1197 search results for 'Community of Learners' 'Project-based Approach' 'Creation' 'Collaboration' 'Gamification' : Publications in Profweb (954) | Resources in ICT Profile (116) | Skills in ICT Profile (89) | Pages in ICT Profile (21) | Steps in CAAP Guide (11) | FAQ in ICT Profile (5) | Page in CAAP Guide (1)

Publications in Profweb (954)

Real Life Stories

Learner-based Teaching

Published May 6, 2014 | Psychology

Shelagh Robinson Teacher, Dawson College

In an earlier Profweb story, Simple Technologies Transform Our Brains, Shelagh Robinson related her fascination with mirror reading, and its usefulness illustrating the plurality between the right and left hemispheres of the brain. The title alluded to the fact that one of the most useful tools for presenting mirror reading was a simple overhead projector, and transparencies to reverse images. Thanks to the efforts of two cégep graduates, this is no longer true. Mirror reading is now a concept that is accessible to psychology students both in class and outside of it.

Articles

Collaboration Fosters Active Learning

Published December 5, 2012 |

Eric Lozowy Faculty Dean - Science and General Studies, Vanier College

The new active learning classroom represents for Eric Lozowy what the Quebec College Network can be at its best. It is about innovation and partnerships. It is also about collaboration and student centeredness. In other words, it is about a community of teachers, professionals and managers getting together and exchanging ideas and dreams to better serve the needs of students.

Featured Reports

G Suite For Education: Collaboration-Based Pedagogy

Published January 26, 2017 | Multidisciplinary

Kurt Vignola Teacher,
Maxime Ross Learning Technology Advisor,
Michel Ouellet Teacher,
Lyly Lessard Teacher,

In November of 2015, Maxime Ross, a Techno-pedagogical Advisor at the Cégep de Rimouski, published an In-depth report on Profweb entitled Le projet Chromebook et le déploiement des outils Google pour l’Éducation. In this report, he presented the main steps that led to the introduction of Google Classroom and Chromebook laptops to a cohort of students in the Arts and Sciences program (AS). This first experiment aimed to explore Google's cloud-based tools, to verify their pedagogical use and to justify their deployment to the entire Cégep de Rimouski college community. So where are things now, a year later?

Articles

From Gamification to Transmedia Storytelling

Published November 30, 2015 | Multidisciplinary

Jean Desjardins Learning Technology Advisor, Collège Sainte-Anne

On March 11, 2015, during a REFAD professional development workshop, Olivier Alfieri, a multimedia project manager at the CFORP, gave an insightful conference on how to help students learn to create “transmedia” storytelling in class.

Articles

Using LEGO to Learn About the Agile Approach in Computer Science

Published August 15, 2019 | Electronic Data-processing

Catherine Rhéaume Editor, Profweb

In April of 2019, the VTÉ (Vitrine technologie-éducation) organized a laboratory entitled Innovative Pedagogy: Play, Gamification and Serious Games in Service of Seriously Motivating Lessons! (La pédagogie innovante: le jeu, la ludification et les jeux sérieux au service d’apprentissages sérieusement motivants!) During the laboratory, there was definitely an emphasis on technological tools, but I will be focusing here on a "low-tech" way of gamifying in a domain which is, without question, very technological: computer science. See how Stéphane Lévesque, a teacher in software engineering, uses LEGO to initiate his students to the Agile methodology (a project management methodology for teams which is prevalent in business).

Articles

Valuing Our Community of Practice: Ongoing Program Evaluation

Published September 23, 2012 | Multidisciplinary

Lee Ann Johnston, Heritage College

Since all cégeps are required to evaluate their programs of study, Lee Anne Johnston realized that her counterparts in the network were probably experiencing the same type of isolation that she was. At her presentation at the 2011 AQPC symposium, it was suggested that an inter-cégep collaborative working group be set up. She submitted a proposal to APOP for support through their APOP_Tandem project for three online meetings using the VIA platform. Collaboration ensued.

Articles

Creating a Community of Practice: Starting Small but Dreaming Big

Published April 26, 2019 | Multidisciplinary

Susan MacNeil Editor, Profweb

Rachel Faust and Maggie Livingstone teach physics at Marianopolis College. Their shared passion for teaching motivated them to learn how to do it better by getting together with other teachers to share best practices. This is the story of their grassroots collaboration to create a community of practice.

Articles

A greeting hall, a place to gather and exchange: APOP’s 2007 e-conference website of the community of shared practice

Published October 30, 2006 | Multidisciplinary

APOP Management team

Since last spring, APOP has been working hard. The Association is organizing a conference in synchronous cyber collaboration mode that will take place January 10 and 11, 2007. The main purpose of the 2007 E-Conference is to bring together members of the college community to discuss and share their perspectives, expertise and approaches on implementing IT into academic practices. For this project to be feasible, APOP gives all participants access to a user-friendly website where tons of information will be published about the event.

Articles

An Aboriginal Approach to Technology

Published October 6, 2013 | Multidisciplinary

Cheryl Jenkins Teacher, Cégep John Abbott College

Kiuna Institute is a cégep dedicated to providing quality education to aboriginal students that respects their identity. Part of this new approach to a traditional community ironically involves embracing information and communication technology; a marriage that seems to work well.

Articles

Video Creation Becoming Accessible to the College Community

Published March 5, 2012 | Multidisciplinary

Philippe Aubé Coordinator, Profweb

Philippe Aubé, Profweb's coordinator, presents examples of videos created and presented in the college classroom. He explores the advantages and disadvantages of the medium and presents guidelines for production and use.

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Real Life Stories

Published August 24, 2014

Meeting Students Where They’re At!

Becki George Teacher, Northland College
Kelly La Venture Teacher, Bemidji State University

Kelly La Venture and Becki George of Northland College Wisconsin presented a workshop on hybrid instruction at the recent Canadian International Conference on Education (CICE) at Cape Breton University in Sydney, Nova Scotia from June 16-19, 2014. After their workshop, in conversation with Profweb’s Norm Spatz, they elaborated on their motivation for creating and teaching hybrid classes. Kelly’s and Becki’s remarks are testimonials that providing flexible learning approaches builds contentment among students – helping Quebec college students master ICT profile skills.

Multidisciplinary

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

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