16 SES 11 A, Current Trends and Challenges of Technologies in Education: From learning with MOOCs to using Minecraft at school (Part 2)
Symposium continued from 16 SES 10 A
With the deployment of high-speed Internet service in northern Canada, a videoconferencing project to support Inuit teacher training programs in two communities in Nunavik, Puvirnituq, and Ivujivik was undertaken from 2011 to 2015 (Pellerin, Maheux, da Silveira et al., 2016). Nunavik is a region of Québec that is characterized by a vast territory in which communities are isolated, mainly due to a lack of connecting roads. This project has brought a new dimension to the meetings of a co-management group, made up of members from the two communities and of the Université du Québec en Abitibi-Témiscamingue (UQAT). In 1984, Puvirnituq and Ivujivik residents asked our university to help them develop and take charge of a community school project. Together, Inuit and non-Inuit partners formed a co-management group based on respect and recognition of each other's cultural identity (Paul, Crépeau, Legault & Maheux, 2013). This group, which is still active, is responsible for ensuring the definition, implementation, and evaluation of the school action plan, and thereby for maintaining the relevance of the training and research activities chosen in this intercultural educational context. From 1984 to 2011, apart from two annual face-to-face meetings, the monthly meetings were held exclusively by telephone. Today, members of the co-management group are using videoconferencing technology to hold their meetings remotely, thus adding a visual dimension to the existing audio dimension. After four years of experimentation in this development research (Loiselle & Harvey, 2007), interviews were conducted with members of the co-management group (n = 9) working in a bicultural and trilingual environment. This presentation describes the particular context. Following an explanation of the methodology, we present the preliminary results of the discourse analysis, which revealed the development of “presence” in the distance collaboration process (Jézégou, 2010), and we highlight the effects of this presence on the interactions between group members.
Jézégou, A. (2010). Créer de la présence à distance en e-learning. Distances et Savoirs, 8(2), 257-274. Loiselle, J. et Harvey, S. (2007). La recherche-développement en éducation : fondements, apports et limites. Recherches Qualitatives, 27(1), 40-59. Paul, V., Crépeau, N., Legault, L. et Maheux, G. (2013). La contribution de l’UQAT à la formation des enseignants inuit et des Premières Nations. In G. Maheux et R. Gauthier (Eds.), La formation des enseignants inuit et des Premières Nations, problématiques et pistes d’action (p. 227-251). Québec, Canada : Presses de l’Université du Québec. Pellerin, G., Maheux, G., da Silveira, Y., Allaire, S., Paul, V. (2016). Implementation of a videoconferencing approach to support an Inuit Teacher Training : issues and advantages of a research development project. Canadian Journal of Learning and Technology. 42(5).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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