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Published March 22, 2020 | Multidisciplinary

Pedagogical ICT Resources to Facilitate the Transition from a Classroom-Based Course to a Distance Learning Course

This article is a translation of a text published in the French edition of Profweb.

Planning a distance learning course takes time and a lot of preparation, but sometimes the context in which we teach forces us to make these changes in a very short period of time. Here is an overview of educational resources from Profweb and the college network that will help you make this transition.

An interactive form on important points to consider in distance learning

Profweb Publications

In order to help you learn about the important elements of distance education, the workshop organized by the Réseau d'enseignement francophone à distance (REFAD), entitled Transformer une formation offerte en présence en une formation à distance en mode synchrone, will be a very relevant introduction to the subject. During this online presentation, you will learn how to transform your face-to-face course into a distance learning course by taking into account 3 key elements:

  • conciseness
  • interaction
  • the choice of technological tools

The webinar Transformer une formation offerte en présence en une formation à distance en mode synchrone presented by the REFAD

Educational videos can enhance your distance learning courses. In this article, you will discover how to produce video tutorials using simple, free tools.

Tools for audio recording

Creating video content can seem like a daunting project given the limited time you have to turn your classroom-based courses into distance learning courses. Why not consider producing audio material? Audio recording is a simple and interesting solution to diversify your ways of transmitting educational content to your students. You could use:

To help you avoid your online course becoming a drop box for written documents and to engage and motivate your students, our editor Catherine Rhéaume suggests a few digital tools that will promote interactivity in distance learning, including H5P (which can be integrated with Moodle or WordPress).

Caroline Demers, a teacher at Cégep Garneau, explains her choice of Teams as an online learning platform. She combined it with the OneNote class notebook to facilitate content sharing and collaboration between students during formative activities. The OneNote class notebook replaces the interactive whiteboard for online activities.

Learn more about Microsoft Teams

To learn more about the functionalities of Microsoft Teams, I suggest you consult the Digital Tool page published on the Profweb site.

Web Spaces are offered to teachers in the college network at no cost by Profweb, as is the associated technical support. You will be able to upload one or more websites to share your educational content, either as a WordPress site or a wiki produced with MediaWiki.

Real-Life Stories of teachers who have adopted distance education

Profweb invites you to reread the inspiring stories of teachers who have mastered online teaching.

In the fall of 2017, Eang-Nay Theam began teaching both face-to-face and online at Cégep de Baie-Comeau. Many will recognize the challenges she has faced. In her story, Eang-Nay Theam suggests some successful strategies for engaging her students in their distance education courses.

In this Real-Life Story, Myriam Laberge, a teacher at Cégep Édouard-Montpetit, explains how she transformed a course she had been teaching for many years as a classroom lecture into a distance learning course. She explains the different stages of her project, from researching the inverted classroom to choosing strategies to spark discussions among students.

Resources from our partners

Centre de documentation collégiale (CDC)

The Centre de documentation collégiale has a thematic collection on distance education. More than 500 resources, in French and English, are part of this collection.

In these PDF books, eLearning specialist Tony Bates takes a detailed look at what eLearning is all about and offers a professional strategy to help you deliver good courses that will allow your students to acquire the same knowledge and skills as they would in the classroom.

APOP

In this three-part webinar, Serge Gérin-Lajoie, professor at Université TÉLUQ, explores the different dimensions of guiding students, more specifically accompanying distance students. In addition, he explains how to optimize guidance strategies to foster a sense of belonging among students and avoid isolation.

APOP has created a practical guide in PDF format to help teachers familiarize themselves with the different aspects of distance education. Whether you wonder about formats (synchronous, asynchronous), the choice of course platform, the remote management of collaborative activities or the management of evaluations, you will find in this guide the answers to many of your questions.

Association québécoise de pédagogie collégiale (AQPC)

On the website of the Association québécoise de pédagogie collégiale (AQPC), you will find a lot of information on distance learning [in French], in the form of slide shows of presentations from past conferences and articles from the Pédagogie collégiale journal. In fact, I suggest 2 articles that will be useful for your reflection on online courses:

DECclic

DECclic gives you access to a host of online self-paced courses, tutorials, training and tips [in French] to help you get to grips with Moodle and discover all the possibilities offered by this digital learning environment.

Réseau des répondantes et répondants TIC (REPTIC / ITREP)

This Guide will help you write a scenario for an educational activity that incorporates digital technologies, which is inevitably part of a distance learning course. As you browse through the Guide CAAP, you'll discover a wealth of resources and reference materials to help you deploy your activities online.

About the Author

Camille Arpin She has been an editor for Profweb since 2019. She teaches French and literature in various cegeps of the province. Her studies and professional experiences have led her to become interested in multidisciplinary pedagogical approaches and the issues related to the assessment of knowledge and competencies.

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