Innovation, creativity and entrepreneurship at CréaCamp Ottawa: part 4

On February 27, the CréaCamp Ottawa was held, organized in collaboration with the CEPEO. In this fourth article in the series, we introduce you to Pascal, facilitator of the Publish otherwise workshop.

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On February 27, the CréaCamp Ottawa was held, organized in collaboration with the ICE (innovation, creativity, entrepreneurship) team of the Eastern Ontario Public School Board. More than 50 education professionals of all levels from Quebec and Ontario came together to reflect, explore and deepen new pedagogical approaches.

As with all CréaCamps of the École branchée, at the start of the day, participants had to make a heartbreaking choice among the five workshops offered by the team of facilitators. This was mainly made up of pedagogical advisers and dynamic teachers from CEPEO with whom the École branchée had the opportunity to meet in order to share their vision of pedagogy, digital technology and innovation!

In this series of articles, we present to you the craftsmen of this CréaCamp.

Publish differently

This workshop was led by Joël Desjardins, teacher at the Marie-Curie public elementary school and by Pascal Lefebvre, educational advisor and responsible for digital learning platforms as well as innovation, creativity and entrepreneurship initiatives at CEPEO. Pascal is passionate about the efficient use of technology in the classroom, in all subjects and at all levels.

What led you to lead this workshop?

Pascal: In my past experiences, I have been called upon to create video tutorials for a set of provincial files. I quickly realized the efficiency of this medium. From the point of view of the teacher / trainer, it allows us to clone us in a way. My job was much more interesting as I was no longer caught repeating basic information or simple procedures. A picture is truly worth a thousand words! The time freed up could be invested in deeper tasks. At the same time, educational differentiation was gaining momentum in Ontario as well as an overhaul of evaluation via the policy. grow success and I saw it as a powerful tool to implement them. Video became a tool allowing teachers to differentiate in time and space (inverted class, hybrid class, etc.) and for students to be able to show their learning in another way.

Publishing differently, what does that mean?

Pascal: New technologies allow students to demonstrate their learning other than through writing. Although writing is essential to any creative project, it does not necessarily have to be the final object of the evaluation of learning. Technology, and particularly the creation of videos, allows great creativity and is now so accessible and integrated into the culture of the modern world that it is, in my opinion, a powerful tool for creating meaningful and authentic contexts for our students.

What do you notice in the students who participate in publishing projects?

Pascal: The freedom to express oneself greatly promotes student engagement. They get along and see each other. From there, they're much more critical of what they're producing. Another advantage of video is that video sharing platforms and the accessibility of this medium make it easier and simpler to have an audience other than the teacher for their work. They no longer produce just for the teacher, but for other audiences, which has an effect on their engagement.

What are the essential tools? Do you have any examples and inspirations to share?

Pascal: Since I saw the success of a morning announcements project in live video format on YouTube and the impact that this initiative had on the interest of the students, not only those who are working to create them. videos, but also those who need to pay attention (God knows that the announcements read on the intercom in the morning are particularly painful to listen to), I was interested in the video in a context larger than the classroom. I am currently wondering about the space that the students could take up at school. What are the components of school life occupied by adults that could be moved to students so that they can take ownership of school life and that school becomes their space? As for tools, the world of video games is rich in practices and tools for those who seek. OBS (free software) and Wevideo are the tools we favor for the moment.

What did you take away from your experience as a facilitator at CréaCamp?

Pascal: I really liked the format that lends itself to the clientele that we wanted to reach, namely innovative and creative teachers who are always looking for ways to improve the school life of their school, their class, their lessons.

What is your educational crush?

Pascal: The creativity demonstrated by the participants was my favorite of the day. From the video created by a teacher who will support her during her yoga workshop in APQ (20 minutes of daily physical activity in K-8 compulsory in Ontario) to the school tele-school project for the morning announcements. And this, only the first time they use the video! What will they do with it when they have tamed it with their students? I can not wait to see!

Learn more about the video creation in this mini-guide.

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About the Author

Alexane Saint-Amant-Ringuette
Alexane Saint-Amant-Ringuette
Alexane is the editor of the École branchée online news feed. She has a bachelor's degree in international relations from the University of British Columbia as well as a master's degree in intercultural mediation from the University of Sherbrooke. She also acts as a communications advisor for the organization Idée Éducation entrepreneuriale.

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