À la fin de cet atelier, les participants seront en mesure d’utiliser la Suite d’applications Google afin de diffuser leur matériel éducatif de façon créative et innovante. Les jeux d’évasions pédagogiques permettent à l’apprenant de devenir l’acteur principal de son apprentissage. À l’aide de Google Sites, Google Drawings, Google Forms, Google Slides, YouTube et d’une panoplie de ressources gratuites à votre disposition, vous serez en mesure de créer des activités interactives, peu importe le domaine d’études ou le mode de livraison de votre cours.

More importantly, Ontario educators are finding and sharing OER, and other Internet-based resources, as a means of aligning teaching with current and relevant content and inspiring more creative, learner-centred choice (eCampusOntario, 2018). In this presentation and conversation, the presenter will describe some of the creative uses for open educational resources (OER) in Ontario college contexts. Examples from a variety of Ontario post-secondary initiatives will be shared to lay the foundation for conversation around the concept "What are the creative possibilities for use of OER in Ontario college teaching?" This session is meant to create awareness about what OER are, describe some of the ways they are being used in Ontario and beyond, and inspire faculty members to explore use of OER as part of their teaching practice. OER can be mixed in to teaching and learning in small or large ways, it’s a matter of knowing where to find them in your subject. The presenter will provide information about where to search for OER and a little bit of artistic inspiration around empowering students as co-creators of knowledge in their writing, reflection, and project designs.

Reference: eCampusOntario. (2018). Awareness and Use of Open Educational Resources (OER) in Ontario. Retrieved from https://www.ecampusontario.ca/publication-reports/

He combines the use of an online simulation and in-person and online coachingwith in-class lessons to provide experiential, personalized, mastery-based learning to inspire his students to become better writers.

When students come to class, they “go to work” as junior communications officers. They have to complete a series of multi-task projects over several weeks for a virtual client who is played by an A.I. character while their instructor observes all communications with stakeholders. Frank plays the role of supervisor, demanding that students’ work reaches a professional standard before messages are allowed to go to clients and before students can advance to subsequent tasks. Peripheral learning Frank will reveal the motivation behind adopting the simulation (including student reluctance to buy textbooks and evolving student expectations and needs), how he uses the A.I. platform to accomplish his course learning outcomes, and mistakes and challenges.

This presentation will examine the challenges of creating flexible professional development training in Hybrid ourse design for busy faculty who need to acquire knowledge and skills they can apply directly to their teaching practice. We will explore a boot camp style hybrid course where faculty learn the theory and practice of hybrid course design along with how to leverage tech tools to create interactive engaging experiences for their students.

Il s’agit d’un jeu d’ analyse, de déduction et de réflexion dans lequel la communication et la pensée critique deviennent un facteur clé de la réussite. Et si l'on ajoutait à cette activité ludique et formative, la revue de concepts théoriques et pratiques? D'un point de vue pédagogique, un jeu d’évasion pourrait à la fois servir au développement de compétences sociales et professionnelles en plus qu’offrir la possibilité de construire le savoir des étudiants par la résolution d'énigmes issues des concepts théoriques et pratiques d’un cours. Et pourquoi s'arrêter là ? Les élèves ne pourraient-ils pas devenir les scénaristes et mettre en valeur leur créativité, leur imagination et leur compréhension du matériel de cours en créant leur propre jeu d’évasion ? C’est ce constat qui devient l’ important catalyseur du projet – Compétition de jeux d’évasion. Cet atelier vise à vous témoigner comment j’ai mené à terme la création de deux salles pour jeux d’évasion. Malgré les défis et les incertitudes, les retombés positifs on fait de ce projet une expérience d’apprentissage authentique hors pair non seulement pour mes étudiants, mais aussi pour moi. C’est ainsi je souhaite vous partager mon cheminement afin de vous encourager à innover et à prendre des risques.

This presentation will review WCAG accessibility guidelines, requirements, and issues for digital content and instructional documents. Participants will learn the fundamentals of creating accessible materials and modifying inaccessible content to comply with accessibility standards.

We will cover how these guidelines can be applied to PowerPoint documents. As well, we will look at its built-in tools such as: the Accessibility Checker, slide layouts and Master Slides, and Reading Order.
You will walk away with strategies and a toolbox full of apps and resources to help with making your documents accessible.
Learning Outcomes:

• Review WCAG accessibility guidelines and accessibility best practices.
• Apply accessibility guidelines to a PowerPoint document.
• Modify documents to comply with accessibility guidelines.
• Use features in PowerPoint to make documents accessible.

This hands-on session includes an an introduction to the three tools in Spark: video, pages, and post, followed by examples of faculty and student created work, and then some hands on time to get started creating your own materials.

Many people think that doing something new is always disruptive, but innovation can be the simple act of doing something a little bit differently. In order to be able to innovate, it is important to know what strategies and techniques have been done and where innovation can take place in the classroom or in the institution. The OECD (Organization for Economic Co-operation and Development) created the guidelines for collecting, reporting and using data on innovation called OSLO Manual. This manual presents a way to visualize innovation in addition to suggestion different categories of innovation and ways to measure them. They discuss four areas of innovation: markets, production and delivery, organization, and society. We believe that these ideas are applicable to higher education as well and blended learning in particular. We will discuss four levels of blended learning suggested by Bonk and Graham: activity level, course level, program level, and organization level. In each level we will show and discuss some creative ways to design blended learning practices. We will look at using Virtual Reality at the activity level as well as the course level. The Community of Inquiry model and other models of blended learning have been used as innovative approaches to course design. We will briefly discuss how community colleges in Canada innovate as an organization. We will show examples in K-12 and the higher education sector in Canada and USA, including current blended learning models, micro-courses, and nano- degrees.

Resources: OECD https://read.oecd-ilibrary.org/science-and-technology/oslo-manual-2018_9789264304604-en C.J.
Bonk & C.R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
VR at University of Glasgo, Scotland https://www.youtube.com/watch?v=9LdjLJAC6Bw Lethbridge College, Alberta, Canada https://www.youtube.com/watch?v=9-kxnnMA8nM
Mohawk College, Ontario, Canada https://www.mohawkcollege.ca/programs/learning-at-mohawk/blended- learning Summit Public Schools, California, USA https://www.summitlearning.org/
Nano degree programs https://www.udacity.com/ https://www.edx.org/micromasters https://micromasters.mit. edu/ http://www.xuetangx.com/reports_en/41/

We invited them to participate in this challenge: “make one small change to a lesson or program to make it more impactful for all learners”. Through the innovative use of design creativity and by fostering a community of support and sharing, our faculty and staff have risen to the challenge. Through this new way of innovating and sharing, we also wanted to also increase engagement in other ways such as encouraging them to trying something new with their students, increasing their confidence with technology, sharing their stories to inspire others and participate in professional development sessions. We developed our campaign around some very simple yet bold visuals. This was accompanied by a communications strategy that reaches out in various ways through our website, newsletter, PD calendar, custom-made buttons and lanyards, postcards, posters, television screens, email signatures, and more. We have an online submission form that can be filled out with the one small change they wish to share. Participants can choose how they share their story whether it be on our blog, social media, newsletter, delivering a PD session, through a classroom visit or in other ways. We have also developed a small series of microlearning videos featuring a few of the Level Up submissions to demonstrate how this learning occurs in the classroom with students. We hope to inspire others to take a similar approach to faculty development!

L’objectif du projet est de permettre aux étudiants, dans le cadre de réels projets d’entreprises ou d’organismes, de se développer les compétences globales recherchées par les employeurs d’aujourd’hui et ce, via une plateforme numérique commune à tous les partenaires du projet. En collaboration avec la compagnie Riipen et en partenariat avec les établissements postsecondaires de l’Ontario, eCampusOntario poursuit le déploiement du projet sur l’ensemble de la province. Au cours de cet atelier, vous aurez l’occasion de découvrir la plateforme Riipen et ses outils de gestion de projet, d’explorer les projets et les démarche pédagogiques proposées pendant la phase pilote et d’en apprécier les résultats.

By the end of this workshop, participants will be able to use G Suite (Google Application Suite) to present their material in a creative and innovative way.

Educational escape rooms allow students to take charge of their learning. Using Google Sites, Google Drawings, Google Forms, Google Slides, YouTube and a variety of other free resources, participants will be able to create interactive activities for students, regardless of the field of study or the course delivery method.

We will discuss how the graphic designer creates HTML templates and a spec guide as part of the development team to ensure consistency across courses and programs. The importance of branding and consistency in the layouts improves usability of the Learning Management System (LMS) which is essential for both teachers and learners. Graphic designers contribute unique skills to the design process that enhance and improve the user experience through custom user interfaces that are distinct from other courses. The presenter will showcase spec guides developed to design an online environment and the tools used to create them. Examples of templates, the design process, and design outcomes will be shown with ample opportunity for discussion.

Learning outcomes

• Demonstrate the importance of graphic design to enchance course delivery
• Demonstrate and discuss the use of tools such as Invision to aid in design conception
• Discuss the benefits of a full colour palette to both the design, course branding and visual recognition
• Demonstrate and discuss the importance of a dedicated graphic designer for a development team

Some of the elements will be focused on how to get the students engaged in their learning plan, how to help them reach their goals by getting to know them. The importance of the teacher's role in transforming the experience of learning and the difference it makes for students to succeed. Presenting what Science thinks about the link between motivation and students' achievements and success.

Do you have lessons that are best delivered using white boards and hand sketching, and need a way to develop and package those performances online?

Enter the Lightboard. Technically, a Lightboard is simply a big sheet of quality glass with light shining through its edge, but when you mix in a set of colourful markers, a bit of video production expertise, and- most important- your own enthusiastic 'performances', you can produce engaging video content, quickly and efficiently.
Lightboard videos have the immediacy of a live, personal performance, but can be highly scripted or spontaneous and free-form.

For learners, the technicalities of the production are not evident; they simply have the best seat in the house as they watch the tip of your pen as you develop and explain concepts using text, illustration, and narration. They can repeat anything and any time, and they never have to see the back of your head.

In his session, we'll quickly look at examples of videos developed for different disciplines, and demonstrate the technical creation of one from start to finish. We'll discuss video as a content delivery method, what you need to bring to your performances to be successful, and share some tips and tricks on how to make quality videos.
Once you buy - or build! - a Lightboard, you'll find endless applications for it.

 Students create digital products that are purposeful and authentic, resulting in the application of a range of higher order thinking skills and learning and communication strategies. Students now demonstrate their thinking and understanding of topics by creating a product that is shareable and influential to a wider audience. Students create content that tells a story, demonstrates understanding, shows their thinking, and/or informs others. These opportunities for content creation can be embedded throughout a course and most importantly, can empower students to be knowledge mobilizers.

This presentation will share how Seneca promotes and supports the integration of digital communication tools so that students can excel during assessment opportunities that have them create digital products that stretch beyond traditional classroom assessments. We will discuss the what and why you would have students engage in creating digital products, how you would assess with indicators and look-fors, and how to provide effective feedback to students.

Cet outil facilite la création, la modification et la publication de matériels d’appui pédagogiques numériques. L’atelier survolera les fonctionnalités de base de l’outil et aura comme objectif de bâtir une mini-ressource collaborative de groupe. De plus, nous démontrerons comment il est possible d’intégrer l’outil Pressbooks à un environnement d’ apprentissage numérique tel que Brightspace. Au cours de cet atelier, nous aborderons également l’utilisation des licences Creative Commons. * Vous aurez l’occasion de vous créer un compte Pressbooks au courant de l’ atelier.