Introduction of interactive learning into French university physics classrooms

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory E&M, enrolling approximately 500 and 250 students respectively, introduced ILS into some sections of each class. The specific ILS utilized were Think-Pair-Share questions and Peer Instruction in the main lecture classrooms, and UW Tutorials for Introductory Physics in recitation sections. Pre- and post-instruction assessments (FCI and CSEM respectively) were given, along with a series of demographics questions. We were able to compare the results of the FCI and CSEM between interactive and non-interactive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that Multiple Linear Regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple Linear Regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as GPA and hours studied per week. Analysis of student and instructors attitudes shows that both groups believe that ILS improve student learning in the physics classroom, and increases student engagement and motivation

Suivi des grossesses tardives spontanées et de leurs éventuelles complications foeto-maternelles/Hélène Vignolles

REIMS-BU Santé (514542104) / SudocSudocFranceF

Regards sur un centre de ressources multimédia, L'UTES, centre d'autoformation et d'innovation

L'UTES (L'utilisation des Technologies Éducatives en Sciences) est le centre de ressources multimédia, unique, de l'Université Pierre et Marie Curie (UMPC- Paris 6), dédié à l'usage des TIC et TICE pour tous les étudiants et enseignants de la composante scientifique de l'Université. Les étudiants y viennent travailler avec les enseignants ou en libre-service. ils y trouvent un environnement pédagogique dans un dispositif d'autoformation. Pour entraîner les étudiants à organiser, en autonomie, leur travail dans le champ du numérique, L'UTES développe des outils (ex. Le Compagnon L'UTES), son équipe pédagogique conçoit des documents d'accompagnement à l'utilisation des TICE et joue un rôle d'expert pour le choix des ressources pédagogiques adaptées à l'apprentissage. Au sein d'ateliers, l'équipe d'enseignants accompagne au plus près les étudiants qui s'approprient, par l'usage, les objets pédagogiques numériques pour bâtir leur savoir. L'UTES, lieu d'interface des différents acteurs liés aux TICE et à la pédagogie, travaille à la mise en trajectoire dans l'Université des usages des TICE et des dispositifs de formation innovants, initiés et expérimentés à L'UTES : il est un acteur de l'innovation pédagogique à l'Université. L'installation prochaine de L'UTES au coeur du bâtiment d'enseignement des étudiants de niveau L1, le déploiement de l'ENF (Environnement Numérique de Formation), vont créer un nouveau contexte. Pour se bâtir dans ce nouvel environnement, L'UTES devra faire évoluer ses missions sans déroger à ses principes qui sont facteurs d'innovation, tout en gardant l'objectif premier qui lui est assigné par l'Université : chaque étudiant doit savoir utiliser les TICE pour son apprentissage afin d'être armé pour la formation tout au long de la vie

Rift Valley fever dynamics in Senegal: a project for pro-active adaptation and improvement of livestock raising management

The multi-disciplinary French project “Adaptation à la Fièvre de la Vallée du Rift” (AdaptFVR) has concluded a 10-year constructive interaction between many scientists/partners involved with the Rift Valley fever (RVF) dynamics in Senegal. The three targeted objectives reached were (i) to produce - in near real-time - validated risk maps for parked livestock exposed to RVF mosquitoes/vectors bites; (ii) to assess the impacts on RVF vectors from climate variability at different time-scales including climate change; and (iii) to isolate processes improving local livestock management and animal health. Based on these results, concrete, pro-active adaptive actions were taken on site, which led to the establishment of a RVF early warning system (RVFews). Bulletins were released in a timely fashion during the project, tested and validated in close collaboration with the local populations, i.e. the primary users. Among the strategic, adaptive methods developed, conducted and evaluated in terms of cost/benefit analyses are the larvicide campaigns and the coupled bio-mathematical (hydrological and entomological) model technologies, which are being transferred to the staff of the “Centre de Suivi Ecologique” (CSE) in Dakar during 2013. Based on the results from the AdaptFVR project, other projects with similar conceptual and modelling approaches are currently being implemented, e.g. for urban and rural malaria and dengue in the French Antille