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Monday January 30, 2012 | 000 Multidisciplinary

Using APOP’s ICT Savvy

Using APOP’s ICT Savvy APOP Management Team

Are you considering using concept maps in your classroom next semester? Have you considered what effect they will have on your course outline and learning activities? Does your institution already possess concept map software? And if so, does it meet your requirements, or have you thought of trying a cloud-based solution? From there, how will you test the pedagogical activities you have designed? And, most of all, how will you evaluate your students’ work? And what about other departments and colleges: have they also attempted implementing concept maps in their classes?

This is but one example of the challenging, but oh so exciting, process of integrating a new resource or a new technology into learning. Many of these questions about course and learning activity design, testing and evaluation can be answered by colleagues, pedagogical advisors and, sometimes by web research, however, one may need additional resources and support to make such projects a success. Read the whole text

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Stories

Monday January 30, 2012 | English (Second Language) 604

Teaching Without Books in 101

Elizabeth Cowan Teacher, Collège de Valleyfield Julie Hamel Teacher, Collège de Valleyfield Sara Fernandez Teacher, Collège de Valleyfield

Why did we decide to replace the traditional student books and grammar books used in our 101s with the Net? We had discussed this casually over the last couple of years, simply because we often found that the books were limiting—themes were outdated, the subject sequences didn’t complement our teaching styles or personalities, and of course preoccupation with the environment, not to mention the cost of books for the students whom we assumed all have access to a computer, if not at home, certainly at the college.

Why did we decide to replace the traditional student books and grammar books used in our 101s with the Net? We had discussed this casually over the last couple of years, simply because we often found that the books were limiting—themes were outdated, the subject sequences didn’t complement our teaching styles or personalities, and of course preoccupation with the environment, not to mention the cost of books for the students whom we assumed all have access to a computer, if not at home, certainly at the college. Read the whole text

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