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Real Life Stories

Profil TIC

Etudiants bibliotheque

Published November 30, 2017

Google Classroom to Support Sustainable Learning in the Dental Prosthesis Program

Julie Jacob Teacher, Cégep Édouard-Montpetit

I teach in the Dental Prosthesis Program. During the winter session, I give the course Conception et confection de pièces squelettiques II to students in their 4th semester in the program. This course allows them to finish acquiring the skills essential for them to succeed the integration activity. However, the students do not have the opportunity to practice these skills between their 4th and 6th semester of studies. This means that 3rd year students sometimes have difficulty finding theoretical or practical notions from the year before. For this reason, I set out to find both, a way to ensure the safekeeping of course contents and a means of making the content easily accessible to the students.

Dental Technology

Real Life Stories

Ordinateur mains 2

Published November 28, 2017

Keyboard shortcuts to speed up formative feedback

Netta Gorman Teacher, Cégep de l'Abitibi-Témiscamingue

Have you ever had a sore hand after writing almost identical comments on the copies of all your students, again and again? Did you know that when correcting digital documents, you can avoid this by setting up automatic substitution codes? In addition, by creating keyboard shortcuts, you can give students detailed feedback. I do it in Google Docs, but it's possible with other word processing tools!

English (Second Language)

Real Life Stories

Game storm vignette

Published November 20, 2017

Game Thinking as a Strategy to Promote Deep Learning in Any Field

Andy Van Drom Editor, Profweb

While observing my students in Cégep Limoilou’s Video Game Design program, I noticed their ability to mobilize a specific skill set comprising critical analysis, problem solving and creativity. As I built the generic course plan for a new course, English for Video Game Design II, I included a gamification project to specifically hone these skills, often referred to as game thinking. After testing this approach with my students in the fall 2017 term, I am convinced it can benefit students in virtually any program.

Real Life Stories

Son

Published November 17, 2017

Audio Feedback To Give Meaning To Marking

Jean-François Legault Teacher, Collège de Valleyfield

To mark my students’ essays, I have turned to giving audio feedback. I can see real benefits in this for both my students and me. It gives a lot more meaning to grading. In audio mode the number of detailed comments that can be left increases dramatically when compared to written comments. The number of grade reviews in my classes has also decreased significantly since I have been using this method.

French (Language and Literature)

Real Life Stories

3 apps exercices

Published November 15, 2017

No More Excuses: 3 Apps to Get Students Moving in Phys Ed.

Natasha Stobert Teacher, Heritage College

Staying active and leading a healthy lifestyle is one of the best ways of finding balance, and a great way to live a happy and fulfilled life. Not finding time to exercise is a common excuse that we all use. Despite this challenge, it is one of the most important things you can do for yourself. One way that I motivate myself when I exercise is using technology to help me stay on track. There are a number of apps I have been using with students in my Physical Education courses, 3 of which I would like to share with you.

Physical Education

Real Life Stories

Classroom

Published October 13, 2017

The Low-Tech Active Learning Classroom at Cégep de Sept-Îles

Sharon Coyle Teacher, Cégep de Sept-Îles

The term active learning classroom usually evokes images of a sleek space packed with all of the latest technological bells and whistles. Not so at Cégep de Sept-Îles. To fit our teaching and learning needs and goals, we consciously opted for a classroom where inter-activity – not technology – plays a central role. This being 2017, of course it doesn’t mean we relegated electronic devices altogether. Here’s the story that explains the “how” and “why” of our low-tech active learning classroom.

Multidisciplinary

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