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    Objective 3.2 - Carry Out Production

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    Description of Objective 3.2 – Carry Out Production

    This objective is at the heart of the information presentation approach. It brings together all of the tasks that students are asked to accomplish and to gather all necessary content for carrying out the work.

    It is essential to know and apply, from the start, good practices that are specific to the type of presentation selected, as the actions to follow depend on this. Students write the content, then produce or adapt audio and visual elements that will be integrated into their work. They also must make sure to cite sources correctly, to produce their mediagraphy and to ensure the quality of the language.

    3.2.1 – Apply proper practices for type of presentation

    Students must be able to apply good practices in order to successfully optimize the presentation of information to be shared.

    This task consists of preparing the content according to the characteristics specific to the selected type of presentation and tool. It also targets at properly respecting communication rules.

    3.2.2 – Write the content elements

    This task targets writing the required content for the work. It consists of writing the information to be shared according to the characteristics of the component to be produced. Students are thus required to write in different styles according to the content.

    3.2.3 – Produce or adapt audio or video content

    This task is related to the preparation of required audio and visual content in the production process. It consists of selecting the content that will be reworked and integrated into the production and requires the design and modification of audio, graphic or video elements. Students are asked to produce or adapt different types of content and to work with several audiovisual tools and accessories.

    3.2.4 – Integrate the content elements into the production

    This task consists of inserting all the necessary content into the presentation of the information. Students are required to add elements of different natures and formats from other applications. They must integrate, position, modify and adapt their proprieties by using the right techniques.

    3.2.5 – Cite sources according to the required standard

    This task consists of inserting in one’s work references to all sources used. It also means inserting sources that are paraphrased.

    This operation ensures that intellectual property is respected. It requires from students that they cite their sources correctly and that they respect the origin of the documents they use, thus avoiding any situation of plagiarism.

    Supplemental Information

    Along with the integration of content, students cite all sources used according to the required standard, whether in the body of the text or as a footnote. These may include sources of information, inspiration or influence.

    All sources used must be cited, whether they are texts, images or audio or video content. Students must highlight parts of text that were copied word for word from a document and mention all authors from whom ideas were retained, even those reformulated.

    The most commonly used information is: documents’ author(s), title(s), year of publication and edition, URL or DOI addresses, name of editor, etc.

    This task is made easier for students when they have previously saved all information related to the documents’ mediagraphic references (see task 1.4.1 Save mediagraphic references).

    See objective 1.4
    Requirements – Suggestions

    Students demonstrate their mastering of this task by:

    • the presence and proper formatting of elements of information about quotations in a text;
    • the presence and proper formatting of footnotes (only for citation standards requiring them);
    • the ability to explain when it is necessary to cite an information source and how to do it, whether it is a direct quotation or a paraphrased text, an image, a printed or electronic source, etc.;
    • consistency and rigour when applying the required standard;

    The required standard is set by the teacher according to local choices (teacher, program, department, discipline or academic institution). It is recommended that respecting the presentation standards of the quotations be included in the grading criteria of the assignment.

    Potential Tools

    The following sources support citing of sources:

    • a commercial methodological guide;
    • the college or program’s methodological guide;
    • mediagraphic management software (such as Zotero or EndNote);
    • Working aid: database of online examples on writing quotations and mediagraphies.
    In Practice

    There are many standards for citing sources. Adopting one common standard for the academic institution or program makes learning and carrying out this task easier for students.

    Mediagraphic management software helps and improves writing accurate and consistent citations.

    3.2.6 – Produce a mediagraphy according to a standard

    This task consists of inserting information on sources that were used and cited at the end of the assignment, in a consistent way.

    This operation contributes to the respect of intellectual property. It also gives readers information on sources used as part of the work, allowing them to measure the rigour and depth of the research done and to elaborate on the topic.

    Supplemental Information

    A mediagraphy is a “List of reference documents cited, whether paper, audiovisual or retrievable documents on the internet” (unofficial translation, original text from the Office de la langue française,GDT, 2001).

    It is therefore necessary to write, according to rules, the information from sources that were consulted or used.

    The most commonly used information includes: documents’ author(s), title(s), year of publication and edition, URL or DOI addresses, name of publisher, etc.

    This task is made easier for students when they have previously saved all information related to the documents’ mediagraphic references (see task 1.4.1 Saving mediagraphic references).

    See objective 1.4
    Requirements – Suggestions

    Students demonstrate their mastering of this task by:

    • the presence and proper formatting of information required for each source in the mediagraphy;
    • consistency and rigour when applying the required standard;

    Some teachers require an “annotated mediagraphy” which leaves no choice for the students but to justify their choices, thus performing a careful selection when searching for information. This method also helps to prevent students from plagiarizing.

    The required standard is set by the teacher according to local choices (teacher, program, department, discipline or academic institution). It is recommended that respecting the presentation standard of the quotations be included in the grading criteria of the assignment.

    Potential Tools

    The following tools support the creation of a mediagraphy:

    • a commercial methodological guide;
    • the college or program’s methodological guide;
    • mediagraphic management software (such as Zotero or EndNote);
    • Working aids: databases of online examples on writing quotations and mediagraphies.
    In Practice

    There are many standards for presenting mediagraphies. Adopting one common standard for the academic institutions or program makes learning and carrying out this task easier for students.

    Mediagraphic management software helps and improves the students’ ability to write precise and consistent citations.

    DOI : Digital Object Identifier. A unique alphanumeric string assigned by a registration agency (the International DOI Foundation) to identify content and provide a persistent link to its location on the Internet. The publisher assigns a DOI when your article is published and made available electronically. (Source: American Psychological Association)

    3.2.7 – Improve the quality of the language by using writing tools

    Students must provide quality oral or written assignments that meet the expectations of higher education.

    This task consists of using digital writing tools for the purpose of improving the quality of the English language in their assignments. sistent citations.

    Supplemental Information

    Students check the spelling, grammar and syntax of their assignments to make them readable and free of errors. They can also improve its style and vocabulary and adapt their writing to the communicative environment of their field of study.

    To do so, students can carry out the following tasks:

    • use the spell check function to support the detection and correction of their errors;
    • use a digital thesaurus for synonyms to vary the vocabulary;
    • use a digital dictionary to find the proper and appropriate word;
    • use specific functions to process conjugation, punctuation or typography.
    Requirements – Suggestions

    We can use various means to help students develop and demonstrate their capacity to improve their English with the help of ICT. Here are some examples:

    • require proof of using a specialized text correction software with a screen shot of the error report before and after the correction;
    • recover the digital version of a text in review mode, including markups;
    • ask students to present their correction process: tools used, examples of the corrections made, learning outcomes, gaps to fill, etc.;
    • recover the digital version of the original and corrected versions of the text to detect the differences (certain tools allow the comparison of two texts automatically).
    Potential Tools

    The following tools are available digitally to support the improvement of English:

    • dictionaries for definitions, citations, conjugation, thesaurus, etc.;
    • glossaries;
    • text correction software;
    • text analysis tools;
    • specialized tools for helping with writing (word prediction tool, voice synthesis, etc.).

    A variety of tools (software or web applications) offer one or more of these functions: most word processors, Antidote, WordQ, etc.

    In addition, many websites, general and specialized, provide or recommend learning resources, reference material and different guide to improve language.

    In Practice

    The English help centres in colleges are without a doubt places that students should visit. The tutors and resource teachers can support students and propose resources and tools.

    Even though a number of traditional tools exist to correct a text (paper versions of dictionaries and grammars), digital tools are may be more efficient and pleasant to use. Also, in addition to making individual work easier, digital tools facilitate and speed up the revision and correction process in teamwork. Finally, technology has produced new productive tools that make learning and productivity easier, such as text correction software and the functions in word processors.

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