexible tool for personal development, providing feedback from a variety of sources as well as the assessments made during the course. It accompanies the product, the process and the progress beyond the training course, as it also enables the creation of publishable application files for fundraising or job searches, for example. It therefore supports both the training process and the reflection and rethinking of one's academic career.

The aim is to offer 3rd year medical students a half-day simulation of life-threatening emergencies as part of the "Emergencies" block course. This project gives them direct exposure to these pathologies and their management, in a safety context, under the supervision of instructors with specific training in learning medicine on a simulator. Simulation is a form of experiential learning: each simulation is followed by a systematic debriefing, of which feedback is an integral part, enabling students to learn from what they have experienced.

The "Emergencies" MMed1.6 block course, lasting two and a half days, can only offer medical students an essentially observer's role, as the time is too limited for more extensive supervision and follow-up. Access for students to patients with life-threatening emergencies is extremely limited; because of the seriousness of the medical situation and the fact that such patients arrive at the emergency department at very short notice. Simulation of life-threatening emergencies makes it possible to overcome all these limitations: - the possibility for students to practise on their own (and to make mistakes) without risk to the patient - the possibility of practising réopportunities to acquire non-technical skills such as communication, collaboration, leadership, stress management, etc. - opportunities for trainers to prepare scenarios based on specific learning objectives.

This project proposes to use the process of producing an audio podcast as a teaching, learning and assessment tool in the context of teaching international relations. The audio podcast is used as a tool for students to acquire knowledge and develop analytical, cross-disciplinary and technical skills, and also as a means of evaluating student learning. The podcast is conceived as both a process and a product of teaching.

The aims of the project are as follows: to facilitate the autonomous acquisition of theoretical and empirical knowledge as well as the transposition of this knowledge into other registers; to develop practical know-how in the field of media analysis and production; and to encourage the articulation of analytical arguments on the basis of the readings and routes undertaken and to work on the restitution of a message to a wide audience.

The teaching scenario includes the development, production, analysis and presentation of an audio podcast. It includes sessions for reading and analysing multimedia productions, training and technical support for producing podcasts, developing and presenting podcasts in groups, and a reflection phase on the learning process. The added value of the project comes from the fact that it encourages optimum use of theoretical and empirical knowledge, and of technical tools in the transposition of a specialised message to a general audience; to develop a critical approach to multimedia products; to encourage teamwork and creativity; and to encourage participation in a process of reflection on learning. With this training under their belts, the students are well equipped for the fields of communication, journalism, teaching, diplomacy and the voluntary sector; areas favoured by students of international relations.

By making the annual theme of the IFP - feedback - one of the flagship elements of its method, the pedagogical scenario includes a series of feedback moments: feedback from the teacher and the consultant, peer feedback between students and feedback from the students themselves in the context of their reflections on teaching and their self-evaluation. These moments are inserted into the phases of formulating the theme, developing the script, recording and editing, presenting the podcasts as well as during the reflection phases.

The aim of this project is to develop two pedagogical tools for the use of audio podcasts in social science teaching: a manual on the steps involved in producing an audio podcast, with advice on how to implement it and suggestions for exercises, and a collection of reflections on the use of audio podcasts and the learning process associated with them. These two products of the project will be placed on the Moodle platform for access by anyone interested. The project also includes the drafting of a scientific article on the experience of using audio podcasts in social science teaching.

The aim of the proposed project is to evaluate the effectiveness of the practical evaluation method used in the Bachelor's course in Psychology "Counselling and Intervention"course, designed to improve psychology students' skills in showing empathy and reflection during psychological interviews.

This evaluation method is based on the students' performance of a short video comprising 3 minutes of a feedback game simulating a psychological interview and 2 minutes of critical appraisal of this performance. The students then receive individual feedback from the teaching staff, both on their performance in the quiz and on how well they are able to apply their critical eye.

Given the popularity of this validation method, which has been in use since spring 2014, a pre-post design has been devised to assess the effectiveness of this method;This method uses new technologies to help students learn basic skills and conduct psychological interviews, as well as training their self-confidence.

Introduction: Globalisation, marked in particular by the increased movement of people, technologies and knowledge, is helping to transform our contemporary societies, here and elsewhere. In this sense, the emergence of therapeutic pluralism and the development of autonomous, expert patients are new benchmarks in the health sector. Caught between public health policies concerned with efficiency, and the expression of a plural diversity of patients, family doctors and health care professionals are becoming increasingly involved in the health care sector;Family doctors and healthcare professionals are faced with complexities and the emergence of new forms of uncertainty. The constant adjustments they face invite dialogue and interprofessional collaboration between the social sciences and medicine.

Objectives: From this point of view, we are proposing a pedagogical scheme to jointly train étudiants·e·s in medicine and the social sciences in the challenges of contemporary medicine. Our aim is to raise awareness and renew the conceptual, theoretical and methodological frameworks that enable clinical practice to be considered in the light of global health issues and human and social diversity. To this end, the teaching programme will help to build common knowledge and a shared real-life culture between medical students and social science students. In addition, each of the teaching practices proposed is based on a feedback method enabling students to compare and question their points of view and their future professional culture.

Innovation: To this end, teachers from the faculties of medicine and social and political sciences will set up a joint course and travel between the two faculties. Supervised by an interdisciplinary, inter-faculty and inter-professional teaching team, the students will be invited to collaborate and carry out joint qualitative research activities. The scheme is designed to provide a range of educational support for the students, from a theoretical and practical seminar to a flexible work placement;For students who are interested, the programme includes a Master's thesis on the subject. From the point of view of both the medicine and social science curricula, the scheme aims to optimise knowledge and skills, give them greater coherence and strengthen their professionalising character.

With the advent of information technology and direct access to a considerable number of audio and visual documents on the Web, any teacher or learner of French as a foreign language (FLE) can now use a wide range of authentic resources to work on comprehension and understanding;ais langue étrangère (FLE) can now use a multiplicity of authentic resources to work on oral comprehension and expression. However, while written language is relatively well defined and easily accessible with the help of dictionaries, grammar books (with indexes), etc., oral language is a completely different matter. Our project will therefore involve the creation of a computerised database (Florale), available online, bringing together audio files of spoken French from radio broadcasts (France-Culture, RTS) with their full orthographic transcription (and phonological transcription for certain nouns). This database is designed for students and teachers of French as a Foreign Language (EFLE) to work on various aspects of oral expression.

Over the long term, the aim will be to develop a grammar of oral expression, offering, for each noun phrase in the database, not only a pedagogical and linguistic explanation, but also a practical explanation of the language;dagogical and linguistic explanation, but also immediate access to a multitude of authentic oral examples illustrating the phénomène in question, and extracted from the database.

There is another reason why we are proposing this database project for the EFLE. Indeed, it seems more beneficial that the isolated efforts of each teacher in their transcription practices should be directed to serve the whole EFLE (or even University) community. Partly fed regularly by teaching staff – according to specific criteria –, Florale will fairly quickly constitute a quality resource for working on oral French in its various aspects.

The aim of this project is to fill a gap in the English department's Bachelor's programme by providing students with tailor-made language support in the form of a blended learning module. Given that the Bachelor's programme in English is entirely made up of analysis courses in the fields of study, it is essential that students are able to express their ideas and opinions in English;Students must be able to express their ideas, opinions and the results of their research in an appropriate manner, both in writing and orally. Currently, English students (around 400 in all at BA level) can improve their skills in grammar, vocabulary, pronunciation and expression by attending the Language Lab, which is allocated just 90 minutes a week.

Given the large number of students and the language support needs that have been identified, additional bespoke support linked to the Language Lab is therefore necessary. By analysing the mistakes that Bachelor students make in their written work, just as they do when they speak and present in class, we can create online exercises (Moody's platform) that can be used by students to improve their language skills;We could also create online exercises (Moodle platform) that would enable students to improve the language areas in which they have specific problems. This blended learning module "English Language Toolkit: from Language Learner to Confident Speaker" will consist of three consecutive levels, namely: (1) grammar and vocabulary, (2) pronunciation and oral fluency, and (3) rhetorical and presentation skills, stimulates students' autonomy while offering them feedback (online and in person) from teachers. This module also coaches students to become confident speakers who have developed important skills that are transferable to the workplace.

The aim of this project is to promote the learning of the skills and knowledge necessary for the analysis of film sequences among bachelor students (1st and 2nd years) enrolled in the History and Aesthetics of Cinema Department;middot;e·s) enrolled in the History and Aesthetics of Film Section (Faculty of Arts), through practical online exercises with automated feedback. Envisaged as a complement to the first- and second-year courses, as well as a preparation for the film sequence analysis exam at the end of the Bachelor's degree, this interactive platform is designed to be used by students who have already completed their studies; At the end of the Bachelor's degree, this interactive platform aims to improve the learning conditions relating to the description, identification and analysis of film sequences. The challenge is not only to fill a gap in the teaching of this practice, but also to provide constructive online feedback that is beneficial in terms of learning.

The project articulates three aspects specific to à film sequence analysis: the description of a sequence; using the technical vocabulary of film analysis; the identification of a sequence; using predefined criteria;The aim is to identify a sequence, using criteria developed during the seminar, and to formulate an issue to be addressed through a detailed analysis of the sequence. The types of exercise offered cover a variety of objectives: acquiring, integrating and applying technical vocabulary for analysing a sequence; recognising, identifying and naming the technical processes involved in the analysis of a sequence;analyse a sequence; recognise, identify and name the processes, techniques and techniques of filmic expression; situate a sequence within a period, a movement, a school, a genre, a form or a filmic practice, etc.name other films belonging to the same constellation; identify the major formal and narrative elements of a sequence; sharpen the sense of observation and encourage a taste for analysis.

The aim of this project is to facilitate and improve the correction of written work produced in the Faculty of Arts by providing teachers with clearer feedback; the attention of students and the possibility of feedback from students on proposed changes made by teachers. The aim is to avoid the unstructured nature of the correction system proposed by word processors and to develop an IT tool that would allow different forms of correction;rentes formes d’intervention dans un texte ainsi que différents axes de correction, en alliant simplicityé d’utilisation pour les enseignants·e·s et legacibilité&e; pour les étudiant·e·s.

To achieve this objective, the project proposes to develop the pdf text annotation tool offered by Moodle by ideally allowing different axes of evaluation, such as language and style, structure, argumentation or formal aspects, to be distinguished using styles or colours. The course Ecrire l'Université; rhétorique, techniques et pratiques" will serve as an anchor point for modelling a correction system linking the axes of correction à actual comments (selectable via a database) or free intervention windows; all this depending on the IT limitations that the RISET developer will point out to us. Part of the feedback would take the form of a dialogue with the student, prompting him or her to question his or her relationship with the criterion by responding to the comments made. Readability would be ensured both by the different styles of correction and by the desired possibility of filtering only one axis of correction for the student.

For the time being, the project is based on a course designed to improve the real-life skills of students, but as it develops, it will consider how it can be extended to other courses.

Since its creation in 1932, the Fonds des arts plastiques de la Ville de Lausanne (FAP) has acquired works by artists from the Lausanne region. Today, it is the repository of a heritage spanning 80 years of artistic creation in the region, in line with international contemporary art practice. The collections are managed by the Department of Culture of the City of Lausanne. pages for a general presentation of these collections.

The FAP corpus is divided into chronological sections, which are the subject of separate seminars. Students are invited to contribute to the drafting of analytical and synthetic notes by carrying out fieldwork (archives, surveys, interviews).

This work is based on a feedback relationship between the partners: the University (mainly on a scientific level) and the City of Lausanne (on a public communication level). This dialogue stimulates student autonomy. It fosters the learning of a synthetic approach which, without abandoning scientific requirements, engages them in an act of cultural mediation based above all on the web.

The project aims to provide students with practical tools for developing their ability to participate in courses taught in several languages or dealing with issues affecting several languages. The work consists in the creation of an online platform dedicated to the development of intercomprehension skills;The courses are taught in Italian, French, English, German and Spanish. The Romance Philology and Comparative Literature courses offered by the Italian Section as part of the new Master's degree in Arts (which has been offered on an experimental basis since 2014, and on a permanent basis from 2010 onwards) are also part of this programme;From the 2015-2016 academic year onwards) are characterised by a strong multilingual dimension, insofar as they involve: 1) the linguistic and literary analysis of texts written in different languages; 2) the participation in courses given by guest lecturers who speak different languages or whose field of specialisation applies to texts belonging to different literatures; 3) the participation in courses given by guest lecturers who speak different languages or whose field of specialisation applies to texts belonging to different literatures; 4) the participation in courses given by guest lecturers who speak different languages or whose field of specialisation applies to texts belonging to different literatures; 3) the ability to communicate with the teacher and with other students using different languages and developing mutual understanding in a collaborative environment, particularly within Romance languages.

The project therefore includes the participation of a team of experts in the field of professional translation and language didactics focusing on mutual understanding. The effectiveness of the project will be verified by measuring students' sense of competence. The educational platform will provide regular feedback to students on their learning activities.

The aim of this FIP project is to develop online resources in the form of videos and related exercises, documents and tutorials. These resources should enable learners (either students on the Crime, Justice and Prison in Switzerland course or participants in the Crime Statistics continuing education programme) to familiarise themselves with the material taught before taking part in the course or continuing education programme. This learning must be organised prior to the start of the course or continuing education programme, and must free up time to organise an application activity and formative feedback in class. At the same time, it must allow learners to mobilise resources when they wish and enable the teacher to develop multiple learning and teaching situations;The aim is to enable teachers to develop multiple situations for learning and applying content, and to improve the feedback they can give to students. The aim of this project is to implement flipped classroom teaching and to assess its benefits for the learning of students.

I am thus planning to produce as part of this FIP project 4 videos of less than 10 minutes on the key concepts of the various crime statistics, accompanied by exercises (self-assessment tests;assessment tests on Moodle) or activities that are intended to contribute to a motivating use and diversified application of key concepts with data from the Federal Statistical Office. The FIP project should enable these two courses (CJPenCH and FC StatCrim) to be made more visible by showing how these videos, their content and the work that accompanies them are integrated into the development of the course or training programme. Feedback tools must necessarily be developed, whether they be self-administered questionnaires, structured online and face-to-face discussions or other forms of feedback.

The aim of this project is to offer students the opportunity to diversify their teaching sources (articles, publications, newspaper cuttings, book chapters, website extracts, newsletters, videos, educational films), to view film footage and to learn more about the subject;book chapters, website extracts, newsletters, videos, educational films), view film footage and make connections with the teaching of conflict resolution. As part of this, discussion forums will be made available to students to comment on the film sequences and highlight the links with the course. This will help to create regular exchanges and feedback on the material taught, both between students and then with the teacher during the course. Giving students the opportunity to analyse these multimedia resources and discuss them in small groups online before the course or seminar will enable them to be better prepared and participate more actively in the course.Other film sequences will be used in class and commented on by students in groups or individually, making links with the material being taught.

The project will initially involve gathering, organising and structuring the documentation currently used to teach mathematics at UNIL (articles, publications, newspaper cuttings, book chapters, website extracts, newsletters, videos, educational films). This documentation complements the works cited in the course bibliography list and available at the Bibliothèque de droit and the BCU (méthology section, psychology section, sociology section).

In a second phase, in collaboration with the Faculté des lettres, section cinéma, it will be a matter of identifying films and selecting seéquences illustrating themes seen in the course such as: economics, communication and communication breakdown, negotiation, conflict management and prevention, and mute;diation.

All these resources will be made available to students on the Moodle platform for easy access and use in collaborative activities such as discussion forums.

How does an environmental risk system work? That’s the question underpinning this project. The first objective is to make students understand that risk assessment depends on knowledge of the system being assessed and therefore also on the level of expertise. Students will therefore become familiar with the approach of natural hazard experts. To this end, they will share their thoughts and knowledge in groups during the risk assessment process, with the aim of making decisions and establishing a strategy based on the analysis of multiple criteria. This process will be supported by the teaching team to ensure that the results converge towards a consensus.

Exercises will take place throughout the semester on a webGIS platform, i.e. a geographic information system in the form of a web service that makes it possible to view, query and edit spatial data. This webGIS platform will be developed as part of this project.

First of all, the students will have to calculate risk from risk situations such as landslides, floods, pollution, earthquakes, cyclones, etc. Calculations will involve vulnerability, risk elements, values, people, etc. Students will be expected to propose risk reduction solutions using methods such as cost-benefit analysis. The risk reduction will be evaluated by the groups and discussed during the course. Students will thus have the opportunity to give and receive feedback from their colleagues and the teaching team. Throughout the semester, MCQs will be submitted to students via the internet in order to check their progress.

In a second phase, the functionalities of the webGIS platform will be used to calculate several risk reduction solutions in order to develop decision-making and collaborative skills. The system will automatically provide a comparison of solutions and statistics on the results, which will be available to all students. The learning process will end with the introduction of uncertainty, which will produce probability curves of excess. Decision-making by groups will be supported by the impact-probability matrix approach.

The course Introduction to Judaism: History, Religion, Culture. From the Origins to the Twentieth Century is offered by the Faculty of Theology and Religious Studies. The annual course is given once a week and aims to present the history and religion of Jewish culture from its ancient origins to the present day. The book is aimed at a very wide audience of students from a variety of faculties (social and political sciences, history, psychology, humanities, sports sciences, theology and religious sciences, etc.), as well as students from other disciplines.The year in which students enrol varies from the first year to more than six years of study. This means that students are as hasty as possible.

Given the complex concepts covered in this course, the diverse backgrounds of the students and their highly variable prior knowledge, students can sometimes find themselves at odds with each other and struggle to find answers on their own. Although the teaching method is the dialogue course, student participation is often limited to a few units. Some students remain with questions, often basic questions or clarification questions, without daring to ask them of the teacher. The result is a risk of falling behind and an accumulation of gaps that the teacher only measures at the orals.

The aim of the project is therefore to propose a pedagogical strategy in an attempt to remedy this situation. The idea is to set up a collaborative and interactive space using the SpeakUP tool, designed to facilitate interaction between students and teachers during a lesson. This tool would give students in difficulty the opportunity to ask questions anonymously on the SpeakUp platform. The other students will be able to respond interactively, thus creating a dynamic discussion space moderated by the teacher's assistant. Thanks to the possibility of evaluating comments on SpeakUp, the assistant will be able to interrupt the teacher during the lesson if she deems it appropriate.

The pedagogical innovation lies in the second use of the SpeakUp tool for support and remediation. The application makes it possible to keep discussion areas open outside the classroom; students will therefore have a space at their disposal that will enable them to maintain contact with each other in order to prepare for the following sessions and to prepare for the orals. In this way, the teaching aid, supervised by the assistant, follows the students between sessions and after sessions in their interactions, which are similar to the effects of tutoring and monitoring.