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Looking into Educational Technology Training in Quebec Higher Education: Addressing the Ethical Issues
Get PDFEthical issues in Educational Technology have been scarcely considered in the literature so far and only recently raised more attention. Considering Educational Technology as a research area and an ethical practice, this qualitative study aimed at exploring which and how ethical aspects are considered in Educational Technology training. Semi-structured interviews were conducted with eight university instructors in education departments with expertise in Educational Technology and/or Distance Education Quebec higher education institutions. The results show that that there are topics clearly more present than others, but some were clearly considered relevant to address in Educational Technology training offerings despite not being so right now. Others are still quite new. Spotlighting practitioners' perspectives about these issues an important contribution of the study
Guide pédagogique sur l’enseignement explicite. Un outil pour accompagner le Référentiel de stratégies pédagogiques efficaces à utiliser en classe et dans l’école.
No full textUnlocking the genetic diversity in Tunisian carrot (Daucus carota subsp. sativus) using phenotypic and molecular markers
No full textUnderstanding the genetic diversity of a gene pool is fundamental for genebank managers and plant breeders. Within the Mediterranean region, Tunisia is one of the main centers of diversity of several crops including carrot (Daucus carota subsp. sativus). This study evaluated the genetic diversity and population structure of 33 carrot accessions collected from the main cultivation regions in Tunisia and conserved at the National Gene Bank of Tunisia. Phenotypic characterization was performed on 33 accessions by using 34 agro-morphological characters (15 quantitative and 19 qualitative) related to leaves and roots. A considerable phenotypic diversity among accessions was observed for many characters including those related to agronomical performance. Cluster analysis permitted the subdivision of the carrot collection into two distinct groups, independent of their geographic distribution. Fourteen accessions out of the whole collection but representative of genetic diversity in the collection were selected for molecular characterization by using 11 microsatellite markers. Seven SSRs were found to be polymorphic and reproducible. A total of 21 alleles and 30 genotypes were generated with an average polymorphism information content (PIC) of 0.48; suggesting the effectiveness of these markers in the elucidation of the genetic variability of the studied accessions. The grouping of accessions obtained by the UPGMA method using molecular data differs from that obtained by morphological data, but remains independent of the geographical distribution of accessions. No significant correlation was observed between morphological and molecular markers. Despite these differences, both markers provided important information about the diversity of the carrot germplasm, allowing the correct use of these accessions in future breeding programs. Together they provide a powerful tool for future agricultural and conservation tasks
A competency framework for training of AI projects managers in the digital and AI era
Get PDFIn the context of a research project supported by the Montreal Pole of Higher Education in Artificial Intelligence (PIA), we have developed a competency framework for artificial intelligence (AI) project manager in the context of Industry 4.0. This framework aims at informing organizations on the state of the art of the competencies needed by any AI project manager and thus facilitate tasks such as recruitment or performance evaluation of managers. In parallel, it also aims to guide the AI management training strategies of educational institutions and training organizations in order to design training adapted to the reality of the workplace at all levels (college, university or professional). This article reports on the methodological research process that led to the co-construction of the competency framework, the resulting competencies and the resulting discussion due to the surprising findings on the emerging skills needed in the digital and AI era. Specifically, we employed a qualitative methodology that involves conducting a strategic survey, systematic literature review, and engaging experts through interviews and focus groups. We leveraged the DACUM method to construct the competency framework, which enabled us to facilitate exchanges between participants and capture the key competencies essential for an AI project manager. The main competencies and sub-competencies identified are also presented. We conclude with a discussion of the findings and recommendations for companies and training organizations
Des suites qui divergent, mais pas trop. Comment les suites divergentes peuvent tendre vers une limite ?
No full textLa série de Grandi est la somme infinie 1-1+1-1+1-.... Bien que ceVe série ne soit pas convergente dans le sens classique, il existe plusieurs contextes dans lesquels aVribuer la valeur de 1/2 à la série de Grandi permet un modèle parfaitement cohérent des mathématiques. La théorie de la sommabilité étudie le comportement de ces suites divergentes qui peuvent tendre vers une limite. Dans cet atelier, une introduction historique et théorique à ceVe théorie est présentée et une nouvelle interprétation de celle-ci, issue d'un projet de supervision par les pairs des deux animateurs, sera exposée
Squigonometry: The Study of Imperfect Circles
Get PDFCertain books, due to the originality of the subject covered or the approach adopted, are unclassifiable. Squigonometry: The Study of Imperfect Circles certainly falls into this category. This singular work was born from the meeting of two mathematicians -- Robert D. Poodiack, a professor at Norwich University, Vermont and William E. Wood, a professor at the University of Northern Iowa -- both of whom had previously published research articles on squigonometry, generalized trigonometry arising from the study of the p-unit circle |x|^p+|y|^p=1 for p >= 1 in the same way that usual trigonometric functions arise naturally from the study of the x^2+y^2=1 closed curve. Thinking that a collaborative article would not allow them to exhaust the list of interesting themes related to their subject of shared interest, they decided to work together to write a monograph. The resulting book stands out due to its innovative character, the appealing nature of its subject and how clearly it is expressed and explained
Ingénierie pédagogique et pratiques émergentes dans les organisations pendant la période péripandémique
Get PDFCe rapport résulte de la revue de la littérature autour de l’ingénierie pédagogique et des pratiques émergentes dans les organisations pendant la période péripandémique. Il s’agit de la composante conceptuelle qui précède la partie empirique de notre projet de recherche sur le sujet. La revue de la littérature met en lumière un phénomène de transformation du paradigme, ce qui aurait des retombées sur les acteurs, les approches et les modèles d’ingénierie pédagogique ainsi que sur des éléments tels que l’efficacité, les environnements d’apprentissage, les pratiques émergentes et le développement et transfert de compétences. La méthodologie utilisée consiste en la définition de l’orientation de la recherche ainsi que des critères et des descripteurs de recherche, suivie de la collecte des données. Pour la recherche documentaire, nous avons puisé dans des bibliothèques accessibles à travers l’outil Sofia (bibliothèque de la TÉLUQ, bibliothèques universitaires du Québec et bibliothèques à travers le monde) et nous nous sommes également servi des bases de données spécialisées (Google Scholar, Cairn.info, Érudit, OpenEdition Journals, DOAJ Directory of Open Access Journals, SpringerLink, ResearchGate, EBSCO et Semantic Scholar). Nous avons ainsi retenu 43 publications que nous avons gérées au moyen de l’outil de gestion bibliographique Zotero. Ensuite, l’analyse des informations met en évidence plusieurs points de convergence parmi les chercheurs, qui découlent principalement du changement de perspective qui s’opère dans le champ de l’ingénierie pédagogique, notamment les capacités attendues de ses acteurs, le caractère itératif de ses démarches, l’apprentissage tout au long de la vie ainsi que la construction collective et sociale des connaissances. L’analyse des données met également en relief des préoccupations particulières telles que le transfert de compétences, l’évaluation, la modélisation et les contrastes qui caractérisent l’ingénierie pédagogique. C’est ainsi que nous avons pu identifier des lacunes dans le domaine et donc, finalement, nous avançons des questions et des avenues de recherche en vue d’une compréhension plus approfondie de l’ingénierie pédagogie et ses démarches
Rethinking Distance Education: Towards an Innovative Future for Universities?
Get PDFIn the field of education, the term openness encompasses a number of meanings (Bozkurt et al., 2023); therefore,
the theme of this conference on open universities is rather broad. In order to narrow down the topic, remaining
within the framework of this short communication, we have chosen to focus on openness in distance learning
universities. Although it has existed for hundreds of years (Daniel, 2021), distance learning has continued
to evolve with technological developments, enabling knowledge transmission and distance communication.
Thus, for decades, correspondence courses based on paper manuals and epistolary communications have
gradually been enhanced by various technologies that were considered new when they were first released
(disc, cassette, CD-ROM, etc.). Then, with the advent of the Internet, paper gradually gave way to a digital
wave, with online courses and multiplication of the means of communication, leading to consideration of the
existence of different eras of distance education (Anderson and Dron, 2010). Although it began over twenty
years ago, the transition to digital remains an occasional challenge for institutions that have anchored their
production scheme to the printed course model (Papi, 2016). While universities that traditionally offered face�to-face courses have developed their distance education offering, using digital technology since the 2000s,
and the pandemic has recently reinforced this development, to what extent are distance learning universities
still relevant? We propose to reflect on this question by exploring the evolution of distance education in
general (Glikman, 2021) as well as by taking a specific look at the case of Université TÉLUQ. The latter is
indeed interesting in the sense that this university is fifty years old and that it is the only French-language
distance learning university in North America. We see that, despite ever-increasing online course offerings in
other universities (Bates et al., 2017), student enrolment has not diminished. Thus, in the short term, distance
learning universities appear to be just as significantly relevant, as evidenced by the support provided to all
schools and universities by Université TÉLUQ during the pandemic. The University created the J’enseigne à
distance (I teach at a distance) training programme as well as welcoming new registrants throughout the year,
which is made possible by its flexible enrolment model. In the medium term, the future of distance learning
universities also seems assured as they are accustomed to welcoming people from diverse backgrounds and
likely require less adaptation than campus universities to meet different needs. The long-term outlook is,
however, less certain. As the future depends greatly on developments in both distance learning
Support: The Keystone of Distance Education
Get PDFTÉLUQ University is the only French-language university in North America that is entirely dedicated to distance education. It has been in existence for 50 years and all courses are delivered asynchronously. As in most open or distance learning universities, the majority of students are adults who are returning to school and trying to balance their studies with their family or professional life. Students are attracted by the possibility of enrolling at any time and completing available courses at their own pace. However, as research in the field has demonstrated, the downside of such freedom is a higher dropout rate in distance learning than in traditional in-person courses. Thus, support seems to play a key role in improving student perseverance. But what type of support do students need?
In this paper, we highlight some of the ways in which we support distance students at our university. First, coordinators and professors support and guide students in their choice of programme courses and pathway. Second, follow-up is provided in each course by professors, tutors or supervisors who support the students in their learning. Finally, while the opportunity to communicate with other students is rare within the courses, the system called “Ensemble à distance” allows students to communicate in forums in asynchronous mode or in synchronous mode during virtual cafés. In addition, other special support mechanisms are available for certain categories of students, such as those with disabilities or those taking their first distance learning course.
Moreover, during the COVID-19 pandemic, TÉLUQ University played a major role in supporting all teachers in Quebec (and beyond) by creating the J’enseigne à distance (I teach at a distance) training programme at the request of the Ministry of Education. This programme was created in four months and includes four microprograms (support, dissemination, adaptation and evaluation) for the different levels of education (preschool-primary/secondary/college-university). The modules were made available online as soon as each one was created and they were a great success, with more than 300,000 people consulting the training worldwide (connections from 191 countries). Although the majority (79%) of participants were in Canada, the reach of this training is a reminder of the extent of the need for assistance in the transition to distance learning. It is also interesting to note that among the students registered for a certificate, the microprogram on support was the most widely taken. In fact, as highlighted by the difficulties in interaction and the isolation experienced by distance education students during the lockdown, support remains the main challenge and the keystone of distance education
