Published October 19, 2009
French (Second Language)
Philippe Gagné Teacher, Vanier College
A hybrid course in French Second Language had to be motivating for its largely technical students who were looking to complete their last few core courses in order to successfully finish their studies. Learn how an innovative problem-based learning approach in a virtual environment caught their interest!
Diane Laberge Interim Assistant Director - Research & Development , Cégep à distance
Cégep@distance holds the mandate to offer quality distance education in English and French to our clients across Quebec and beyond, with our bank of over 250 courses. The many technical innovations that we have developed through the years are presented here, front and center, without mentioning the many successes of our students and the ground-breaking partnerships Cégep@distance has established with other colleges.
Isabelle Trudeau Educational Advisor, Cégep à distance
The success of our students is at the heart of our mission, and the raison d'être of our organizations. And regardless of whether we provide in-class instruction or deliver distance education, we are always looking for ways to assist our students to develop their personal and professional skills.
Martine Chomienne Educational Advisor, Cégep à distance
An experiment at Cégep@distance has offered the opportunity to explore the potential of social networks, and some of the advantages that have emerged from using this technology in distance learning could certainly be transferred into the classroom.
Denis Bédard Ph. D., Director Nathalie Lefebvre M. A., Coordinator
Établir le portrait des pratiques technopédagogiques au regard de l’utilisation des pédagogies actives en enseignement supérieur, tel était le thème d’une enquête menée par le Centre d’étude et de développement pour l’innovation technopédagogique (CÉDIT). Cette démarche a permis de colliger les réponses de 410 enseignants du réseau d’enseignement collégial provenant de différentes régions du Québec (Abitibi-Témiscamingue, Bas-St-Laurent, Chaudière-Appalaches, Côte-Nord, Estrie, Gaspésie-et-les-Îles-de-la-Madeleine et Saguenay-Lac-Saint-Jean). Les établissements collégiaux ont été sélectionnés en fonction des réalités propres aux régions éloignées des deux grands centres urbains que sont Québec et Montréal. L’objectif était de déterminer si une transformation des postures et des pratiques technopédagogiques des enseignants était présente dans ces milieux régionaux. Cette chronique permettra de mettre quelques résultats en évidence.
Kathryn Morrison got an opportunity to teach in an active learning classroom and found the difference unbelievable because as much as she tried to implement active learning in a traditional classroom, the structure of the room itself created logistics to overcome.
Eileen Kerwin Jones Teacher, Cégep John Abbott College
Active learning online in this Humanities course using blended learning requires a level of autonomy and commitment on the part of students, as well as a willingness to work collaboratively. There is little chance to simply receive information passively in class!
PSI helps learners take control of their own learning. It fell into disfavour because of the heavy correction load required to provide feedback. The advent of online platforms such as MasteringPhysics with self-correcting tests has allowed teachers to revisit this strategy.
When the MTP team started thinking about how we could meet the needs of the Anglophone teachers outside of Montreal, we agonized about the impact of the traditional distance learning model on many issues. The result was a hybrid course, distance learning with a twist!
Becki George Teacher, Northland College Kelly La Venture Teacher, Bemidji State University
Kelly La Venture and Becki George of Northland College Wisconsin presented a workshop on hybrid instruction at the recent Canadian International Conference on Education (CICE) at Cape Breton University in Sydney, Nova Scotia from June 16-19, 2014. After their workshop, in conversation with Profweb’s Norm Spatz, they elaborated on their motivation for creating and teaching hybrid classes. Kelly’s and Becki’s remarks are testimonials that providing flexible learning approaches builds contentment among students – helping Quebec college students master ICT profile skills.
In 2018, cell phones, tablets and computers combined with free applications or software give us the ability to create high quality video and broadcast it within moments. The internet gives us access to vast free video resources. Yet in spite of these technological innovations, students still consume digital media mostly passively in classroom settings. Three free online platforms allow you to create different types of video-based tasks that engage your students more actively.
Jean Desjardins Learning Technology Advisor, Collège Sainte-Anne Isabelle Senécal Director of Teaching, of Pedagogical Innovation and of International Development, Collège Sainte-Anne
The active learning methods have in common of placing the students in the middle of the learning process. Their teachers can then also think about giving them a role in the planning of the evaluation. Active learning is inspired by real-life contexts that are meaningful for the students, which can increase their level of motivation for the tasks that are suggested to them. It encourages durable learnings rather than using only their short-term memory.