The focus of this workshop will be on how to effectively design and build courses that use IT to create real-world learning. It will invite the participants to re-think how they build effective learning environments, and their use of IT in doing so, for student achievement and success. Is it no longer important for students to ‘know’? Of course it is! However, our expectations of students have moved up the cognition ladder (Bloom’s Taxonomy); learning is no longer all about what they need to know, but what they should be able to do. This implies the need for students to perform, to apply the content they have learned.
Discussing my blended online Humanities course Science, Technology, and Society, offered in the A06 semester, in terms of its objectives and content and how I have used IT to these ends. This course is part of a pilot project at Vanier College to help Careers students who have fallen behind in fulfilling their DEC General Studies requirements to be able to take their Block B Humanities course in a blended online format. The hope is that thereby more students than otherwise will receive their DEC; although the structures of the college scheduling process make it impossible for all the students in my course to be the target population.
This concerns the Microsoft Office software: Word, PowerPoint, Excel and Access. I want to share with my colleagues how to make the best use of an On-line teaching system. In my course outline, the rules are set: the students have to do the exercises prescribed, both from the software itself and from the accompanying textbook; and only then will they be allowed to write the tests. Therefore, I spend as little time as possible lecturing. I do not use any PowerPoint presentations, it bores them to death. My role is more one of a Coach than one of a Master. I check their assignment individually, with them, on screen: no cheating possible and no marks. Biographical Notes Teacher at John Abbott College in the 412 Programme PDHT (Publication Design and Hypermedia Technology, for many years, M. Ed. from the Université de Montréal, BA in Linguistics from the Université du Québec à Montréal, knowledge of French and English at professional level, user of The TAIT system from Pearson Prentice-Hall publisher since 2002.
This presentation examines two pedagogical approaches to designing and teaching fully online courses at the CEGEP level and how each course makes effective use of technology. One course, « Scriptwriting », delivers structured instruction combined with the interrelated activities, scaffolding students through a practical and constructive approach to scriptwriting. « Digital Culture » is a largely unstructured class and takes a much more constructivist approach to learning whereby students are required to work in rotating groups as they take part in ongoing discussions about topics which are assigned to them, and others which are suggested by the students themselves. The presentation will provide suggestions for various approaches to online teaching. The perspective that teachers are not expected to have technical expertise to teach online will also be discussed.
This work by La Vitrine Technologie-Éducation is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 Canada License.