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Publication by Lyly Lessard

About the Author

Cumulating nearly 2 decades of college teaching experience in Philosophy and ESL at Cégep de Matane and Cégep de Rimouski, Lyly Lessard has an unquenchable thirst for learning. She holds degrees from Saint Mary’s University in Halifax and UQAR and has recently completed a Master of Education in College Teaching with Performa at Université de Sherbrooke. Her main interests lie in active and project-based learning approaches as well as cognitive and socioconstructivist frameworks. Motivating her students and supporting them on their road to success is central in Lyly’s teaching and she always seems to be working on at least one pedagogical project, if not more. Finally, Lyly also acts as department co-coordinator and the English help center “Cool-Aid.”

Articles

Student window

Published March 21, 2019

Should We Use Web 2.0 Tools with Lower Level ESL Students?

Lyly Lessard Teacher, Cégep de Rimouski

In this millennial time, it's quite difficult to avoid using ICTs in our ESL classrooms. The question is: for which purposes are you actually using ICTs: administration, facilitating teaching or supporting pedagogical objectives such as deep learning? Many of us are using ICTs without knowing how they specifically affect students’ learning. Going from being a reluctant Moodle user to a pro-active user, I used all sorts of ICTs in the last 12 years of teaching ESL. Students seemed to enjoy activities although they created stress or anxiety for some. Consequently, for my master research project, I decided to investigate how ICTs, especially Web 2.0 tools, could be a source of motivation for weaker ESL students, such as in 100-level CEGEP courses.

Languages and Literature

Featured Reports

G suite vignette

Published January 26, 2017

G Suite For Education: Collaboration-Based Pedagogy

Kurt Vignola Teacher, Cégep de Rimouski
Maxime Ross Learning Technology Advisor, Cégep de Rimouski
Michel Ouellet Teacher, Cégep de Rimouski
Lyly Lessard Teacher, Cégep de Rimouski

In November of 2015, Maxime Ross, a Techno-pedagogical Advisor at the Cégep de Rimouski, published an In-depth report on Profweb entitled Le projet Chromebook et le déploiement des outils Google pour l’Éducation. In this report, he presented the main steps that led to the introduction of Google Classroom and Chromebook laptops to a cohort of students in the Arts and Sciences program (AS). This first experiment aimed to explore Google's cloud-based tools, to verify their pedagogical use and to justify their deployment to the entire Cégep de Rimouski college community. So where are things now, a year later?

Multidisciplinary