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Publication by Andy Van Drom

About the Author

Andy Van Drom enseigne l'anglais, langue seconde, et la linguistique depuis 2005, d'abord à l'Université Laval, puis, depuis 2012, au Cégep Limoilou. Après avoir terminé des études doctorales en linguistique, il travaille maintenant à temps partiel à une maîtrise en enseignement collégial avec Performa. Andy a également publié 3 manuels chez Pearson ERPI et a développé plusieurs ressources éducatives libres en format numérique. Son grand intérêt pour les outils technopédagogiques et l'apprentissage actif l'ont mené à travailler avec Profweb, où il est éditeur depuis 2017. En 2019, il a reçu une Mention d'honneur de l'AQPC et le prix EF Excellence Award in Language Teaching.



Published September 10, 2021

Distributing H5P Content Across Platforms or Directly to Students

Andy Van Drom Editor, Profweb

H5P is a plugin for existing publishing systems that allows you to create interactive content, such as quizzes, puzzle games, questions embedded in a video, etc. Maybe you have previously created H5P content, for example on Moodle, and wish to distribute it to students elsewhere? Or maybe you are new to H5P and are looking for an easy way to share interactive materials and exercises with your students? Either way, in this article, you will find some useful tips to easily share your content in the way that best fits your preferences and needs.


Real Life Stories


Published September 3, 2021

Gamification, Squared: Keeping Students Engaged with 2 Types of Gamification

Andy Van Drom Editor, Profweb

While the return to face-to-face classes is definitely beneficial to the teacher-student relationship and interaction between students, it might also diminish the frequency and quality of students’ engagement with course content. Indeed, students may be more likely to see face-to face courses as content blocks they only engage with once a week, in comparison with distance courses, especially those including content and activities delivered asynchronously. To counter this potential undesirable effect of returning to the classroom, I decided to implement 2 forms of gamification in my English as a second language (ESL) course: content gamification and structural gamification.

English (Second Language)



Published August 19, 2021

Bringing Distance Learning Tools into the Classroom

Andy Van Drom Editor, Profweb

As we are transitioning back into physical learning environments, are you doing away with the online materials created during the pandemic and going back to printed handouts? Or are you looking for innovative and effective ways to integrate some of these distance learning tools in the physical classroom environment? I opted for the latter, and will be sharing some ideas in this article to encourage you to do the same. As part of a co-development effort, please don’t hesitate to share your own ideas and practices using the “Comment” function at the bottom of this page.




Published February 12, 2021

Streamlining Virtual Office Hours and Student Meetings

Andy Van Drom Editor, Profweb

At the outset of 2021, students spontaneously walking into your office to ask a quick question may seem like a distant memory. In a context where distance and hybrid courses have become prevalent, hopping on a video call with a student has become easier than ever. One pain point, however, is exacerbated online: unless you spend long, uninterrupted stretches of time in front of your screen waiting for students to reach out, setting up a virtual meeting typically requires sending several messages back and forth to find a time slot suitable for both parties. Unless you let an online scheduling tool do the work for you! Sounds alluring? This article presents the possibilities of online scheduling tools, and presents a few free options that are interesting for college teachers.




Published January 28, 2021

Bringing More Spontaneous Interaction to the Virtual Classroom with Proximity Chat

Andy Van Drom Editor, Profweb

As distance and hybrid teaching and learning scenarios have become the norm since spring 2020, teachers and students alike have come to grips with the videoconferencing platforms that enable synchronous class sessions, such as Teams and Zoom. While strategies like using breakout rooms and varying group size or composition increase engagement by changing how and with whom students interact, they cannot equal the level of agency and spontaneity that in-person interaction offers. A new breed of web-based virtual environments offering proximity chat (also called spatial chat) mimic the possibility of speaking or collaborating with one or more peers while remaining in the same virtual space as the entire class group.


Featured Reports

Profil TIC


Published November 1, 2020

Working as a Team at a Distance (part 1). Teams: a Single Ecosystem Bringing Together All Collaborative Functions

Caroline Demers Teacher, Cégep Garneau
Andy Van Drom Editor, Profweb

Teamwork is often not easy for college students. In order to truly collaborate, rather than simply separate the work to be done, students need to form a cohesive and committed team. This is difficult enough when students are in the same room, but in a distance or hybrid learning environment, they are separated from each other and often don't know how to move forward effectively.


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