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I had discovered my passion for education when I was a teaching assistant at École Polytechnique (Informatics for Engineers). After a few years in the automation industry, I decided to become a college teacher and completed a short program in post-secondary education at UQAM. I have taught at Vanier College (Physics) and Heritage College (WebPublishing, LabView Programming). Currently, I am finishing my Master of Education with Performa at Université de Sherbrooke.



Stephanie Granger teaches in the Visual arts department of Cégep Saint-Jean-sur-Richelieu and Cégep Marie-Victorin. Holder of a master’s degree in Fine Arts and a Higher Education Graduate Certificate from UQAM, her professional career is marked by more than 20 years of varied experience in the fields of visual arts education, artistic production and graphic design. Expert with several artistic techniques and software, her teaching methods in both presence or distance are inspired by the flipped classroom and integrate digital tools. Since 2020, she published a Real Life Story in Profweb, animated a pedagogical day for the Visual arts department of Cégep Saint-Jean-sur-Richelieu, published in the proceedings of Saltise, presented a webinar for AQPC, gave a conference at Colloque Numérique (Journée du numérique en enseignement supérieur), Colloque international en éducation (CRIFPE), along with the upcoming AQPC conference.


Disruptions to traditional global engineering education programs have led educators to seek digitization solutions to help future engineers build global perspectives that can prepare them for a post-COVID labour market. This study explores the International Virtual Engineering Student Teams (InVEST) initiative that supports engineering students’ development of global competencies within global virtual team projects. InVEST enables diverse students from various international universities to work together on authentic problems and engage in interactive Intercultural Competency Modules (ICM) around intercultural communication and sensitivities.
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Students who cannot access your teaching materials cannot succeed in your course. We will explore how educators can reduce barriers to accessing and understanding course materials, for all students, by quickly improving the accessibility of PDF documents. When PDFs contain images rather than recognized (selectable) text, students cannot use many study tools or assistive technologies. We will provide a user-friendly guide for creating an accessible PDF or modifying existing ones to improve accessibility.
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Pre-reading and reflective writing are essential tools in a teacher's arsenal when trying to optimize a flipped classroom approach. This presentation will detail the finely-tuned reflective writing process that has become integrated into all of my physics courses. I have built a small library of reading materials and run reflective writing assignments that consist of three parts: summarize, elaborate, ask. Subsequent classes address common questions students have posed in their writings.
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Download      Sample Pre-Reading  170 KB
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Attention Deficit Hyperactivity Disorder (ADHD) impacts one-third of college and university students with disabilities. Having ADHD was hard on students before, but the challenge has been amplified by the pandemic and online learning. Inspired by Adaptech’s interest in both disabilities and technology, we will explore apps that are recommended for post-secondary students with ADHD. Many of these apps could also prove useful to the general population, students without ADHD, and professors included.
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Students are resistant to engage in active learning and creativity due to a perceived risk of failure. The goal of this research project is to address the student perspective on supportive classroom environments and identify whether there is a disconnect between what scientific creativity means to educators and students. The risks students take in classroom settings generally fall within the following categories: presenting, asking and answering questions, participating in activities, and trying something new.
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We reviewed the literature on Siri, Google Assistant, and Alexa, and surveyed 51 college and university students without disabilities, and 121 students with disabilities. We will present the findings on how post-secondary students use these virtual assistants to do schoolwork. Are Siri, Google Assistant, and Alexa ready for college? The short answer, in spite of the hype in the popular media, is, “No!”
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Concordia University and Dawson College have undertaken a PIA-funded project to co-construct an Al competency framework for learners from college to university to life-long learning. To collectively address evolving Al talent needs, the framework will serve as a base for curriculum development with the goal of balancing technical, business, human and ethical skills. In this presentation we provide an overview of the AI competency framework and its potential applications.
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Although much research has led to positive results regarding AI technologies used in educational contexts, few are actually implemented in classrooms. A review of 200 articles from the field of AIED concluded that most findings focused on system optimization and less so on enhancing the quality of learning. For AI-powered technologies to function optimally in education and not just from a computer science perspective, a complementary research design nested within an educational framework is needed.
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Cette affiche expose le processus de design pédagogique suivi à partir de SAM2 afin de transposer dans Teams et Minecraft : Education Edition un dispositif conçu à des fins d’apprentissage de la gestion de projet agile par des étudiants de 1er et 2e cycles universitaires. Les effets engendrés par ce dispositif de ludicisation sur l’apprentissage des étudiants et les leçons apprises de ce projet par les enseignants à titre de concepteurs technopédagogiques sont aussi partagés.
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We will present the model and key findings from the 10-year Carl Wieman Science Education Initiative which has transformed undergraduate science education at the University of British Columbia and inspired similar work elsewhere. The core model for change consisted of hiring and training discipline-based education specialists (educational developers operating in departments) to partner with faculty members in bringing the principles of scientific teaching to courses across the curriculum.
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Over the last two years we have developed and tested engineering robotics modules utilizing Arduino, an open-source hardware platform, in classroom learning environments. The Covid-19 pandemic necessitated a shift from in-person laboratory activities to custom simulation environments conducted as virtual labs. Recently we have reintroduced robotics hardware designed for home use. This presentation reports on learning outcomes and provides a guide to running the sequence of labs as blended learning engineering robotics activities.
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Scholarly literature suggests that alignment between success factors in Instructional Design, Pedagogy and Technology are key to e-Learning efficacy. We applied those success factors in a backward design strategy to develop active-learning resources that comply with good practice in pedagogy. Five e-Learning activities that aim at higher skills (e.g. ‘Apply’, ‘Analyze’, and ‘Evaluate’ from Bloom’s Taxonomy) were designed and served as frameworks to further implement up to 50 e-Learning activities in a large-size Biochemistry class.
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Research shows that quality peer feedback improves students’ learning and their performance (Cho and Shunn, 2007; Shunk and Zimmerman, 2007; Zong, Shunn and Wang, 2020). This presentation will outline how we used SALTISE Courseflow and Visual Classrooms (VC®) online peer collaboration platform for a multi-stage assignment in a first-year nursing course. The goal of this project was to help students design and implement a teaching activity taking advantage of quality peer feedback.
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Download      Video - Course Flow  25 MB
We present a pilot project aimed at incorporating classroom activities in a Calculus 1 course where students actively engaged in self-regulation, including reflecting on their own understanding of the material and developing deliberate strategies to adapt their work to achieve success.
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To turn the boredom of ‘click, display and read’ into an exciting expedition for intellectual discovery and skills development, this presentation will focus on how multiple authoring tools can be integrated to create a unique e-learning experiences. Through exploring ways for creating interactive content, animating storyboard characters, gamifying practice, and complying with UDL Guidelines, attendees will experience how to enliven virtual learning environments with the sparks of competitiveness, collaboration, motivation and enjoyment.
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The documented resistance to active learning (AL) makes “broccoli” an apt metaphor for AL - it’s good for students but not well-liked. To make AL “palatable” to students, changes to AL delivery were implemented in a large undergraduate class informed by qualitative data analysis of course evaluations. These adaptations greatly improved student perception of AL, decreasing resistance by 30%, demonstrating that student-informed changes to AL delivery are a substantiated method of mitigating resistance and improving student motivation.
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With enrollment frequently exceeding 800 students, introductory physics (PHY 131/132) at the University of Toronto is a hugely-subscribed course with a varied audience. Following the Investigative Science Learning Environment (ISLE) approach necessitates student exposure to a lab environment with agency over their own scientific reasoning and hard evidence of the theory that students are engaging with. We reflect on the successes and challenges throughout 2020-21 of adapting labs of this scale online.
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Teaching during the SARS-CoV-2 pandemic required the introduction of alternative teaching methods to engage students to meet learning outcomes. Using undergraduate Analytical Chemistry courses, the shift to asynchronous collaborative online activities and formative quizzes in preparation for live class sessions is described. Just in time teaching of challenging problems during live sessions with contribution from students (peer instruction, group presentations of applications of the discussed concepts) is discussed, including feedback from students.
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The Interuniversity Observatory on Innovative Learning Assessment Practices (OPIEVA)’s mission is to document, at all levels of education, innovative learning assessment practices in order to support practitioners’ initiatives towards improved student engagement. Among its various activities, four consist in collecting data on the assessment practices of teachers to offer them avenues of action and reflection to innovate: Boussoles, PRADES, a serious game, and drawings.
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La formation de l'ingénieur met de plus en plus l'accent sur le développement des qualités professionnelles des futurs ingénieurs. Parmi ces qualités, la capacité de travailler en équipe apparait comme une compétence incontournable qui doit être développée par la pratique. Former des équipes représente cependant un défi tant pour les étudiants que pour les professeurs. Le système logiciel PolyTeam intègre plusieurs outils et méthodes intelligentes afin de former des équipes de travail productives et performantes.
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Designing an online program requires expertise in instructional design. However, most existing design frameworks do not provide explicit support to the instructional designers for the creation of pedagogically sound and engaging courses and programs. The Quality Framework for the Design of Online Courses (QF-DOC) is based on principles of UDL and the Community of Inquiry and provides a practicable approach to course and program design and development.
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Developing 21st Century Skills with Online Curation and Social Annotation

  • Patti Kingsmill, Heather Roffey, Toby Moneit, Lissiene Neiva, & Nick Park (Vanier College)

Online curation (OC) and social annotation (SA) are useful strategies for engaging students and developing 21st C skills: OC involves collecting, selecting, organizing, annotating and publishing content online. SA entails learning to read critically through commenting on discourses in a collaborative online environment. Both can help engage students and help them develop critical thinking, research, communication, and collaboration and support peer learning. We will introduce these strategies and share resources created to support their implementation.

Unfortunately, the recording of this session is not available.

For the full abstract of the presentations, please refer to the Conference Program

Closed captions are available for this session.To turn it on, please click on the button at the bottom of your Zoom screen called Live "transcript".
I will share my experiences and lessons learned implementing the inquiry-based Investigative Science Learning Environment (ISLE) approach in a 500-student online physics class. Significant challenges included how to foster class community, how to facilitate collaborative learning and co-creation of knowledge, and how to fairly assess higher-order learning outcomes.
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Download      HW and conclusions  44 MB
Download      ISLE Approach  43 MB
Download      Module 2 Quiz B  190 KB
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Download      Syllabus  330 KB
Download      Tests  42 MB
Download      Video-Intro  19 MB
Biology instructors face unique challenges in creating inclusive classrooms, particularly relating to teaching topics surrounding sex and gender. We provide six principles for improving traditional teaching approaches to embrace gender and sexual diversity in postsecondary biology classrooms. As more methods for inclusive and effective teaching continue to be developed and tested, these principles provide a tangible starting place for instructors striving to create more scientifically accurate and inclusive classrooms.
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A discussion of how LMS logs can provide insights into the online behavior of students with the aim of improving student engagement.
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Download      Video En.  8.7 MB
Download      Video Fr.  11 MB
Sustainability is a key issue and our relationship with nature enhances well-being. Share in an ongoing, ECQ-supported project that challenged 300 diverse students to develop multidisciplinary approaches to explore and address contemporary sustainability issues. Highlighted will be the experiential virtual collaborations of Vanier, Champlain, Heritage, and John-Abbott College students across multiple programs in co-creating campus green-space proposals. Participants will receive project perspectives and access to the virtual space where one can explore collaboration opportunities.
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In this study, the threshold concepts of the three CEGEP-level physics courses of the Science Program were identified by physics teachers. The result showed that, while NYA and NYB have more threshold concepts than NYC, there is no significant difference in the number of threshold concepts in NYA and NYB. Threshold concepts can form roadblocks to student success and persistence. Identifying them is a critical exercise ahead of implementing the newly revised Science Program.
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This study documents the 2020 emergency online transition in a Spanish-language program at a US University, and reports how 210 learners and their educators experienced this unique term. Drawing on two mid-term and one final questionnaires for the students, and on data from teachers’ journals and interviews, the results show how participants’ preparation to digital practices and multimodal teaching, students’ development of autonomy, and institutional flexibility were critical to make this term a success.
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With online teaching apps (Zoom, Teams, …), teachers cannot efficiently monitor students working in small groups. Desmos Activity is a free and powerful tool allowing to provide targeted written feedback as well as to view real-time progress of all groups at a glance. With Desmos, it is easy to create various types of engaging activities including graphing and card sorting. By the end of this session, you will be ready to use Desmos in class.
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Given that most post-secondary institutions held their courses online in the Fall of 2020, it is important to explore the new challenges that have emerged for students. In working toward this goal, we will present students' responses to a question about problems they encountered in using the necessary technology for their courses. Furthermore, students currently in remote learning classes will provide testimonials to identify pedagogical practices and technologies that postsecondary institutions should sustain post-pandemic.
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