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Real Life Stories

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Real Life Stories

Wunderlist logo

Published November 23, 2015

Becoming an Omnipresent Teacher with Wunderlist

Murielle Cayouette Teacher, Collège O'Sullivan de Québec

As a CEGEP teacher whose workload is split between 2, sometimes 3 colleges in any given semester, I am well-acquainted with the challenges of following the progress of a group while physically being in a different location. This article is an account of how Wunderlist, a free online application designed for project management, facilitated my monitoring and counseling of the students both inside and outside of the classroom.

Office Management

Real Life Stories


Published November 10, 2015

ClassCraft and My Quest for Student Engagement

Lisa Deguire Teacher, Cégep de Jonquière

I like to stay abreast of new technologies, and gamification is an aspect I have wanted to integrate into my English Second Language classes for some time now. I am not a gamer but I have lived with gamers so I am very familiar with the allure of the very popular Massive Multi Online Role Play Games. (MMROPG’s). Like many teachers I dream of seeing my students as attracted to, interested in, and excited about their ESL class content as I am. Unfortunately, most games I came across and could integrate into my planning fell short of my needs or were difficult to adapt to the ESL classroom. Then I discovered Classcraft!


Real Life Stories


Published November 3, 2015

On Using Stellarium: “There Is Nothing Wrong with Treating Yourself a Little”

Karine Aeschlimann Teacher, Collège Montmorency

Stellarium is a free, open-source planetarium software used to create dynamic 3D sky projections that imitate what a person would see with the naked eye or with a telescope. Among other functions, this software allows the user to obtain full views of the Milky Way and of constellations with their respective boundaries. It may be used at home for fun or instructional purposes, or in a classroom context, as was the case with my “Astronomie et astrophysique” class.


Real Life Stories

Published October 27, 2015

“Video Selfies” in Class

Charles Laporte Teacher, Collège LaSalle

The idea to suggest to my students that they use their mobile device to make videos came to me while I was presenting the solution to a problem in my Linear Algebra and Vector Geometry class. I wanted to let the students put mathematics operations into their own words, so that they could verbalize what they were thinking and explain the solution while they were doing it. Doing this with a paper-based assignment seemed a bit too laborious. Instead, why not try to use a selfie video (filming themselves)? This also allowed me to touch on one of the higher levels of competency in Bloom’s Taxonomy (we moved from working on matrices to explaining and even analysing these operations while in the process of resolving them).


Real Life Stories

Published October 13, 2015

Blended Learning to Teach Ethics to Future Engineers

Ryan W. Moon Editor, Profweb
Govind Gopakumar Associate professor, Concordia University

At Concordia University, I have been teaching the ENGR 201 Professional Practice and Responsibility for some time, which is a mandatory rite of passage for any student who wishes to become an engineer. This means that there are a large number of students, which seems to be growing every year. Given this growth, we wanted to see if we could consolidate a couple of sections into one section to meet the demand. The course is offered in the fall, winter and summer semesters, and each section has about 200 students. Our first experiment was with 200 students in one section who were all enrolled in the blended course. We are now regularly offering the blended course with 400 students each semester.


Real Life Stories

Second life logo

Published October 5, 2015

Teaching Through Simulation with Second Life

Ryan W. Moon Editor, Profweb
Greg De Luca Educational Advisor, Champlain College - Campus Saint-Lambert

As an educator, I often feel that there is a disconnect between the classroom and the workplace, especially in the case of ACS/AEC programs. Are we adequately training our adult clientele who is already in the workforce? What if we could provide a virtual simulation that mimics real situations they will encounter so they can immediately apply their knowledge?


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