Pedagogical Innovations · UNIGE
Browse the pedagogical innovation projects of UNIGE teachers. Filter by line of action or faculty, or run a search.
New In this course on the geography of globalisation, the exam asks students to critically analyse a generative AI answer to a course question. Prepared in class and guided by an analysis grid, the exercise leads them to identify what is relevant, insufficient, missing or contradictory in a line of reasoning.
New 3rd prize 2026 This project offers a collaborative board game that simulates the care of poisoned patients in a hospital setting. Working together, students have to identify symptoms, choose the appropriate treatments and manage antidote stocks.
New 1st prize 2026 In this course, students work in teams to design an educational Escape Game for secondary school pupils. Drawing on the concepts and approaches covered in class, they write a scenario, build puzzles and test their project with a jury of students, teachers and pupils.
New This innovation aims to highlight the gap between seemingly coherent AI-generated outputs and true learning. Students collectively analyse an AI-generated slideshow to critique its limitations and suggest improvements. The goal is to develop their critical thinking skills and anchor their knowledge in a reflective process.
New The project is a historical reenactment of working conditions in a translation workshop in the early 19th century. Students translate a text with a quill pen and a period dictionary, by the light of LED candles.
Updated The participants, African doctors, magistrates and police officers, follow four thematic modules covering areas such as forensic medicine, forensic science, law and setting up medico-legal projects.
This activity encourages students to analyze environmental controversy by identifying its key players and issues, and then to convey its complexity through a structured oral presentation.
The Video Learning Lab engages students in analyzing authentic, filmed teaching situations and designing training scenarios. It promotes the integration of theory and practice, active learning, and the development of a reflective mindset.
In this project, students will interact with ChatGPT to perform a statistical analysis, while providing a critical report on the results obtained. They are encouraged to explore the potential and limitations of using generative artificial intelligence in data analysis.
Teachers provide their students with learning experiences during each class session. These are directly linked to the didactic and pedagogical situations they will face as young professionals. The aim is to develop their cross-disciplinary skills, particularly in project management, by monitoring projects from “real” client.
The course aims to raise awareness of the role of the body in teaching and learning and to explore activities that engage students’ bodies, using artistic approaches that can be applied in various contexts.
The teacher uses a lightboard, a transparent glass board backlit with fluorescent markers, to correct exercises while filming himself facing the camera, enabling him to write while remaining visible to the students.
Two students have developed an online teaching tool to enable students to learn an essential skill that is scarcely covered in the official curriculum.
To tackle a subject that is still controversial in the literature, the teacher chose to offer her course in the format of a world café, inviting experts with divergent points of view on the subject.
By combining the flipped classroom approach with project-based learning, these practical exercises introduce students to the research and publication process in psychology as early as the bachelor’s level. The proposed method facilitates communication and collaborative writing using digital tools.
In this medical pursuit game in the city, students form interprofessional teams to solve missions and find a missing patient by exploring various places of care. They are thus confronted with real professional situations thus promoting playful learning and collaboration between different sectors.
In this course, the teaching approach focuses on the design and production of simple sensors by students.
At the end of this summer school, students were invited to take part in an international competition in the form of an “Olympiad”, during which the best local team presented its project to a panel of judges.
In this law course, students experience a concrete case of company law through a virtual escape game that plunges them into a story of inheritance law.
The Preparatory School of Mathematics offers new student groups the opportunity to upgrade their knowledge of mathematics. Mostly online, it allows students to progress at their own pace, with placement tests, custom modules, a question dialog, and in-person sessions.
This teaching format creates spaces for exchange and creativity around topical issues.
This course focuses on the practical application of statistical methods in a medical context, using an interactive approach with an interactive website and a Shiny application integrating GPT-3 for R-code generation.
Students work on the course material while applying the principles studied through the activities offered (quizzes, article presentations, discussion and moderation, etc.), the structured rhythm of the weeks and the assessment methods. Their participation is active, and the learning methods used enable them to develop long-term learning and cross-disciplinary skills.
The Partner Projects Program set up by the UNIGE Rector's Office offers students the chance to participate jointly with university staff in concrete projects carried out within the institution.
Award In this course, speakers involved in the subject matter co-teach the course while becoming more professional.
UniNE In order to have at their disposal case studies closer to the reality of the local field, to strengthen links with local actors and to involve students in the study and management of practical cases, the teacher and her team decided to create case studies with local actors.
Students develop research skills in educational technologies by designing research plans for funding projects and collaborating on an "EduTech Wiki" lexicon.
This project offers a new approach to learning data science by providing a platform housing a collection of video vignettes, each focusing on essential skills in the field of data science, made available for self-study and reusable by teachers in their courses.
UniNE This project enables students to learn and revise programming concepts independently, through short video clips on the concepts, additional interactive resources to explore these concepts in greater depth (according to their level and needs) and self-assessment exercises.
Students participate in the "Students Reinventing Cities" competition by forming multidisciplinary teams. They collaborate with cities around the world to design urban regeneration projects that respect sustainable principles and are adapted to the specific strategies of each city.
In order to disseminate knowledge about places that are difficult to access in large groups, the project team offers courses in the form of reports broadcast in real time on Zoom.
This course aims to teach students the various forms of intervention in educational sciences, to prepare, analyze and implement them. Students interact with external speakers and are required to design intervention projects in response to fictitious mandates, as well as to present their proposals through posters and podcasts.
This project gives students the opportunity to work on concrete case studies in collaboration with an organisation (company or non-governmental organisation - NGO) on a human rights issue. In this way, they can develop their skills, learn to communicate in a professional manner and propose a concrete solution to a challenge faced by a company.
This course offers students the opportunity to create video clips on social science concepts. They choose, write and direct their film, then present it and link it to the theoretical content of the course for evaluation.
Award The course consists of a theoretical presentation followed by a theatrical representation of real scenes highlighting sexism and aggression in the medical environment. Students then participate in group discussions to propose reaction strategies that are then put into practice in new theatrical performances.
During face-to-face practical work, students use Zoom to share their screen with the teacher and their peers. This enables them to annotate histological sections together, ask questions live and take part in interactive challenges, promoting a collaborative learning experience.
This course is structured around an interactive ebook with detailed and curated content, suitable for online participation. During the in-person sessions, the teacher uses a website offering, for each chapter, theoretical content articulated with practical exercises.
To meet the challenge of early identification and support of students in difficulty, an institutional process involves teachers and academic advisors. Diagnostic interviews enable personalized learning plans to be drawn up, involving students and teachers in particular pedagogical stages.
The students, coming from various disciplines, come together to develop a creative and innovative interdisciplinary project. The constitution in groups allows students to define and value their own skills.
The Financial Econometrics course has been modernized online via the Nuvolos platform. It offers flexible and interactive learning, allowing students to acquire practical skills in programming and financial data analysis, meeting the requirements of the professional market.
UniNE The Biology Service-Learning course offers a pedagogical approach in which students collaborate with school teachers to create microbiology-related educational activities for pupils aged 6 to 12.
Actors and actresses act as patients while students act as psychologists, creating simulated interactions for learning. The Stop&Go format promotes regular debriefings, allowing students to embody actors and active spectators successively.
Anatomy practical work in medicine has adopted the flipped classroom approach, with e-learning modules as a prerequisite. To enhance this method, the "SketchNote 3D" web tool has been developed to annotate and visualize interactive 3D anatomical models in teaching.
This course offers 150 video capsules, each lasting an average of 8 minutes, with the involvement of practitioners from the financial sector, complemented by PDF documents summarizing the lessons, moments of reflection integrated into the videos, an interactive forum and regular webinars to update the content and promote exchanges with students.
Students participate in two interactive activities with visually impaired people: during the "shared visits", they accompany them on cultural outings to discover everyday reality, during the "creation of prototypes" they design innovative adaptations of everyday objects to improve their accessibility.
To design a "child-friendly" school, students participate in an educational world café offering a role play in which students work in teams on a common theme, each with a specific role.
The teacher uses excerpts from ethnographic, sociological and documentary films to present the theory. Students are then invited to make a documentary film individually or in groups, choosing their methodology and theme.
This classical archaeology seminar is offered face-to-face at the University of Lausanne and Geneva, with videoconference courses shared between the two institutions. Students work in mixed pairs and make presentations projected live in both rooms.
A portfolio application enables students to document all the activities carried out during their internship and other learning activities. It also enables placement supervisors to assess and validate the degrees of autonomy achieved by students in the various activities.
In groups of 3-4, students create multiple-choice questions based on biomedical science courses they have previously attended. Corrected questions are used for interdisciplinary training exams.
This project includes educational activities such as an interactive game on plant phylogeny, a quiz based on the observation of a plant exhibition and participation in the establishment of a green wall.
To foster student interaction and engagement, the teacher used interactive digital platforms such as Kahoot and Padlet. In addition, optional participation modalities, such as the creation of video clips and participation in round tables, were offered to smaller groups of students.
Award In this independent project, students write rare disease fact sheets for a database, taking on specific roles, self-assessing and evaluating each other.
The course offers students the opportunity to participate in a competition on the Kaggle platform, where they develop prediction models using databases provided by companies. They receive feedback to improve their models.
This interdisciplinary course offers an innovative format in which students are involved in creating their own learning materials by choosing their research topics and defining their objectives.
The teacher offers structured follow-up to students for their dissertation, with a learning contract, an evaluation grid and minutes, as well as seminars and the use of multimedia resources in flipped classroom.
In this course, the teacher regularly solicits students through satisfaction questionnaires to ensure the interest and relevance of the content, allowing him to adapt the course according to the comments received and to improve the learning experience.
"Escape the Lab" is a board game that trains young researchers in Open Access. Players must answer questions in different categories to obtain the keys to the escape, while preventing bacteria from escaping.
This course on the energy mix provides students with fact sheets and an interactive tool to explore electricity supply technologies and create an electricity mix for Switzerland in 2035, thus promoting informed reflection on the subject.
A bilingual English/Chinese digital platform offers students in Geneva and Beijing easy access to powerful tools to experiment with concepts studied in class, without requiring advanced mathematical knowledge.
The course takes a flipped classroom approach: students have access to prerequisite resources such as articles and videos. They then write individual or group essays and exchange their work to receive constructive feedback.
Students form groups to compare translation software on a common wiki. The best wiki is selected for the final report evaluated collectively by the teacher.
Non-French-speaking students select a cultural element that interests them (a song, a comic strip or a story) and create pedagogical sheets adapted to a non-francophone audience of lower-level students.
In this course, students are given a fictitious (but realistic) mandate, where the mandator expects a recommendation of one or more terms for French in response to an English neologism. These mandates are developed by the teacher, in close collaboration with professionals familiar with such mandates.
During the sessions, teachers encourage student interaction and participation by using tools such as Mentimeter to ask questions live. In addition, optional formative quizzes are offered to students after the preliminary readings, allowing them to self-assess and strengthen their understanding of the topics covered.
Students participate in practical work where they synthesize innovative pharmaceutical compounds, in collaboration with the DNDi (Drugs for Neglected Diseases initiative). Their achievements are tested in biological models of neglected diseases.
In this course, students choose a scientific article using a specific methodology, then replicate it by redoing the statistical analyses. Oral replication presentations are the main assessment of the course, with groups redesigned each 3-week cycle.
In this course, students have the opportunity to create videos to present their research work. This optional option allows them to present their case study in 5 minutes maximum, addressing the problem, the method, the motivation and the problems encountered.
The teacher proposes a "self-grading" system where students evaluate their own problem solutions, subject to random control. The presentations of the reading groups take place over a day at the headquarters of the International Labour Office, with a grade awarded by the teachers.
This MOOC offers 60 video sequences of 10 minutes each, presented by 25 international specialists. The videos address each topic in an accessible way, offer historical perspective, and encourage students to fellowship in a forum to explore different ideas and perspectives.
The pedagogical approach of the teacher consists in personifying the theories by presenting to the students characters embodying different perspectives of the sociology of consumption. These characters debate and take positions on objects in the course, thus offering a vivid and contrasting understanding of the theories discussed.
The teacher uses Votamatic surveys during classes to assess students' level of understanding, identify poorly mastered concepts and allow direct feedback. It also offers optional exercises on Moodle, with corrections available later.
Teachers use Beekee Live, an online tool that allows students to share and discuss their productions without having to create an account or install an app. This facilitates student collaboration and evaluation.
This 12-month training aims to improve interventions with children in conflict with the law. It offers online teaching led by international experts and personalized support by experienced tutors.
This course allows students to develop documentary film projects in pairs or individually, from shooting to editing, using professional equipment.
The teaching team has set up a one-week congress aimed at developing transversal skills in interprofessional collaboration. Activities include interactive workshops, role plays, lectures and an e-learning path.
"La Course à la citation" is a board game that raises students' awareness of good citation practices and the risk of plagiarism. To progress through the game, players have to answer "true/false" or "multiple choice" questions correctly.
Students are exposed to a MOOC before the course, then interact with refugees to apply the concepts taught, and finally evaluate their contribution via an online questionnaire.
Participatory workshops encourage students to reflect on their consumption and mobility practices, share their experiences in groups and consider sustainable changes. They then write syntheses on supporting sustainable consumption initiatives based on case studies and collective discussions.
In a course simulating professional challenges, students work in groups on sustainable development issues, propose recommendations and participate in debates with stakeholders.
The teacher offers formative and summative quizzes accessible from the Moodle space of the course. One of the practical assignments includes a peer review in which students use an evaluation grid to grade and comment on their classmates' work.
Students present their final projects in the form of a round robin during which each group alternates between presentations, questions and observations.
In groups of 3-4, students create multiple-choice questions based on biomedical science courses they have previously attended. Corrected questions are used for interdisciplinary training exams.
Several assistants were in charge of giving the explanations and demonstrations at the beginning of the practical work. To standardize them, they are now offered to students in the form of videos created by the teaching team. The comprehension of their content is verified through quizzes.
This interdisciplinary workshop in environmental science encourages students to conduct field observation and collaborate in groups to solve environmental problems, integrating their disciplinary knowledge and making a final oral presentation with constructive peer feedback.
InfoTrack is the online training platform in information literacy of the University of Geneva Library (searching for and selecting documents, sharing and using information ethically). It is aimed primarily at Bachelor’s students in all disciplines.
Award This course offers students the opportunity to work in cooperation with faculty members on projects related to the organization of events, faculty or university development, as well as research or tutoring projects.
The Academic Horizon programme prepares people in asylum and migration to pursue higher education by offering them a French course with academic objectives and a workshop focusing on language and university skills.
To energize his lectures to large audiences, the teacher uses software to annotate his presentation material live, as well as an online voting tool. He also offers live retransmission of his lecture, while alerting students to the risks and benefits of a recorded lecture.
The teacher uses several tools to facilitate teaching, such as the Padlet for discussions and sharing ideas, colored papers for class votes and Moodle for interactive exercises and formative quizzes.
The course offers formative videos to familiarize students with the Sketch Engine tool, including the concordancer and the corpus creation tool. Students watch these videos, followed by quizzes, in order to gain an understanding and mastery of the tool.
Award One of the optional exercises offered in the course is a serious game played on a computer. In it, students put themselves in the shoes of a trainee lawyer and have to solve legal problems, receiving feedback from the training supervisor and the client.
This module focuses on the analysis of interprofessional collaborations in healthcare. Students participate in group simulations supervised by tutors and can also take part in a large-scale simulation called "ValTra".
Award The teacher added to his course randomly generated practical exercises on Moodle with automatic correction, as well as the realization of interpretation exercises in small groups during the seminars.
The teacher uses an academic coaching approach, encouraging students to take charge of their learning, promoting critical thinking and reflection in small groups. The evaluation is done on computer with access to research tools, simulating real working conditions.
This course focuses on the use of iconography and visual aids in the social sciences. Students are encouraged to develop visual analysis skills and create a PowerPoint presentation on a film sequence, highlighting the visual aspects.
The course adopts the flipped classroom method: students are prepared for the material before face-to-face classes using materials such as PowerPoint with audio comments, articles annotated by the teacher or videos. In class, they participate in group activities accompanied by the teacher, promoting exchanges between peers.
Award HeadToToe is an application developed by two medical students at the University of Geneva, designed to promote access at all times to quality medical equipment, with an intuitive, logical and easy-to-access tool.
The teacher redesigned her online course by adopting a flipped classroom approach, reducing online class time to 1h30 and devoting the rest of the time to the autonomous preparation of students via material provided on Moodle.
This course uses various pedagogical tools, such as press articles and role plays, to facilitate the transfer of theoretical knowledge in professional contexts and promote students' learning as future trainers in companies.
The teacher used the flipped classroom method and blended learning technology with Moodle to set up classroom and remote activities. It has also created a quiz system allowing students to self-assess as well as an anonymous peer review of articles.
This module proposes simulation scenarios used for the exercises, allowing students to train with computer-controlled mannequins or with Simulated Patients. It also includes scenarios co-created with patient partners to offer a patient-centered perspective and feedback.
This course offers students the opportunity to work in cooperation with faculty members on projects related to the organization of events, faculty or university development, as well as research or tutoring projects.
This course aims to enhance students' professional expertise by promoting a benevolent and formative exchange between peers. Students film themselves during their professional practice and the video sequences are objectively analyzed and evaluated at each stage.
In this course, students select a topic related to computer security and present it in an informative way, lasting 20 to 30 minutes, thus offering enriching knowledge sharing for the whole class.
The teacher has developed a serious game in project management to allow students to concretely apply theoretical concepts, thus promoting a better understanding and integration of the subjects taught.
Rather than traditional lectures, the teacher has adopted a reverse approach to teaching mathematics: students solve problems before and during class to discover concepts for themselves. They work individually at home and in groups in class on problems of increasing complexity.
This training is articulated in a hybrid format with an alternation of one day of face-to-face and 6 weeks remotely. Each module consists of 3 face-to-face days and 12 weeks of distance learning including courses, activities, documentary resources, group work and personalized tutoring.
These seminars in small groups, supervised by Master's students trained and supervised by a doctor, allow students to practice medical history, physical examination and technical gestures, promoting the exchange of content and the revision of learning with their peers.
This course combines an online learning platform for individual work with group coaching sessions led by former students trained in coaching.
This pedagogical project aims to modernize teaching methods by integrating approaches based on manufacturing (tangible and intangible) and Design Thinking, in order to promote active and interdisciplinary learning, thus responding to changes in the digital society.
This course has evolved from a theoretical approach to multimedia creation to the practical design of a video game, placing the creation of students at the center of learning. Students work in groups to design, develop and evaluate a video game.
The teacher uses excerpts from ethnographic, sociological and documentary films to present the theory. Students are then invited to make a documentary film individually or in groups, choosing their methodology and theme.
This course offers simulated consultations in three formats: direct observation, video observation and in-office observation. Students can thus train in clinical and relational skills during consultations with standardized patients.
In this course, students present their work in the form of videos. In order to make the presentations more dynamic, the teacher suggests that they do it in the form of a battle: two groups each present their video on the same theme and the class analyzes them by comparing them.
This project offers an intensive program, a collaborative translation marathon, allowing students to put into practice the technical and cross-disciplinary skills acquired in the Master's program, through a real translation assignment. This activity promotes collaboration between units and offers practical immersion in the professional realities of the profession.
Award The teaching team created two online escape games based on historical and criminal themes, as intermediate and final assessments, aimed at reinforcing discipline-specific skills as well as cross-curricular skills such as problem-solving and teamwork.
Senior students mentor junior students to develop their clinical skills through role-playing and a collaborative board game.
In the first instance, the students created a serious game based on the famous game "Who is this?”. In the following classes, the students are asked to develop the first version of this game.
UniNE Master's students are encouraged to publish contributions on Wikipedia related to the seminar topics, in teams or individually, after familiarization, project submission and supervision by expert Wikipedia publishers.
Working in pairs or individually, students are tasked with creating a fictitious international museum project to develop cultural diplomacy and economic diversification, using concepts learned in class.
This course has been transformed into a flipped classroom: students prepare the content before the course via Moodle. Course elements such as explanatory videos, self-assessment quizzes and practical work are provided. During the course, interactive questions are asked via the Wooclap platform.
UniNE In this course, students are divided into groups and create video vignettes on biodiversity conservation, focusing on the legal framework. They are supported by coaching sessions and interim reports.
The teacher redesigned her online course by adopting a flipped classroom approach, reducing online class time to 1h30 and devoting the rest of the time to the autonomous preparation of students via material provided on Moodle.
Inspired by the dynamism of YouTube videos that simplify mathematical concepts, the teacher adopted a similar format for his online course during the 2020-21 academic year. Students had access to pre-recorded videos, divided into short and dynamic chapters, embellished with interactive animations, to make the material more digestible, pleasant and accessible.
The course is an intensive one-week programme comprising six workshops covering different modules such as leadership, public communication, teamwork and planning. Students participate in practical activities, complete questionnaires and write reports to assess their personal development and acquired skills.
Using project-based learning methods, students work together to solve real-world digital problems, developing cross-disciplinary skills while producing a variety of solutions that are published in an open-access format.
This course has adopted a project-based pedagogy since 2014, using the Sqily techno-pedagogical environment to encourage the development of skills and knowledge through thirty activities visually represented in the form of a tree structure allowing students to organize their learning path in a coherent way.
This course explores the concept of "voice politics" through interactions and audio creations, with an emphasis on the issue of representativeness in political and academic communities. Students form groups to create audio essays based on oral presentations.
The Impact Consultancy project, in partnership with B Lab Switzerland, gives students the opportunity to become consultants in social and environmental impact assessment, carrying out BIA assessments for Swiss companies and offering recommendations to improve their performance.
The course uses Google Classroom as its primary platform to deliver digitally focused teaching in education. Students explore a theoretical framework on the subject and create their own digital device for their classroom, collaborating and communicating using the tools of the Google suite.
The teacher set up SpeakUp to encourage student participation, small group exchanges and spontaneous written reflections. She also uses Padlet for the organization of the review session and SEB for the online evaluation of the course.
The teacher sets up various pedagogical activities, such as debates, oral presentations based on scientific articles and research projects in pairs using mixed methods.
The teacher sets up an activity called "puzzle class" where each student becomes an expert in a specific research method, often unknown. Students then share their knowledge with their peers, promoting information retention and exploring innovative methods for their research projects.
The Catchbox is a portable cube-shaped microphone that allows students to share their ideas by launching the microphone through the room. It gives the opportunity for easy and fun speaking, promoting interaction and active engagement of students in the course.
Students work in groups on real business issues selected by the teacher, communicating regularly with Israeli startups via Skype.
This intensive master's workshop brings together students from various backgrounds, who explore a general problem before dividing into groups to develop their projects. Evaluation is done through oral presentations and technical reports.
Students participate in two interactive activities with visually impaired people: during the "shared visits", they accompany them on cultural outings to discover everyday reality, during the "creation of prototypes" they design innovative adaptations of everyday objects to improve their accessibility.
An interactive e-book containing all course material, created from RStudio, has been made available to students on GitHub. It allows students to prepare chapters in advance and then use class time to delve deeper into concepts and answer questions.
This seminar offers an interactive approach to teaching, encouraging group discussions and active student participation. It offers activities such as expressing expectations and goals, reading articles with the surveying method, individual research on their topic, oral presentations with feedback and stimulating role plays.
The teacher uses a market simulation to allow students to directly experience the theoretical concepts studied in class. By assigning them the roles of buyers and sellers, students negotiate with each other in order to discover the point of equilibrium of the market, thus confirming the teacher's initial prediction.
In this course, students carry out a concrete IT development project submitted by a “client” from the university community.
This project encourages students' active attitude by using "sociological speed dating" to form working groups, thus promoting active learning and collaboration between peers.
In this course, students learn to combine text and image to stage their vision of the world through media such as comics, photo-novels, or collage.
Concept maps help summarize a text by highlighting key ideas and their relationships. Students create their maps individually, compare them in groups and discuss approaches and mistakes for a better overall understanding.
The teacher uses live demonstrations and videos to make the lesson more interactive. The exercise sessions were reorganized with students presenting their solutions in front of the class, which improved exam results.
This course on cooperative pedagogy offers interactive and hands-on activities to deepen the principles of cooperative learning. Students prepare activity planning, receive formative team feedback, and participate in group discussions to improve their co-operative education skills.
Students participate in interactive debates online via the SpeakUp platform, where they choose between two pleadings presented by lawyers and can exchange anonymously. These discussions then feed into an in-depth debate on the practical cases with the teacher.
This course aims to train students in translation revision by introducing them to rules and attitudes to adopt or avoid. Role plays are then used to train them to manage the difficult interactions between reviewer and reviewer.
This course offers a serious game that simulates professional life in an urban planning office, offering students the opportunity to experience the stages of urban planning project management and make decisions impacting the scenario of the game, an experience difficult to reproduce in a real context of a project in class.
This course adopts the Service-Learning model, combining learning and community service to meet the needs of society. Students engage in research projects proposed by professionals in the field and present their results in the form of posters or radio broadcasts.
Award This teaching allows students to train in the analysis of podcasts on environmental issues. They listen to and critique existing podcasts, then produce their own podcast as a group, practicing their teamwork skills.
This course presents experimental approaches in education. Students actively participate by categorizing research questions, engaging in group discussions, and using quizzes to strengthen their understanding.
Several ex-cathedra courses of this teaching were filmed and edited in the manner of a MOOC. By watching these videos remotely, students prepare face-to-face work sessions that allow them to deepen their knowledge and ask questions. It also allows them to rewatch classes whenever they want.
The course has been transformed using the principle of Team-based learning (TBL): students prepare individually before each session by following readings and videos, then take an individual and group test and work in teams on exercises to solve complex problems.
This project aims to provide basics in mathematics via video capsules and to promote interactivity by asking questions during the course, using a live Q&A platform.
The instructor uses an academic coaching approach, encouraging students to take charge of their learning and fostering critical thinking and reflection in small groups. Assessment is done on a computer with access to research tools, simulating real working conditions.
This course offers cultural visits in Geneva. Students then explore the links between these visits and their research project, with the choice of writing a pedagogical dossier or presenting their work at a public conference.
In this course, Master students have the opportunity to apply for assistantship projects, where they lead exercise or Q&A sessions in collaboration with the teachers and assistants of the course.
The teacher used Pingo's Text-tag cloud feature to allow students to propose news topics and geographical locations. This led to the selection of the most frequently mentioned topics on which the students based their policy memos.
The "STIC I" course is based on project-based pedagogy: students design interactive devices to solve learning problems and contribute to the EduTech Wiki.
This course offers a pedagogical approach based on the analysis of films depicting psychiatric disorders. Each session includes the presentation of the film, the screening of excerpts, a diagnostic questionnaire, a debate on the representation of disorders and an evaluation questionnaire.
To optimize class time and not automatically return to previously discussed concepts, the teacher uses regular anonymous surveys with the Votamatic online tool. It allows students to answer questions and thus identify common mistakes, promoting group discussions to clarify concepts.
This course teaches students the fundamental principles necessary to carry out any entrepreneurial project. To apply the methods learned, students are invited to carry out a group project in partnership with an NGO working in education in disadvantaged countries.
This workshop in Visual Studies offers students to learn and put into practice the production of a documentary film, with theoretical and practical sessions, as well as an evaluation based on the making of a publicly projected film.
The course puts into practice the principles of cooperative pedagogy by promoting social interactions and group work. The evaluation is done through an individual file that proposes a cooperative learning activity, based on the theoretical and empirical justification of the student.
Each week, students meet virtually to exchange in Chinese and French on various topics, thus promoting the development of oral and written skills, with bilingual summaries of the discussions posted on a forum, and questionnaires evaluating the quality of the exchanges.
The teacher encourages the active participation of students by encouraging them to dialogue with each other, help each other and correct each other on given themes. She stands back, observes the exchanges, and notes the discussion items to display them in Chinese characters on a screen.
Running a pedagogical experiment in your teaching? Describe it: the platform team reviews it and publishes it alongside the 168 projects already recorded.
