Interactivity & videos

Initial situation

This project was set up to promote interaction with and between students during a lecture followed by a large number of students (more than 300 people, enrolled in the FPSE Bachelor’s program or in other faculties). The teacher opted for original participation modalities that allowed all students to communicate more with the teacher and among peers, and to be actively involved in the process of knowledge transmission and skills acquisition.

Project implementation

The project is based on the use of several interactive digital platforms, encouraging each student to become involved in the course. Some of the participation modalities were used by all students during the course and others by smaller groups of students involved in optional projects.

For all students.

First of all, the Kahoot application is used multiple times during the lectures to provide quizzes and show examples of MCQs, allowing students to practice for the exam. These short exercises give students the opportunity to self-assess and be better prepared for the exam format. The Padlet application allows students to post their opinions or examples on a virtual wall, anonymously, allowing the teacher to have an overview of the students’ proposals, and to give general feedback on what has been said.

For smaller groups of students.

Two ways of participation (optional) have been proposed. The first one consists in the realization of video clips of popularization and sensitization on one of the themes discussed in the course. The second offers students the opportunity to prepare and ask questions to guest speakers invited to participate in round table discussions during the course. These projects have encouraged students to get involved and to develop cross-curricular skills such as video editing and writing.

The use of these digital tools not only allowed all the students to participate without having to speak in public, but also to bring a playful aspect to the course, which is essential to arouse the students’ interest and reinforce their motivation.

Thoughts and advice

Equipped with theoretical knowledge on the subject of stereotypes, prejudices and discriminations, the students can then, through the tools used in large or small groups, better understand these societal themes and their stakes, and thus develop a certain critical spirit on these themes. Also, the alternation between theories, practical exercises and digital tools supports students’ learning and allows them to acquire transversal skills. In terms of empowerment, the dynamic and active/frequent exchanges allow students to exchange their point of view and to collectively reflect on discrimination and the means to face it. All the knowledge acquired and skills developed constitute central tools that the students can then implement in their daily lives. Having become aware of these issues thanks to these innovative mechanisms, students become agents of change, likely in turn to raise awareness among the people around them.

Student feedback

Video Project “Another approach on a course content, being able to develop your creativity at the same time while learning things.” “It’s a super fun experience to do as a group, it helps to understand concepts in the course.” Questions to guest speakers “Acquires new skills (public speaking), deepens subject matter.""Increases investment in the course, and interest. The frequent appointment with the teacher is great too, it helps a lot and motivates for the project.” Kahoot & Padlet “With the many concrete examples and exercises, whether direct participation or with Kahoot, I feel even more interested in this course and I understand the theoretical aspects better.""Kahoot and Padlet make the course even more interesting and “captivating”, there is no boredom.""The fact that the teacher integrates other software (Kahoot! Padlet) is rather original and novel, and this allows us to understand the course in a more playful way.""I find that the exercises on Kahoot are very nice to assimilate the material well.”