Students engaged in scientific curriculums are more and more faced with problems linked with data exploitation and information retrieval through computerised means. To the mathematical bases underlying data analysis and bibliographic searches at the library they havce to add new skills : data analysis and data mining software, information publication software, information retrieval sofware, public databanks exploitation. They are then faced with a new need which has to be fulfilled. This objective can be reached by teaching them the use of these new tools and an understanding of the underlying principles. These principles can be technical (hardware, networks, operating systems, algorithms, programming, etc.) or conceptual (role of the information technologies in the society, limits of their use, etc.).
Acquisition of the use of informatics tools and understanding of the underlying principles are the educational objectives I followed up to now in the course of my teaching activities.
My educational experience consists mainly of two types of activities:
These interventions took place in computer sciences and mathematics/statistics, for a scientific audience. Regarding the courses the audience was mainly non-specialists (biology students, etc.). The "training period" side was mainly directed at computer sciences students. These interventions were destined for students at various stages of their curriculum, from first year to Master 2.