Virtual School Meanderings

June 10, 2021

LEARN News | June 2021 – Time To Sit Back and Unwind – Have a Great Summer!

Filed under: virtual school — Michael K. Barbour @ 12:09 pm
Tags: , , , , , , ,

A newsletter from a Canadian-based K-12 online learning program.

JUNE 2021
CEO MESSAGE OF THE MONTH
LET’S LEARN

IBELONG PROJECT

Celebrating A Year of I Belong!

This week LEARN will be celebrating a year of I Belong projects! Students from across Quebec (elementary cycle 3, secondary 1 & 2, and adult education) participated in the COM-Unity project and were given the opportunity to explore their identity and sense of belonging to Quebec society through the arts. In partnership with ELAN, project-based options teachers could choose from included  Spoken WordDigital StorytellingIntergenerational Comic-zine, and TAKE ACTION, a Community Service Learning project. A huge thank you to all the teachers and students that participated in the I Belong project.

Join LEARN and our 5 community partners in the COM-Unity project for a virtual celebration of all the projects on Thursday, June 10 at noon. See the registration link below.

In the video below, Emma Legault and Ben Loomer share some insights from participating students and teachers. 
EXPLORE THE I BELONG PROJECT

COM-UNITY

Celebrating COM-Unity 2021:
This Is Us Event

Join LEARN via Zoom as we celebrate and share highlights from the I Belong project along with our Com-Unity partners (BCRCELANQAHNSAQY4Y) who also led initiatives that foster or explore what it means for English speakers to belong to Quebec society.

Date: Thursday, June 10th from 12:00 PM to 1:40 PM

Register now for this event. 
(Note: the link will be emailed to registered participants
prior to the event).

REGISTER TO ATTEND

LEARN TUTORING

Thank You for Making This a Record Year!

It was a pleasure to work with families across the province to provide more than 25 000 tutoring appointments this school year!

A HUGE thank you to the LEARN Super Tutors who made a difference for students across Quebec. Tutoring continues until June 10 and will resume in the fall.

ALL ABOUT LEARN TUTORING

ONLINE AND BLENDED LEARNING

Looking Forward to Another Year of
Online Learning!

While students across Quebec will hopefully be returning to in-school classes in the fall, some will still have access to online learning through select secondary 4 and 5 offerings available in partnership with LEARN.

All requests for online learning support MUST come from the school or school board.

LEARN MORE AND JOIN OUR MAILING LIST

CLASSMARKER

New Student Resource!
Self-Tests with Feedback

For students to test themselves and get feedback on topics in some secondary courses, we have introduced ClassMarker self-tests in math and science. Detailed feedback is provided and students can attempt these assessments multiple times. Login required to access tests.

Select tests currently available for the following subjects:

  • CST 4
  • Physics
  • Science and the Environment
  • Science and Technology
More to come in 2021-2022!
LOGIN AND TEST YOURSELF

LEARN TUTORING TESTIMONIALS

What Families Are Saying
about The LEARN Tutoring Service! 

READ MORE SUCCESS STORIES

RESOURCES FOR EDUCATORS

NFB & CURIO

Educators have access to NFB Curator’s Choice of the Week
We Can’t Make the Same Mistake Twice
https://www.nfb.ca/film/we_can_t_make_the_same_mistake_twice/

Educators across Quebec can also access diverse media content from NFB CAMPUS and CBC’s Curio.ca through a provincial license funded by the MEQ. This month, the spotlight is on Indigenous Perspectives to watch and discuss with your class.

ACCESS CURIO RESOURCES
ACCESS NFB RESOURCES

BLOG

Pining for the Great Outdoors

Taking time outdoors with your students can take many paths, even close to the school.

We mapped out ways to help you get out the door with your class with activities to keep your students engaged and focused in nature spots close to the school.

READ THE FULL ARTICLE

PROFESSIONAL DEVELOPMENT

Learning to Action: Environmental and Sustainability Education Institute (ESEI)

During LEARN’s Environmental and Sustainability Education Institute, we heard from Sylvie Ozell, Forest Hill Jr. (LBPSB) & Kelly Fahey, Morin Heights (SWLSB) who shared their experience about building a culture of outdoor education within their schools.

WATCH THE REPLAY

OPEN CREATIVE SPACE (OCS)

STEAM Activities to Support Preschool Outdoor Education

LEARN has developed STEAM activities to support Pre-School Outdoor Education for our youngest learners according to two themes and the seasons: Check out the Virtual Outdoor Ed Activity Books for Outdoor Math Fun! and Outdoor Science Fun!

EXPLORE THE STEAM ACTIVITIES

WEBINARS

Outdoor Education and Online Learning for K-Cycle 1 Learners

If you missed our Outdoor Education and Online Learning for K-Cycle 1 Learners session, listen in while Debbie Myles and Annie Renaud of Forest Hill Jr (LBPSB) share their insights. Take a look at their talk and resources.

LEARN MORE

ORANGE SHIRT DAY

Elementary Orange Shirt Day

Join LEARN for “Orange Shirt Day” on Thursday, September 30th. LEARN will host an online event for teachers and students across Quebec to share what they are doing to promote awareness about the residential school system and the impacts on Indigenous Peoples.

During the event, Elementary classes are invited to present a piece of art created in preparation for Orange Shirt Day, share a message sent to the local Member of Parliament/Députés and reflect on what they have learned about how #EveryChildMatters.

Learn more about Education for Reconciliation at www.learnquebec.ca/ed4rec.  You can find examples of art and writing activities on LEARN’s Orange Shirt Day padlet.

When:
Thursday, September 30th
9:30-10:30am

REGISTER

Secondary Orange Shirt Day

Join LEARN for “Orange Shirt Day” on Thursday, September 30th. LEARN will host an online event for teachers and students across Quebec to share what they are doing to promote awareness about the residential school system and the impacts on Indigenous Peoples.

During the event, Secondary classes are invited to present a piece of art created in preparation for Orange Shirt Day, share a message sent to the local Member of Parliament/Députés and reflect on what they have learned about how #EveryChildMatters.

Learn more about Education for Reconciliation at www.learnquebec.ca/ed4rec.  You can find examples of art and writing activities on LEARN’s Orange Shirt Day padlet.

When:
Thursday, September 30th
1:30-2:30pm 

REGISTER

Have a Safe and Wonderful Summer!

Next Issue: September 2021
LET’S  STAY CONNECTED
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Copyright © 2021, All rights reserved.

LEARN
2030, boulevard Dagenais Ouest
Laval, QC

June 7, 2021

Report – The FPEP-CSQ launches a media offensive against distance education

So this is another French language report that was brought to my attention due to an article with the title “Online education is harmful, according to FPEP-CSQ study.”  Now before I provide the information about the study in question, let’s examine what the study was based on.

1. After the COVID-19 pandemic, distance education should never be favored because it has a huge impact on children and teachers.

So the study wasn’t actually looking at distance education or online learning – it was looking at the emergency remote learning and remote learning that occurred over the past 14 months.  Basically, what they are saying is that the type of learning described below should not be favoured – and I would agree.

In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered primarily face-to-face and that will return to that format once the crisis or emergency has abated. The primary objective in these circumstances is not to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis. When we understand emergency remote teaching in this manner, we can start to divorce it from “online learning.” (Barbour et al., 2020, p. 6)

Of course something that is temporary, only due to the crisis circumstances, and will be abandoned as soon as the crisis or emergency has abated that isn’t designed to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis should not be favoured.  An idiot who argues otherwise is, well, an idiot!  The fact that these authors needed to conduct a study, and someone provided financial support for that study is the only real amazing part of this whole issue.

2. This is the conclusion of a study by the Federation of Private Education Personnel (FPEP), affiliated with the Centrale des unions du Québec (CSQ).

I said this before – many times, but it continues to be the most misunderstood aspect of the whole education discussion.  The purpose of a union is to protect the interest of its members.  Teachers were not trained as a part of their university preparation to teach at a distance.  The vast majority of teachers have not and were not provided professional development with how to teach at a distance.  While many school board have equipped schools, teachers and students with technology; that technology was not focused on equipping classrooms for distance or hybrid delivery or on the tools teachers would need to teach at a distance.  In this case teachers are the members of this union.  Of course the union is going to be against a method of educational delivery that their members were not provided adequate training or resources to undertake.  I suspect the pilots union would be against an airline introducing a new plane into their fleet that none of their existing pilots new how to fly, which was significantly different to operate than all of the planes in their existing fleet.  Again, any idiot who understand the purpose of a union would understand this.  Unfortunately, this nuance it generally lost on the media – and politicians too for that matter.

3. The FPEP study was carried out with 17 affiliated unions in a format of interviews with members of the teaching and support staff.

Do I need to say it again?  Teachers were not trained as a part of their university preparation to teach at a distance.  The vast majority of teachers have not and were not provided professional development with how to teach at a distance.  While many school board have equipped schools, teachers and students with technology; that technology was not focused on equipping classrooms for distance or hybrid delivery or on the tools teachers would need to teach at a distance.  Of course they’d be against it.  When you were a teenager you practiced for your driver’s test on your family car.  You’d have a negative opinion of the test and the testers if they made you take your driver test on an 18-wheel transport truck in a densely populated urban context!  Any idiot should understand this point.

So what you have is a study that asks a bunch of people who weren’t prepared to do something, how they felt that something compared to what they normally do, when they were forced to do that something against their will – and here is what that study found…

May 30, 2021

Press release

The screen disconnects us …

The FPEP-CSQ launches a media offensive against distance education

Montreal, May 30, 2021. – On the theme “The screen disconnects us, distance education has consequences”, the Federation of Private Education Personnel (FPEP-CSQ) is launching an offensive against the Minister of ‘Education, Jean-François Roberge, and the Federation of Private Educational Institutions (FEEP) so that they agree to mark out and limit the use of this practice.

The vice-president of the FPEP-CSQ, Marie-Josée Dallaire, specifies that her union federation wishes to quickly meet the Minister of Education as well as the management of the FEEP in order to inform them of the conclusions of the investigation into the distance education and measures that it is hoped will be adopted to regulate distance education.

“The health crisis plunged us overnight into distance education, without our having been able to think about ways of doing things and the possible impacts on both students and staff. Now is the time to learn lessons from this forced shift towards distance education before some institutions make the mistake of standardizing an approach that was supposed to be exceptional, ”explains Marie-Josée Dallaire.

A remedy that must remain exceptional

The FPEP-CSQ therefore intends to ask the Minister of Education to define and limit the use of distance education and to resist the multiple pretexts encouraging him to use it. “Our survey clearly shows that distance education has multiple consequences for students and education personnel. In this context, it should only be allowed in the case of exceptional circumstances, such as a pandemic. Otherwise, the Minister must stipulate that priority must be given at all times to traditional classroom education in the interests of student success and to guarantee fair, reasonable and humane working conditions for education personnel ”, to say the vice-president of the FPEP-CSQ.

Guidelines required from the Minister of Education

The FPEP-CSQ will therefore urge Minister Jean-François Roberge to take a position on this issue so that he sets out clear guidelines for the next school year.

“We do not exclude all use of technologies in education, far from it. But the experience of the last year has shown us that we should not take the path of distance education for just any reason or to please everyone’s demands, because it leads us to a dead end. As paradoxical as it may seem, distance education has the effect of disconnecting teachers and students and breaking a precious bond that promotes learning, ”argues Marie-Josée Dallaire.

The union leader ends by mentioning that we must therefore continue to seek together to find out and document the conditions under which technologies can have a positive impact on students’ academic engagement and success.

– 30 –

Profile of the FPEP-CSQ

The Federation of Private Education Personnel (FPEP-CSQ) has some 3,000 members in 48 unions and working in some 42 elementary, secondary and college schools in 10 regions of Quebec.

Information

Claude Girard
Communication advisor
Cell. : 514 237-4432
Email: girard.claude@lacsq.org

I haven’t been able to find the full research report on their website, but I did find this…

THE SCREEN DISCONNECTS US: DISTANCE EDUCATION HAS CONSEQUENCES.

The urgency to act!

Urgent action is needed on this issue, while a survey of FPEP-CSQ members clearly shows that distance education is not without consequences for students and staff.

The study was conducted over the past few months with 41 people, teachers and support staff working in private primary and secondary schools.

10 findings revealing the consequences of distance education on students and education personnel.

With the aim of initiating a reflection on the quality of student learning in the context of distance education, of detailing the transformation of the task among members, and of documenting the effects on working conditions, ten main findings emerge from this research:

  1. The teaching staff had to make a considerable effort to guarantee pedagogical continuity at a distance.
  2. Technology has not motivated students as much as research claims.
  3. Students need a lot of autonomy to follow.
  4. Classroom management has multiple consequences for academic success.
  5. The erosion of the teacher-student relationship is alarming.
  6. The task becomes heavier, becomes more complex to the point of generating a serious feeling of incompetence.
  7. Communications are duplicated and fragmented.
  8. Few establishments have imposed a code of conduct on parents and students who use technological platforms and tools for disseminating distance education.
  9. Overexposure to the screen creates a general feeling of fatigue.
  10. There is no longer a line between professional and personal life.

Let us campaign to mark out and limit the use of distance education!

Let us learn from the forced shift towards distance education.

Let us campaign to mark out and limit its use to exceptional circumstances (pandemic, for example), and thus guarantee fair and humane working conditions for education personnel.

To access research highlights, click here: Distance education has consequences

Did you miss the press conference presenting the research results? https://www.facebook.com/fpepcsq/videos/203462871597070/

Report – Cégep à distance : soutenir la motivation et la persévérance au collégial | Pratique inspirante

Filed under: virtual school — Michael K. Barbour @ 10:03 am
Tags: , , , , , , , ,

As an FYI for my American readers, a Cégep is a form of schooling in the Canadian province of Quebec that students enroll in following grade 11, but before they head off to university or college.  Cégep provide a technical, academic, vocational or a mix of programs.  Within the province it is seen as a post-secondary option, but the reality is that it is like a grade 12 and, for some students, a grade 13.

Cégep à distance: supporting motivation and perseverance in college | Inspirational practice

To cite this dossier : CAPRES (2021). Perseverance in higher education . Online: http://www.capres.ca/dossiers/perseverance-motivation

In recent years, the Cégep à distance has focused on the quality of the supervision offered to students by renewing the role of online tutoring (Rhéaume and Boisvert, 2019). Between summer 2017 and summer 2018, the establishment started a pilot project aimed at developing, experimenting and implementing new coaching strategies in order to offer more personalized support and thus promote commitment, motivation and perseverance of students ( ibid .).

As part of the project, the tutors have acquired the status of full-time professionals and their mandate is entirely dedicated to supporting students (Rhéaume, Facchin and Boisvert, 2018).

The tutors provide motivational and organizational help within the framework of a relationship of trust promoting a solid educational link with the student.

Rhéaume and Boisvert, 2019

Four fields of intervention

Within the project, the tutors intervene in four fields: reception, reminders, supervision and support as well as feedback.

1. Reception

Hospitality aims to break the ice, provide information essential to the course of the course and demystify the fact of taking a course entirely online. Registered students receive a personalized email with the “getting started on the right foot” kit:

Images: Cégep à distance

This starter kit contains, among other things, the availability of the tutor, the possible dates for a mandatory videoconference and the course schedule. The objectives of this welcome session are therefore to break the isolation of the students, to nourish their motivation, to promote their commitment (see the Key Notion sheet ), to encourage them to express their future difficulties, to take ownership of the learning process and directing them to the institution’s resources (administrative, technopedagogical, IT, etc.) (Rhéaume and Boisvert, 2019).

The videoconference lasts on average 20 to 30 minutes and the tutor presents in more detail the course of the course, the modules that compose it, the evaluations, etc.

This welcome session is also used to normalize the obstacles likely to be encountered during the session: anxiety, stress, demotivation, isolation, work overload, etc.

Rhéaume and Boisvert, 2019

By presenting the “reverse side of the screen”, the tutor establishes a first visual contact, which promotes a better pedagogical relationship and serves as a starting point for future written motivational interventions, in particular in the form of personalized reminders (Facchin et al. Boisvert, 2019).

2. The reminders

The reminders take place at key moments during the session in order to increase the motivation and commitment of the student in the course followed:

  • on the first assignment (35 days);
  • homework for which the grade is less than 70%;
  • around the date of the extension request / danger of abandonment;
  • around the date of registration for the exam.

The tutor creates a bank of model emails in order to increase their efficiency and provide complete and detailed answers to frequently asked questions related to the subject of the course (Chovino and Dallaire, 2018). Here is an example of a follow-up email:

Image: Cégep à distance

3 . Coaching and support

More specifically, supervising and supporting at a distance aims to meet the specific needs of students, whose profiles are increasingly heterogeneous (see the Issue sheet ). Different platforms and different technological tools thus make it possible to make telephone appointments and ensure personalized follow-up. From a perspective of empowerment, the student must prepare for his meeting with the tutor.

The supervision by the tutor is not, however, reduced to his ability to use a series of effective teaching tools: it comes from his determination to create a pedagogical link, to invest time not only in the learning of the students. , but also to take an interest in their socio-emotional issues (Facchin and Boisvert, 2019). In this sense, the student must be able to rely throughout the session on a pedagogical relationship of trust established by the various motivational interventions of the tutor.

4. Feedbacks

Feedback offered to the student can take different forms:

  • written (commenting on the work, for example);
  • audio (encourage, explain strengths and weaknesses, recall the support offered, invite to make an appointment, etc.);
  • video (explain the rubrics, offer computer support, give examples in mathematics, etc.).

Feedbacks are used to congratulate and encourage the student, to give him full visual explanations, to help him structure his thought, to reassure him or her, to remind him of the presence of help and to suggest an appointment. -you (Rhéaume and Boisvert, 2019).

The consequences

The pilot project study aimed to:

  • assess the effects of the coaching model on perseverance and success;
  • compare the performance and progress of learners in the pilot group and the control group;
  • assess student satisfaction with supervision.

The positive results of the pilot project begin to be visible in the winter of 2018, approximately halfway through the project. This can be explained by the experience acquired by the tutors after trial and error, but also because the welcome session for students became compulsory at that time. Among these results favorable to the pilot project, the analysis of academic performance shows that in winter 2018, 64% of participants passed their course, compared to 49% of students in the control group.

The results indicate that student engagement does indeed have an effect on the final course grade, which is higher when they participate in the welcome session in synchronous mode, receive video feedback and personalized interventions (Facchin and Boisvert, 2020). More specifically, on average, over the five sessions of the pilot project, 81% of participants in the welcome session hand in their first assignment, compared to 65% of students who did not participate (Rhéaume and Boisvert , 2019).

The student’s behavioral commitment (amount of effort, time, etc.) is the only variable that has a strong correlation with the final grade for all the courses included in the pilot project (Facchin and Boisvert, 2019) . It is therefore a very reliable indicator of success and of solid institutional value ( ibid .).

Regarding the satisfaction rate of the supervision received, it is around 90% (Rhéaume and Boisvert, 2019).

In summary, the following conclusions emerge from the pilot project:

  • the sense of self-efficacy and behavioral commitment are both linked to the grade obtained in the course;
  • behavioral engagement is an excellent indicator of academic performance in the pilot project;
  • interventions have an effect on behavioral engagement. The level is even higher in the pilot group than in the control group;
  • adapting to each learner and giving him or her what he or she needs promotes motivation, which is seen in more proactive behaviors (Facchin and Boisvert, 2019, p. 32).

Presence in the distance

In 2019, a more personalized version of the project saw the light of day, in which the reminders multiplied according to the needs of the students. Indeed, not all students want regular remote support; some need to be followed more closely, while others do well on their own. The tutors make it possible to put “presence in the distance” (Facchin and Boisvert, 2020) in order to keep the students engaged and persevering in their studies.

The new tutoring model, connecting the tutor and the student at the heart of the educational system, is now well established at Cégep à distance. Reminders received more attention in 2020-2021 and the effectiveness of the feedbacks will be reviewed in the near future.

May 11, 2021

LEARN News | May 2021 – May We Continue To Create

Filed under: virtual school — Michael K. Barbour @ 2:06 pm
Tags: , , , , , , ,

An item from a Canadian-based K-12 online learning program.

MAY 2021
CEO MESSAGE OF THE MONTH
LET’S LEARN

IBELONG PROJECT

Digital Storytelling

On April 1st, 2021, LEARN hosted a Film Festival featuring Digital Stories created by students participating in the “tell a story” option of the I Belong project. The digital stories were created using a 6-week process that allowed students to explore their identity and sense of belonging to Quebec. The film festival was hosted by Jessie Currell, founder of Hands-on Media Education. It was a wonderful celebration of the efforts of students and teachers from across Quebec to talk about their identity and places they feel a sense of belonging to.

VIEW DIGITAL STORY BELOW CREATED BY A STUDENT
DISCOVER MORE DIGITAL STORIES

PARENTING IN THE PANDEMIC WORKSHOP SERIES

Playlist Available for Replay

If you missed our last Parenting in the Pandemic webinar for this school year, Fostering Resilience & Supporting Our Kids During Challenging Times, you can still watch the replay along with all the other sessions.

VIEW THE WORKSHOP SERIES

LEARN TUTORING

Supporting Students Across the Province

For a strong finish to the school year, LEARN Tutoring is here to help students into June.
Tutoring continues until June 10.
MAKE A REQUEST

ONLINE AND BLENDED LEARNING

Needs Assessment Survey

LEARN’s Needs Assessment Survey was sent to all secondary schools in April and we look forward to working closely with school partners across the province to plan for 2021-2022, both Real-Time and Self-Paced options, to resume in the fall. Want to learn more about what the experience of our online students is really like?

LEARN MORE ABOUT ONLINE LEARNING

LEARN TUTORING TESTIMONIALS

What Families Are Saying About LEARN Tutoring! 

Thank you very much. Nicoletta is really enjoying the LEARN tutoring.
All of the teachers she had are excellent! Patient, asking questions and making her feel comfortable.
Bessie Skoulos, Parent, Cedarcrest Elementary School, EMSB

I have to say that I was very pleasantly surprised with how well the session went and how much Eva enjoyed it!! She actually genuinely loved her first tutoring experience and responded very well to Mme Dubuc!!
Sara Alfonso, parent, Genesis Elementary School, SWLSB

READ MORE SUCCESS STORIES

BLOG

Promoting Bilingualism: Educational Resources & Relational Strategies

Youth attending English-language schools are more linguistically diverse than ever before. With many hailing from families with a French- and English-speaking parent, narratives surrounding what it means to be an English speaker in Quebec are changing.

In 2018, a team of researchers from Université de Montréal received funding from the Direction du soutien au réseau éducatif anglophone (DSREA) to learn more about identify positioning among students enrolled in English school boards for three regions of Quebec: the Gaspé-Îles-de-la-Madeleine, l’Outaouais, and l’Estrie. The study’s focus on the regions was intended to complement other research findings developed in urban areas.

READ THE FULL ARTICLE

OPEN CREATIVE SPACE (OCS)

Join LEARN Ped Team for an hour of tinkering at our final virtual makerspace!

On Friday, May 7th, 2021 from 2:00 – 3:00 PM we will host a Virtual Open Creative Space session focused on Kitchen Table Tinkering. Let’s make together. This is a hands-on tinkering, discussion, and sharing work session.

To prepare, get inspired with our capsules!
Classes Welcome!

REGISTER HERE

OPEN CREATIVE SPACE (OCS)

Spring into Outdoor Education:
Where to Start?

Date: Tuesday, May 11, 2021
Time: 4:00 – 5:00 PM EDT

Virtual Zoom Event

This LEARN online session is for all elementary educators who want to connect education to the natural world. Come discuss, share ideas and get inspired by outdoor education.

REGISTER HERE

CELEBRATE SCRATCH WEEK MAY 17 – 23

SCRATCHed Meetup 

To join the global celebration of Scratch Week, we are hosting a Quebec Scratch MeetUp to share, create, and learn with other educators who are also passionate about teaching with Scratch.

Date: Friday, May 21, 2021
Time: 2:30 – 4:00 PM EDT

(Our Meetups are bilingual and at no charge.)

REGISTER FOR SCRATCHED

ArtistsInspire Grants
Connect with Artists!
$1500 School Grants for English Public Elementary & Secondary Schools

Schools can apply for their 2020-21 ArtistsInspire School Grant anytime this school year! To support teachers and students in these unusual times, ELAN has suspended the ArtistsInspire School Grant deadline! They have created catalogues of ready-made Virtual workshops AND expanded eligibility criteria! Connect with ELAN Quebec’s ArtEd Team to find Artists for Virtual Workshops for Students learning from home or in their classrooms!

APPLY NOW
LET’S  STAY CONNECTED
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Copyright © 2021, All rights reserved.

LEARN
2030, boulevard Dagenais Ouest
Laval, QC

LEARN · 2030 Dagenais Blvd. West · Laval, Qc H7L 5W2 · Canada

September 9, 2020

K-12 Distance Learning In Quebec

I noticed this news item from the CBC over the long weekend.

Montreal

Parents in Quebec court to fight for wider access to online learning

Some parents opt to keep children at home even after being denied medical exemptions

Sara Varano has been reporting her sons, six-year-old Alessandro and 11-year-old Antonio, absent from school since classes started in Quebec. (Jaela Bernstien/CBC)
Quebec Superior Court Justice Frédéric Bachand listened to lawyer Julius Grey argue Thursday in favour of an injunction that would allow parents to keep their children home from school and learning remotely, even if they don’t qualify for a medical exemption.

In Quebec, unlike in Ontario this year, school attendance is mandatory. The province has established narrow criteria for who is qualified for an exemption to the rule and can receive distance learning. A group of parents is hoping to convince the judge to order the province to loosen those rules today.

If granted, the injunction would likely be in place until a court can rule on their associated lawsuit, which argues Quebec is violating the charter rights of parents by forcing them to send their children to school despite the risks of the pandemic.

To continue reading, click here.

And then last night, this CBC item scrolled through my stream.

Montreal

Quebec judge rules against expanded access to online learning

Parents want right to access distance education because, they say, classrooms are too risky

A group of Montreal parents had filed an injunction request as part of a lawsuit against the the Quebec government. (Adam Robison/The Northeast Mississippi Daily Journal/AP)

Allowing every child in Quebec to learn over the internet during the pandemic is not in the public’s interest, a Superior Court judge ruled Tuesday.

The judge, Frédéric Bachand, dismissed an emergency request from parents who wanted their children to access distance-learning resources, even though they hadn’t received the necessary medical exemption.

Unlike in some other provinces, such as Ontario, school attendance is mandatory in Quebec unless parents have obtained a note from a doctor.

The criteria set out by the government for an exemption are narrow and only a small number of students have qualified for them so far, according to school authorities.

To continue reading, click here.

It is interesting to read this item, because of all of the jurisdictions that actually have their own K-12 distance and/or online learning programs (so all of the provinces excluding Prince Edward Island), Quebec actually has some of the lowest levels of participation in K-12 distance and/or online learning.  This is particularly true for the French-language education.

The LEARN program in Quebec has a lot of asynchronous online content for the English-language education that I believe spans the K-Cegep (and I’m sure Michael Canuel will correct me if I’m wrong about that).  But there isn’t a lot on the French-language side of things.

The Société de formation à distance des commissions scolaires du Québec has print-based (and some online materials) for all of the French-language secondary curriculum.  The Centre d’apprentissage en ligne de la Centre de services scolaire de la Beauce-Etchemin has been offering online courses for a few years now, but that is also primarily at the secondary school level.  The L’École en réseau/Networked Schools is primarily synchronous in nature, so I’m not sure how much actual asynchronous content they have.

So forcing parents to send their children to school may have as much to do with the historical lack of K-12 distance and online learning content and expertise in the province, as it does with any desire to open up schools…

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