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Distance Learning Content Development

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MOOC/CLOM Words of AI: introduction to the vocabulary of artificial intelligence — Post-pandemic feedback

Appearing around 2010, massive and open online courses (MOOC) occupy a growing place in university education. The pandemic has stimulated their production and the enthusiasm of learners to follow them, with its advantages such as: skills development, learning flexibility; the collection of learning data and increasing influence of the university on a large scale. But there are also issues, such as the high dropout rate that can be explained by design, learning, and other personal or situational factors. Launched at the start of the pandemic, the design and analysis tools of the MOOC “AI Words” made it possible to collect unexpected learning data.

This communication presents the MOOC, as well as the design and learning experience, including: the context, the objectives, the design process; the main components and strengths (e.g. supervision, monitoring of learning) of the MOOC, the analysis tools and the forum. Finally, the results of the learning analysis are presented.

Valéry Psyché

Regular Professor at TÉLUQ University

Geneviève Dermers

Educational Sciences Specialist at TÉLUQ University

Marjan Alipour

Terminology Specialist

Fatma Miladi

Phd Student, Université TÉLUQ

Keys to successful distance teaching and learning

In the interest of knowledge and skill development among various teachers and learners, either entirely or partially remotely, Université Laval has committed to producing a MOOC with support from the Quebec’s ministry of education. This unique, publically available training program offers four courses encouraging reflection supported by a set of activities, which are presented in a logbook that organizes the discovery process and helps students absorb the concepts.

The four courses are intended for pedagogy designers, teachers, institutional managers, and learners. Each course is structured in three levels, from discovery to in-depth study, whereby each person can find answers to their questions and access to themed toolboxes. The conceptual references are approached with pragmatism, and a range of operational tools are provided.

Learners will discover how get organized through self-awareness. Designers will find references to support pedagogical design adapted to a range of contexts. Teachers will discover relavent operational approaches to support learner engagement, to establish a climate of trust and a teacher-student relationship that is conducive to a positive experience.

Through a series of activities, unit leaders and managers will learn about the issues, as well as the conditions for a sustainable transformation of pedagogical practices to full or partial distance learning. This proposal will review the pedagogical intentions and principles that prevailed in the course designs and present an analysis of the initial feedback.

Didier Paquelin

Professor of Leadership in Higher Education at Laval University (Quebec)

Plan F is a free online platform that offers resources to students and teachers of various disciplines to facilitate writing, linguistic revision and learning French. Plan F was created in the midst of the pandemic by a team at Cégep Saint-Jean-sur-Richelieu through an enhancement project called Plan d’amélioration et de valorisation.

The presentation will be divided into two parts. First, the platform development and issues related to working remotely will be discussed. Next, the various Plan F tools, including a French resources kit tailored to the disciplines and a self-study module for learning French, will be presented.

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Véronique Faucher

Head of the Plan d’amélioration et de valorisation du français and teacher in the Literature Department at Cégep Saint-Jean-sur-Richelieu