Profweb

Search results

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)

Skills in ICT Profile (10)

Skill

Process Information

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.

Resources in ICT Profile (13)

Resource

“Video Selfies” in Class

This article from Charles Laporte (Collège LaSalle) explains that Video Selfies in Class, as a pedagogical technique for learning, contributes to prevent plagiarism.

Resource

Diigo - A Web Resource for Article Collection in Debate Preparation

This Profweb story presents how students can use the Diigo bookmarking tool to prepare a team discussion: share, index, comment, annotate, classify documentary resources and keep people informed. The use of Diigo has helped to increase the quality and consistency of oral speech.

Resource

A Short-List of Digital Plagiarism Detection Sites

To support plagiarism prevention and detection, we can now turn to a multitude of free internet sites as a means of verifying assignments for their authenticity. Many of these sites promote their services to teachers and students alike. Angie Stevens presents some of them.

Most viewed results

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

Articles

Published November 3, 2015

Teachers’ Use of ICTs: What Do Students Think?

Laura King Teacher, Cégep André-Laurendeau

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.

Multidisciplinary

Page 59 of 61