Call for proposal

Supporting your local initiatives in educational technologies

APOP is now accepting project submissions from the Anglophone collegial community. With this service, we hope to bring concrete and customized support to our users.

Bringing into play our 35-year expertise in ICT’s pedagogical application, we will assist you in structuring your project and figuring out every dimension that need to be addressed.

More precisely, call management, as well as project management and technical support will be provided by the APOP Management Team: online customized workshops, occasional technical and technological support, pedagogical coaching, etc.

Also, if necessary, APOP may loan you some technological equipment (headset, webcam).

Yet another way to help you carry out a project or any professional development activity, we hope that you will consider reaching out for this latest form of technopedagogical support at hand.

Funded by the Entente Canada-Québec, these projects aim to support local ICT initiatives in teaching and learning, by helping teachers and pedagogical stakeholders in activities design and resources development.

For instance, the submission may include:

Experimentation of software or a new technological tool in a specific program or department
(Ex: Using clickers and an interactive whiteboard in class)

  • Pedagogical Expertise: Collaborative pedagogical design on the introduction process of clickers in a specific program
  • Workshop: Technical use of whiteboards and class strategies
  • Workshop: Formative and summative evaluation with clickers

Pedagogical coaching for the integration of an object of study
(Ex: Introduction of concept maps in course curriculum)

  • Technical Expertise: Choice of a concept map editing software
  • Pedagogical Expertise: Determining student skills related to concept maps
  • Workshop: Technical use of a concept map editing software
  • Workshop: Concept maps class strategies, scenarios and assessment

Planning and development of a resources database/blog in ICT for dissemination of teaching resources
(Ex: Database of pedagogical and technical applications of intelligent phones in class, in the form of a wiki)

  • Technical and Pedagogical Expertise: Determining the structure of the database after analysis of local needs
  • Technical and Pedagogical Expertise: Search, classification and identification of resources for the databas
  • Workshop: Collaboration using a wiki
  • Occasional Assistance: Technical questions from teachers

Developing new formats and strategies for a specific course
(Ex: Changing a classroom-training course to a hybrid class)

  • Pedagogical Expertise: translating skills and contents from a class format to an online one
  • Workshop: Using online asynchronous and synchronous tools and platforms
  • Workshop: Developing strategies and discovering software (Prezi, Google Docs, etc.) for online collaborative work.

Ongoing and completed projects

Slacking off: Team Tools in the Classroom

Winter 2018


The use of technology in the classroom is wide ranging. It opens up seemingly endless opportunities for innovative approaches to learning. This project aims to investigate the team communication tool Slack ( within a 101 English learning environment.

It is hypothesized that the tool can help to engage discussion, share a range of documentation, and develop communication skills, but potentially do so much more. Experimentation and research will help to see the possibilities of this type of software.

Possibilities with Slack

Slack, as a communication tool allows for a multi-media space where all data entered into Slack is searchable and stored. It allows for both synchronous and asynchronous conversation, and it makes it possible to provide immediate evaluation of diagnostic activities and, potentially, formative and summative participation and assignment grading. There are many possibilities that the platform provides, but it will require experimentation and evaluation through research and use.


1. Pilot Project
Slack will be used in the fall of 2017 to engage in a Virtual Team Teaching project between Vanier College, Cégep de St-Félicien and Cégep de Jonquière.

2. Resource Manual
A resource manual for using Slack (or, potentially, other team communications tools) in the CEGEP English classroom will be created.

3. Workshop
Informed by experience and research, a workshop for CEGEP teachers will be created and proposed for PED day inclusion. This workshop will introduce team communication tools such as Slack and how they can enhance classroom learning.


Launched by Erin C. MacLeod, English Teacher, Vanier College

The Sandbox Innovation and Entrepreneurial Center – Pilot Project

Fall 2017


The Sandbox is a new initiative fostering Innovation and Entrepreneurship for our students by solving real world problems with real solutions in a non-credit activity. The aim is to build multidisciplinary teams of 3 or more students, along with support/mentorship from the Sandbox, as well as a faculty or industry mentor related to their project, develop an idea and present it at our Pitch event. (4 skill builders : ideation, market validation, project planning, pitching)

  • I am requesting support in three areas for the Fall 2017 semester as a Pilot Project for the students who particiapte in the Sandbox.
  • Mind Map : Teams have to develop their ideas at the beginning of the semester and this tool would allow for a directed approach.
  • Screencastomatic : Teams have to present a video of their project at the end of the semester to the community and this would develop their skills.
  • GEW : I am requesting support for a video conference platform in preparatation for our participation in the Global Entrepreneurship Week.
  • Based on space and equipment needs, we are open to extending these opportunities to the John Abbott Community.

Launched by Mary Rupnik, Student Life Counsellor and Coordinator, Sandbox, John Abbot College

Integration of commercial videogames in the classroom

Fall 2017


During the Fall 2017 semester, we wanted to continue experimenting with the integration of commercial videogames in our classrooms. Although, our experimentation began a number of years ago, we wanted to move beyond the experimentation stage and begin documenting the impact that videogames have on our students with the hopes of pursuing serious peer-reviewed research on this topic in the near future. We were fortunate enough to have Marie-Jeanne Carrière from APOP to help us through this.

In fact, throughout the semester, we met with Miss Carrière several times on Via. She helped us with the following issues:

  • She discussed our proposed research project with us by closely examining our initial application.
  • She helped us clarify our research objectives for the proposed project
  • She helped us reflect on our implementation of videogames in the classroom to see how we can align it with our research objectives
  • She helped us get in contact with valuable resources that proved extremely helpful with our research (Centre de Documentation Collegial (CDC), Madame Lynn Lapostole (ARC))
  • She helped us clarify our methodology for our proposed research as well.

In short, we are grateful for the extremely valuable insight, help and encouragement Miss Carrière has provided us with. Without her help, our research could not have moved forward. Her ability to find solutions to our problems proves just how resourceful she is. Indeed, it is thanks in large part to her ability to take a step back and see the big picture, that we were able to refocus clarify the goals and methodology of our entire research project.

Our experience, thus far, working with APOP has been rewarding; we have learned so much in terms of our understanding of research based experimentation thanks to the help we received from APOP.


It is important to stress that our project is long-term and will likely extend beyond one semester and quite possibly 1-2 years. As such, the objectives at this point in our project or geared towards streamlining our research proposal in order to win the PREPE grant and APOP has been helping us with this. Specifically, we worked on the following objectives:

  • A. Address all the issues pointed out with the evaluation committee from PREP during our initial submission for PREP in the Winter 2017
  • B. Streamline our methodology for the research proposal
  • C. Create liaisons with resource services that can help us with our proposal (CDC, ARC, etc.)
  • D. Reflect on our current implementation with commercial videogames in our classrooms to see how we can improve it so that students increase their learning.

When teaching primarily theoretical courses in a discipline (i.e Humanities, Psychology, Special Care Counselling, etc.) it is often hard for teachers to bridge the gap between theory and practice. One of the challenges for teachers is to encourage students to understand that the theory learnt from class lectures, classroom activities and readings in textbooks does not exist in a vacuum, but has very real and useful applications in their very own professional and personal lives. As much research in pedagogy has shown (Bloom’s Taxonomy (2001), Vygotsky’s Zone of Proximal Development (ZPD) (1978), etc.) the move from simple understanding of active engagement and application – with the guidance of teachers (scaffolding) – is crucial to deep learning and significant retention of information. Put simply, the question posed is the following: how can we create a learning environment in which students are intrinsically motivated (i.e. emotionally invested) to experiment and apply the theories they learn in class?

Furthermore, because of the nature of the courses we teach, we believe that it is important to encourage students to embrace a multitude of perspectives, which help foster valuable critical thinking skills and empathy. Unfortunately, asking students to get out of their comfort zone can prove difficult in a classroom context precisely because it leaves a person’s core values and belief systems open to criticism. Based on developmental psychology (e.g. Vygotsky, 1978; Gottman, 1986), one of the ways that encourages youth to embrace a multitude of perspectives and important social skills is through play. It is also through play that one can develop an open mind, which, in turn, leads to larger appreciation of other points-of-views. As such, how can we compel students to divest themselves of their own limited perspectives and entertain other worldviews, value and belief systems in a way that makes them feel safe and empathetic?

Our hope with this research project is to show that the use of commercial videogames can be one possible way to solve these issues; we believe that videogames can create a classroom environment that moves away from rote learning to a more dynamic form of learning that is as enjoyable as it is educational.


Launched by Pascale Warmoes and Johnathan Mina, Lasalle College

iPad project

Winter 2016 – Completed

Humanities, philosphy, Religion | Experiment Tablet

Use an electronic tablet to experiment with new technologies that promote active learning and teaching methods.

To develop my facility with certain applications and a preliminary bank of teaching resources that could be shared freely with all members of the College community.


Launched by Mark McGuire, John Abbott College

Active learning classrooms and online courses

Winter 2016 – Completed

Institutional Projects | Develop a training workshop

Use an electronic tablet to experiment with new technologies that promote active learning and teaching methods.

The project objective is to develop and deliver a training workshop for faculty to use Dawson College’s Active Learning Classrooms (ALC).

To deliver Online courses as well as how to develop appropriate pedagogies and curriculum design to maximize the effectiveness of the ALC’s in an e-learning scenario.


Launched by Julie Wong & Chantale Giguère, Dawson College

App Project and Éducapplis

Fall 2015 – Completed

Nutrition | Evaluation of educational apps

Evaluation of educational apps: find a system to store the information and continue to have teachers post/contribute to the list.

Also working in collaboration with Louise Carmel, REPTIC at Cégep de Rivière-du-Loup and Co-Responsable du projet Éducapplis.

Launched by Manijeh Ali, John Abbott College

Writing in the Active Learning Classroom

Winter 2014 – Completed

Institutional Projects | Develop a training workshop

Use an electronic tablet to experiment with new technologies that promote active learning and teaching methods.

This project aims to establish effective strategies for using blog-based English courses in Dawson’s new Active Learning Classroom (ALC).

Two areas require development: the adaptation of individual writing assignments and group activities to the Smartboard-equipped ALC, and nimble methods for using, saving, transfering, uploading, and downloading the files used for this work between the course blogs and the multiple Smartboards in the ALC.


Launched by Susan Briscoe, Dawson College

Virtual Class Experience

Winter 2014 – Completed

Social Science | eLearning Classroom

Students will experience a guided VIA session. During this session, they will collaborate in a virtual classroom/online shared space.

The topic for collaboration will be an exploration of alternative energy sources. Students will complete a reflection exercise that explores the “virtual” features of the experience, specifically the quality of the interface and immersion.

Launched by David Hoida, Centennial College

eLessons Design

Winter 2014 – Completed

Macroeconomics | eLessons

Use an electronic tablet to experiment with new technologies that promote active learning and teaching methods.

This project aims to develop online lessons (lectures) for a macroeconomics course that students cans access and review prior to class.

These online lessons would allow for the technical concepts of the course to be reviewed by students prior to class permitting the majority of the class time to be used for problem solving, case studies, active learning and peer work.

These lessons would be created with the use of PREZI and Jing software with the goal of having 3-5 lessons completed this semester. The long term goal would be to have the whole course online in the following semesters.

  • To be submitted

Launched by Anika Maloni, Centennial College

Online Collaborative Lab

Fall 2013 – Completed

Chemistry | Project-based Learning

Use an electronic tablet to experiment with new technologies that promote active learning and teaching methods.

This pilot project aims to test on a small scale the Problem-based Learning approach in a chemisty lab.

Students will be asked to collaborate with colleagues from Cégep de la Gaspésie et des Îles, which will broadens their horizons in terms of culture, environment, installations and language.

  • To be submitted

Launched by Murray Bronet, John Abbott College

Webconferencing Tools

Fall 2012 – Completed

Institutional Projects | Develop a training workshop

This project aims to document various webconferencing services, so to help decide on a pedagogically-sound and useful tool for both students and teachers.

At the end of the documentation and selection process, the online service Saba was chosen for the test-run.


Launched by James Sparks, Champlain College – St. Lambert

eLearning with VIA

Fall 2012 – Completed

French as Second Language | eLearning Classroom

This project aims to develop pedagogical strategies using a webconferencing tool, as well as adapting student support in an online environment.

The project objective is to develop and deliver a training workshop for faculty to use Dawson College’s Active Learning Classrooms (ALC).

During the 2012-2013 academic year, two groups of 22 and 24 students will attend the FSL course Comprendre et mieux s’exprimer (602-BXB-DW) in a hybrid format.


Launched by Chantal Giguère, Dawson College

Liteshow III in an Active Learning Classroom

Fall 2012 – Completed

Science | Active Classroom / Multiple Screensharing

The project aims to test the feasibilty of using Liteshow III in an active learning context.

Liteshow III will allow students to project what they see on their own computers to a classroom projector. This will allow students in the class to share what they are doing on their computers in an active learning context.


Launched by Edward Awad, Vanier College

Ongoing Program Evaluation

Winter 2012 – Completed

Ongoing Program Evaluation | Committee eMeeting

Following the revision of our institutional policy on program evaluation in 2009, Cégep Heritage College has been endeavoring to meet Ministry requirements to evaluate all 12 programs of study in an ongoing manner.

In June 2011, we presented our ongoing program evaluation approach and related tools at the AQPC conference. The session was attended by approximately 40 other cégeps. Discussion held during the session indicated a desire to share tools and collaborate on further development of the ongoing approach to program evaluation and its tools.


Launched by Lee Anne Johnston, Heritage College

Laptop Pilot Project

Winter 2012 – Completed

Office Administration | Pedagogical Use of a laptop

The Bilingual Office Administration program introduces students to the administrative office.

The project objective is to develop and deliver a training workshop for faculty to use Dawson College’s Active Learning Classrooms (ALC).

The use of technology, the reduction of paper, and the implementation of highly efficient communication strategies are the becoming the expected norm of more and more organizations. The electronic office is making its way into both medium and small office environments.


Launched by Gisèle Leduc, Heritage Collegee

iPad Pilot Project

Winter 2012 – Completed

Nursing | Pedagogical Use of a Computer Tablet

This project aims to enhance learning outcomes through the use of iPads and to create a meaningful and viable experience for Nursing students in the clinical setting.


Launched by Cathy Dufour, Heritage College

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