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Publications in Profweb (848)

Real Life Stories

Blended Learning to Teach Ethics to Future Engineers

Published October 13, 2015  |  Multidisciplinary

Ryan W. Moon Editor, Profweb
Govind Gopakumar Associate professor, Concordia University

At Concordia University, I have been teaching the ENGR 201 Professional Practice and Responsibility for some time, which is a mandatory rite of passage for any student who wishes to become an engineer. This means that there are a large number of students, which seems to be growing every year. Given this growth, we wanted to see if we could consolidate a couple of sections into one section to meet the demand. The course is offered in the fall, winter and summer semesters, and each section has about 200 students. Our first experiment was with 200 students in one section who were all enrolled in the blended course. We are now regularly offering the blended course with 400 students each semester.

Articles

42: A School Where You Learn By Yourself (with others)

Published August 10, 2017  |  Multidisciplinary

Laurence Saint-Cyr Proulx Intern and Research Officer at the Living Lab en innovation ouverte, Cégep de Rivière-du-Loup

Have you ever imagined what a school might be like without teachers? No one to tell you when to start, what to write down or when to stop. A school where students progress according to their own pace and motivation, where they will be the principal actor in their development? It might seem like some sort of unrealistic utopia, but the École 42 is hedging its bets on their surprising educational program.

Real Life Stories

Experiential Learning and Digital Storytelling: A Powerful Duo

Published February 6, 2017  |  Multidisciplinary

Ryan W. Moon Editor, Profweb

Experiential learning is a means of moving from theory to application which allows for a fair amount of student discovery and serendipity to take place. Digital storytelling is a way for students to record, report or even be evaluated on their learning using modern technologies. The millennials, who are sometimes referred to as Generation C (and have a penchant for Creating, Collaborating and Communicating) seem enthusiastic about using mobile devices and technology. When students share what they learn through multimedia, they can even transport us to remote First Nations communities, providing us insight on places that we may never have the privilege to visit within our lifetimes. The result of combining their experiential learning with digital storytelling is most inspiring!

Real Life Stories

Physical Education and the Flipped Classroom: A Custom Training Program Thanks to Moodle

Published April 13, 2017  |  Physical Education

Renaud Despaties-Witty Teacher, ITA - Campus Saint-Hyacinthe
Laura Mercier Teacher, ITA - Campus Saint-Hyacinthe

At the turn of the century, seeing obesity, cardiovascular illnesses and type II diabetes rates that were skyrocketing within the population, the ITA (Institut de technologie agroalimentaire) decided to take on the issue of physical inactivity that was, and still is, affecting our society. We decided to focus the physical education courses which are mandatory for the DCS/DEC on adopting healthy life habits - more specifically focusing on regular physical activity (3 workout sessions per week).

Articles

Flipping the Classroom: 3 Different Motives, 3 Different Approaches, with Similar Outcomes

Published March 16, 2016  |  Multidisciplinary

Angie Stevens Editor, Profweb

Studies have shown that students learn better when they actively participate in their learning process and that students also greatly benefit from peer-based learning. The flipped classroom approach integrates well with these principles, but the task of implementing this type of approach can seem daunting. So, what motivates a teacher to flip their classroom? Does implementing this practice result in an improvement in student grades? Does this approach require the use of complex software applications and programs?

Real Life Stories

A Tale of 2 CEGEPs: Virtual Labs with Geographically-Dispersed Student Teams in Chemistry

Published March 29, 2016  |  Chemistry

Murray Bronet Teacher, Cégep John Abbott College
Petra Turkewitsch Teacher, Cégep de la Gaspésie et des Îles

What are the ingredients for a compelling distance learning and collaboration project in Chemistry? Take one large CEGEP in the city, one geographically remote CEGEP in the beautiful Gaspé Peninsula, add dedicated students and teachers, a sprinkle of technology and a whole bunch of seaweed!

Real Life Stories

Motivating Students to Write by Changing Their Medium from Paper and Pen to ICT Platforms

Published May 2, 2016  | 

Andy Van Drom Teacher, Cégep Limoilou

Keeping students motivated to practice writing and improve their English language skills is challenging. Today’s students don’t get excited over writing a text and handing it in, just to have it evaluated – and with good reason. The integration of ICT into my pedagogical strategies has allowed me to make writing activities more dynamic and appealing for students. These techniques don’t revolutionize the content, nor the objective of the action of writing, but the platforms I have used in my overall approach have definitely improved the students’ enthusiasm for writing and the creativity that is brought to the assignments. Instead of writing “for the sake of writing”, students are truly communicating again.

Articles

Exploring Student Assessment Systems: Part 2 – Socrative, Google Forms, Spiral, Piazza, and more!

Published June 6, 2016  |  Biology

Angie Stevens Editor, Profweb

The last time I spoke with Anna Dera, Biology Teacher at CEGEP Champlain-St. Lawrence, she was thrilled to be sharing her experience about using Learning Catalytics, which you can read about in the Profweb article Exploring Student Assessment Systems: Part 1 – Learning Catalytics. At that time, she expressed her desire to try out some free platforms, as Learning Catalytics requires a student subscription fee. Anna’s research lead her to create a short list of free platforms to experiment with including Socrative, Google Forms, Spiral, and Piazza. A few students also used Quizlet on their own for studying purposes.

Articles

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

Published March 21, 2019  |  Languages and Literature

Lyly Lessard Teacher,

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.

Real Life Stories

A Multidisciplinary Course to Initiate Students to the Scientific Approach in Natural Sciences

Published September 3, 2019  |  Multidisciplinary

Caroline Dupont Teacher, Cégep de Sainte-Foy

How to prepare Natural Sciences students to the complexity of the problems that they will have to solve throughout their lives, both as scientists and as citizens? In an obligatory multidisciplinary course for the student of the Environment, Life and Society profile, my colleagues and I bet on problem-based learning. We use current environmental issues to offer students authentic and contextualized learning situations.

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Articles

Published January 18, 2018

3 Platforms to Create Video-Based Tasks that Actively Engage Students

Andy Van Drom Editor, Profweb

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.

Multidisciplinary

Featured Reports

Published September 3, 2018

Active Learning

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.

Multidisciplinary

Real Life Stories

Published November 30, 2014

An Online Course to Pass the OQLF French Exam

Chantale Giguère Teacher, Dawson College

Two Dawson French teachers (Chantale Giguère and Laurent Duval) have developed a new online course called A Tutorial for the OQLF French Exam - Health Sector Students and Professionals. This 45-hour fully online course specifically designed for health sector is now offered by Dawson’s Center of Training and Development (CTD). The students are pharmacists, nurses, doctors, x-ray technicians or students in the health sector who want to improve their French competencies to work in the Quebec health system.

French (Second Language)

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