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Intercom is published regularly and serves to inform Vanier staff and teachers of notices and special events. It is posted on the Vanier College Website and distributed electronically. Submissions should be sent to [email protected]. Submissions should be in WORD, and sent as an attachment. No formatting or bullets. Photos are welcome. Deadline: 4:00 p.m. on the Wednesday preceding the week of publication.
Vanier’s Tyler Hungerbuhler wins a Desjardins Foundation Bursary
Vanier College is proud to announce that Vanier Science
student and hockey player, Tyler Hungerbuhler, is the
recipient of a $500 sport-études bursary from the
Desjardins Foundation.
Aiming to maintain his grades, Tyler has developed his own
tools for studying and understanding science by looking for
links between concepts and theories. He also keeps up
good communications with his teachers and above all
delivers his school work on time. So, although he puts in a
lot of hours of hockey practice, Tyler still finds ways of
achieving his academic goals.
In 2018, Tyler won the Canadian Prep School Championship
while playing for the Bishops College School Hockey Team.
He also played on the all star team during his first year on the
AAA junior circuit, and played more than 20 games with the
Sea Dogs of the LHJMQ. After Cegep, this talented
defenseman hopes to continue playing hockey at the
university level.
Tyler who is currently studying Pure and Applied Science, would like to become an engineer. “Engineering forces you to think critically and
allows you to understand the world much more deeply,” he says.
The Sport-Études Foundation and the Desjardins Foundation enthusiastically support athletes pursuing post secondary studies, applaud the support student athlete bursary winner receive from teachers, parents and coaches. L’Alliance Sport-Études, that brings together 45 colleges, Cégep à distance and nine universities, support more than 1,400 student athletes in 50 different sports.
Congratulations to Tyler Hungerbuhler!
Marguerite Corriveau, Communications and Corporate Affairs
Volume M24, Issue No. 18, May 18, 2020
Malawi Nursing Exchange 2010-2020
Medication shipment from Vanier College arrives in Lilongwe, Malawi April 2020
We had big plans for the 10th Anniversary of the Malawi Nursing Exchange. Our focus this year was on HIV/AIDS, which was our original focus
in 2008, and it seemed appropriate to come full circle to see how things had changed in the dozen years that we had been involved. Six
graduating Nursing students worked all year to raise funds and to prepare for this unique learning opportunity. With our bags packed and only
hours before departure the Quebec Government mandated that all International travel for students and teachers stop immediately. The news
was heartbreaking and the students were devastated. So many dreams, plans and such tremendous effort had been expended to make this
trip a reality.
I wanted the students to feel that they had made a difference and that their hours of
fundraising were not in vain. With thousands of dollars’ worth of humanitarian aid strewn
across my living room, it became my mission to find a way to get lifesaving medications
and medical equipment to Malawi where they were so needed. Each year the exchange
program transports medications donated by Canadian Pharmaceutical companies and
administers these medications, while providing care free of charge in remote rural areas.
With Covid-19 knocking at Malawi's door, these medications were even more essential
than ever. The exchange program raises funds to be used for special projects that arise
while abroad. Usually we carry these funds with us but instead this year they were used
to airlift our $30,000 worth of medications, purchase Personal Protective Equipment for the staff at the Chilanga Health Centre and provide
workshops in the villages on how to prevent the spread of the virus. Makupo Village, where the students are hosted annually, received hand
washing stations and soap for every household.
Although the students did not have the global immersion experience that they had hoped for, they contributed greatly to lives of people
they will never meet and now more than ever understand how the health of the people in one country impact us all
Melodie Hicks, Coordinator, Malawi Nursing Exchange
The Gazette Salutes Vanier Nurse Working at West Island CHSLD
On Tuesday, May 12, 2020, journalist Kathryn Greenaway from the Gazette interviewed Vanier Nursing teacher Else Leon who is currently
working at the West Island CHSLD.
Read the article here:
https://montrealgazette.com/news/local-news/the-work-is-tough-but-nurse-is-happy-to-help-at-west-island-chsld
Marguerite Corriveau, Communications and Corporate Affairs
Bravo to Vanier Nurses, Respiratory Therapists, Teachers and Students Last week was Nursing Week that honours and celebrates nurses everywhere, and there is certainly reason to celebrate them this year as
thousands are on the front lines worldwide fighting Covid 19. So I’d like to salute our nurses and nursing students from Vanier, as well as our
respiratory teachers and students who are helping in Montreal hospitals during these difficult times.
But I would also like to salute all our Vanier teachers who are working to complete the winter semester with their students. They too are
deserving of praise and admiration because their work in education is also essential and they have had to adapt in a matter of a few weeks to
teaching in ways they never dreamed of. For some it has worked well, for others it has been difficult. Teaching to a blank screen when you are
used to and in fact enjoy and cherish the act of teaching in a classroom filled with students who respond and react to what you are saying and
doing takes a large dose of imagination, creativity and determination. So three cheers for all our Vanier teachers and all the Vanier personnel
supporting them, our managers and directors, technical, professional and support personnel working from home in other ways to keep the
college going and to keep the Vanier community informed and involved. And three cheers for our students who have hung in there during a
very challenging semester and to those who have volunteered in whatever way they could.
Below are just some of the names of teachers and students who have been working in hospitals and seniors homes. This is a very short list but
already it gives an idea of the dedication of our teachers and our students. The list came from Patricia McClurg, Coordinator of Respiratory
and Anaesthesia Technology.
Teachers: Melanie Freitas Chester Moran Liane Carfagnini Stacey Broome
Jennifer Hostetter Monica Soto Bustamante Jennifer Piette Yannick Belanger James Collin
Students: Laraib Bibi Victoria Papakonstantinou, Ivan Maximovsky Bianca-Lara Guevarra Sean McCullogh Arooj Aziz Hannah Bateman-Organ Megan Klimke Shanna Benhamron Max Darang Jessica Donis Soria
Camelia Kabiruddin Nikolay Moroz Aisha Nafees Bianca Nunziato Ilana Ovans Cynthia Savard Emmie Tsellos Vanessa Tullio Alexandra Vachon Audrey-Ann Villeneuve Marie-Eugènie Volakakis Maryam Wassei
A big thank you to everyone at Vanier right now. I am proud to be part of the Vanier Community.
Marguerite Corriveau, Vanier Communications and Corporate Affairs
ARCH-TECH STUDENTS VOLUNTEER THEIR DESIGN SKILLS FOR MONTREAL FOOD BANK Architectural Technology students have once again shown tremendous initiative during the pandemic, by volunteering their architectural skills
to help one of Montreal’s largest food banks.
The Welcome Hall Mission supplies struggling Montrealers with essential groceries, through an innovative supermarket-like experience. This
model was drastically altered since the start of the pandemic. Social-distancing designs were required to return their Saint-Henri and Montreal-
North food banks back to their pre-pandemic operating model (within certain limits, given the circumstances).
Several 3rd-year Arch-Tech students took up the challenge. Andrew Mendoza, Rafaela Gomes and Gabrielle Nikolakakis designed social-
distancing tools, while Luca Caracciolo, Markhly Delva and Veronica Lazo-Argueta prepared presentation documents outlining the proposals.
A variety of acrylic barriers and a revised layout for the food banks were among the proposals.
Their fellow 3rd-year colleague Justin Woffenden built a wooden prototype of one proposal, while graduate Gianfranco Caputo (class of 2018)
produced the aluminum required for another proposal.
The Mission was thrilled to have our students volunteer their design services during this difficult time.
All work was done remotely, of course.
Michael Lancione, teacher, Architectural Technology
Screenshots of a design proposal and revised store circulation model.
Full-height barrier proposal, built by Justin Woffenden (left). Aluminum feet for a countertop proposal (right)
produced by graduate student Gianfranco Caputo (centre).
VConnect Peer Mentors Needed!
VConnect is a peer mentoring program which aims to offer a supportive non-judgmental space for new students to build connections within
the Vanier Community, seek guidance and advice regarding their college success.
If you know of any students that are returning in the Fall 2020 semester who would be great mentors, please encourage them to apply.
Application form: https://bit.ly/3flhH8X
Ourania Zafiri, TASC
https://www.vaniercollege.qc.ca/mentoring/mentors/vconnect/
RespectWorks Tools for these Times
Hi Everyone,
I sincerely hope that this finds you well and want to wish you all the best as we near the end of this intense Winter semester.
In Collaboration with the PSI Office, guided discussion circles with employees will be offered as a form of closure to the term; please check out
announcements from the PSI office for more details!
The RespectWorks Office continues to provide services in adapted formats:
Information and referrals to support employee's well-being through these times
Confidential advice and guidance to employees regarding issues of conflict, harassment, discrimination, and sexual violence
Assistance in informal resolution procedures including coaching, informal mediation and group processes
Coordinating the onset of formal complaint procedures
Facilitating related education initiatives to nurture healthier working and learning spaces
Please don’t hesitate to email me at [email protected] with any concerns. I primarily respond to emails during the week and am
available to schedule verbal consultations around when would best suit our respective availabilities in these circumstances.
For similar concerns involving students, you can contact Student Services as well as visit the Student Services Website
For more information, resources, reflections and tools, you can also visit the RespectWorks Website.
A sincere thank you to everyone for ALL that you are doing! Sending lots of virtual care through this time.
Anuska Martins, Respectful Learning and Workplace Environment Advisor,
Vanier College Social Media Accounts
If you are considering starting a social media account for a Vanier program, department or project, and are not sure what to do, then read
on. Take a look at our guidelines for Facebook & Twitter. We will be preparing more guidelines soon.
Contact Vanier Communications and ask us any questions you might have. Your main contact in the department keeping track of the Vanier
accounts is Zsofia Orszagh. You may reach her via email at [email protected]
The College needs to know about the existence of any account linked to Vanier or using the Vanier name, so Vanier Communications asks for
access to Vanier Social Media Accounts. We do this so that important accounts don’t just disappear or become inaccessible because people
change jobs within Vanier, retire or leave for other opportunities. We had one case where the account holder passed away. So in order not to
lose the accounts, it is important to keep us informed and provide us (Zsofia Orszagh) with administrative rights. Once we have that, we will
also add your account under the list of Vanier Social Media accounts page on our website.
Thank you.
Zsofia Orszagh, Web Communications Officer, Communications and Corporate Affairs
Continuing Education Upcoming Virtual Information Sessions
Please let your family and friends know about the upcoming Virtual Information Sessions for the following
Continuing Education Programs.
Marguerite Corriveau, Communications and Corporate Affairs
Referral Form: Early Alert Support The Early Alert Support referral form is available online for teachers to refer at-risk students to the Student Success Advisor. Teachers are
encouraged to fill out the online referral form as soon as it becomes noticeable that a student is likely to fail and requires support beyond help
understanding course content.
I contact referred students and invite them to meet with me. Depending on a student’s situation, I will either work with them directly, or refer
them to the relevant resource(s), and follow up to help ensure the student receives the necessary support.
Please do not hesitate to contact me should you want further information: extension 7568 or [email protected].
Referral form: Early Alert Support: http://bit.ly/early-alert-referral
Cari Clough, Tutoring and Academic Success Centre, E-308
STAR Program During Covid 19
Please note below a poster announcing changes and an extension to the STAR Program for students due to Covid 19. I you are in touch with your students please let them know of these changes, if you can. Thank you.
Kristen Whitelaw, Student Services
Early Childhood Education
(Daytime or Evening/Saturday programs)
May 19, 2020
4:30 pm
Register here
Web and Database Programming
(Daytime or Evening/Saturday programs)
May 21, 2020
4:30 pm
Register here
Skills for the Administrative Assistant
(Daytime program only)
May 26, 2020
2:00 pm
Register here
Damage Insurance
(Daytime program only)
May 26, 2020
2:00 pm
Register here
ECE Weekly Tips
Good morning, from the Early Childhood Education department! We hope that the past week went smoothly, and we wish you a wonderful upcoming week! Okay, we need to talk. About words! Here are some word-related games, songs and activities that young children will enjoy.
One of the most powerful words that children know is their own name, and they love activities that
involve their names. So here are 3 ways to play with names:
1) Sing with it! Inserting your child’s name into the underlined part of well-known songs like Old
McDonald Had a Farm or You Are My Sunshine is something children will enjoy. They’ll also like
Willoughby, Wallaby, Woo (https://www.youtube.com/watch?v=BT-CiZGStL4) or The Name
Game Song- listen to a great version here: https://www.youtube.com/watch?v=AnafX_yUnMo
(Warning: that one will get stuck in your head for sure!)
2) Do Art with it! Children can draw their name with a wax crayon, dribble their name with liquid
glue or form their name with pieces of masking tape on a piece of paper- and then paint over it!
For starters, a classic that you might remember from your own younger days- the I’m Going
on a Picnic Game!
This alphabet memory game can be played with as few as two players, but it's much more fun when a
whole bunch of people join in. And this game can easily be played as part of a virtual gathering!
To begin, one person kicks it off by saying, "I'm going on a picnic and I'm bringing..." followed by
something that you can eat that begins with A, such as "...apples" or "...artichokes."
The second player repeats what the first person said, but adds a food that begins with B. "I'm going on
a picnic and I'm bringing apples and bananas."
Continue with the next player repeating the line with the first two items and adding something that
begins with C. "I'm going on a picnic and I'm bringing apples, bananas, and corn."
And so on with D and the rest of the alphabet. As the game proceeds, it becomes harder because the
player has to come up with an item for their letter and also recall all of the items that came before.
The last player to be able to recite all the items on the list wins.
You can vary the theme- for example “I’m Going into Quarantine”. As well, you can dispense with
the alphabetical order requirement. And feel free to get as zany as you want with the items you
suggest! Personally, when I go on a picnic, I always bring a swordfish…
The child’s name will resist the wet paint and appear like magic! You can also print a name by
following these steps: trim the raised edges off a Styrofoam food tray. Using a popsicle stick,
press into the tray without breaking through and write the name. Brush over the tray with
diluted paint or ink, then press down on the tray with a piece of paper, gently rubbing your
hand over the entire surface. Carefully lift the paper to see the print!
3) Move with it! Challenge children to transform their bodies into each letter in their name - they
might need a partner or two for certain letters! Or play the Name Ball game: everyone sits in a
circle with a ball. One person starts off by saying the name of someone else in the circle, and
tossing the ball to them. That person then in turn says the name of a different person, and
tosses the ball to them. The game continues until everyone has received the ball at least once.
A version that’s a little more challenging is to switch up the action each time- toss, roll, bounce
etc… And you can make the game even more exciting by pausing dramatically before saying the
next player’s name!
Here are three fun children’s books that play with words:
This cute book highlights the power of one single letter to change a lot!
You probably remember the Amelia Bedelia books- the puns will have you groaning and explaining simultaneously.
And of course, our beloved Dr. Seuss was the champion of making up fun, beautiful words! You’ll find some great ones in this less well-known of his books.
Here is a fun twist on the word- books connection – here are two really wonderful books without words! You and your children will enjoy making up the story based on the images. You could even create your own story-telling video!
Children will love making up a story about Carl’s adventures!
This is a perfect bed-time story- and you and your child can make it new and different every night! As always, we’d love to hear from you – if you’ve got any great family-friendly tips, suggestions, recipes etc… you
want to share with the Vanier community, send us an email at [email protected]
And for daily ideas, links and information, follow us on Twitter @vanierece
Stay safe and stay healthy everyone!
Mary Johnson, Early Childhood Education
PSI News
Training Opportunities for Online and Blended Teaching TELUQ Offers Free University Course Teaching at a Distance Distance learning is becoming more and more essential, from primary school to university. By partnering with Université TÉLUQ to offer this training free of charge, the Ministère de l'Éducation et de l'Enseignement Supérieur wants to equip teachers and professors to become familiar with the best practices in distance education. Do you want to learn to teach your students at a distance in an effective way? Do you want to support them adequately? Do you want to learn more about the possibilities of this type of teaching? If yes, this training is for you. The training is currently available in French but will soon be available in English. https://www.teluq.ca/site/etudes/clom/enseigne-a-distance.php
Cadre 21: Professional Training Modules for Educators to Help Develop Digital Competencies CADRE21 is a non-profit project with a mandate to serve the world of Francophone education. Its services are aimed at educational personnel in the public and private education systems in Quebec, French-speaking Canada and the entire Francophonie. Its mission is to support Francophone stakeholders in the world of education - teachers, educational personnel and school administrators - in their reflection, professional development and monitoring of the major issues facing education in the 21st century. Their online courses designed to help implement Quebec’s Digital Action Plan (le plan d’action numérique) are self-paced and are currently available for free thanks to support from the MEES. Click here for a list of available courses. SPOC on Blended Learning in College Education For a description of this professional development opportunity, see the Performa section below.
Tools to Support Students with Online Collaboration Just a reminder for those who may find these tools useful to share with your students working in groups as part of their end-of-term projects or assignments. Developed by the OCSA team and put into infographics form by two gifted MPHM students, Deanna Macdonald and Kana Yasufuku:
7 Netiquette Rules 5 Tips on Giving Constructive Feedback
https://www.vaniercollege.qc.ca/psi/files/2020/04/Seven-Netiquette-Rules.pdf
https://www.vaniercollege.qc.ca/psi/files/2020/04/Constructive-Feedback.pdf
PSI Workshops
End of Term Discussion Circles
Tuesday May 19th from 1:30pm-3pm (limit of 10 participants)
Co-animated by Krista Riley (PSI) and Anuska Martins (RespectWorks Advisor)
Given the intense period of adaptation this semester, we thought it would be helpful to provide employees with the opportunity to share
and exchange on their experiences, challenges, and hopes, in this guided closure discussion for the Winter term. To facilitate enough space
for collective sharing, registration is limited to ten participants. We can open more sessions if the interest is there; please contact one of us if
you are interested in coming but unavailable on the 19th.
Please use the PSI Workshop Registration Form to sign up for this workshop.
Elana Cooperberg, Pedagogical Support and Innovation
MTP FALL 2020 SCHEDULE | April 20, 2020
MASTER TEACHER PROGRAM MTP Fall 2020 Course schedule Graduate Certificate and Graduate Diploma in College Teaching (GCCT & GDCT)
PED601 – College Teaching and Course Design (2 cr.)
GCCT: Core course GDCT: N/A Teacher: Hélène Mathieu Location: Dawson College
Fri. Sept. 18 3:00-6:00pm Fri. Oct. 02 3:00-6:00pm Fri. Oct. 16 3:00-6:00pm Sat. Oct. 24** 9:00-4:00pm F2F only Tues. Nov. 03* 6:00-9:00pm Online only Fri. Nov. 20 3:00-6:00pm
Note: Recommended first course in the Master Teacher Program
COL882 – Developmental Psychology: The Emerging Adult
(2 cr.)
GCCT: Elective course GDCT: Elective course Teacher: Susan Kerwin-Boudreau Location: Vanier College
Fri. Sept. 11 3:00-6:00pm Tues. Sept. 22* 6:00-9:00pm Online only Fri. Oct. 02 3:00-6:00pm Tues. Oct. 13* 6:00-9:00pm Online only Sat. Oct. 24 9:00-4:00pm Fri. Oct. 30 3:00-6:00pm
PED602 – Assessment as Learning (3 cr.)
GCCT: Core course GDCT: N/A Teacher: Dianne Bateman Location: Champlain, St. Lambert
Fri. Aug. 28** 3:00-6:00pm F2F only Sat. Aug. 29** 9:00-4:00pm F2F only Sat. Sept. 19 9:00-4:00pm Tues. Sept. 29* 6:00-9:00pm Online only Sat. Oct. 17 9:00-4:00pm Tues. Oct. 27* 6:00-9:00pm Online only Sat. Nov. 14 9:00-12:00pm
Prerequisite: PED601 – College Teaching and Course Design
PED624 – Pedagogy of Digital Learning (2 cr.)
GCCT: Core course GDCT: N/A Teacher: TBD Location: John Abbott College
Sat. Oct. 03 9:00-4:00pm Tues. Oct. 20* 6:00-9:00pm Online only Sat. Nov. 07 9:00-4:00pm Tues. Nov. 17* 6:00-9:00pm Online only Fri. Nov. 27 3:00-6:00pm
COL869 – Constructing Knowledge Across the Disciplines
(3 cr.)
GCCT: N/A GDCT: Core course Teacher: Elizabeth Janik Location: Dawson College
Fri. Sept. 18 3:00-6:00pm Fri. Sept. 25 3:00-6:00pm Wed. Oct. 07* 6:00-9:00pm Online only Fri. Oct. 23 3:00-6:00pm Wed. Nov. 04* 6:00-9:00pm Online only Sat. Nov. 07 9:00-4:00pm Fri. Nov. 27 3:00-6:00pm Sat. Dec. 05 9:00-4:00pm
Prerequisite: COL855 – Constructing Knowledge in your Discipline
Research Component
PROGRAM / COURSE FORMAT IS BLENDED * Online only: Online format (Adobe Connect) will be used by all
participants.
** F2F only: Attendance in person is required for all participants. For participants who are ‘out-of-Montreal region,’ please contact your local Performa Representative (RL) for information regarding the MTP Travel Subsidy and Application Form.
Distance participants: Online format (Adobe Connect) will be used by ‘out-of-Montreal-region participants’ only and all other participants are to be present in class.
Participants from outside the Montreal region will need the following equipment for ALL Online classes:
• High-speed Internet access • Headset with microphone • Webcam
When the entire class is ONLINE, all students will need the above. .equipment.
FA L L
2 0 2 0
S C H E D U L E
MEC954 – Research Project (6 cr.)
Research Component: Core Course Format: Independent study with supervisor Location, Dates and Time: To be determined with the thesis supervisor Prerequisites: MEC950, MEC951 & MEC952
Registration Deadline: Friday, May 29, 2020
To register, contact your Local Performa Representative (RL) or Performa Education at [email protected]
in case of RL unavailability
Participants in the research component must register for both MEC954 in the fall 2020 semester and MEC953 in the winter 2021 semester (information to follow).
MTP FALL 2020 SCHEDULE | April 20, 2020
MTP Fall 2020 Course schedule
BRIEF COURSE DESCRIPTIONS PED-601 - College Teaching and Course Design, 2 credits (Core course in GCCT) Educational concepts, beliefs, values, practices, issues, philosophies and outcomes associated with learner-centered teaching are examined while designing, developing and evaluating a college level course. PED-602 – Assessment as Learning, 3 credits (Core course in GCCT) Participants apply the concept of curriculum alignment and performance based assessments while focusing on improving student learning. Cegep teachers will increase awareness and understanding of how they can support student learning through assessment.
Prerequisite: PED 601 - College Teaching and Course Design PED-624 – Pedagogy of Digital Learning, 2 credits (Core course in GCCT) This course is an opportunity to reflect on and explore how technological strategies can enhance learning. Participants will examine how digital advances impact learning and emerge with an understanding of how to connect their digital choices to
sound pedagogical principles. COL-869 - Constructing Knowledge Across the Disciplines, 3 credits Core Course in the GDCT) This course focuses on the theory and practice of constructing knowledge across the disciplines to facilitate the integration of learning within a program approach. The principal objective is to enable participants to incorporate this into their teaching practice.
Prerequisite is Constructing Knowledge in Your Discipline COL-855. COL-882 - Developmental Psychology: The Emerging Adult, 2 credits (Elective course in GCCT and GDCT)
The purpose of this course is to increase the teacher’s awareness and understanding of the meaning and complexities of adolescence and early adulthood. M EC-954 - Master Research Project, 6 credits (Core course in the Research Component) In this independent study course, participants conduct educational research on issues pertaining to professional practice in college teaching. Under the direction of a supervisor the research project arrives at a coherent, valid conclusion, supported by a sound literature review, conceptual framework, and appropriate methodology.
Prerequisite: MEC950, MEC 951 & MEC 952
NOTES:
• Each course has additional online, asynchronous hours. • Registration is based on the needs of participants
within the Consortium of Anglophone Colleges • The consortium of Anglophone Colleges reserves the
right to cancel courses with insufficient registration. • Course dates are subject to change. • To withdraw from a course registration without
penalty, participants must notify their local Performa Representative (RL) at least five (5) working days BEFORE the first class date.
• Failure to do so will result in a grade of AB (Abandon) and payment of course fees will be applicable.
FEES:
• University of Sherbrooke Admission, Program Change & Re-Admission Fee, is $90.00
• The University of Sherbrooke will invoice participants for the following fees, which are subject to change without notice:
• Tuition Fee per credit, $107.85* • UdeS Foundation Campaign per activity,
$3.30* • Administration Fee per Academic Year $34.31
• MTP Administration Fee, payable to the host college for each course and subject to change, is $30.00.
• Textbooks, if required, may be purchased online or at the host college before classes begin.
*$2.85 of the $107.85 tuition fee per credit and the UdeS Foundation Campaign are optional. Participants must opt out each semester.
The Master Teacher Program in a Nutshell
Graduate Certificate in College Teaching (GCCT): A total of 15 credits (11 Core + 4 Elective). Program # 46Y 000 Graduate Diploma in College Teaching (GDCT): A total of 30 credits (10 Core + 5 Elective). Program # 52M 000
Master of Education in College Teaching (M.Ed.): A total of 45 credits. Research Component. Program # 666 001
© Performa, 2020. All rights reserved.
SPOC on Blended Learning in College Education Non-credited short course
To meet current needs as efficiently as possible, college education institutions wish to offer students multiple possibilities and formats for taking their courses, be they face-to-face or distance. In this context, thanks to its greater flexibility, blended learning is an outstanding option, enabling each learner to balance the various aspects associated with studies, work and family life. The purpose of this private online course is to introduce college teaching staff to this type of learning.
Course objectives
• To distinguish between distance, online and blended learning • To locate different forms of learning along a face-to-face/distance continuum • To understand the characteristics of blended learning • To find out the benefits and critical dimensions of blended learning for learners,
instructors and institutions • To recognize the different types of blended learning and identify the most
suitable type for your teaching context • To explore the reference framework of the community of inquiry and distinguish
between the social, cognitive and presences associated with it • To determine the best practices to implement before, at the beginning of and
during a blended learning course
Who is this SPOC for
This private online course is addressed to college teaching staff, in particular teachers and educational advisors, who wish to learn more about blended learning.
Format and assessment
There are two tracks to choose from: overview and in-depth. Learners can choose their learning track and have access to all of the content at all times, so that they can progress at their own pace.
A synchronous session in the form of a webinar is scheduled with the pedagogical team to conduct case studies and answer questions. At all times, discussion forums are available for discussing various topics.
Quizzes are given at the end of each module. Each learner will receive a certificate of participation upon passing the SPOC.
Possible follow-up
Students who complete this private online course can take their learning further with the credit course PED625 - Blended learning: Transforming Teaching and Learning, which may be credited toward Diplôme d’études supérieures spécialisées de 2e cycle en enseignement au collégial (DESS) and the Graduate Diploma in College Teaching (GDCT) offered at Performa.
To enroll
Simply fill out the form available on the Performa website.
Production of this SPOC was made possible thanks to the financial support of Performa and the Ministère de l’Éducation et de l’Enseignement supérieur
via the Canada-Québec agreement for minority-language and second-language instruction.
Enrolment period Open for phases 2 & 3
Course start date May 2020 or Fall 2020
Interaction Synchronous webinar and discussion forums
Two learning tracks Overview and in-depth
Estimated time 8 h (overview) or 15 h (in-depth)
Language French and English
Design team
Sawsen Lakhal, Ph. D. Associate Professor Faculty of Education, Université de Sherbrooke
Nathalie Marceau, Ph. D. Pedagogical Counsellor, Performa Faculty of Education, Université de Sherbrooke
Caroline François, M. Adm. Administrative and Information Coordinator, Performa Faculty of Education, Université de Sherbrooke
Pierre-Emmanuel Goffi Intern in Multimedia Integration Université de Sherbrooke
Partners and funding financement
