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In recent years, the Cégep à distance has been interested in the temporality of learning as a structuring framework to prevent dropout and encourage engagement. Under a pilot project to improve student retention, full-time “resource” tutors were hired to improve support for our students and develop tools that could be used by all contracted tutors, including a student tracking tool.
During the pandemic, the course enrollment at Cégep à distance jumped with the arrival of students who had not necessarily chosen the asynchronous, self-supporting model and who, as a result, had lost their bearings. At that time, there was an urgent need to optimize the student tracking tool so tutors could improve targeting of interventions at key moments of the learning process and support students more easily.
We will begin this presentation by reviewing the history of thetracking tool, from its creation to its integration into our pedagogical management system (COBA Collégial). Then, we will present a tutor’s concrete examples of how the tool is used, and the impact it had on the student-teacher relationship.
Pedagogical Advisor / head of tutoring at Cégep à distance
Tutor-Coach in management and psychology at Cégep à distance
chargée de projets au Cégep à distance
The Cégep à distance has been offering distance learning courses and services for over 25 years, but final evaluations were always administered in person at exam centers across Quebec. With the closure of testing centers, which are often partner CEGEPs across Quebec, Cégep à distance had to adapt its approach to final evaluations during the pandemic. The Cégep à distance research team will present this approach as well as some findings on its effectiveness. The presentation will be followed by a round table discussion during which participants can share the approaches they have used in their schools during the pandemic.
Pedagogical Advisor for research at Cégep à distance
Academic Advisor, Research and Development Department, Distance Learning College
Use of digital learning environments (DLEs) has become widely democratized with the health crisis, in addition to providing easier access to knowledge for all. They offer a new range of pedagogical possibilities. Data intrinsically linked to the use of online technologies open the door to new possibilities. Such is the case of Gerermadouleur.ca, an online platform that offers resources to help people suffering from chronic pain manage it better.
During the development of this platform, we analyzed the use of learning data so we could provide new offers and features that support learning. A learning tracking module was developed in partnership with potential future users, following a rapid prototyping methodology. The learning data was harnessed to create systems to observe user interactions with the platform to improve website operation and the various resources.
A data collection and leveraging structure using the xAPI protocol was set up. These developments allowed us to test mechanisms and strategies for using the learning data for pedagogical purposes. In particular, we can better mark out the learner’s (here a patient) learning path and track the development of his self-management skills.
Professor at TÉLUQ University
HEC Montréal
Édifice Côte-Sainte-Catherine
3000 Chemin de la Côte-Sainte-Catherine
Montréal, (Québec) Canada
H3T 2A7