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Concept mapping vignette

Published August 30, 2018

Concept Mapping: A Great Instructional Strategy That Encourages Transfer of Knowledge and Critical Thinking

Heather Sorella Teacher, Collège LaSalle

A while back, in a marketing strategy course of the Fashion Marketing Program, I integrated a project where students would identify the problems experienced by a fashion retailer who was struggling. They then had to propose solutions, find objectives and strategies and create an action plan. It became a very linear project for the students: 2 assignments of 20 marks each. The students would get into groups of 5 and divide up the work, “You do part A, you do part B and I’ll do part C…” etc. Each student would summit their part and the assignment had very little cohesiveness. I even had to tell the students to at least assign the proofreading of the entire work to one of the members of the group and make sure they all used the same font. I could tell which of the students were doing the work.

Fashion Design

Articles

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Scc alzheimer representative thumb

Published April 3, 2018

12 Things students can do with their phones in class, other than texting

Susan MacNeil Editor, Profweb

We have heard a lot about the negative effects of cell phones in the classroom. Most teachers will agree that texting, social networking and using other online communication apps on their smartphones will interfere with college students’ learning. However, many teachers do not realise the potential of these powerful devices in education.

Multidisciplinary

Articles

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Etudiantes telephone

Published March 2, 2018

Do smartphones and tablets have a place in CEGEPs? An interview with Nicole Perreault, community leader for the ITREP Network

Alain Lallier Webmaster, Portail du réseau collégial

On January 4, 2018, the Journal de Québec published an article entitled: “Tablettes peu utiles au cégep pour les « finissants du iPad » : ces étudiants observent un décalage lorsqu’ils arrivent au collégial” (“Tablets not so useful in CEGEP for “iPad graduates”; these students notice a gap when they arrive in college”). This is one of the conclusions of a study by the team of Patrick Giroux, a professor at the Université du Québec à Chicoutimi, on the use of a tablet by approximately 80 students, as part of their high school studies. Most of them are now in CEGEP.

Multidisciplinary

ICT Profile for College Students

The ICT Profile for College Students is composed of skills for researching, processing and presenting information. Two other skills can be added: inviting students to work in a network and to use ICTs efficiently and responsibly. These skills are essential to both college and university studies, as well as in the labour market. (Download the ICT Profile for College Students Leaflet - PDF Format).

This section of Profweb offers a set of resources that support the mastering of skills for the ICT Profile for College Students in courses and programs of study. Enjoy exploring it!

The ICT Profile Information, methodological and cognitive skills: 1 Search for information, 2 Process information, 3 Present information, 4 Working in a Network and 5 Use ICTs in an efficient and responsible manner

ICT Profile for College Students

Information, Methodological and Cognitive Skills

  1. 1

    Search for Information

    The mastering of informational skills is a must. Students have access, anywhere and at all times, to a vast quantity of information. And in a near future, there will be even more information, and without any doubt, more efficient ways to access it.

    Searching for information is a very pertinent, frequent and even essential activity in all programs of study. Even when search tools and requirements differ from one program to another, the process remains the same.

    This skill allows students to efficiently find, choose and collect relevant and quality information when it comes to processing and achieving a production. The proposed approach involves planning the research, choosing efficient strategies, evaluating the quality of information and methodically organizing of the documents found.

  2. 2

    Process Information

    We complain when students copy information word for word into their work. We can see that they find it difficult to integrate their material and to understand complex or abstract concepts. In the researching-processing-presenting process, the way the information is processed is often biased or neglected. This is the difference between a surface and an in-depth analysis. The act of processing the information permits the search to be refined. In addition, the result of processing information this way is what forms the first step in preparing an adequate presentation of the results of the completed work.

    This skill is essential for students as it allows them to deal with all of the information available to them and to learn intellectual rigour. Students who know how to process information can better identify relevant information, use in-depth analysis and visualize data, ideas and concepts important for the work to accomplish. It is therefore one way of exploring a subject more deeply, of understanding content and of supporting a rigorous intellectual process. Processing information is in fact the pivot of a problem-resolution process.

  3. 3

    Present Information

    Many academic assignments require activities where students are asked to present information: they share their research results, their projects’ progress, their creations or results of their work, using a variety of tools that are both pertinent and stimulating.

    This task supports students in completing their assignment. This proposed approach is generic and is presented in four steps: planning the presentation, carrying out its production, highlighting and transmission of the information. This applies to all types of presentations, whether an assignment done with a word processor, a slide show, a video or audio clip, an online publication or image or any other type of presentation, the steps are the same for all.

  4. 4

    Working in a Network

  5. 5

    Use ICTs in an Efficient and Responsible Manner

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