Innovative Pedagogical Practices

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Many techno-pedagogical projects have been implemented in colleges and other educational institutions. Flipped classrooms, active-learning classrooms, the use of clickers, and more come to mind. The REPTIC/ITREP network organizes activities where teachers and pedagogical counsellors share their experiences of experimentation and implementation of innovative techno-pedagogical practices in their colleges and participates in such activities. This page presents a few of them. (Click here to consult articles from the REPTIC/ITREP site, using the following keyword: Pedagogical Innovation).

Pedagogical Uses of Social Networks

Nelson Jean, Université du Québec à Rimouski

As more and more teachers consider using Facebook, Twitter or Google+ in their distance learning courses in order to interact with their students, they wish to gain insight on this trend…

Detailed Description and Access to the Presentation (click on the arrow)
This presentation includes an overview of teachers’ and students’ responsibilities regarding the use of social networks. It list advantages and limits associated with social networks in an academic context, as well as numerous examples of pedagogical uses. 



Voice Recognition Tools: Perspectives and Practices for Adult Education

François Dallaire, CDÉACF

Voice recognition has improved considerably in the past few years. In fact, recent versions of voice recognition tools can no longer be compared with their earlier versions. Just two or three years ago, voice recognition was far from being accurate and editing errors were far too common. Now, the accuracy rate of the recognition is close to 98 % for some of the tools and software presented in this workshop.

Detailed Description and Access to the Presentation (click on the arrow)

We are currently experiencing a fundamental technological revolution which is resulting in reducing the use of keyboards and mouse devices as the main interaction interface with computers. This slide show presents the most recent versions of different voice recognition tools as well as the andragogical (adult education) opportunities they offer. We will also look at how they can greatly help with the creation of teaching materials.



Active-Learning Classrooms: Three Stories

Bruno Poellhuber (U. Montréal), co-responsible of the CLAAC project, Luc Morin (Trois-Rivières), Louis Normand (Rosemont) and Luc Archambault (Trois-Rivières)

On February 5, 2014, three teachers who had implemented active learning activities presented their projects during a videoconference organized by the REPTIC/ITREP network. Bruno Poellhuber presented the project which brings together the Université de Montréal and six colleges from the Quebec college network.

Detailed Description and Access to the Video Clips (click on the arrow)
  • Presentation of the CLAAC project , Bruno Poellhuber, Université de Montréal
  • The flipped classroom or re-organization of space-time, Luc Morin, Cégep de Trois-Rivières
  • Relearning how to teach with CLAAC. Luc Archambault, Cégep de Trois-Rivières
  • Learning by projects in an active-learning classroom, Louis Normand, Collège Rosemont
  • Access to video clips and to documentation produced by the teachers

Other Resources for Consultation:



The Potential of Google Apps Education for Stimulating Student Projects

Marie-Josée Desrochers (pedagogical counsellor), Mélanie Roy, Louis Normand, Marie-France Raymond, and France Lavoie ( teachers), Collège Rosemont

In the wake of reflections and actions associated with the use of cloud computing (VTÉ Lab, October 2014 REPTIC/IT REP meeting (in French), and October 2015), the REPTIC/IT REP network organized a webinar at Collège Rosemont on using cloud computing in a pedagogical context. This activity took place on March 4, 2015. The quality of the images for some of the clips is not at its best, but the teachers’ stories are interesting and inspirational.

Detailed Description and Access to the Video Clips (click on the arrow)
  • Google Apps tools for developing students’ projects in a collaborative and cooperative way (Marie-Josée Desrochers)
  • How does Google Apps Education make teamwork easier? (Mélanie Roy)
  • Using Google Classroom in an integration course in Science (Louis Normand)
  • Smart Game Project (written in French) using Google Site (Marie-France Raymond-Dufour)
  • Learning and professional portfolios (France Lavoie)
  • Access to the video clips