Brain (good) Use for Learning Efficiently (BULE)

See all CIVIS micro-programmes

The course helps students to understand how their memories are functioning, and hence, which are the scientifically-proved most relevant learning methods. It deconstructs neuromyths, determines each student’s learning profile and strategy, informs about the stereotype threat and the implicit bias, with their possible consequences on taking decisions. It helps in managing stress and raises awareness to mindfulness and well-being positive effects.

It will be in English and there will be displayed slides with a limited number of English words, mostly images or drawings, with embedded experiments and interactive (Wooclap) sessions. 

The workshops train different methods such as using:

  • Cornell's one (to take notes and ease self-testing and summarizing)
  • Critical mind
  • Finding relevant bibliography
  • Working (efficiently) in groups (using role games, collective intelligence, world café, jigsaw puzzle)
  • Self-testing
  • Spaced practicing
  • Making and using one’s mental palace
  • Practicing mindfulness exercises
  • Solving problems
  • Inter-cultural exchanges (not only in English but also in "inter-comprehension"-like mode)

This program corresponds to an improvement of a "Methodology of work at the University" (MTU) course existing at Aix-Marseille université, thanks to experts in the Sapienza Università di Roma, the Université libre de Bruxelles, and the University of Glasgow. It is designed for scientific students entering the university (L1), but it is not restricted to them.

BULE is a "student efficient learning toolkit" available, for free, synchronously, online, as a pre-school program from 29 August until 9 September 2022.

Watch the video presentation of BULE microprogramme here*

*The video needs to be open with VLC media player to have access to the English subtitles.

Main topics addressed during the course:

  • Memory functioning
  • Efficient learning methods
  • Student strategies and profiles
  • Stereotype threats
  • Implicit bias and its consequences in decision making
  • Mindfulness, well-being, stress management
  • Efficient working group methods (role-playing, world café, jigsaw puzzle)
  • Practicing: taking notes (Cornell's), summaries, solving problems, critical mind, bibliography (= student learning toolkit), metacognition, well-being, mindfulness, stress management

Format: Virtual 

Dates: 29 August to 9 September 2022 

Duration of the course: 2 weeks

ETCS: 5*

*The recognition of ECTS depends on your home university. 

Number of places available: 20

Language: English (B1). The program dedicates special sessions to inter-cultural exchanges, not only in English.

Schedule

  • First week: 2x2 hours before lunch and 2 hours from 14:00 to 16:00 CET
  • Second week: 2x2 hours before lunch (free at 12:00 CET)

See the provisional schedule here.

Requirements

The program is designed to help all scientific students manage their first year of study at the university but is not restricted to them.

The student needs to have a computer with a connected webcam and microphone (headset), in addition to a good internet connection (please avoid wi-fi, but prefer a wired connection). The program is not yet adapted for deaf-mute people, but it is open to them if they have their own adapted equipment.

The microprogramme aims to help students manage their studies. It can be helpful lifelong: thus, it can be attended anytime during or after graduation. It is designed for scientific students, but it is not restricted to them.

Lecturers and professors from the CIVIS alliance are also invited to attend.

Skills/Competencies

Ability to link the memory functioning with the effective learning methods and with the possible bias in taking decisions; Intercultural, inter-personal, organizational (alone or in the group), informational, metacognitive skills; self-awareness; awareness of stereotype threats and solutions to stress management, to well-being.

Assessment 

There will be a continuous assessment of the content of the 5 plenary courses and the steps to proceed with the methods trained during the workshops, plus the writing in English of a short (2 pages) portfolio showing the metacognitive work carried out during the online sessions.

Student workload

All the student workload should be carried out during the synchronous virtual guided sessions, guided by the professor. No additional homework off the synchronous virtual sessions will be asked.

Students learn how to efficiently use their main tool, their brain, during sessions carried out individually or in groups. They experience collective intelligence workshops and meta-cognition sessions, in which they discover their learning profile and strategy. They practice “new” learning strategies and try to apply them to study key concepts and methods in their scientific field. They become more self- confident, and they build some self-efficacy. They develop soft skills that are needed to manage higher education studies and that are highly sought after in the professional world, such as autonomy and taking responsibilities. Students are made aware of the notion of stereotypes, implicit bias and their possible impacts on their learning and decision-making.

This course is needed for all European citizens, in the frame of sustainable development to reduce the negative effects of stereotypes and implicit bias, for a better inclusion.

Application deadline: 26 August 2022

APPLY HERE

Evaluation criteria

Priority will be given to students from outside AMU in their 1st year of university, having learning organization and method issues.

Lecturers and professors from the CIVIS alliance are also invited to attend.

Applicants will be notified within a week after the submission of their application form. At the latest 27 August 2022.

In case of problem, please contact gabrielle.regula@univ-amu.fr and erika.riberi@univ-amu.fr

Authors of the course design and session contents and animators/facilitators are:

  • Isabelle Régner, researcher in social science and in cognitive psychology, Aix-Marseille université
  • Gabrielle Regula, Aix-Marseille université coordinator of "Teaching Excellence" in CIVIS, and Assistant Professor in physics
  • Erika Riberi, responsible of the MTU in Aix-Marseille université
  • Valérie Caraguel, pedagogical engineer at the Centre for Pedagogical Innovation and Evaluation at Aix-Marseille université, and associate researcher at LEST-CNRS
  • Caroline Péron, science librarian at Aix-Marseille université
  • Emiliane Rubat Du Merac, Assistant Professor in Experimental Pedagogy Tenure Track at the Department of Social and Developmental Psychology of Sapienza Università di Roma

This staff is helped by:

  • Vicki Dale, Digital Development Adviser
  • Kelsey Hull, CLIL Advisor, and Course Developer
  • Nell Foster, CLIL advisor, and English teacher