606 search results for 'Laboratory' 'Plagiarism Prevention' 'Blogs' 'Audio' 'Discussion forum' : Publications in Profweb (576) | Resources in ICT Profile (13) | Skills in ICT Profile (10) | Pages in ICT Profile (7)
Many academic assignments require activities where students are asked to present information: they share their research results, their projects’ progress, their creations or results of their work, using a variety of tools that are both pertinent and stimulating.
This task supports students in completing their assignment. This proposed approach is generic and is presented in four steps: planning the presentation, carrying out its production, highlighting and transmission of the information. This applies to all types of presentations, whether an assignment done with a word processor, a slide show, a video or audio clip, an online publication or image or any other type of presentation, the steps are the same for all.
We complain when students copy information word for word into their work. We can see that they find it difficult to integrate their material and to understand complex or abstract concepts. In the researching-processing-presenting process, the way the information is processed is often biased or neglected. This is the difference between a surface and an in-depth analysis. The act of processing the information permits the search to be refined. In addition, the result of processing information this way is what forms the first step in preparing an adequate presentation of the results of the completed work.
This skill is essential for students as it allows them to deal with all of the information available to them and to learn intellectual rigour. Students who know how to process information can better identify relevant information, use in-depth analysis and visualize data, ideas and concepts important for the work to accomplish. It is therefore one way of exploring a subject more deeply, of understanding content and of supporting a rigorous intellectual process. Processing information is in fact the pivot of a problem-resolution process.
The article offers guidelines that aim to ensure the active participation of students (exchanges, engagement) in a discussion forum.
This Physics teacher explains how using Visual Classrooms helped build strong foundations through reading and writing. This online platform allows interactive discussion and collaboration using a virtual whiteboard. The forum created a positive environment for learning.
In addition to presenting the steps leading to the realization of the activity, this real-life story presents the impacts of blog use by students to collect the entries of their internship journal in Laboratory Techniques (biotechnologies). This facilitated collaboration and sharing of expertise through student exchanges and live feedback from the teacher. Making the blog public has raised the quality of work and student engagement.
In this real life story, two teachers explain how the use of a smartpen helped create a collaborative classroom, by allowing teams of students to present their results to the class and by sharing them by email. The teachers also used the audio comments feature.
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Published January 18, 2018
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.
Published September 3, 2018
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.
Published November 3, 2015
In the context of a research project funded by the “Fonds de Recherche du Québec sur la société et la culture” (FRQRSC), 311 students from Dawson College and Cégep André-Laurendeau were surveyed online, in French or English, about their teachers’ practices in the use of ICTs and cyber-learning. This survey allowed the researchers to collect data on the teachers’ use of technology as well as the students’ level of satisfaction regarding this use.