Call for Training Projects for 2024 and Leave for Educational Projects (CPP)

AAP-PEI (i-site Excellence Program)

Focused on transforming teaching practices and educational experimentation, acquiring educational equipment, and supporting artistic and cultural activities in educational programs.

Objective

Continuing its efforts to promote educational initiatives and innovations, the University of Montpellier and its partners are launching a call for proposals for the 2024 PEI Training Program, which will focus on:

• The Transformation of Teaching Practices and Educational Experimentation
• Educational equipment (particularly for the Law, Economics, and Management sector; a TEDSEQUIP call for proposals aimed more at the STS sectors is currently underway in parallel)
• Artistic and Cultural Activities in Educational Programs

2024 PEI TRAINING CALL FOR PROPOSALS Awardees

The Multimodal Sheep Farm: An open platform that promotes experiential learning to foster innovation in support of the agroecological transition in livestock farming.

Project Leader: Jean-Baptiste MENASSOL
Affiliation: Institut Agro

Abstract: This project aims to implement a multidisciplinary program that promotes experiential learning. By combining technical, scientific, and pedagogical components, this platform seeks to develop students’ professional skills by engaging them with real-world challenges and stakeholders. Taking a collaborative approach, the projects developed will focus on digital technology and promote innovation in animal husbandry.

DIGIT‐OENO (VidVideos for the Digitization of the National Diploma in OenologyNational Diploma in Oenology ‐ UnitDDNO7 Teaching Unit)

Project Leader: Aurélie ROLAND
Affiliation: Institut Agro

Abstract: Focused on transforming teaching practices, the DIGIT-OENO project aims to digitize part of the curriculum for the National Diploma in Oenology (DNO) to enable personalized, asynchronous instruction aligned with the DNO’s new competency framework. The DIGIT-OENO project aims to create digital educational resources consisting of interactive course modules and instructional videos accessible online via the TIcéA distance learning platform. The ultimate goal of DIGIT-OENO is to initiate knowledge sharing with the five other centers in France that award the diploma.

PIAJ: Teaching Legal Artificial Intelligence

Project Leaders: Malo DEPINCÉ & Samir DELIMI
Department: Faculty of Law and Political Science

Abstract: The project aims to provide students with an understanding of AI—from its design through to its implementation—by creating accessible, interactive, and engaging interfaces. It thus aims to prepare students to master this tool as it applies to the practice of law. The goal is to train students in this fundamental tool and ensure they are operationally competent in this area upon entering the workforce, regardless of their specific roles (in-house counsel, legal counsel for nonprofit organizations or government agencies, judges, attorneys, experts, court officers, etc.).

EXPOEDUC: Exhibition on Educational Landscapes

Project Leader: Sylvain WAGNON
Department: Faculty of Education

Summary: An immersive outdoor exhibition, co-created by students and instructors based on new pedagogical approaches, designed to foster students’ creativity, innovation, and critical thinking. A project focused on the history and current state of educational spaces to envision the schools and education of tomorrow. Celebrating the 10th anniversary of the School of Education, this exhibition strengthens the connection between the past and the present, offering a relevant and motivating learning experience for future teachers.

SEL: Sow and Spread Literature!

Project Leaders: Marie CWICZYNSKI & Audrey SOULIE
Affiliation: School of Education

Abstract: The project aims to give a prominent place, in particular, to diverse forms of literature within open and participatory frameworks that prioritize personal and interpersonal encounters with literary works. This exposure to literature in all its forms is seen as a key aspect of education: the development of a humanistic culture (personal development, success on entrance exams, and professional development). The project is based on the hypothesis that the ways in which literature is disseminated and engaged with can be sustainably transformed through the integration of a tool—web radio—that facilitates the convergence of written and oral, individual and collective (social) practices centered on the literary text.

FEAGAA: Training and Education in the Arts of Taste: Food and the Arts

Project Leaders: Laure BLANVILLAIN & Laure HEINEN
Affiliation: School of Education

Abstract: Centered on the participation of artists exploring the topic of food, an innovative educational program will be developed around the theme of the arts of taste. Hosting these artists will allow students to explore the cultural, heritage, scientific, socio-economic, and historical dimensions of food, as well as education in taste and nutrition. They will be invited to design and implement educational and outreach activities on these topics for elementary school students.

Pôle-VABIOC: Educational Center for the Promotion of Biological and Cultural Diversity—Reconnecting Humans and the Biosphere

Project Leaders: Laurence PASCAL, Jennifer CARRE, and Thomas SILBERFELD
Affiliation: College of Sciences

Abstract: Our approach consists of gathering traditional knowledge regarding the use of natural and/or cultivated resources by Mediterranean and tropical populations, and promoting this expertise through the development by students at the University of Montpellier of educational projects as diverse as workshops, experimental crop plots, exhibitions, and bio-inspired promotions of traditionally used products, with the aim of fostering knowledge sharing and cultural exchange among academic programs and the general public.

I’YES: Improve Your English Skills

Project Leader: Marie-Pierre TOURNAIRE
Affiliation: Faculty of Sciences

Abstract: The “Improv’ Your English Skills” project aims to establish language remediation workshops for first-year students in the Faculty of Sciences through the practice of theatrical improvisation. Its goal is to help students regain confidence in their language skills so they can continue to improve throughout their academic careers and prepare for entry into the workforce. In addition, it will help develop their public speaking and communication skills.

MasterBoisREX: Master’s in Wood Sciences: Off-Campus Weeks, Overarching Theme, and Feedback.

Project Leader: Sandrine BARDET
Affiliation: Faculty of Sciences

Summary: The Master’s program in Wood Science examines wood from its formation within the tree to its many uses—from materials to molecules—while addressing economic, social, and environmental issues. This interdisciplinary scientific program draws on innovative learning methods to help each student develop their own personal project in a spirit of cooperation, fostering curiosity and critical thinking among students from diverse backgrounds.

UF SEZAM: Floating University – Sedimentation of the Zambezi Inputs

Project Leader: Grégory BALLAS
Affiliation: College of Sciences

Abstract: The goal of this project is to offer these students the opportunity to participate in a real-world scientific experience, working closely with researchers, by supporting them on a daily basis during the SEZAM oceanographic expedition off the coast of Mozambique. In addition to actively participating in scientific shifts, the students will be tasked with organizing scientific seminars, providing reports on daily scientific activities, and preparing summaries of the methods and tools used on board. These outputs will be used to create communication materials (blog, posters) and to highlight the work being conducted.

Computer Lab

Project Leader: Matthieu DEREUMAUX
Affiliation: IAE Montpellier

Summary: Establishment of a computer lab at the IAE, equipped with robust hardware that ensures high performance and long-term durability in order to maintain a high standard of instruction in disciplines requiring powerful computing resources (such as multimedia, statistical computing, and artificial intelligence). The addition of centralized monitoring tools on a faculty workstation also makes it possible to administer online exams in person, a practice that is becoming increasingly common as distance learning becomes more widespread.

SAE: Outdoor Learning Room

Project Leader: Kévin AUSTRY
Affiliation: IUT de Nîmes

Summary: Learning outdoors, surrounded by open space and greenery—that is the project the Nîmes University Institute of Technology (IUT) hopes to undertake by enabling its students to learn in a different way: in an outdoor, shaded, and landscaped learning space conducive to group work and concentration. This project also aims to transform the teacher-student relationship through a less formal workspace, where instruction is more differentiated and personalized.

DocSimulator: AI-powered simulated patients used to train medical students

Project Leader: Kévin YAUY
Department: School of Medicine

Abstract: The reform of the second cycle of medical education introduces a new type of competency-based assessment called Structured Clinical Exams (or ECOS). We have developed DocSimulator, the first digital ECOS training platform featuring patients simulated by generative artificial intelligence (AI), to train medical students. DocSimulator has the potential to position the University of Montpellier as a pioneer in AI-driven digital medical education, to improve the performance of the faculty’s students on national ECOS exams, and to be accessible to all French-speaking universities.

AIR-TP: Realistic Immersive Learning for Preparing Practical Assignments

Project Leaders: Maxime LOUET & Maud HARNICHARD
Affiliation: School of Pharmacy

Abstract: The AIR-TP project is designed to help students prepare for chemistry and biology lab sessions at the pharmacy campus. We propose the creation of immersive, scenario-based digital educational modules to supplement in-person lab sessions. Designed using specialized software, the modules will be created using 360° images of the campus lab rooms, featuring a customizable scenario in which the learner is presented with real-world situations in a virtual environment. We plan to roll out this system at the start of the 2025 academic year for programs and disciplines that rely heavily on lab work.

Batl-Equipements: Educational Equipment for Building I of the Pharmacy Department

Project Leader: Joël INGUIMBERT
Affiliation: School of Pharmacy

Summary: The renovation of Building I on the Pharmacy campus will provide space for 18 classrooms, offices for faculty and administrative staff, research laboratories, a space dedicated to instructional design, and a lounge for students with disabilities. The project is intended to equip the educational spaces that will accommodate more than 800 students daily from all programs offered within the UFR.

AAP-PROPEDA ( UM)

Focused on helping new students succeed.

Objective

Many factors contribute to student success, and several support programs have been implemented at the University (remedial courses, tutoring, review week, etc.). To evaluate existing initiatives, strengthen them, and test new ones, the University has established a Student Success Support Office within the Office of Academic Programs and Instruction. The University ofUM is renewing its call for PROPEDA projects designed to support first-year students*. The projects will aim, in particular, to help students adapt to academic requirements and methodologies—including those specific to their disciplines—and to strengthen their motivation and learning techniques, among other goals.

*excluding tutoring, which has its own budget allocation

Winners of the 2024 PROPEDA TRAINING CALL FOR PROPOSALS

THEOREM: Addressing Heterogeneity in Mathematics Through Student Mentoring

Project Leader: Simon MODESTE
Department: Faculty of Sciences

Abstract: The project aims to address the disparity in mathematics proficiency levels among first-year science students, which stems from the variety of specialization choices made in high school. The project will involve identifying the most essential mathematical concepts that a first-year science student must master, creating lesson plans and practice exercises, and specifically training student tutors to use these resources. The video recording is presented as part of an associated PÉDAGONUM project.

PJDPCM: Teaching Through Play and Discussion in the Construction of Mathematical Proofs

Project Leader: Souhila KACI
Department: Faculty of Sciences

Abstract: An assessment conducted by mathematics and computer science teaching teams reveals that students struggle to construct logical arguments, adopt a method for solving problems, and justify their propositions using a formal approach. The acquisition of these skills relies primarily on the construction of mathematical proofs. Our project proposes teaching tools for mathematics education based on reasoned debate.  

R.Oul: Oulipian Recreations

Project Leader: Sonia CHALBI
Department: Faculty of Sciences

Abstract:

• Offer students the opportunity to participate in Oulipian writing workshops with specific constraints to strengthen their basic writing and reading skills 
• Build a pool of young Oulipians to help promote theUM at national events.
• Promote student engagement through a program linked to the university’s student organization structureUM
• Breaking Down Barriers Between Literature and the Sciences to Promote Student Success

APPIPHYS: Problem-Based Learning in the Bachelor's Degree Programs in Physics, Electromagnetism, and Ecological Transition 

Project Leaders: Laetitia DOYENNETTE & Laurent ALVAREZ
Affiliation: College of Sciences

Abstract: The APPIPhys project aims to place problem-based learning and competency-based assessment at the core of bachelor’s degree programs in physics and physics-chemistry—in the second and third years—by focusing on two themes: (i) electromagnetism within two existing related course units, and (ii) the ecological transition for sustainable development (TEDS) with the creation of a new pilot course unit. These two initiatives involve 170 students and are intended to be integrated into the curricula for these bachelor’s programs by 2027, drawing on the feedback gathered from this pilot phase.

REU-BUT-BT: Succeeding in a BUT Program—Improving Integration and Promoting the Success of Technology-Track High School Graduates in BUT Programs

Project Leader: Mattéo VALENZA
Institution: IUT de Montpellier-Sète

Abstract: The Montpellier-Sète University Institute of Technology (IUT) admits many students from the technological track of high schools into its first year of the Bachelor’s Degree in Technology (BUT1) program. The number of students admitted from this group is capped by ministerial decree and accounts for up to 50% of a cohort in most specializations. The eight departments within the division face a real challenge. Despite the efforts and adjustments made by the teaching staff, failure rates among students with a technological high school diploma remain high. They can reach 90% in certain specializations. The division is strengthening the process of integrating these students and supporting their academic progress, in particular by providing them with study skills tools.

GestProdJeu: Learning Through Play: Real-World Production Management Scenarios

Project Leader: Mireille TUFFRAUD
Affiliation: IUT de Nîmes

Abstract: A project to purchase industrial simulation games (serious games) to provide a more practical understanding of the tools and concepts covered in production management courses for students in the third year of the BUT in Production Management (SGM).

Forz-IA: Training, Support, and a Dash of Artificial Intelligence for Success

Project Leader: Ioana PASCA
Affiliation: IUT de Nîmes

Abstract: The Nîmes University Institute of Technology (IUT) aims to expand on the activities of the AMER project (Propeda 2023) focused on the success of first-year students, while exploring new avenues for the effective integration of AI-based tools into student work. The project is structured around three initiatives: (1) training instructors through an on-site professional development day, as well as through participation in various educational conferences; (2) monitoring AI-based tools in the context of academic work methods and, based on the results, enhancing the shared module “Becoming a Student,” which is dedicated to these methods; (3) addressing knowledge gaps through a pre-semester workshop.

COMPESCI: Advancing Scientific Expertise in Medicine

Project Leader: Constance DELABY
Affiliation: School of Medicine

Abstract: The courses in the Health Minor within the LAS (Health Access Bachelor’s Degree) program are designed to provide students with the skills necessary to pursue studies in health sciences, regardless of their major in the bachelor’s degree program. The absence of certain fundamental disciplines from the core curriculum of this minor may result in gaps in students’ understanding of the basic scientific concepts required to pursue studies in health sciences. The COMPESCI project aims to address this shortfall by providing course materials that are easily accessible to students (both from the LAS program and the “Passerelles” track) on topics deemed important by faculty in the relevant disciplines.

Perform’ECOS: Supplemental Training for ECOS for DFASM3 Medical Students

Project Leaders: Yves-Marie PERS, Lucy MEUNIER, and Jeremy CHARRIOT
Department: School of Medicine

Abstract: As part of the reform of the second cycle of medical studies (R2C) and the new assessment methods using Objective Structured Clinical Examinations (OSCE), the Montpellier-Nîmes School of Medicine aims to offer students supplementary training designed to improve their performance on this exam through three components: a first component providing intensive training (simulated scenarios with students from the Diploma in General Medical Sciences (DFGSM) serving as standardized participants (or simulated patients), which is immersive and comprehensive (all areas of competence can be covered, except for the acquisition of procedural skills); a second component that flips the learning process to enable self-directed practice; and a third component focused on evaluating the relevance of the overall program.

Pre-PS: Preparing medical students to work with standardized partners

Project Leaders: Blaise DEBIEN & Denis MORIN
Affiliation: School of Medicine

Abstract: Students have difficulty conducting their clinical exams on standardized participants (SPs), even though this training and assessment method is now widely used in medical school. It is therefore important to familiarize them with SPs (codes, rules, and limitations) from the very beginning of their studies. The Certificate of Training in Emergency Procedures and Care (AFGSU), which applies to all DFGSM2 students (AFGSU1) and DFASM2 students (AFGSU2), provides the ideal framework for developing this skill.

JEODD: A collaborative game inspired by escape rooms and centered on the Sustainable Development Goals

Project Leader: Carole VIGREUX
Component: Polytech

Summary: The collaborative game “SDG 1.17,” inspired by escape rooms, will serve as a fun tool for raising awareness about environmental and societal issues by introducing players to the 17 Sustainable Development Goals established by the United Nations Member States and outlined in the 2030 Agenda. The interwoven nature of the puzzles will highlight the interconnections between the various SDGs as they address the systemic global challenges we face. This game will require no prior knowledge and will be rolled out across PeiP, the FdS, the Montpellier-Sète University Institute of Technology (IUT), and the ENSCM, and subsequently on a broader scale.

PERCA: The Teacher’s Posture and Their Relationship to the Body and Others

Project Leader: Anne CANIVET
Department: UFR STAPS

Abstract: The project aims to provide third-year students in the APA-S (Adapted Physical Activity and Health) bachelor’s program with the opportunity to observe their professional demeanor and analyze it in terms of the interpersonal dynamics it creates with specific audiences (patients, people with disabilities, and those with various conditions). Through bodily sensations, body language analysis, and group dynamics, students will acquire the skills to adjust their professional demeanor and adapt to the people they are working with, maintaining an attitude of openness, kindness, and shared responsibility in engaging with others.

AAP-PédagoNum (Digital Training Program)

The PédagoN’UM call for projects, “Digital Pedagogy at theUM ” (formerly the CNUMF call for projects), is open from December 14, 2023, through February 29, 2024, before 12:00 p.m. It focuses on five types of projects:

1. Experimenting with Generative AI for Training
2. Development of New Advanced Digital Educational Resources 
3. Digital Technology for Assessment (peer review, skills assessment, etc.) 
4. Bimodal Hybrid Learning 
5. MOOC 

Winners of the 2024 PEDAGONUM TRAINING CALL FOR PROPOSALS

AI-Driven Creation of Document Corpora and Databases:

Project Leader: Antoine PIETRI
Department: School of Economics

Abstract: The main objective is to address a request made by master’s students (to have more “summary report”-type assignments) by leveraging the capabilities of artificial intelligence (AI) to create a body of literature and a database that can be used in the R software. This summary report will constitute part of the assessment for the tutorials in the “Econometrics of Qualitative Variables” course (a course common to all first-year master’s students in the Economics track).

GSTT Master's Program – The Fundamentals:

Project Leader: Mathias REYMOND
Department: School of Economics

Summary: The interdisciplinary master’s program in economics and political science, “Governance of Societies and Territories in Transition” (GSTT), offers high-level training in both disciplines. Open to students with a solid background in the social sciences, it will prepare them for careers of the future in evolving sectors. The curriculum has been designed with an eye toward the major challenges that are transforming the organization of our societies and territories. The program offers online courses (content, videos, and quizzes) so that students admitted to the first year of this Master’s program can acquire, in advance, the fundamentals of economics, political science, and the quantitative tools necessary for these two disciplines.

Economics and Programming: Unlocking Students' Potential with Xcas:

Project Leader: Antoine PIETRI
Department: School of Economics

Abstract: This project proposes the creation of innovative educational resources, including explanatory videos on how to use Xcas—open-source symbolic computation software—economic model code, and tutorials for generating customized exercises. These resources will be optional, giving students the flexibility to choose their level of engagement based on their needs, without adding any additional difficulty to the curriculum.

FéE-IAG: Training for Teachers on Writing with IAGs:

Project Leader: Sandrine Bazile
Affiliation: College of Education

Abstract: Based on the identification and analysis of the uses of generative AI derived from the personal practices of middle school and high school students and their teachers, as well as college and university students and their professors—whether or not these practices are related to academic activities— we aim to inform the design of teaching resources, tools, and activities that utilize generative AI for the reception and production of various written texts, from middle school through college, and to foster literary and literacy learning (understanding and mastering genres, the stages of planning, drafting, revising, and rewriting a text, etc.); The goal is to promote the responsible and ethical use of these AI systems in the training of students who will become elementary and secondary school teachers.

Proof Assistants for Learning How to Prove Theorems:

Project Leader: Simon MODESTE
Department: Faculty of Sciences

Abstract: Proof Assistants are software tools designed to aid in the construction and formal verification of proofs in computer science and mathematics. Their value for higher education is often highlighted, and initiatives in this area are being developed in various countries. This project aims to explore the potential of these digital tools in first-year mathematics courses to support the learning of proof—known to be a major challenge for students at this level—as well as in the initial training of mathematics teachers (M1 MEEF in secondary mathematics) to strengthen their skills.

CHIMAES-L1 (CHIMie Self-Assessment and Support – L1) – Part 3:

Project Leader: François HENN
Affiliation: Faculty of Sciences

Abstract: Our proposal concerns the same project—CHIMAES—as the one submitted in previous years; specifically, the development of comprehensive course modules and self-assessment tools covering the prerequisites and learning outcomes of the first-year (L1) chemistry program. The first two phases, covering the prerequisites, and several chapters of the first-year (L1) curriculum have been completed and are now available online. Three chapters corresponding to three chemistry course units (UE) in the first year (L1) of the PCSI portal still need to be developed, some of which are shared with SVSE-PCAV.

AI Systems for Generating Numerical Codes in Physics:

Project Leader: Hervé WOZNIAK
Department: Faculty of Sciences

Abstract: This project aims to test the use of code-generating AI in the context of computational physics, from both the student’s and the instructor’s perspectives, and to explore the approaches and support mechanisms that would be appropriate to implement in the future. The goal is therefore to prepare instructors to handle these situations and even to proactively integrate them into their course curriculum.

Lightboard Recorded for the Student Math Mentoring Program (LEMME):

Project Leader: Gaëtan PLANCHON
Department: Faculty of Sciences

Abstract: The project presented here is linked to the PROPEDA THEOREMME project, which aims to address the varying levels of proficiency in mathematics among first-year science students. The most essential mathematical concepts for first-year science students will be covered in lesson segments demonstrated on a lightboard. These short segments will be filmed and made available to student tutors who have been specifically trained to teach them to students who need this support.

Labook N'UM : Electronics Lab Workbooks for Students at the University of Montpellier:

Project Leaders: Christophe RAYNAUD & Sébastien RICHETER
Participating Institutions: Faculty of Sciences & Montpellier-Sète University Institute of Technology (IUT)

Abstract: The lab notebook is an essential tool for scientists, who use it to record information and results related to their experiments. The project aims to gradually implement the use of electronic lab notebooks for chemistry students at theUM , in order to raise their awareness of current issues related to good laboratory practices—including the collection, management, traceability, and sharing of research data, as well as intellectual property protection.

Multilingual video animation and sound design for hybrid and distance learning courses:

Project Leader: Christophe FOURNIER
Affiliation: IAE Montpellier

Summary: This pilot project aims to develop resources for a 15-hour in-person course that will be taught in a hybrid format in French and English and in a fully remote format (in English). The process will involve creating videos from PowerPoint presentations, translating them into English using AI such as ChatGPT, adding audio in both French and English (using AI such as Eleven Lab), and superimposing the instructor’s image (using AI such as HeyGen). The final product will then be exported in video format (e.g., MP4).

Development of a training module on IAG:

Project Leader: Céline AVERSENG
Affiliation: IAE Montpellier

Abstract: This innovative training module, designed for Master’s students in management sciences (but with broader applicability), aims to help students master the applications of Generative Artificial Intelligence (GAI) in research and project development. Using a variety of formats, such as PDFs and AI-generated videos, students will learn to craft effective prompts and leverage AI for idea generation, literature reviews, and editorial improvements, as well as for thematic, predictive, and data analysis. The course places particular emphasis on the importance of transparency, ethics, and constructive criticism in the use of AI, preparing students to integrate these tools responsibly and effectively into their future research and projects.

Creating Assessments with AI:

Project Leader: Céline AVERSENG
Affiliation: IAE Montpellier

Abstract: This project aims to leverage artificial intelligence (AI) to create assessments in Moodle. We will explore the automatic generation of questions using tools such as Wooflash, Wooclap, ChatGPT, and Copilot, focusing on true/false, multiple-choice, short-answer, and cloze questions. These assessments will be used in cost and financial accounting courses. We also aim to share our methods in the form of methodological guides and to offer training to colleagues at the University of Montpellier.

CGPT MOOC, Session 10:

Project Leader: Céline AVERSENG
Affiliation: IAE Montpellier

Summary: 10th edition of the MOOC on management accounting. It explores the connections between management accounting and financial accounting, as well as how to set up cost calculations in a spreadsheet (Microsoft, LibreOffice, Google Sheets, etc.). It covers three complementary cost calculation methods.

Responsible Entrepreneurship MOOC:

Project Leader: STEPHANY Eric
Department: IAE Montpellier

Summary: Following the CEI MOOC, the IAE Montpellier is offering a new MOOC aligned with future trends in entrepreneurship: Responsible Entrepreneurship. This MOOC is structured over 4 weeks. It is led by a Professor , and two consultants who are experts in the field. More than 15 speakers appear in the videos and podcasts. This MOOC is open to a diverse audience (students, entrepreneurs, consultants, etc.). It will be available on FUN MOOC and accompanied by a podcast channel.

MOOC on Financing Innovation:

Project Leaders: Eric STEPHANY & Véronique BESSIERE
Affiliation: IAE Montpellier

Summary: This MOOC focuses on financing innovation. It was created in 2018. The stakes are high, because without capital, an idea—no matter how innovative—cannot be developed. This MOOC, originally designed to last 5 weeks, is available as an open-access archived course on the FUN platform.

"Imagine Entreprendre" Podcast:

Project Leaders: Maria Claudia Angel Ferrero & Véronique Bessière
Affiliation: IAE Montpellier

Summary: Imagine Entreprendre! is a MUSE Take Off 2 project that supports students as they move from an idea to a project. Through a series of kits, this fully online educational program allows students to test and develop a business idea, while also exposing them to the entrepreneurial process. Students can independently learn how to set up a market intelligence process, an ideation process, and a pitch. (https://imagine-entreprendre.edu.umontpellier.fr )

ARI-stote_Support for M2 CSE students in preparing for the exams on “administration and digital issues” and “major contemporary political, economic, and social issues” in the state civil service entrance exams:

Project Leader: Xavier BAILLY
Component: IPAG

Abstract: The purpose of this project is to introduce students enrolled in the M2 program for advanced careers in the civil service to the digital tool ChatGPT as a potential personal assistant for preparing for Category A and A+ civil service exams focused on digital issues and questions related to major contemporary political, economic, and social problems.

For a critical approach to generative AI:

Project Leader: Anita MESSAOUI
Institution: IUT de Montpellier-Sète

Abstract: The goal of this project is to develop computer science students’ critical thinking skills regarding their use of generative AI. After a 4-hour training session on prompt engineering, students are encouraged to use online tools such as ChatGPT or Gamma to improve their written and audiovisual work.

MOOC for Teens:

Project Leader: Elodie MILLION
Affiliation: School of Medicine

Summary: A French-language MOOC developed by a group of international French-speaking experts for medical residents. Participants will learn how to adapt their clinical consultations and communication to the unique characteristics of young people aged 12 to 25 (nature of the relationship, confidentiality, personalization, specific prevention needs) in order to better identify adolescents who are struggling and optimize their support programs.

MOOC on Endoscopic Nasal and Sinus Surgery:

Project Leader: Valentin FAVIER
Department: School of Medicine

Abstract: Learning endoscopic surgical techniques for the nose and sinuses requires complex anatomical knowledge, which must be applied through the endoscopic view in order to avoid surgical complications (carotid or orbital injuries, etc.). This MOOC, developed in partnership with the French Association of Rhinology, will enable students to learn best practices before beginning a clinical rotation in a rhinology department.

Peer Evaluation for Learning an Iterative Process: The Case of Dashboards:

Project Leader: Guillaume DUMAS
Component: MOMA – Montpellier Management

Abstract: A dashboard is a document that synthesizes information to enable decision-makers to monitor and manage a project or a complex organization. It is a management tool that can be used by executives in all types of organizations. Creating a dashboard follows an iterative process. One person (usually the management controller) proposes a dashboard. This is submitted to the manager (the decision-maker), who requests changes and improvements. A second version (V2) is proposed and then discussed. This is followed by a V3, and so on. This iterative improvement process is difficult to replicate within the framework of a traditional exercise. Therefore, we would like to apply peer review to the process of creating and improving the dashboard: (1) proposal of Version 1, (2) constructive feedback to improve the document (via peer review), and (3) refinement of Version 2 based on the feedback received.

Generative AI for the Hospitality and Tourism Industry:

Project Leaders: SERAN Thuy & CHAPPERT Hervé
Component: MOMA – Montpellier Management

Summary: Our program is offered in both in-person and e-learning formats from the third year of the bachelor’s degree through the second year of the master’s degree. We would like to experiment with generative AI across all of our courses: to produce new, advanced digital resources (such as lecture videos and exercise solutions) and also to generate multiple-choice quizzes. We also plan to produce videos presenting the program to share with our external partners. These educational resources will be used in both our in-person and online courses.

InnovIAMOMA – Integration of Generative AI Technologies to Optimize University Education at Montpellier Management (MOMA):

Project Leader: Bernard AUGE
Component: MOMA – Montpellier Management

Abstract: The InnovIAMOMA project aims to integrate generative artificial intelligence tools to help revolutionize higher education at the University of Montpellier. These technologies will enable the creation of personalized and interactive course modules, increasing student engagement and understanding, and better equipping them to succeed in their degree programs. InnovIAMOMA represents a major pedagogical advancement, promising to contribute significantly to increasing college graduation rates.

Good oral health for everyone:

Project Leader: Camille INQUIMBERT
Department: School of Dentistry

Abstract: According to the WHO, oral health is the condition of the mouth, teeth, and orofacial structures that enables individuals to perform essential functions—such as eating, breathing, and speaking—and encompasses psychosocial dimensions. Oral diseases remain a public health concern today. Through short video segments featuring experts from various professions, we will explore the key factors affecting oral health, including risk factors, links to overall health, orofacial conditions, and individual preventive care.

Back to "The Pharmacy of the Future":

Project Leaders: Françoise FINE & Romain LARIVE
Affiliation: School of Pharmacy

Abstract: The Molecular Toxicology lab sessions will be updated to improve the academic success of the approximately 250 second-year pharmacy students. Through a professional simulation set in a pharmacy of the future, students will aim to adjust medication dosages based on patients’ genetic information. We will incorporate a competency-based approach, peer assessment, flipped learning, and interactive digital educational activities.

Times Up Digital in the Pharmaceutical Industry:

Project Leader: Audrey DE CEGLIE
Department: School of Pharmacy

Abstract: The goal of this project is to create a digital version of the paper-based “Times Up Pharmacy” game developed as part of a previous call for digital project proposals. The goal here is to enable pharmacy students to work independently and review the topics covered in their degree program in collaboration with classmates using communication tools. In addition, we aim to encourage peer assessment among students so that they can develop transferable skills in pharmacy and communication.

CATIA (Courses Enhanced by AI-Powered Translation):

Project Leader: Vincent Berry
Component: Polytech

Abstract: As part of study abroad programs and various exchange initiatives, theUM welcomes several hundred international students each year, for whom the French language presents a number of challenges. This project proposes using AI (specifically large language models, or LLMs) to implement a real-time machine translation system. Our goal is to create an educational tool consisting of hardware and software that is unobtrusive for teachers and easy for students to access.

Video Clips: Basketball Scenarios:

Project Leader: Anaïs DEAS
Department: UFR STAPS

Abstract: This project, initiated in response to the 2021 call for proposals and continued through the 2022 call, aims to create video modules designed to present learning scenarios on various topics related to the training of young basketball players. Designed to prepare first-year students for various federal certifications, these videos will also be useful for incoming second- and third-year students specializing in basketball (from other universities) who need to quickly familiarize themselves with the first-year curriculum.

Data collection and creation of the digital resources needed to prepare students for the CAPEPS oral teaching exam:

Project Leader: Claire-Hélène Laurens
Department: UFR STAPS

Abstract: This project aims to create video clips illustrating a physical education lesson, as well as corresponding supporting materials. Its purpose is to expand the existing database and improve the effectiveness of preparation for the first exam of the external CAPEPS for students enrolled in the Master 2 MEEF-EPS program. These digital resources must meet very specific requirements to mirror those our students will encounter in actual exam conditions.

PEI: AMI-CMA SUPPORT (FOR INFORMATION)

As part of the Training component of the I-site Excellence Program, financial assistance may be granted for the submission of projects under the France 2030 Call for Expressions of Interest “Skills and Professions of the Future”—for which theUM serves as the lead organization—to projects that have not yet submitted a letter of intent, particularly for the hiring of a project manager or the payment of services.

We invite you to contact your UEI Directors if you would like to launch a project within this framework.

COMP: TEDS SUPPORT (FOR INFORMATION)

As part of the Contract for Objectives, Resources, and Performance (COMP), initiatives—including training on ecological transition and sustainable development (TEDS)—have been approved. In this context, calls for projects (€400,000) led by the directors of the UEIs will be issued under two main areas:

1) Installation of equipment and demonstration systems related to the ecological transition and sustainable development (TEDS);

2) Support for the creation of degree programs focused on ecological and societal transitions: This involves creating new degree programs within bachelor’s or master’s degree programs. The timeline for this call for proposals will be accelerated to allow the new programs to begin in September 2024.

We invite you to contact your UEI Directors if you would like to launch a project within this framework.

We would also like to inform you that additional support measures have been put in place as part of the implementation of mandatory TEDS course units in the undergraduate program, as well as to raise awareness within the university community and provide training for TEDS instructors.

CALENDAR

• Published: December 14, 2023
• Application deadline: no later than January 24, 2024, by 12 p.m.

Winners of the 2024 TEDS (COMP) & TEDSEQUIP (COMP) TRAINING PROGRAM CALL FOR PROPOSALS

EcoScPo GSTT Master's Program:

Project Leaders: François MIRABEL & Guylain CLAMOUR
Affiliation: School of Economics

Abstract: The creation of the master’s program “Governance of Societies and Territories in Transition” for the fall semester of September 2024 builds on the dual-degree program in Economics and Political Science. The goal is to train high-level public sector executives and managers with expertise in economics and political science. As part of the institution’s strategy to develop multidisciplinary programs of excellence centered on the themes of the PEI (I-site Program of Excellence), this master’s program addresses governance issues within societies undergoing transition (energy, digital, food, ecological, cultural, etc.) through a territorial approach.

MTAE:

Project Leader: Emmanuel HOUZE
Affiliation: IAE Montpellier

Summary: The Master’s program in Climate Adaptation Management for Organizations in the Mediterranean aims to prepare students to become leaders in the environmental transition within public and private organizations. This program is designed for students from diverse academic backgrounds who wish to acquire the skills needed to lead organizations facing the challenges of climate change.

The main objectives are to:

• Develop sustainable strategies tailored to public and private organizations.
• Mastering climate risk management tools.
• To train experts capable of helping businesses in the Mediterranean region understand climate issues.

GREEN CHEMISTRY:

Project Leader: Pascal DUMY
Department: ENSCM

PhotoBetDEUM: PHOTO reactor and BET for the implementation of sustainable chemistry in laboratory experiments at theUM , and ENSCM

Project Leader: Pascal DUMY
Department: ENSCM

Abstract: Preparing our students to meet the challenges of the ecological transition is imperative and requires an evolution of our curriculum in the Bachelor’s and Master’s programs in Chemistry and Engineering. The PhotoBetDEUM project involves the acquisition of two devices (a photoreactor and a sorption system) to address two decarbonization challenges. These instruments will enable us to offer projects ranging from organic synthesis to materials science, using eco-efficient processes. In this way, we will prepare our students to take an active role in addressing ecological challenges in the chemical sector and to propose sustainable solutions. The PhotoBetDEUM project aims to be inclusive by bringing together the needs of the Fds and ENSCM degree programs.

EDPP: Sustainable ÉducaParc at the Perpignan site

Project Leader: Agnès PERRIN-DOUCEY
Affiliation: School of Education

Abstract: The goal is to adapt the training site to water stress and global warming in order to preserve an attractive and environmentally responsible place for study and work. Through this initiative, the project aims to serve as an educational demonstration site: showcasing an innovative schoolyard, serving as an incubator for open pedagogy, and providing a meeting place for teachers, student teachers, and their instructors. The creation of this space is intended to integrate the training site into a network of exchange.

SEZU: Small-Scale Wind Power System for Urban Areas

Project Leader: Jean-Michel MARIN
Department: Faculty of Sciences

Abstract: The project aims to develop a low-power, grid-connected urban vertical-axis wind turbine on the Triolet campus. This multidisciplinary project primarily draws on expertise in mechanical engineering (manufacturing the support structure, optimizing the conversion of wind kinetic energy) and electrical engineering (developing a high-performance generator/converter system). System supervision (SCADA, short for “Supervisory Control and Data Acquisition”) is also a central component of the project.

ECOFORUM: (University of Montpellier’s Training Program in Ecological Transition) – Environmental assessment of biodiversity, air quality, and climate change for the University of Montpellier’s training program in ecological transition

Project Leader: Jean-Michel MARIN
Department: Faculty of Sciences

Abstract: The ECOFORUM project aims to develop innovative educational resources within the Faculty of Sciences to promote student learning about the challenges of the ecological transition through the collection and analysis of meteorological, climate, air quality, and biodiversity monitoring data using specialized equipment and methodologies. This data will also contribute to raising the profile of the University and its research through citizen science.

CP-REC-4.0: The Production Line 4.0 That RECycles Materials

Project Leader: Moulay Said EL YOUSSOUFI
Affiliation: IUT de Nîmes

Abstract: This project is at the heart of an initiative spearheaded by the GEII, SGM, and GMP departments at the Nîmes University Institute of Technology (IUT). These departments are pooling their expertise to design a production line dedicated to training students in the Bachelor’s Degree in Applied Sciences (BUT) program, incorporating material sorting and recycling processes, all driven by advancements in Industry 4.0. With the demonstration project presented here, our goal is to go beyond student training and build a flexible, open, and accessible information tool. The target audience will include middle school students, high school students, college students, and industry professionals.

IPTECH: Instrumentation of Educational Technology Platforms for Measuring Environmental Impacts

Project Leader: Lionel TORRES
Component: Polytech

Abstract: As part of an effort to strengthen our position regarding TEDS challenges, the objective of this project is to equip several educational technology platforms with an IoT (Internet of Things) infrastructure dedicated to measuring resource flows, in order to quantify environmental impacts. This project is therefore dedicated to: (i) installing sensors on each experimental device (“connected” workstation) to determine its electricity and fluid consumption as well as its gas emissions, and (ii) interfacing these sensors to display data in real time. The Materials Hall at Polytech Montpellier and the Béziers University Institute of Technology (IUT) will be the first to be equipped and will serve as pilot sites; the approach will then be extended to the School’s other platforms and associated units.