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Virtual Research & Learning Communities in Latin America: The CEVALE2VE Case

This article discusses the activities and outcomes of the CEVALE2VE project, a Venezuelan initiative for the promotion of high-energy physics research and education in the region. The project utilizes virtual platforms and involves multiple academic institutions in Venezuela and Colombia.

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Virtual Research & Learning Communities in Latin America: The CEVALE2VE Case

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  1. Virtualresearch & learningcommunities inLatinAmerica:TheCEVAL2VEcase Camila Rangel Smith Uppsala University On behalfof the CEVALE2VE team Vienna 25th July 2015. 1

  2. Introductionandactivities • VirtualCentre of Studieson High EnergyPhysicsofVenezuela (CEVALE2-VE, afterthe Spanish initials): • Venezuelan initiative for the scientificand educationalpromotion ofHEPin theregion. • We are a group ofVenezuelan researchers,currently involved inprojectsrelatedtoHEPforinstitutions in Europe and NorthAmerica. • The project exploits current information and communications technologies, wheredata,softwaretools,facilitiesandinformation resources are shared. • Involvesseveral academicinstitutionsinVenezuela andColombia. • http://www.cevale2ve.org/ Activities: • 1. Generalseminars, e.g. • “Particlephysics,whatdoweknowandwhatdo we want to know”? By B. MillanJune 3rd, 2014 • ATLASvirtualvisits, by R. Camacho, H. • Torres, J. Manjarrésand J. Montaño,June7th 2014 • “HEP, what have we found?” byA. Sanchez June 10th, 2014. • 2. “Introduction to HEP” course: • Oriented tolast yearofbachelors andmasters students. • The first course was done between September 2014 - February 2015. • First formal experimentalHEPcourse taught in Venezuelan universities

  3. Organisation “Introductionto HEP”coursecontent: Theteachers! Divided in different modules: • Introduction to SM and BSMAccelerator and detectorprinciplesIntroduction to statisticsand data analysis in HEP Coursesofseminarsof the latest results in HEP • • • • Thestudentsandsupervisors! 4 hoursof classes perweek, for~18 weeks Continuousevaluation and final assignment/project • • • Supervisers: • One/Twoprofessorfromeach institute: • Includethe course in theinstitute program • Discussing/advisingon thecontent of the course • Organising practical issues:rooms, student registration, etc • E-learning tools • Google hang-outs (live transmission youtube) • Vidyo,skype, emails • Moodle as a learningmanagement system • Tutorials created by us, e.g. root installation, usage. Students: More than 25 students attended the clases.12 accreditedstudents. • •

  4. Outcomeandnextsteps • Successfulfirst trial with the course “Introduction to High Energy physics” in theAutumn/Winter 2014 term: • •More than25 classesrecorded in youtube. • •Students worked on ~1 month projects (based on public data or truth-levelsimulations): • e.g: • •Zee reconstruction with CMS data. • Search for the Higgs boson in the WWchannel. • Reconstruction ofthe top quark. • •Astudent from the course is now workingon her mastersthesis with us. • •Willrestart in the Spring 2016. • •Hopefullywe’ll reach more universitiesin theregion, offer more opportunitiesfor the students(internships on site, thesisprojects, etc). 4

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