Don't miss a thing

Delivery methods

  • Manuvie Room

How to get 30 people into a wardrobe in the middle of a pandemic

The EXR team at Collège d’Alma uses immersive technologies to recreate complex learning situations in 360° immersive reality. The idea is to generate intelligent, innovative and above all affordable material that give students a learning experience that is very close to the pedagogical or professional reality.

Étienne Boulanger

Teaching-Researcher, RD – XR Pedagogy – Immersive realities, Collège d’Alma

Martin Maltais

Teaching Researcher, RD – XR Pedagogy – Immersive Realities, Collège d’Alma

Hybrid-flexible teaching in the new Flex rooms at LaSalle College Montreal

At LaSalle College, we have recently acquired new flexible classrooms to promote and develop co-modal teaching. What is hybrid-flexible teaching? What is a flexible classroom? What are the benefits and challenges of using this approach? This conference aims to shed light on the teaching approach and the new learning environment.

Julie Hébert

MEd, TGH, ESM and Tourism Teacher, International School of Hospitality and Tourism, LaSalle College

Hybrid-flexible teaching: The NEC plus ultra digital at the expense of pedagogy?

For many institutions and teachers, hybrid-flexible teaching is increasingly a way to develop distance learning while continuing to offer in-person classes. Since spring 2020, some teachers have developed new teaching practices as well as new skills in the use of digital tools.

In the same way, having invested in equipment and training, some institution managers may see distance learning as a necessary and useful avenue of development during particular situations such as health crises or waves of a pandemic, or if students need to learn from a health care centre or from home. Offering distance learning can also be seen as a way to reach more students, in Quebec, the rest of Canada, and even around the world. It can also be seen as a way to better meet the current needs of our students.

For institutions, developing hybrid-flexible courses comes with a hefty price tag and requires a clear implementation strategy. For faculty, hybrid-flexible teaching has a number of fundamental implications for the pedagogical and technological components of a course. Neglecting either of these aspects can cause problems for learners and teachers down the road. In this paper, we will discuss how to implement hybrid-flexible teaching with regard to best practices, as well as risks that are well known and documented in literature.

Professor, Université TÉLUQ

Professor, Université du Québec à Trois-Rivières (UQTR)

Professor, Université de Montréal