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9 January 2015
In post-secondary education, writing likely occupies a significant part of any learning process. Teachers in any field (from nursing, music, chemistry, and accounting to literature, humanities, and social sciences) all need to work with written assignments, on a regular basis. One might argue that difficulties in writing are among the trickiest challenges facing any student. While learners acquire skills in a given field, writing remains a core part of their skillset (despite concerns).
For its first online lab in English for 2015, VTE investigates the pedagogical side of writing support technology.
From February through April, lab guests and participants will explore the limitations and potentials of the tools learners, pedagogues, and specialists can use to improve and enhance written work done in Higher Education.
Some of the questions raised include:
This lab aims to help participants appropriate technology in their work with students’ written communication. By the end of the lab, we hope that participants will have gained skills and expertise making them more efficient and effective in supporting learners’ writing.
Vitrine technologie-éducation (VTE) runs its Labs as spaces for the discovery and exploration of both emerging technologies and new approaches to teaching. Through online meetings and followup activities in the next few months, a diverse group of scholars, teachers, practitioners, and solution providers from both the public and private sectors will scrutinize writing support technology in diverse learning contexts.
Multiple themes will be addressed through this Lab. Here are a few but feel free to add your own in the Lab’s Contact Form.
As was the case with our recent work on open credentials, three online meetings will constitute the core activities for this lab on writing support technology. Each of these meetings will last 90 minutes.
As these meetings will be recorded and other activities will occur asynchronously, participants aren’t required to commit to the lab schedule. In addition, though this Lab’s steps do complement one another, participation in a lab session isn’t required to engage in another.
The first lab session will be held on February 19, from 10–11:30 a.m. EST (15:00–16:30 UTC). At this step, we will explore tools which can facilitate or improve feedback on written assignments.
Sample question: Are there systems teachers might use to improve the evaluation of students’ writing?
As a second step in the lab, tentatively scheduled for mid-March, participants will delve into the multiple issues which may affect learners’ writing skills, including dyspraxia and dyslexia.
Sample question: What effects might speech technology have on inclusiveness?
We expect the lab to end in early April with an exploration of tools which can be used by students to improve their writing skills.
Sample question: How can we appropriate spellcheckers to pedagogical contexts?
The invitation to participate in this Lab is extended to anyone interested in literacy and writing skills, whether they be professors, teachers, lecturers, pedagogical advisors, trainers, or managers from across Quebec and beyond.
People who fill the Lab’s Contact Form will receive further information about the events, help shape some aspects of the Lab, and might even build a community of practice surrounding writing support technology.
If needed, VTE reserves the right to give priority to Post-Secondary teachers and pedagogical professionals from Quebec.
Activities in this Lab will be held in English. However, issues surrounding other languages may come up through the Lab’s work.
VTE’s English sector is funded through the Canada-Quebec Entente which supports minority language education and second language instruction.
The following form is a useful way for you to let us know about your expectations, receive additional information about the Lab, and take part in the community of practice we wish to build around pedagogical use of writing support technology.
On February 19, 10:00–11:30 a.m. EST (15:00–16:30 UTC), VTE is holding the first session for its Writing Support Lab. At this step, we focus on tools which can facilitate or improve feedback on written assignments. Sample question: Are there systems teachers might use to improve the evaluation of students’ writing?
On March 11, 10:30 a.m. to noon EDT (14:30–16:00 UTC), VTE is holding the second session for its Writing Support Lab. At this step, we focus on challenges facing learners as they write along with tools which can help alleviate these issues. Sample question: What effects might assistive technology have on inclusiveness?
On April 7, from 10:00 to 11:30 a.m. (EDT). Third and final part of the Writing Support Lab. Tools to improve students’ writing skills. Sample question: How can we appropriate spellcheckers to pedagogical contexts?