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Publications in Profweb (13)

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.

Real Life Stories

Challenging Students with Probabilistic Models

Published December 14, 2009  |  Biology

Silvia d'Apollonia Teacher, Dawson College

There is abundant evidence that students have major difficulties understanding phenomena exhibiting the characteristics of complex systems - phenomena such as evolution, population dynamics and gas laws. NetLogo is a programmable modeling environment which can be obtained free of charge where students (and teachers) can explore the characteristics of complex systems.

Real Life Stories

“Just-In-Time Flipped Classroom” Pedagogy in Biology

Published February 2, 2016  |  Biology

Sophie Dion Teacher, Cégep de Saint-Félicien

For a few years now, I have noticed the necessity of adjusting the teaching methods I use with the students in the Animal Health Technology program. This is most apparent in the Cells and Genetics course in biology, which is taught during the first semester.

Articles

Exploring Online Student Assessment Systems: Part 1 – Learning Catalytics

Published March 1, 2016  |  Biology

Angie Stevens Editor, Profweb

In search of a faster and more efficient way of assessing student comprehension of topics addressed in class, Anna Dera stumbled upon Learning Catalytics. Diagrams, graphs, pictures and data analysis are all essential for assessing student understanding in biology, and many assessment systems are limited with respect to using this type of material. Anna’s research has taught her quickly that not all classroom response systems are made the same.

Real Life Stories

The Blog as a Monitoring Tool for Internships in Biotechnology

Published March 7, 2017  |  Biology

Alain Toutloff Teacher, Cégep de l'Outaouais

Supervising students well in class is one thing, but when it comes to doing so with respect to internships, it becomes much more complex. How do you follow their evolution and give value to everything they will have accomplished? By putting a blog into place, through the My Web Space hosted by Profweb, I was able to achieve several of my pedagogical objectives. I will share with you my first experience with my students in biotechnology.

Real Life Stories

Deceptively Small Packages

Published April 8, 2012  |  Biology

Edward Awad Teacher, Vanier College

The effect that clickers have had on Edward Awad's teaching is profound. He can now spot problematic content areas and focus on topics where students need more attention. Also, without realizing it, he seems to have anticipated what is now being called the flipped classroom.

Real Life Stories

Evolving Content Bridging Technologies

Published November 3, 2013  |  Biology

Roxane Millette Teacher, Cégep John Abbott College

Roxane Millette's students have to competently reformulate a concept that she teaches in class. She helped develop a biological literacy by asking students to move between various technologies to produce an essay that employed professional terminology and expression.


Real Life Stories

Teaching Differently and Efficiently Using IT

Published November 8, 2009  |  Biology

Patrick Fillion Teacher, Cégep de l'Outaouais

As time has moved on, I have made big changes and diversified my IT arsenal. I no longer consider technology a crutch, but a toolbox permitting me to efficiently transmit my knowledge, skills and attitudes to my students.

Real Life Stories

Screensharing with LiteShow III to Create an Active Learning Scenario

Published May 5, 2013  |  Biology

Edward Awad Teacher, Vanier College

As part of an APOP ICT Project to support local initiatives in Anglophone cegeps, Edward Awad tested LiteShow III in his General Biology I (101-NYA) classes during the fall semester of 2012. Results suggest possible low cost active learning options throughout the college.

Most viewed results

Real Life Stories

Published March 7, 2017

The Blog as a Monitoring Tool for Internships in Biotechnology

Alain Toutloff Teacher, Cégep de l'Outaouais

Supervising students well in class is one thing, but when it comes to doing so with respect to internships, it becomes much more complex. How do you follow their evolution and give value to everything they will have accomplished? By putting a blog into place, through the My Web Space hosted by Profweb, I was able to achieve several of my pedagogical objectives. I will share with you my first experience with my students in biotechnology.

Biology

Real Life Stories

Published February 2, 2016

“Just-In-Time Flipped Classroom” Pedagogy in Biology

Sophie Dion Teacher, Cégep de Saint-Félicien

For a few years now, I have noticed the necessity of adjusting the teaching methods I use with the students in the Animal Health Technology program. This is most apparent in the Cells and Genetics course in biology, which is taught during the first semester.

Biology

Articles

Published March 1, 2016

Exploring Online Student Assessment Systems: Part 1 – Learning Catalytics

Angie Stevens Editor, Profweb

In search of a faster and more efficient way of assessing student comprehension of topics addressed in class, Anna Dera stumbled upon Learning Catalytics. Diagrams, graphs, pictures and data analysis are all essential for assessing student understanding in biology, and many assessment systems are limited with respect to using this type of material. Anna’s research has taught her quickly that not all classroom response systems are made the same.

Biology

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