Éric Cloutier has shared a 1st production created at Thetford and used with the 1st cohort of students in fall 2021.
A view of the pharmacy laboratory of Thetford’s hospital. (Screenshot of the immersive simulation developed with the Uptale software by Cégep de Thetford.)
Another view of the pharmacy laboratory of Thetford’s hospital. (Screenshot of the immersive simulation developed with the Uptale software by Cégep de Thetford.)
Other members of the group are finishing their creations or planning their future projects.
Others still are participating in the group knowing that they will not be able to create anything of their own for now but wish to learn from the discussions with other members. They will share later!
The advantages of collaborating and sharing
The advantages of sharing the virtual reality or 360-degree video creations this way are numerous.
A larger number of simulations
Obviously, the number of simulations the students have access to is larger if colleges pool together their pedagogical material (which is particularly relevant for this new program where they are starting from scratch).
Prepared for realities from all across Quebec
The simulations, filmed all across Quebec, will allow students to access locations that would be inaccessible to them otherwise. For example, thanks to the simulation produced by Cégep Limoilou at Institut universitaire de cardiologie et de pneumonologie de Québec, the students located far from the big cities will be able to familiarize themselves with the reality of working in the pharmacy of a highly specialized health facility.
Each CEGEP trains its students according to the needs of the local Integrated Health and Social Services Centres (CISSS). The training is based on local equipment, with machines of the same brands as that of the local CISSS. This prepares the students well to the job market of their region. However, it is certain that some students will move one day and be called to work elsewhere. Thanks to the shared simulations, those students will be more confident on arrival at a new location.
-Éric Cloutier, pedagogical advisor and IT rep at Cégep de Thetford
Trying out different approaches to virtual reality
The actors of the different institutions have a distinct approach to the use of immersive technologies and the production of virtual reality or 360-degree video material. This is part of the strengths of the group. In the end, the members of the group and the teachers of the program will have access to a larger quantity of content, but also a larger variety.
If I ask a teacher what their favourite book is, they can choose from the hundreds of books they know. But, if I ask them what their favourite way to approach virtual reality is, they may have more difficulty answering, because they may only know 1 way of making virtual reality…
Seeing the material created by the different members of the group gives us ideas, it pushes us to question our way of doing things. We can identify what we like in every approach and ask for help on how to reproduce a specific result.
-Éric Cloutier, pedagogical advisor and IT rep at Cégep de Thetford
A healthy management of public funds
For the members of the group, the pooling of the resources is simply the result of a basic practice for a healthy management of public funds.
At Collège d’Alma, Étienne and Martin managed to obtain grants to develop pedagogical material. They judge that their creations therefore belong to the whole community, and that it is only normal for them to share their resources.
What we make belongs to everyone. It is created with public funds.
-Martin Maltais, teacher and researcher at Collège d’Alma
The spirit of sharing is beginning to blossom. Our work is a step in the right direction. Our group may inspire others!
-Étienne Boulanger, teacher and researcher at Collège d’Alma
Sharing expertise
Besides, the strength of the sharing group does not only come from the pedagogical material developed.
Members give each other technical advice (equipment to buy, settings to choose during a recording, mistakes to avoid while filming…).
They also discuss pedagogy lengthily. How can you guarantee that a simulation meets the targeted pedagogical need? What are the contexts where immersive technologies truly offer an added value on the pedagogical level?