Canadian Review of Comparative Literature (Journal)
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Un environnement 3D qui favorise le sentiment d’appartenance en situation de formation à distance
No full textDe plus en plus de plateformes hypermédias sont créées pour combler les besoins de la formation à distance et en ligne. Le langage de modélisation Virtual Reality Modeling Language permet de créer des représentations numériques d\u27un environnement 3D, imitant un monde réaliste, dans lequel l’apprenant évolue de façon interactive à l’aide d’un avatar. Une étude a été menée auprès de 40 apprenants afin de mesurer l’effet d’un environnement 3D, avec avatars, sur leur sentiment d’appartenance au groupe et sur le taux de rétention. Les apprenants qui ont suivi la formation avec le monde 3D ont affirmé avoir ressenti un sentiment d’appartenance plus élevé que ceux qui ont suivi la formation avec une plateforme de type traditionnel
Profiling individual discussants’ behaviours in online asynchronous discussions
No full textThis paper provides an illustrative example of an approach to creating and reporting individual profiles of engagement in particular behaviours in an online asynchronous discussion (OAD). Individual results of analysis of transcripts of an OAD can provide insights different from those gained by focusing on aggregate measures of group behaviours. In this case, we focused on individual behaviours associated with Problem Formulation and Resolution (PFR) in a one-month long OAD with seven graduate students. The transcripts of each participant were analysed for patterns of PFR behaviours using a previously designed instrument. Individual profiles of the seven participants were created. The paper provides examples of how the approach facilitated identification and comparison of individual weaknesses and strengths. Also provided are examples of how individual profiles might be useful in professional development and instructional contexts for formative or summative assessment purposes
The rainbow bridge metaphor as a tool for developing accessible e-learning practices in higher education
No full textThis paper explores the extent to which existing accessibility metaphors can help to develop our conceptualizations of accessible e-learning practice in higher education and outlines a proposal for a new rainbow bridge metaphor for accessible e-learning practice. The need for a metaphor that reflects in more depth what we are beginning to understand about how to how to bring about that change, who should bring about that change, and what the result of such a change might be is identified. One such metaphor that could help us do this is the metaphor of a rainbow bridge. The stakeholders of accessible e-learning within higher education may understand the rainbow bridge as a useful metaphor in that the colours of the rainbow can represent all the main stakeholders in accessibility; the different views that different people can have of the same rainbow can represent different but related views of accessibility; and crossing the rainbow bridge to higher awareness can represent the awareness that is required in order to develop accessible e-learning practice
Shadow netWorkspace: An open source intranet for learning communities
No full textShadow netWorkspace (SNS) is a web application system that allows a school or any type of community to establish an intranet with network workspaces for all members and groups. The goal of SNS has been to make it easy for schools and other educational organizations to provide network services in support of implementing a learning community. SNS is open source software using the GNU General Public License (GPL). The software is freely available, and can be downloaded and distributed under the terms of the GPL. SNS is an ongoing project and this instructional development report describes the system, some ways that it is being used, and some key lessons learned from the development and initial deployment of SNS
Optional online quizzes: College student use and relationship to achievement
No full textOnline practice tests and quizzes are commonly available to higher education students. The extent of student use of such study tools and the relationship of use to achievement, however, have not been fully investigated. One hundred twelve college students were encouraged to use optional online quizzes in preparation for proctored examinations. In-class examinations included multiple choice items that assessed four cognitive domains: factual, application, comprehension, and conceptual. In general, few students made extensive use of the optional online quizzes. Analysis revealed that student use of online quizzes was associated with increased academic achievement, although it was not clear if quiz use caused achievement or achievement caused quiz use. Short-answer and true-false online quiz items were differentially associated with measures of academic achievement, suggesting that cognitive processing differed across item format. Implications for further research are provided
A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions: A Commentary
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Can schools realize the learning potential of knowledge management?
No full textAbstract: In this position paper, reservations are presented regarding the potential of knowledge management (KM) as it is currently applied to the learning and teaching activity of schools. We contend that effective KM is contingent upon the explication of a deep and shared understanding of the learning and teaching process. We argue that the most important transactions in schools, those related to learning and teaching, are frequently the least explicated. Further, where such explication does occur, it is rarely specific enough to generate the kind of meaningful data required to make timely improvements in the learning experience of individual students. Our intent is to inject a cautionary note regarding current conceptualizations of KM in education and to focus the KM discussion on potentially more valid applications in school settings. We offer strategy and examples that can be employed to address the reservations described herein as well as build the kind of professional culture of practice in schools that is more conducive to effective KM
