Centre de ressources

Ceci est la version écrite du Module 0 de la formation Camerise s'intitulant "Devenir auteur.e d’une RÉL au sein de votre conseil scolaire".

Cette ressource fait partie de la formation Camerise Devenir auteur.e d’une RÉL au sein de votre conseil scolaire.

Dans un soucis d'accessibilité, nous mettons également à disposition la transcription de chaque module.

L’équipe Camerise met à la disposition des enseignant.es aux niveaux M-12 une trousse à outils pour les accompagner dans les 6 étapes du parcours RÉL Camerise pour le niveau élémentaire et secondaire. Notre équipe est immensément redevable à l’équipe de la FabriqueREL et à son travail autour du parcours du “Parcours de création d’une REL en 6 étapes” utilisé sous CC BY. La démarche de la FabriqueREL a été l’inspiration pour ce dérivé plus particulièrement adapté au contexte de l’enseignement aux niveaux M-12.

Cette ressource fait partie du Module 2 la formation Camerise Devenir auteur.e d’une RÉL au sein de votre conseil scolaire. 

Il s'agit d'un tableau qui propose un aperçu des types de ressources en fonction de leur type de licence.
 

P. 13: "Six principaux facteurs ressortent de cette analyse exhaustive des données de recherche. La charge de travail trop importante arrive au premier rang pour l’ensemble des répondants. Suivent la gestion de classe, le climat à l’école, le manque de formation (initiale ou continue), le manque de ressources, et la gestion difficile des élèves en difficulté.

Ce livret de ressources accompagne une expérience culturelle présentée en collaboration avec Camerise. À travers un parcours inspirant dans la vie, la carrière et les réussites de l’artiste franco-ontarienne Nicole Bélanger, il met en lumière la richesse de la culture et de la langue française, tout en célébrant les précieuses contributions des francophones de l’Ontario à la société.

Part 2 of 2. This video resource outlines the effect that joining the Camerise project has had on teachers and students within the Waterloo Region DSB.

Parts 1 and 2 combined. This video resource outlines what Camerise is and how it began. Stephanie Ringwood, FSL Consultant with the Waterloo Region DSB interviews Dominique Scheffel-Dunand, Camerise Co-Lead. This is followed by testimonials to the effect that joining the Camerise project has had on teachers and students within the Waterloo Region DSB.

This video resource outlines what Camerise is and how it began. Stephanie Ringwood, FSL Consultant with the Waterloo Region DSB interviews Dominique Scheffel-Dunand, Camerise Co-Lead.

L’équipe Camerise a développé un mini-cours asynchrone pour former les enseignant.es de français langue seconde au niveau élémentaire et secondaire aux principes de l’éducation ouverte et pour les outiller en vue de la création de RÉL à travers le « parcours RÉL Camerise » en 6 étapes. Le Mini-cours Camerise : devenir auteur.e d’une RÉL au sein de votre conseil scolaire est adapté de Open Education Mini-Course par Stephanie Quail, Sarah Coysh et Hillary Barlow utilisé sous licence CC BY 4.0.

Le texte original de Andrew Herft, disponible ici https://drive.google.com/file/d/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq/view est traduit en français par Alexandre Gagné. Une approche qui propose des pistes d'utilisation de cette technologie qui peut être perçue au premier regard comme menaçante pour les habitudes dans la classe. Peut-être pas?

Introduction aux REL et mise en pratique

The role of interculturality in FSL teaching and learning is the subject of this course that offers recognized theoretical concepts and practical applications. All language educators can benefit from examining the content of this course. 

L’équipe Camerise a développé un mini-cours asynchrone pour former les enseignant.es de français langue seconde au niveau élémentaire et secondaire aux principes de l’éducation ouverte et pour les outiller en vue de la création de RÉL à travers le « parcours RÉL Camerise » en 6 étapes. Le Mini-cours Camerise : devenir auteur.e d’une RÉL au sein de votre conseil scolaire est adapté de Open Education Mini-Course par Stephanie Quail, Sarah Coysh et Hillary Barlow utilisé sous licence CC BY 4.0.

It is a Interdisciplinary activity: Co-organization and Co-teaching insights and reflections on Co-teaching in the Core French program. Author: Chafica Al-Dahr (with the support of Mother Cabrini Catholic School) Consultant : Dominique Scheffel-Dunand (York University-Canada) Instructional Designers: Sushumna Tadinada, Pauline Le Bot Editor: Diane Epassa Boulou

Description of an OER and how they contribute to Open Education 

Ceci est une dérivation d'une vidéo créée pour identifier des thématiques afin de créer des produits pédagogiques dérivés et pour assurer la compréhension sur la formation des dérivations. C'est aux éducateurs.trices d'évaluer comment ils créent leurs matériaux et s'ils le font dans la façon la plus bénéfique pour leurs élèves. La partie interactive est fait pour la rétention.

A list of recommendations on how to incorporate intercultural competence in FSL teaching.

This resource will help teachers incorporate and nurture a holistic approach to learning.

A list of recommendations on how to incorporated environmental education in FSL.

This report discusses a land-inspired program that takes a pan-Indigenous approach for indoor and outdoor learning, directed toward youth in the Kootenay region of British Columbia. Note aux enseignants et aux administrateurs -- Sommaire -- Contexte actuel de l’éducation autochtone au Canada -- Étude de cas : H’a H’a Tumxulaux Outdoor Education Program -- Incidences de l’apprentissage inspiré de la terre : l’exemple du Kootenay-Columbia Learning Centre -- Conclusion : recommandations pour reproduire le program

This guide helps FSL educators and researchers effectively use social media platforms like X/Twitter, LinkedIn, and Facebook to share insights, promote best practices, and engage in public dialogue. It covers essential elements for crafting concise, impactful posts—including tone, hashtags, visuals, and tagging strategies. With examples and prompts for content development, the guide supports users in amplifying their voice, building networks, and contributing to ongoing conversations in language education.

This guide supports FSL educators and researchers in crafting compelling editorials that share informed perspectives on language education, policy, and practice. It provides a clear structure for writing impactful, research-informed opinion pieces—covering elements such as argument development, tone, citation, accessibility, and format. With prompts for using AI to refine language and strengthen arguments, this resource encourages writers to advocate, reflect, and inspire through concise and persuasive writing.

This guide supports the creation of concise, accessible fact sheets that translate FSL research and practical insights into actionable, reader-friendly formats. It walks educators and researchers through the design and structure of impactful fact sheets, including tips on layout, visual design, and language clarity. With guidance on integrating graphics, hyperlinks, and references, and prompts for using AI to simplify complex concepts, the guide helps users create 1–3 page documents ideal for broad dissemination.

This guide helps FSL educators and researchers turn key insights into compelling infographics that visually communicate research findings and field-based knowledge. It covers best practices for design, layout, accessibility, and storytelling through data. With templates, AI-generated prompt ideas, and tool recommendations, the guide supports users in crafting clear, engaging visuals tailored for a wide audience.

This guide supports the creation of research-informed podcasts to strengthen connections between FSL educators and researchers. It provides practical advice on planning, recording, and promoting engaging audio content that brings theory and classroom experience into dialogue. The guide covers key podcasting elements such as format, accessibility, episode structure, and hosting platforms. It also includes AI prompts for content development and interview inspiration.

This guide equips FSL educators and researchers with the tools to create engaging, research-informed websites that bridge theory and classroom practice. It outlines how to design accessible, visually appealing, and informative websites to share findings, reflections, and resources. Covering everything from layout essentials and licensing to technology platforms and SEO, the guide demystifies the process for users with or without coding experience.

This guide supports the creation of engaging, research-informed videos to bridge theory and practice in FSL education. Ideal for educators and researchers, it offers practical tips on scripting, filming, editing, and accessibility to effectively communicate complex ideas through visual storytelling. The guide covers essential elements like subtitles, chapters, video descriptions, and licensing considerations, and includes prompts to spark content inspiration using AI.

This document is part of the course Intercultural Competence in French as a Second Language (FSL): A Teacher Practical Collaboration Envisioning a Change of Action in French Teaching and Learning by Taciana de Lira e Silva, Jason Harper with contribution from Mirela Cherciov and Pauline Le Bot for Camerise | CC BY-NC-SA.

This document is part of the course Intercultural Competence in French as a Second Language (FSL): A Teacher Practical Collaboration Envisioning a Change of Action in French Teaching and Learning by Taciana de Lira e Silva, Jason Harper with contribution from Mirela Cherciov and Pauline Le Bot for Camerise | CC BY-NC-SA.

This document is part of the course Intercultural Competence in French as a Second Language (FSL): A Teacher Practical Collaboration Envisioning a Change of Action in French Teaching and Learning by Taciana de Lira e Silva, Jason Harper with contribution from Mirela Cherciov and Pauline Le Bot for Camerise | CC BY-NC-SA.

This document is part of the course Intercultural Competence in French as a Second Language (FSL): A Teacher Practical Collaboration Envisioning a Change of Action in French Teaching and Learning by Taciana de Lira e Silva, Jason Harper with contribution from Mirela Cherciov and Pauline Le Bot for Camerise | CC BY-NC-SA.

This policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva, from 5 to 7 June 2024, in partnership with UNESCO-ICHEI, under the title: Ethical Leadership in the Age of AI: Rethinking Futures of Education. 

Throughout the three days, 126 participants and 60 speakers from 35 countries contributed to enriching the reflection, from theoretical and practical perspectives, about the future of higher education in the fourth industrial revolution era.

This is a research by a group in Cameroon who studied the potential benefits of using Open Education Resources in their educational system. There are practical steps to achieve this goal. This resource is inspiring as it can be used as an example for other contexts.

Cette suite de documents est mise à disposition à travers un document PDF placé sous la licence Creative Commons CC-BY-NC-SA afin de permettre aux éducateurs.trices de la télécharger, de l'adapter à leur contexte d'enseignement, de la combiner avec d'autres ressources et de la partager facilement avec la communauté FLS/FLA. L'Accompagnement ci-présent se base principalement sur les informations contenues dans le « Guide d'apprentissage à distance pour les élèves ayant des besoins particuliers » qui a été écrit pour les éducateurs par le Ministère de l'Ontario.

This guide supports FSL educators and researchers in developing research- and field-inspired lesson plans that connect theory to classroom practice. It offers clear steps for designing engaging, inclusive, and curriculum-aligned lessons while incorporating relevant research insights. The guide includes templates, practical examples, and tips for accessibility, licensing, and dissemination.

This practical guide empowers FSL educators and researchers to bridge research and practice through blogging. It offers step-by-step support for conceptualizing, creating, and promoting research- or field-inspired blog content. With tips on audience targeting, accessible writing, visual enhancement, and platform selection, the guide demystifies blogging as a tool for knowledge mobilization. It also includes examples, AI prompts for inspiration, and dissemination strategies to help users share insights effectively.

This resource collection supports bridging the gap between research and practice in French as a Second Language (FSL) education through the creation of accessible, engaging knowledge products. Designed for both educators and researchers, the guides offer practical steps and inspiration for transforming insights into podcasts, videos, lesson plans, blogs, and more. The resource emphasizes collaboration, accessibility, and relevance, and showcases successful FSL initiatives and examples from individuals and organizations.

This document is part of the course Intercultural Competence in French as a Second Language (FSL): A Teacher Practical Collaboration Envisioning a Change of Action in French Teaching and Learning by Taciana de Lira e Silva, Jason Harper with contribution from Mirela Cherciov and Pauline Le Bot for Camerise | CC BY-NC-SA.

This list of rubrics assists OER creator and OER adopter self-assess their H5P that they wish to embed onto an OER.

With so many freely available resources online, choosing OER to adopt, share or adopt can be overwhelming. This checklist created by BC Campus contains some suggestions for educators when choosing resources for use in the classroom or to create OER.

The following rubrics represent an evaluation system for objects found within Open Resources. An object could include images, applets, lessons, units, assessments and more. For the purpose of evaluating OER, any component that can exist as a stand-alone qualifies as an object. The rubrics in this guide can be applied across content areas and object types. 

This paper presents an innovative approach to K-12 education that functions effectively in classrooms with or without internet access. The approach prioritizes those with the least access and then scales to all classrooms, regardless of connectivity. AI-enhanced, open-source, offline-first tools deliver high-quality open educational resources and standards-aligned learning experiences to students in remote and underserved areas.

Le Conseil Scolaire Catholique de Toronto a lancé un projet pilote du DELF scolaire pour les élèves de huitième année. Les objectifs qui nous incitent à entreprendre ce projet sont variés et comprennent :

●      Adoption d’un cadre commun pour évaluer les compétences réelles des apprenants;

The Toronto Catholic District School Board (TCDSB) has initiated a pilot project to implement the DELF exam for Grade 8 students. The key objectives of this initiative include: