Discover the flagship training course from the UNIL Teaching Support Centre for professors, MERs and lecturers (outside the medical curriculum), designed to provide you with practical and tailored solutions to the challenges of your teaching practice.
Sessions
Duration: 2 days
Format: face-to-face
Location: IDHEAP Learning Lab
Schedule:
9:00 AM – 12:00 PM and 1:30 PM – 4:30 PM
23-24 January 2024
Language: English
Trainer(s):
Marine Antille Chittaro
Dr Marc Laperrouza
Dre Cécile Mathou
27-28 January 2024
Language: French
Trainer(s):
Dr Emmanuel Sylvestre
Marine Antille Chittaro
Sophie Serry
These training courses are given every semester over 2 days, either in French or English. Each session is limited to 16 participants.
Explore effective methods to structure your courses and engage your students
This workshop has been designed to meet the needs and concrete questions of professors, MERs and lecturers (outside the medical curriculum) who wish to take a step back from their teaching with a view to improving it, or develop a new teaching with a view to brining changes to a course or developing a new one. It mixes theory and practice, enabling participants to apply the notions and concepts presented to their own teaching projects.
The training leads to an official participation certificate, which can be included in your teaching dossier.
Learn more about the training
The training provides an opportunity to reflect on the fundamental principles of course design, alternating with practical activities. It will help you clarify your own vision of teaching and learning at university and apply these principles to your teaching project (existing course, course to be modified, or entirely new course), regardless of its format.
The training content is based on the book Course Design. You will also be shown how to use the associated constructive alignment canvas during the course. You can download the digital version of the book and the canvas free of charge from the publisher’s website.
Program
The workshop is structured in 3 parts and covers the following content elements:
- Vision of teaching and learning
- Principles of instructional design
- Contextual factors influencing teaching/instructional choices
- Structuring contents
- Identifying Intended Learning Outcomes
- Choosing instructional strategies
- Assessment of learning
- The development of teaching
This training is mandatory and requires your attendance for the full 2 days.
The trainer(s)
Dr Emmanuel Sylvestre
Full Professor and Director of the CSE – Université de LausanneEmmanuel Sylvestre, who holds a doctorate in Educational Sciences from the University of Grenoble Alpes, is a full professor at the Faculty of Social and Political Sciences at the University of Lausanne. He has led the UNIL Teaching Support Centre since 2012. Drawing on his extensive experience as a pedagogical advisor, he designs and implements institutional strategies to support teaching and learning, with a focus on instructional design and the assessment of learning. His research focuses on assessment systems, the recognition of pedagogical practices in higher education, and inclusive pedagogy, contributing to enhancing the learning experience for students and facilitating the professional development of teachers.
Dr Marc Laperrouza
Lecturer and Researcher – École Polytechnique Fédérale de LausanneMarc Laperrouza is a lecturer-researcher at the College of Humanities of the École Polytechnique Fédérale de Lausanne (EPFL). His work focuses on the development of innovative pedagogical formats, with a particular interest in interdisciplinarity, project-based learning, and fieldwork. Through courses such as « CHIC » and other projects, he promotes an active and participatory approach, incorporating group design challenges and user testing. He is also co-author of the book Course Design, aimed at supporting teachers in developing structured and visually engaging courses for higher education.
Marine Antille Chittaro
Deputy Director of the CSE – Université de LausanneMarine Antille is the Deputy Director of the Teaching Support Centre at UNIL, where she specialises in the evaluation of teaching and curricula. She works to promote a quality culture at UNIL, integrating the recognition of pedagogical practices and the professional development of teachers. Through evaluation systems and tools she has co-developed, she aims to align the needs of teachers with institutional expectations, while ensuring confidentiality and fostering constructive feedback. She regularly contributes to conferences, including those of ADMEE-Europe and AIPU, to share her approaches to formative evaluation in higher education.
Sophie Serry
Head of the Advice-Training-Evaluation unit and Pedagogical Advisor at the CSE – Université de LausanneSophie Serry is the Head of the Advice-Training-Evaluation unit at the UNIL Teaching Support Centre. Previously a scientific collaborator on the assessment of learning at the University of Geneva, she has been supporting UNIL teachers since 2015 in the development and recognition of their pedagogical practices. A member of the Education & Training Observatory (OBSEF), contributing to the construction of scientific knowledge in education and training, she regularly presents at conferences (QPES, ADMEE-Europe, AIPU, etc.) and in publications such as Pédagogies en pratique.
Dr Cécile Mathou
Pedagogical Advisor at the CSE – Université de LausanneCécile Mathou, who holds a PhD in Educational Sciences from the University of Montreal, has been a pedagogical advisor at the UNIL Teaching Support Centre since 2023. In particular, she helps teachers to design and implement projects supported by the Pedagogical Impulse Fund (FIP), aimed at developing new teaching and learning approaches. She also supports international teaching projects (e.g. Blended Intensive Programmes). Her research focuses on the internationalisation of higher education, curriculum transformations, and competency-based approaches.
Modality
The cost of this training is fully covered for members of the UNIL community.
For teachers of medical courses, a tailor made training program is offered by the Medical Pedagogy Unit (UPMed).
The training is also open to members of the RCFE (University of Geneva, University of Fribourg, University of Neuchâtel, and École Polytechnique Fédérale de Lausanne). In-person participation is mandatory. The cost of this training is fully covered for RCFE members.
Discover and apply proven methods!
The training is based on the book Course Design (Lanarès, Laperrouza et Sylvestre, 2023)
The benefits of the training
Save time with a structured and contextualised approach
Our training focuses on the direct application of concepts to your courses, allowing you to work on a concrete project, whether that involves creating a new course or revisiting an existing one. The constructive alignment canvas guides you throughout the process, taking into account your teaching context, the specific needs of your students, and the learning objectives specific to your discipline. This approach helps align teaching and assessment strategies with pedagogical objectives, optimising teaching effectiveness while saving you time. Based on the principles of our book Course Design, this progressive approach enables you to develop coherent and adapted teaching activities that address not only the current challenges of higher education (such as the massification of higher education and artificial intelligence) but also academic ethics, your teaching philosophy, and your values.
Innovate in your teaching practices
The training encourages you to explore innovative practices, such as active learning in large groups or formative assessment enhanced by technology, to energise your courses and increase student engagement. By working on your own teaching project, particularly through the creation of a concept map, you will be able to integrate new strategies from Course Design and recent literature to structure a coherent and innovative teaching approach within your context.
Enhance student engagement and motivation
By taking an in-depth look at the concept of motivation, this training helps you identify and implement teaching practices that foster more active and sustainable learning. By developing a better understanding of the factors influencing student motivation – such as student’s perceived self-efficacy in completing an activity and the value attributed to the result – you contribute to creating a more stimulating and accessible learning environment. This approach aims to strengthen student involvement and encourage their success, supporting their intellectual and personal engagement with the courses offered.
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References
Course Materials
The digital version of the Course Design book can be downloaded for free from the publisher’s website.
Bibliography
Biggs, J. (1987). Student Approaches to Learning and Studying. Australian Council for Educational Research.
Biggs, J. et Tang, C. (2011). Teaching for quality learning at university. The Society for Research into Higher Education & Open University Press.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. et Krathwohl, D. R. (1956). Handbook I: cognitive domain. David McKay.
Hativa, N. (2001). Teaching for effective learning in higher education. Springer Science & Business Media.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212-218.
Lanarès, J., Laperroura, M. et Sylvestre, E. (2023). Design Pédagogique. Epistémé. https://www.editionsepisteme.org/produit/5/9782889155408
Sylvestre, E. et Maitre, J.-P. (2018). Cohérence pédagogique et approche-programme : les évolutions de la pédagogie universitaire en formation d’orthophonie-logopédie. Rééducation orthophonique, 55(276), 15-30.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. The University Of Chicago Press.
Viau, R. (1994). La motivation en contexte scolaire. Éditions du Renouveau pédagogique.
To go further
- Explore our other trainings, including our 1.5-hour webinars and online modules;
- Consult the pedagogical and technical guides and resources available on this site, designed to support you in your teaching;
- Subscribe to Ondes pédagogiques, our newsletter, to discover teaching practices and trends from our higher education pedagogy watch, three times a year, and stay ahead of the curve ; )
- For any questions or specific needs regarding your teaching (UNIL members only): cse@unil.ch, or consult our services catalogue.