Canadian Review of Comparative Literature (Journal)
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Developing Tutorials for Several Institutional Partners: A Real Challenge! | Développer des tutoriels pour plusieurs institutions partenaires : un réel défi !
Get PDFThis case describes the two-year development of a set of interactive tutorials for students and faculty at a number of community colleges and one university in order to target information literacy skills among their students, primarily searching for and evaluating information found online. The tools created were published under a Creative Commons license and made available to faculty members and instructors for the purposes of both online and classroom delivery. The main problems encountered dealt with collaboration issues arising between participating institutions, the availability and skill sets of the main contributors and the beta testing of materials developed for the target clientele
An Online Training Course to Learn How to Teach Online | Former en ligne pour apprendre à former en ligne
Get PDFThis case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers (called Academic Advisors in this part of French-speaking Europe) who were in charge of designing, developing, and implementing an online course as well as conducting follow-up assessment on the skills acquired. The project occurred over a period of two years, from the initial course design during the first year to its implementation during the second year. During the design phase, a number of issues arose with regard to the didactic method used, institutional isomorphism, and the digital platforms operating in the two universities. Hindrances and facilitating factors encountered in the second year, during the trainees’ tutorship and guidance, are also analysed
Exploring the Digital Divide: The Use of Digital Technologies in Ontario Public Schools
Get PDFCombining data from a school principal survey with student demographics and achievement data, the present study aimed to develop a much needed understanding of ICT usage in Ontario’s K-12 public schools. Results indicated equitable first-order access to technology for schools, early integration of ICT from the earliest grades, frequent application of ICT in teaching, and an enabling effect of ICT on additional access to learning resources and distance learning. However, challenges were also uncovered in building technology infrastructure for a small fraction of schools; ensuring home access for schools with lower family incomes, smaller size or from remote regions; and providing teachers with professional development for choosing online materials and adopting emerging ICT-enabled teaching practice. Furthermore, this study highlighted the importance of parent involvement in ICT usage and the potential beneficial linkage between ICT usage and student learning achievement
Le rendement dans l’utilisation du clavier d’ordinateur pour écrire chez les personnes ayant un trouble du spectre de l’autisme / Performance using a computer keyboard for writing among persons with an autism spectrum disorder
Get PDFLes personnes ayant un trouble du spectre de l’autisme (TSA) ont fréquemment des problèmes graphomoteurs. Ces difficultés ont à leur tour des répercussions sur de nombreuses occupations, le rendement scolaire et le développement de la personne. Dans cette situation, l’écriture avec un clavier peut s’avérer une alternative pertinente. Cette étude vise à décrire le rendement des enfants ayant un TSA dans leur réalisation de tâches avec le clavier d’ordinateur et de le comparer à celui des enfants à développement typique. Le Test du rendement dans l’utilisation de l’ordinateur a été administré à un échantillon de 53 enfants âgés entre six et 15 ans ayant un TSA. Les résultats suggèrent qu’ils peuvent avoir un rendement équivalent, supérieur ou inférieur en fonction de leurs caractéristiques et du type de tâche. Le test permet également d’observer plusieurs particularités de leurs processus d’apprentissage. Des suggestions pour l’amélioration des connaissances et des pratiques en découlent.
Persons with an autism spectrum disorder (ASD) frequently have graphomotor problems. These difficulties in turn have repercussions on numerous tasks, on academic performance and on personal development. In this situation, writing using a keyboard can be a relevant alternative. This study aims to describe the performance of children with an ASD in performing tasks using a computer keyboard and to compare it with that of children whose development is typical. The Performance using a computer test was administered to a sample of 53 children with an ASD, aged 6 to 15. Findings suggest that they can offer an equal, superior or inferior performance depending on their characteristics and on the type of task performed. The test also allows the observation of several characteristics in their learning processes. Suggestions for the improvement of the knowledge base and practices follow
Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate | Accompagner des projets professionnels en formation continue : le cas d’un certificat de formation hybride et immersive
Get PDFThis case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants’ projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program
Being an Instructional Designer: A Job requiring Innovation and Trust | Être conseiller ou conseillère pédagogique, un travail d’innovation et de confiance
Get PDFThis case study deals with the development and implementation of two online art courses. It outlines the concerns of the faculty member responsible for these courses and those of the instructional designer assisting him. The key design issues deal with the management of copyright material available via the Internet, the difficulty of implementing innovative educational strategies, and the use of new Web 2.0 tools. This case study highlights the challenges of the relationship between an instructional designer and a professor in the context of instructional and technological innovation
From Intent to Action: An Iterative Engineering Process | De l’intention à la maturité : une ingénierie itérative
Get PDFQuite by chance, and over the course of a few haphazard meetings, a Master’s degree in E-learning Design gradually developed in a Faculty of Economics. Its original and evolving design was the result of an iterative process carried out, not by a single Instructional Designer (ID), but by a full ID team. Over the last 10 years it has been successfully delivered by focusing on its strengths: the tutorial system, synchronous-mode online learning, collaborative work, and the supervision of professional projects. However, its success has led to new issues such as larger groups of enrolled students, program diversification, and internationalization