Dr. Rory McGreal
https://auspace.athabascau.ca/handle/2149/48
Professor, Distance Education and Director TEKRI
2024-03-19T11:23:36Z
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Micro-Credentials Landscape Report:Transforming workforce futures: Strategic perspectives and practices for university micro-credentials
https://auspace.athabascau.ca/handle/2149/3655
Micro-Credentials Landscape Report:Transforming workforce futures: Strategic perspectives and practices for university micro-credentials
McGreal, Rory; Olcott, Donald Jr.
The global workforce and economy are at a crossroads. Amidst the dramatic economic fallout of the COVID-19 pandemic, organisations in the public and private sector are increasingly faced with new economic and workforce imperatives for the future (Carnevale, Fasules, and Campbell, 2020). Moreover, recent trends in the high cost of higher education, employer concerns about graduate skills and competencies, and student frustrations about lack of job opportunities have all been a catalyst for universities, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum.
In conclusion, we return to the strategic focus for institutions to simultaneously examine the three-prong strategy of bringing online, open education and micro-credentials together in concert to re-shape the institutional culture for university outreach, economic development and workforce development. The synergy between these three major immersive trends and focus areas give institutions a new arsenal to adapt, shift directions and serve as a catalyst for thriving in a dynamic and competitive marketplace. Indeed, the time for this strategic reset to create market-driven agility in the future is now.
2021-01-10T00:00:00Z
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A systems analysis of TeleEducation NB - a province-wide distributed distance learning network
https://auspace.athabascau.ca/handle/2149/3633
A systems analysis of TeleEducation NB - a province-wide distributed distance learning network
McGreal, Rory
1999-01-01T00:00:00Z
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Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey
https://auspace.athabascau.ca/handle/2149/3632
Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey
Henderson, Serena; McGreal, Rory; Vladimirschi, Viviane
Information about the acceptance by Canadian Higher Education Institutions (HEI) of the Access Copyright (AC) tariff is important for educators even though only a minority of HEIs in Canada have committed to the AC tariff. In addition, the copyright “pentalogy,” the five major decisions of the Supreme Court of Canada (SCC), and its interpretation of fair dealing has become relevant for the institutions, faculty and students. Many universities and community colleges in Canada have adopted the Universities Canada (UC) guidelines on fair dealing, while some have adopted the “six-point test” as their guideline. In some cases, institutions have not adopted any policy or guidelines on any aspect of copyright. This paper will investigate these issues to provide one view of the behaviour Canadian HEIs exhibit in their adherence to AC and their use of policy and guidelines at their institutions.
2018-01-01T00:00:00Z
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McGreal, R. (2017). Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities
https://auspace.athabascau.ca/handle/2149/3628
McGreal, R. (2017). Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities
McGreal, Rory
Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the Sustainable Development Goal 4: Quality Education (SDG4). This was recognised early on by UNESCO in 2004 when they first coined the term "Open Educational Resources" and in 2012 with the OER Paris Declaration. UNESCO is continuing its support of OER with the 2nd OER Summit in September 2017. There is recognition that OER and MOOCs, while not being the solution to the world's educational crises, will play an important, if not essential, role. The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that publicly-funded research and educational content belongs to the people and should therefore be open and accessible to them. Canada can play an important role in supporting SDG4 by increasing its support for OER and open education in general, both in Canada and abroad.
2017-01-01T00:00:00Z
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Hearables for online learning
https://auspace.athabascau.ca/handle/2149/3627
Hearables for online learning
McGreal, Rory
Hearables are wireless smart micro-computers with artificial intelligence that incorporate both speakers and microphones. They fit in the ears and can connect to the Internet and to other devices; they are designed to be worn daily. One form of specialised hearables are the earphone language translators that offer potential in language teaching. This opens up the possibility of taking full advantage of these devices to support other forms of mobile learning ain both traditional and distance education. Hearables can support the delivery of lectures, educational podcasts, notifications, and reminders through a wide variety of applications, while supporting interactivity. Intelligent hearables can determine the context and choose the right time and place to deliver the best content. These devices can become one of the principal ways we interact in learning and provide continuous support for independent, personalised, just-in-time, and self-directed learning contexts.
2018-09-30T00:00:00Z
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Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey
https://auspace.athabascau.ca/handle/2149/3626
Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey
Henderson, Serena; McGreal, Rory; Vladimirschi, Viviane
Information about the acceptance by Canadian Higher Education Institutions (HEI) of the Access Copyright (AC) tariff is important for educators even though only a minority of HEIs in Canada have committed to the AC tariff. In addition, the copyright “pentalogy,” the five major decisions of the Supreme Court of Canada (SCC), and its interpretation of fair dealing has become relevant for the institutions, faculty and students. Many universities and community colleges in Canada have adopted the Universities Canada (UC) guidelines on fair dealing, while some have adopted the “six-point test” as their guideline. In some cases, institutions have not adopted any policy or guidelines on any aspect of copyright. This paper will investigate these issues to provide one view of the behaviour Canadian HEIs exhibit in their adherence to AC and their use of policy and guidelines at their institutions.
2018-12-31T00:00:00Z
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Curriculum Vitae of Rory McGreal
https://auspace.athabascau.ca/handle/2149/3623
Curriculum Vitae of Rory McGreal
McGreal, Rory
N/A
N/A
2019-01-04T00:00:00Z
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Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
https://auspace.athabascau.ca/handle/2149/3622
Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
McGreal, Rory; Conrad, Dianne; Murphy, A.; Witthaus, G.; Mackintosh, W.
This paper shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER universitas (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions (Author, 2012). These investigations include the perceptions of stakeholders in post secondary education of the OERu concept and a look at economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies.
This article is based on a report published by the Commmonwealth of Learning and available at <http://www.col.org/resources/publications/Pages/detail.aspx?PID=458>
2014-01-01T00:00:00Z
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OER Policies in Canada: A POERUP country report.
https://auspace.athabascau.ca/handle/2149/3501
OER Policies in Canada: A POERUP country report.
Quirk, Diane; Anderson, Terry; McGreal, Rory
This paper reports on the status of OER policies in Canadian government and higher education institutions, consisting of a POERUP (Policies for OER Uptake) Europroject country report on the existence of policy documents designed to support OER in the different provinces and their institutions. With the knowledge that there are not yet any governmental policies to support OER, open textbooks and few related activities in Canada, this report describes initiatives and/or policy statements that are currently being considered—or perhaps even in developmental stages—in higher education institutions and government.
OpenCourseWare Consortium Global Meetings, OCWC Global Conference 2013, Bali, Indonesia, May 8-10.
2013-04-01T00:00:00Z
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Knowledge Series: Creating, Using and Sharing Open Educational Resources
https://auspace.athabascau.ca/handle/2149/3474
Knowledge Series: Creating, Using and Sharing Open Educational Resources
McGreal, Rory
Open Educational Resources (OER) are free learning resources available on the Internet. OER can be openly licensed or in the public domain, and can be used or reused for free. They can exist in many formats: text (either print or digital); audio, video, multimedia or hypermedia; or various combinations of these. They can be based on a single learning point, a lesson, a series of lessons (a module), a whole course or even an entire programme of study. They can support a specific learning methodology or approach — whether that be behaviourist, constructivist, connectivist, etc. — or any combination of methodologies or approaches. Although they may differ in format, structure or approach, they share a common characteristic: their openness.
The Knowledge Series is a topical, start-up guide to distance education practice and delivery.
2013-10-01T00:00:00Z
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Introducing MOOCs to Africa: New Economy Skills for Africa Program
https://auspace.athabascau.ca/handle/2149/3473
Introducing MOOCs to Africa: New Economy Skills for Africa Program
Boga, Sandi; McGreal, Rory
MOOCs as a type of globally-networked learning environment (GNLE) could become a very useful delivery model in the developing world – but not necessarily when tied to a specific platform like Coursera. If developing countries allow themselves to be locked in to a certain MOOC platform, they may have to adhere to the foreign values put forth by the platform owners. As a result, developing nations may lose some of their autonomy and exclude potential local partners who may not be a part of the same platform (Siemens, 2013). This exclusivity will make developing countries vulnerable to the effects of cultural imperialism, and prevent true collaboration with other developing countries that may be facing similar issues.
2014-01-01T00:00:00Z
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Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice
https://auspace.athabascau.ca/handle/2149/3472
Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice
McGreal, Rory; Kinutha, Wanjira; Marshall, Stewart
Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness of worldwide education. Those resources can be full courses, course materials, modules, textbooks, streaming videos, software, and other materials and techniques used to promote and support universal access to knowledge.
This book, initiated by the UNESCO/COL Chair in OER, is one in a series of publications by the Commonwealth of Learning (COL) examining OER. It describes the movement in detail, providing readers with insight into OER’s significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters, written by some of the leading international experts on the subject, are organised into four parts by theme:
OER in Academia – describes how OER are widening the international community of scholars, following MIT’s lead in sharing its resources and looking to the model set by the OpenCourseWare Consortium
OER in Practice – presents case studies and descriptions of OER initiatives underway on three continents
Diffusion of OER – discusses various approaches to releasing and “opening” content, from building communities of users that support lifelong learning to harnessing new mobile technologies that enhance OER access on the Internet
Producing, Sharing and Using OER – examines the pedagogical, organisational, personal and technical issues that producing organisations and institutions need to address in designing, sharing and using OER
Instructional designers, curriculum developers, educational technologists, teachers, researchers, students, others involved in creating, studying or using OER: all will find this timely resource informative and inspiring.
2013-05-01T00:00:00Z
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Report on the Assessment and Accreditation of Learners using OER
https://auspace.athabascau.ca/handle/2149/3471
Report on the Assessment and Accreditation of Learners using OER
Conrad, Dianne; Mackintosh, Wayne; McGreal, Rory; Murphy, Angela; Witthaus, Gabi
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.
2013-07-01T00:00:00Z
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Disruptive Pedagogies and Technologies in Universities
https://auspace.athabascau.ca/handle/2149/3469
Disruptive Pedagogies and Technologies in Universities
Anderson, Terry; McGreal, Rory
This paper is a reaction to the increasing high cost of
higher education and the resulting inaccessibility for the
millions of potential learners now seeking opportunities
for quality higher education opportunities. The paper
examines the cost centers associated
with campus-based and online educa
tion systems and then suggests that
disaggregation may prove to be a cost-effective way to reduce tuition payments, while maintaining quality. The
paper suggests that discount service
models, now available to
consumers in many industries may also be
attractive in new models of higher e
ducation. The paper also briefly looks
at the Open Educational Resources
University initiative, a pilot, colla
borative project attempting to test some
of these innovations in a consortium
of high quality, accredited public universities. Finally, we
note both the disruptive characteristics of this model
and commiserate opportunities for innovative providers of higher education.
2012-01-01T00:00:00Z
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Measuring use and creation of open educational resources in higher education
https://auspace.athabascau.ca/handle/2149/3468
Measuring use and creation of open educational resources in higher education
McKerlich, Ross; Ives, Cindy; McGreal, Rory
The open educational resources initiative has been underway for over a decade now and higher education institutions are slowly adopting open educational resources (OER). The use and creation of OER are important aspects of adoption and both are needed for the benefits of OER to be fully realized. Based on the results of a survey developed to measure the readiness of faculty and staff to adopt OER, this paper focuses on the measurement of OER use and creation, and identifies factors to increase both. The survey was administered in September 2012 to faculty and staff of Athabasca University, Canada’s open university. The results offer a snapshot of OER use and creation at one university. The survey tool could provide a mechanism to compare and contrast OER adoption with other higher education institutions. Forty-three percent of those in the sample are using OER and 31% are creating OER. This ratio of use to creation is introduced as a possible metric to measure adoption.
2013-01-01T00:00:00Z
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Cloud computing and adult literacy: How cloud computing can sustain the promise of adult learning
https://auspace.athabascau.ca/handle/2149/3388
Cloud computing and adult literacy: How cloud computing can sustain the promise of adult learning
Richards, Griff; McGreal, Rory; Stewart, Brian; Sturm, Matthias
Adult literacy in Canada consists of a patchwork of large and small adult
education providers: many of them are autonomous community societies,
some are school boards, and others are community college based, as well
as a range of independent community-based groups. Funding for adult
literacy comes from several pockets: from different provincial and/or federal
government departments and from charitable organizations. Much of
the federal funding is short term in response to shifting government priorities.
Indeed, Crooks et al. [1] suggest that the ongoing funding search,
with the attendant application and reporting activities, detracts from the
ability to provide more effectively planned and sustainable adult education
programs. A major challenge for adult literacy providers is that while their
client base has significant human and economic potential, low-literacy
adults are not perceived as large contributors to the economy, and thus,
much of the funding is intermittent—from project to project.
2013-01-01T00:00:00Z
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Report on the assessment and accreditation of Learners using OER
https://auspace.athabascau.ca/handle/2149/3384
Report on the assessment and accreditation of Learners using OER
Conrad, Dianne; Mackintosh, Wayne; McGreal, Rory; Murphy, Angela; Witthaus, Gabi
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.
This is a pre-print draft of a report published by the Commonwealth of Learning, Fall 2013
2013-09-17T22:45:28Z
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NEXT GENERATION: TRANSFORMATION TO A 21ST CENTURY UNIVERSITY VIA CORE STRATEGIC PROJECTS
https://auspace.athabascau.ca/handle/2149/3337
NEXT GENERATION: TRANSFORMATION TO A 21ST CENTURY UNIVERSITY VIA CORE STRATEGIC PROJECTS
Kennepohl, Dietmar K.; McGreal, Rory; Ives, Cindy; Stewart, Brian
thabasca University (AU) is recreating itself as a 21st century university. As an open and distance learning (ODL) university, its mandate is to remove barriers to university-level education. This is the vision and institutional context for any changes. Herein, we describe a series of projects with particular focus on two recent major initiatives that challenged our capacity to deal with large complex programs. An analysis of the effect of the start-up and operation of these two major programs with particular emphasis on project management, organizational change, acceptance by the academy, and absorbing the additional work is given. We offer, in the form of lessons learned, our experience for successful systematic integration of ICTs within an open university. These lessons, we believe are relevant for technology integration at any large educational organization.
2012-07-10T00:00:00Z
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Findings from a survey of openness in assessment and accreditation practices in post-secondary institutions
https://auspace.athabascau.ca/handle/2149/3336
Findings from a survey of openness in assessment and accreditation practices in post-secondary institutions
Murphy, Angela; Witthaus, Gabi
This working paper shares the findings and lessons learned from a small-scale survey on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions. The study was carried out jointly in mid-2012 by Dr Angela Murphy at the University of Southern Queensland (USQ), Australia, as part of the ORION project, and Gabi Witthaus at the University of Leicester as part of the TOUCANS study, which was a project in the SCORE programme in the UK. One of the aims of both projects was to ascertain perceptions of stakeholders in tertiary education towards the Open Educational Resources university (OERu) concept. The OERu is a global consortium of post-secondary institutions collaborating around the assessment and accreditation of learners’ achievements based on the study of OERs, with the aim of providing affordable opportunities on a massive scale for students who lack the financial means to access traditional higher education.
2013-06-07T16:20:55Z
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Open Educational Resources: Opportunities for Ontario
https://auspace.athabascau.ca/handle/2149/3335
Open Educational Resources: Opportunities for Ontario
Contact North
Contact North sets out the case for OER and how their adoption can benefit all the
key stakeholders in post-secondary education in Ontario. It then considers
the challenges that such changes pose for the various groups and suggest
ways that these can be met.
2011-10-01T00:00:00Z
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The Anti- IPA Position Paper: A reply from an Educator
https://auspace.athabascau.ca/handle/2149/3334
The Anti- IPA Position Paper: A reply from an Educator
McGreal, Rory
This paper is a "REVISED" version of a position paper released by the International Publishers' Association. ALL the arguments that they use against OER are in fact arguments supportive of OER and against commercial content. In this paper, I have reversed references to OER and commercial publishers to demonstrate this. Thier position can be better argued in support of OER.
The original IPA position paper is at http://www.ip-watch.org/2013/05/28/publishers-challenge-quality-of-open-educational-resources/?utm_source=post&utm_medium=email&utm_campaign=alerts
2013-05-29T09:20:32Z
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OER Readiness Tool
https://auspace.athabascau.ca/handle/2149/3296
OER Readiness Tool
McKerlich, Ross; Ives, Cindy; McGreal, Rory
Survey Instrument of OER use by staff at Athabasca University
Questionnaire
2013-02-26T08:09:16Z
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Flexible paths to assessment for OER learners: A comparative study
https://auspace.athabascau.ca/handle/2149/3292
Flexible paths to assessment for OER learners: A comparative study
Conrad, Dianne; McGreal, Rory
This paper highlights the preliminary findings of a one-year research
project (2011) that investigated the fit of recognizing prior learning (RPL)
practice and related assessment and transfer protocols to projected OER use,
especially by the Open Educational Resource University (OERu), a newly-formed
consortium of like-minded institutions located worldwide. Across a study that
included 31 post secondary institutions from 10 countries, findings indicated
both consistencies and inconsistencies in the treatment of RPL. While most
institutions reflected the intent of honoring learners' prior learning, achieved
informally or non-formally, institutions were bound by internal policy and
structure in terms of protocols. The relationship of transfer credit opportunities
to engaging with learners in preparing RPL documents for assessment was also
varied. Broad disparities in fee information made it difficult to determine what
the actual costs of various protocols would be for learners. OERu will continue to
search for innovative approaches to providing universal and collaborative
education, globally, to non-traditional learners.
2012-12-01T00:00:00Z
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A comparison of AU Press with traditional university presses: Two years later
https://auspace.athabascau.ca/handle/2149/3197
A comparison of AU Press with traditional university presses: Two years later
McGreal, Rory; Chen, Nian-Shing; McNamara, Tim
This paper followus up on an analysis conducted in 2010 comparing an open access press with traditional university presses based on Amazon rankings. The findings support the previous research that there is no significant difference in Amazon rankings between the open access press and the traditional university presses.
An extended abstract
2012-06-01T00:00:00Z
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Excess copyright: How restrictive copyright legislation impedes technological innovation
https://auspace.athabascau.ca/handle/2149/3186
Excess copyright: How restrictive copyright legislation impedes technological innovation
McGreal, Rory
This paper explains how copyright laws being
promoted by the USA are being used to prevent the
development of open educational resources. This includes a
brief history explaining the origins of copyright law leading up
to the modern day conception of artistic creations as
“intellectual property.” The concept of “stealing” is explored
in relation to the sharing of copyrighted materials and the
concepts of pirating and bootlegging. The role of the large
copyright controlling companies is placed in context and the
war on the public domain is highlighted along with an
explanation of the rights of the users and how these rights are
integral to the copyright concept. Finally arguments
supporting the call for stricter protections for copyright
controllers are exposed.
2012-06-27T00:00:00Z
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The Open Educational Resources Movement:: Free learning for all students
https://auspace.athabascau.ca/handle/2149/3183
The Open Educational Resources Movement:: Free learning for all students
McGreal, Rory; Sampson, Demetrios; Chen, Nian-Shing; Kinshuk; Krishnan, Mangala S.; Huang, Ronghuai
In recent years, the term Open Educational Resources (OER) has emerged, aiming to promote open access to digital educational resources that are available online for everyone at a global level [1]. The term was first adopted by UNESCO [2], which has defined Open Educational Resources (OERs) as the “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non-commercial purposes”. With regard to this broad definition, a number of narrower definitions of OERs have been proposed by different OER initiatives, which consider OERs similar to [3]: “full courses, open courseware and content, educational modules, textbooks, streaming videos, tests and assessments, open source software tools, and any other tools and materials used to support teaching or learning”.
2012-07-05T00:00:00Z
-
Virtual platforms at Athabasca University
https://auspace.athabascau.ca/handle/2149/3180
Virtual platforms at Athabasca University
McGreal, Rory; Dron, Jon; Ellerman, Evelyn
The Athabasca University environment includes a virtual media lab (the e-Lab) which is an integrated website platform for curriculum enhancement and development, social networking, and pedagogical and disciplinary research. The e-Lab consists of a Virtual Tool Cupboard, a Demonstration space featuring e-Portfolio (Mahara), a Workshop space that uses Adobe Connect for webconferencing, a Social Networking environment called the Landing (built in Elgg), and a space for Pedagogical Research whose current theme is mobile learning. .Although complementary, these initiatives are reasonably autonomous. The primary benefit of the e-Lab to the university community is in supporting experimental initiatives for online learning, networking, creativity, and communications. These can be tied directly to courses and applied coherently across entire programs in an online learning community.
Paper presented at an IDRC workshop in Winnipeg in February, 2012. It was then updated with post-workshop reflections.
2012-08-12T20:29:27Z
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"Mobilising" web sites at open university: The Athabasca University experience
https://auspace.athabascau.ca/handle/2149/3170
"Mobilising" web sites at open university: The Athabasca University experience
Wasti, Regina; McGreal, Rory
This mobile implementation study provides a general idea of how existing Athabasca University sites work with the
tested mobile devices and identifies the underlying issues as to why they work that way. Factors considered in the
implementation include screen size, the use of advanced features, the display of large images, file formats and linking to
embedded objects. In the effort to make the sites as mobile-friendly as possible, it is also important to consider what
some possible solutions are. Redesigning all those sites carefully, with due consideration to mobile devices, is one
possibility considered. This creates a huge burden of site maintenance, as we need to maintain multiple versions of the
same page for different devices. Another problem with this approach is that as the capability of mobile devices changes,
those sites need to be updated accordingly to reflect the device’s capability. This issue is addressed to some extent by
creating template-based dynamic pages, and rather than redesigning the pages whenever the device capability changes,
one could change the profile of the device.
2012-03-01T00:00:00Z
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The need for Open Educational Resources for ubiquitous learning
https://auspace.athabascau.ca/handle/2149/3169
The need for Open Educational Resources for ubiquitous learning
McGreal, Rory
Open Educational Resources (OER) are important for the expansion of ubiquitous learning. Open licensing of learning components is a precondition for supporting anytime, anywhere learning, whether the lessons are arranged as text, multimedia, videos, applications, games or in other electronic formats. The obstacles presented by proprietary materials impede ubiquitous sharing of knowledge with the use of technological protection measures such as DRM (digital rights management), prohibitive licensing, and restrictions on format shifting, localization, content sharing and other activities considered essential in ubiquitous learning.
2012-01-01T00:00:00Z
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AUPress: A Comparison of an Open Access University Press with Traditional Presses
https://auspace.athabascau.ca/handle/2149/3104
AUPress: A Comparison of an Open Access University Press with Traditional Presses
McGreal, Rory; Chen, Nian-Shing
This study is a comparison of AUPress with three other traditional (non-open access) Canadian university
presses. The analysis is based on the rankings that are correlated with book sales on Amazon.com and
Amazon.ca. Statistical methods include the sampling of the sales ranking of randomly selected books from each
press. The results of one-way ANOVA analyses show that there is no significant difference in the ranking of
printed books sold by AUPress in comparison with traditional university presses. However, AUPress, can
demonstrate a significantly larger readership for its books as evidenced by the number of downloads of the open
electronic versions.
2011-08-30T00:00:00Z
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Report on UNESCO/COL Workshop New York June 18 - 19 2011
https://auspace.athabascau.ca/handle/2149/3084
Report on UNESCO/COL Workshop New York June 18 - 19 2011
D'Antoni, Susan; McGreal, Rory; Mulder, Fred; Rikers, Jos
A description of a UNESCO Chair meeting of participants outlining the presentations and recording the goals and meeting outcomes.
A Report on a meeting held by the UNESCO Chairs in OER prior to the Standing Committee of Open University Presidents of the International Council for Distance Education
2011-07-17T16:42:04Z
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Open Education Resources (OER) for assessment and credit for students project: Towards a logic model and plan for action
https://auspace.athabascau.ca/handle/2149/3039
Open Education Resources (OER) for assessment and credit for students project: Towards a logic model and plan for action
Mackintosh, Wayne; McGreal, Rory; Taylor, Jim
The Open Education Resource (OER) for assessment and credit for students initiative aims to develop a “parallel learning universe” to augment and add value to existing post-secondary education provision by creating flexible pathways for learners using open learning materials hosted on the Internet to earn credible credentials from accredited higher education institutions. This report documents emergent trends and proposes a high-level logic model for designing a scalable and sustainable international ecosystem for the successful implementation of the OER for assessment and credit for students initiative.
A UNESCO Chair in OER activity. Creative Commons attribution licence.
2011-03-01T00:00:00Z
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Cloud computing and adult literacy: How cloud computing can sustain the promise of adult learning
https://auspace.athabascau.ca/handle/2149/3037
Cloud computing and adult literacy: How cloud computing can sustain the promise of adult learning
Richards, Griff; McGreal, Rory; Stewart, Brian
Cloud
Computing
and
Adult
Literacy
is
the
final
report
of
an
Alpha
Plus
Project
to
examine
How cloud computing can sustain the promise of Adult Learning. The report
includes a review of recent literature on cloud computing, on the role of technology in
literacy, and on the characteristics of the Adult Literacy in Canada.
2010-12-31T00:00:00Z
-
Issues in OER: Panel Presentation
https://auspace.athabascau.ca/handle/2149/2954
Issues in OER: Panel Presentation
McGreal, Rory; Olcott, Don; Conole, Grainne; Bossu, Carina; Anderson, Terry
Open Educational Resources (OERs) are becoming increasingly popular in educational institutions. OERs include all educational resources - normally digital in nature such as learning objects, open courseware, etc. that can be freely accessed (with no cost to users) via the Internet with minimal or no restrictions.
UNESCO (2002, Paragraph 3) has defined OERs as the
OERs are normally accessed freely using the World Wide Web either on institutional sites or in organizational repositories. Course developers, teachers and instructors are principal users of OERs, but there is a growing number of students who are accessing them directly to augment their learning. OERs include learning objects such as modularized lessons, video and audio lectures (podcasts), references, workbooks and textbooks, multimedia simulations, experiments and demonstrations, as well as syllabi, curricula and lesson plans.
This panel will lead a discussion on major issues associated with the creation, adaptation, localization, dissemination and reuse of OERs.
A Panel of five experts from four different countries introducing their issues about OER.
2011-03-21T17:39:07Z
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A Canadian educational initiative falls victim to technology: Industry Canada allows cellphone providers to abandon commitment to provide bandwidth for learning programs
https://auspace.athabascau.ca/handle/2149/2687
A Canadian educational initiative falls victim to technology: Industry Canada allows cellphone providers to abandon commitment to provide bandwidth for learning programs
McGreal, Rory
A consortium of Bell and Rogers, known as Inukshuk, is dropping out of its obligation to support education in Canada.
Historically, the 2500-2690 MHz wireless bandwidth, was designated for educational use in Canada and is especially useful for downloading data with cellular phones.
In 1999, a deal was struck permitting Inukshuk to use this band for commercial purposes, on the understanding and obligation that the company would create learning plans, which would fund e-learning-related activities across Canada.
2010-02-24T00:00:00Z
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AU Press on Iphone: A Stanza implementation
https://auspace.athabascau.ca/handle/2149/2682
AU Press on Iphone: A Stanza implementation
Harkness, Darren James; McGreal, Rory
This case study explores problems and solutions encountered when converting PDF documents for distribution and review on mobile devices. At Athabasca University (AU) researchers have initiated a process for the implementation of the AU Press catalogue of books and journals. They decided to create an AU Press mini-catalogue accessible on the iPhone and iPod using the Lexcycle Stanza app. Because of problems, and on the advice of Lexcycle, researchers implemented the AU press as a trial or beta custom catalog. Problems encountered included the necessity of converting AU Press pdf files to the Epub format; properly converting the cover image and thumbnail; systemic errors when converting binary-encoded pdfs; adding the Atom publishing RSS step to the workflow; quality control of the non-native Epub files; and serious formatting and spacing errors. Additional technical work in order to facilitate a smoother transition is required, including the creation of web-based forms, writing documentation and personnel training. The article will be useful for others beginning the development of educational applications for iphones and other smart portable devices
Presented at the World Academy of Science, Engineeering and Technology (WASET) - ICIT 2010 International Conference on Information Technology, Rio de Janeiro, March 2010
2010-03-29T00:00:00Z
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New copyright fee will see students pay more for learning materials
https://auspace.athabascau.ca/handle/2149/2681
New copyright fee will see students pay more for learning materials
McGreal, Rory
Access Copyright has just published a fee proposal with the Copyright Board of Canada that will substantially increase the fees that college and university students pay for their learning content.
Titled the Access Copyright Post-Secondary Educational Institution Tariff, this levy of $45 per student, if accepted by the board, would cover all manner of copying by students and teachers, whether digital or print, video or audio, online or offline, coursepacks or class handouts, in the library or at home, in the classroom or e-learning.
2010-04-14T00:00:00Z
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New copyright bill shortchanges consumers
https://auspace.athabascau.ca/handle/2149/2680
New copyright bill shortchanges consumers
McGreal, Rory
Do you see what I see in the new copyright Bill C-32? Amid all the noise about new rights for users, upon closer scrutiny, this bill, rather than granting new rights, can effectively block users from making use of any and all of their rights, even existing ones. It is true that this bill now recognizes rights that we all thought we already had, like viewing our legally purchased Irish video in Canada, or playing our Leonard Cohen song on our CD and copying it to our iPod, or watching Desperate Housewives on Monday instead of Sunday evening.
This article appeared in the Edmonton Journal, Calgary Herald and Victoria Times-Colonist.
2010-07-16T00:00:00Z
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Digital Economy Strategy Consultation Athabasca University
https://auspace.athabascau.ca/handle/2149/2679
Digital Economy Strategy Consultation Athabasca University
McGreal, Rory
The main points reviewed in this document are summarized below for ready reference;
• The digital economy is based on the creation, transmission and dissemination of knowledge.
• E-learning is an essential component of a modern learning and research infrastructure.
• Government should not pick winners; fair dealing is as important as the IP economy.
• Every Canadian needs to be proficient in digital economy skills; e-learning supports this.
• Accessibility to quality content is an economic driver. Rural citizens should be able to access this content online.
• Policy should not create silos but support all innovation, including non-traditional "outside the box” initiatives.
• Portability of credentials and accreditation among provinces should be national, supporting economies of scale.
• Supporting Open Educational Resources can be a cost-effective means of supporting learning and training.
• A national “cloud” network to support e-learning would demonstrate Canadian leadership.
This is part of a report submitted to Industry Canada in response to their consultation on the digital economy July 9, 2010
2010-07-15T22:52:50Z
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Rural Development Using Elearning: Learning Technologies in the Knowledge Economy
https://auspace.athabascau.ca/handle/2149/2678
Rural Development Using Elearning: Learning Technologies in the Knowledge Economy
McGreal, Rory
Historically, small provinces and states have been bypassed by the great metropolitan areas in economic development. However, as the new advanced training technology sector of the economy grows, distance from markets is no longer a factor, particularly in the design and delivery of online courses. Small remote areas can participate on an equal footing with the larger centres. The times are changing and the very features of small out of the way regions that were held against them in the past can now be turned into assets. Athabasca University understands this as it offers learning opportunities to its own population, but also to promote the economic development of the region. Using its small size, talented people, innovative businesses and advanced infrastructure, Athabasca University positions Alberta as an internationally respected leader in the new knowledge economy.
2010-07-15T22:47:00Z
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Stop paying twice for educational material: Online resources, open content make textbooks obsolete
https://auspace.athabascau.ca/handle/2149/2324
Stop paying twice for educational material: Online resources, open content make textbooks obsolete
McGreal, Rory
Let’s eliminate government waste AND save the environment. Paper-based school textbooks, workbooks, and test materials, not to mention multimedia, videos and educational games are being bought and re-bought or licensed and re-licensed for perpetual payments by our government and school boards. Isn’t this a living example of unnecessary government waste, both of money and carbon? With digital resources on the World Wide Web, this no longer makes sense.
McGreal, R. (2009, October 21). Stop paying twice for education material: Online resources, open content make proprietary textbooks obsolete. Edmonton Journal, from http://www.edmontonjournal.com/opinion/op-ed/Stop+paying+twice+education+material/2127092/story.html
2009-10-22T20:08:42Z
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Interview: With Farhad Saba and Rory McGreal, Wedemeyer Award Winners
https://auspace.athabascau.ca/handle/2149/1968
Interview: With Farhad Saba and Rory McGreal, Wedemeyer Award Winners
Rocco, Stevie
Speaking Personally—With Farhad Saba and Rory McGreal, Wedemeyer Award Winners
Interview in American Journal of Distance Education
2009-02-18T23:18:07Z
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An Evaluation of the Commonwealth of Learning section on Elearning for International Organisations
https://auspace.athabascau.ca/handle/2149/1724
An Evaluation of the Commonwealth of Learning section on Elearning for International Organisations
McGreal, Rory
This report includes an evaluation of the work of the Commonwealth of Learning’s (COL) eLearning with International Organisations (eLIO) section. Participants in the investigation included representative samples of the learners (n=15), their supervisors (n=5), and the COL staff, including all the eLIO staff (n=10). The methodology included an examination of all relevant documents, interviews forming a learning history, and a sample survey. The investigation concluded that the eLIO achieved their goals developing a distance learning model and meeting or exceededing identified objectives with a high degree of satisfaction expressed by all the participants. This include teaching + 2000 satisfied learners; partnering with eight international organizations; achieving a 62% female participation rate; a high completion rate (75%) in the courses provided; two new elearning courses tested, piloted and delivered; needs analyses; recruited/trained highly qualified tutors; monitoring; and the use of appropriate technologies. Shortcomings of the programmes include the lack of pre- and post-tests; little analysis of pricing structures; some unclear instructions (need for plain English); unclear copyright licensing; only very limited use of available OER software; and the absence of a succession plan for the manager. Based on the high level of satisfaction among all participants, it was recommended. that the section maintain its present work and address these shortcomings.
This report was commissioned by the Commonwealth of Learning.
2008-10-31T18:21:37Z
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A Typology of Learning Object Repositories
https://auspace.athabascau.ca/handle/2149/1078
A Typology of Learning Object Repositories
McGreal, Rory
In this paper, the investigator attempts to create a comprehensive listing of learning object repositories (LORs) and address the following research questions.
1. What types of LOR are available on the Internet?
2. What are the principal features of these LORs?
3. What features are more or less universal and which are specific to certain types of repositories?
4. With the vast amounts of information available on the Internet is there a need for LORs?
There are two files. This is a pre-print accepted for publication.
2007-09-06T21:23:56Z
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Mobile technologies and the future of global education
https://auspace.athabascau.ca/handle/2149/609
Mobile technologies and the future of global education
McGreal, Rory
Optimism for the future lies on the diminishing “cost” of the production and dissemination of
knowledge. This must be differentiated from the “price”. The cost reductions are based on the
increased power of technology and the expansion of the possibilities of human thought due to
digital technologies and telecommunications. The fact that the price is not being reduced and
is sometimes in fact going up in spite of the cost reductions is a political/economic problem
that must be resolved. This is not easy as the prices are all too often subject to control by
monopolies or global consortia or even artificially kept high by governments. It is a sad fact
that even as average incomes are rising due to productivity gains, the median incomes are
dropping. This is having a particularly negative effect on developing countries, but is also
apparent in much of the developed world.
2005-11-15T00:00:00Z
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E-learning in Canada
https://auspace.athabascau.ca/handle/2149/580
E-learning in Canada
McGreal, Rory; Anderson, Terry
Any view of elearning in Canada must be informed by the uniquely Canadian feature of provincial jurisdiction over education. Canada is the only country that does not have a national department/ministry of education. Therefore any investigation of elearning in Canada must focus more on specific provincial initiatives in technologically enhanced learning rather than a Canadian overview. A distinctive “Canadian” model cannot exist (unless one views disparate models as evidence of a uniquely Canadian archetype!). The provinciality of Canadian elearning serves to highlight the inability of Canada to sustain national strategies and focus such as implemented in many other countries due to the fractious nature of federal/provincial relations particularly in education.
2007-01-01T00:00:00Z
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Implementing learning object metadata for mobile devices using CanCore
https://auspace.athabascau.ca/handle/2149/414
Implementing learning object metadata for mobile devices using CanCore
McGreal, Rory
Pedagogical and other types of metadata are important in the implementation of learning systems for use by mobile devices. Metadata is key to the use of learning objects. Learning objects represent a means of rendering learning content interoperable on a wide range of devices in different formats using XML for usability on small and large screens. To ensure discoverability and repository interoperability, metadata is essential. CanCore is a metadata profile for implementing the IEEE LOM, thus advancing the use of learning objects. With enhancements to the profile and to the LOM, providing for location and time, as well as other contextual information, mobile devices can be used effectively as an extension of the global data infrastructure.
2006-02-19T00:00:00Z
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Going mobile with Moodle: First steps
https://auspace.athabascau.ca/handle/2149/413
Going mobile with Moodle: First steps
Cheung, Billy; Stewart, Brian; McGreal, Rory
This research consisted of an investigation into some of the technical and organizational implications of implementing the open source Moodle Learning Management System (LMS) for use on mobile devices. The research has provided insights into determining modalities for such an implementation. It also offers guidance in facilitating distance course delivery using mobile devices. A mobile delivery implementation was effected using the Moodle LMS. The problems in the accomplishment of this goal have been noted and recommendations compiled to aid others in their implementations. The research has identified some of the critical relevant features of the mobile device environment and operating system.
2006-07-11T00:00:00Z
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TeleEducation NB: People problems and solutions in a Canadian province-wide distributed distance learning network
https://auspace.athabascau.ca/handle/2149/257
TeleEducation NB: People problems and solutions in a Canadian province-wide distributed distance learning network
McGreal, Rory
TeleEducation NB (TENB) is a province-wide distributed learning network that assists educational institutions and private sector companies in delivering distance education. As an example of a province-wide distributed distance learning network, TeleEducation NB can serve as a model for those planning the implementation of similar projects. This analysis of the people problems encountered by TENB staff, administrators, instructors and students provides distance education (DE) professionals, implementers, and policy makers with a guide for working in a distributed distance learning system. Principal people problems encountered are categorized into the following: those caused by bureaucratic processes, those surrounding different approaches to course development; concerns about quality, duplication, problems relating to the attitudes of institutional participants, and the problems students had in accessing courses and participating with TENB. Recommendations for those involved with similar initiatives are included.
1999-01-01T00:00:00Z
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Standards: it is not just about compliance
https://auspace.athabascau.ca/handle/2149/256
Standards: it is not just about compliance
McGreal, Rory; Friesen, Norman
On a recent conference tour of the Americas, and before setting off to Australia for CORDRAs and Hawaii for IEEEs PERL workshops, respectively, CanCore’s Norm Friesen and Rory McGreal took a breather to discuss the latest updates on the adoption and use of e-learning standards, and CanCore’s role in assisting research and indexing by developing systems and records for sharing resources.
2005-01-01T00:00:00Z
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The TeleEducation NB Programme Development Fund: Using distance education to promote economic development
https://auspace.athabascau.ca/handle/2149/251
The TeleEducation NB Programme Development Fund: Using distance education to promote economic development
McGreal, Rory
The initial TeleEducation New Brunswick Programme Development Fund (PDF) was a provincial economic development initiative that supported proposals for the design of online distance education courses and programs. It provided 50% funding to participating provincial companies, institutions, and organizations up to a maximum of $75,000. From 1993 to 1998, $4.4 million funding was distributed, with participants themselves contributing $7.1 million to the projects. The program supported 132 projects, creating 168 distance education courses. The PDF has provided NB institutions and companies with a gateway to the new advanced training technologies industry. As a significant component of the province's economic development strategy, the PDF has played a major role in positioning New Brunswick as a world leader in this increasingly important business sector. Participation has been strong from private companies, the community colleges, and the universities. Provincial organizations and K-12 schools also participated. There were 75 English-language (57%), 53 French-language (40%), and four bilingual projects (4%). The project holders were surveyed twice during the project and participants were interviewed. They identified development and delivery issues as being their most significant source of problems in the early period, but marketing was identified as the major problem area as the projects matured. A small number identified difficulties in evaluating their work. Seventeen specific recommendations were developed. Financial, planning and marketing advice from the participants is provided.
2000-01-01T00:00:00Z
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Learning object repository technologies for telelearning: The evolution of POOL and CanCore
https://auspace.athabascau.ca/handle/2149/253
Learning object repository technologies for telelearning: The evolution of POOL and CanCore
Richards, Griff; McGreal, Rory; Friesen, Norman
Repositories provide mechanisms to encourage the discovery, exchange and re-use of learning objects.
This paper describes Portals for On-line Objects in Learning (POOL), a consortium project of the
TeleLearning NCE to build a learning object repository scalable to the national level. Funded in part by
the Canarie Learning Program, POOL contributes to the development of two focal technologies: “POOL
POND and SPLASH” a distributed architecture for a peer-to-peer network of learning object repositories,
and CanCore, a practical metadata protocol for cataloguing learning objects.
Keywords: Learning object repositories, CanCore, POOL, metadata.
2002-07-01T00:00:00Z
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The evolution of learning object repository technologies: Portals for On-line Objects for Learning
https://auspace.athabascau.ca/handle/2149/254
The evolution of learning object repository technologies: Portals for On-line Objects for Learning
Richards, Griff; McGreal, Rory; Hatala, Marek; Friesen, Norman
Learning objects are the digital files that are used to construct e-learning experiences,
and repositories provide mechanisms to encourage their discovery, exchange,
and reuse. Portals for On-line Objects in Learning (POOL) is a consortium
project of the TeleLearning NCE to build a learning object repository scalable to the
national level. Funded in part by the CANARIE Learning Program, POOL efforts
have resulted in the development of two focal technologies: POOL, POND and
SPLASH, a distributed architecture for a peer-to-peer network of learning object
repositories; and CanCore, a practical metadata protocol for cataloguing learning
objects. The authors conjecture that the technology of learning objects and
repositories is in an early phase of development and that significant evolution can
be expected as user communities form, protocols emerge for the functional linking
of these structures, and the underlying technology becomes less visible.
2003-01-01T00:00:00Z
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International E-learning specifications. International Review of Research in Open and Distance Learning
https://auspace.athabascau.ca/handle/2149/252
International E-learning specifications. International Review of Research in Open and Distance Learning
Friesen, Norman; McGreal, Rory
A previous report in this series discussed the classification of online course delivery systems according to the Advanced Distributed Learning Partnerships (ADL), and the international standards accepted by the ADL. The standardisation of courseware in this manner is necessary for the development of inter-institutional course sharing and quality control. The present report gives further definitions of the criteria applied by international standards organisations, and lists the principal specifications/ standards bodies now in operation.
2002-10-01T00:00:00Z
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TeleCampus student numbers survey
https://auspace.athabascau.ca/handle/2149/250
TeleCampus student numbers survey
Innes, Julia; McGreal, Rory; Roberts, Toni
A survey was undertaken to determine the number of students worldwide currently studying online. The authors surveyed 520 institutions whose courses are listed in the TeleCampus Online Course Directory to obtain enrollment data on a representative sample of 789 online courses randomly selected from a database of 17,000 courses. The primary objective was to determine how many students were enrolled in certain courses at an institution. However, the objective was not attained, due to the wide range of enrollment figures received and a poor response rate (14 percent). Although the poor response rate does not justify generalization of the data, the results may be of some use to researchers as a best guess.
2000-01-01T00:00:00Z
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TeleEducation NB and the Telecampus online course database: Building the learning industry in New Brunswick
https://auspace.athabascau.ca/handle/2149/249
TeleEducation NB and the Telecampus online course database: Building the learning industry in New Brunswick
McGreal, Rory
The TeleCampus online course database (http://database.telecampus.com) is a project of TeleEducation
NB. It has implemented as a comprehensive online course database sponsored by Industry Canada, the World
Bank, the Commonwealth of Learning, Le centre international pour le développement de l’inforoute en français, and
other organizations. The online course database is a central repository of course information for students. Prior to
the existence of the online course database, students wishing to access courses had to do some sophisticated
searching. The on-line course database is the focus for any students wishing to take on-line courses as well as for
any institutions and companies that wish to make their courses accessible.
1999-01-01T00:00:00Z
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Before you begin: An online tutorial for new distance learners
https://auspace.athabascau.ca/handle/2149/248
Before you begin: An online tutorial for new distance learners
Chiasson, Margot; Holland, Marilyn; Laforge, Marie-Josée; McGreal, Rory
What is distance learning all about?
- What is distance learning?
- How does a distance course work?
- What are the benefits of distance education?
- Is one type of distance education more effective than another?
- What kind of learner am I?
- What are the roles and responsibilities of the distance learner?
- What computer equipment and software will I need?
- Where can I find more information on distance education and being a distance learner?
This is an html application that can be viewed online at the URL below:
http://aumis.athabascau.ca/library/web-guides/english/evaluation/
1999-01-01T00:00:00Z
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Audiographic network: A guide for new users (Réseau audiographique: Guide pour les nouveaux utilisateurs)
https://auspace.athabascau.ca/handle/2149/247
Audiographic network: A guide for new users (Réseau audiographique: Guide pour les nouveaux utilisateurs)
Holland, Marilyn; Laforge, Marie-Josée; McGreal, Rory; Albert, Annette; Chiasson, Margot; Donovan, Brad; Boutot-Nadeau, Danielle; Selmes, Annette; Vautour, Joel; Tremblay, Ellen
This guide, intended for all new users, has been developed to assist you in planning for the use of the audiographics network, starting with the request for network use process up to the start-up of the course. Items to consider, major milestones and recommended timeframes are proposed to help you in your planning process. Following these should allow sufficient time and coordination of all activities necessary for the effective use of the audiographic system. This guide also contains guidelines for network use, a request form as well as a list of TeleEducation NB employees.
1998-01-01T00:00:00Z
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Teleeducation NB: Developing a provincial learning industry
https://auspace.athabascau.ca/handle/2149/246
Teleeducation NB: Developing a provincial learning industry
McGreal, Rory
The NB provincial advanced training technology sector gains enormously from the TeleCampus initiative. Opportunities for profit are increased as on-line training projects that are exportable outside the province are supported. Moreover, the public sector guarantees a local market for the courseware that is developed, while also working with local companies to promote exports. This minimizes the risks involved with content creation, while maximizing the profit potential. Financing for projects is made available through a special fund on a cost-sharing basis. The inter-provincial and international partnerships negotiated by the TeleCampus with other public and private sector educational and training organizations will help to expand access to a larger distributed market. This will lead to new markets for New Brunswick organizations as programs become accepted internationally.
1998-01-01T00:00:00Z
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Course developers' guidelines
https://auspace.athabascau.ca/handle/2149/245
Course developers' guidelines
Stanley, Maureen; McGreal, Rory; Elliott, Michael; Klassen, Prescott; Whitty, Don; Doucet, Roger; Cooper, Leon; Brunel, Normand
This guide has been created to provide World Wide Web course developers with a set of common standards and guidelines for publishing courses on line. Some of the standards make eminent sense to everyone, others have been agreed to just to ensure that we all develop to a common standard. This makes courses more interchangeable and usable among those who agree to develop to the accepted standards.
1995-01-01T00:00:00Z
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TeleEducation NB: An open, distributed, bilingual Province-wide distance education network
https://auspace.athabascau.ca/handle/2149/244
TeleEducation NB: An open, distributed, bilingual Province-wide distance education network
McGreal, Rory
Description of TeleEducation NB
1994-01-01T00:00:00Z
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Review of Selected Papers from the 11th Biennial Forum of the Australian and South Pacific External Studies Association, 21-23 July 1993 by Ted Nunan
https://auspace.athabascau.ca/handle/2149/243
Review of Selected Papers from the 11th Biennial Forum of the Australian and South Pacific External Studies Association, 21-23 July 1993 by Ted Nunan
McGreal, Rory
Review of an edited proceedings book.
1994-01-01T00:00:00Z
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Electronic "Site Tours" come to Northern Ontario
https://auspace.athabascau.ca/handle/2149/242
Electronic "Site Tours" come to Northern Ontario
McGreal, Rory; Simand, Bernie; Tobin, Lois; Violette, Gérard
Northern Ontario secondary school students have been touring museums, galleries, and other organizations electronically. With the help of Contact North's audiographic teleconferencing network, institutions like the Art Gallery of Ontario, located in Toronto, and the Royal Canadian Mint in Ottawa have been able to conduct electronic "site tours" of their facilities. Students living in communities on the Contact North network can participate in these tours while physically remaining in their home communities. The tours have been made possible through audio- teleconferencing and the use of Optel Telewriter pages made up of digital images that can be displayed at each site simultaneously. Slides prepared by the institutions were converted into digital images on computer disks. They were then distributed to each participating school prior to the tour. The guides were then able to call up each image as needed from their site in Ottawa or Toronto. The images would then appear simultaneously on the monitors at each site.
1992-01-01T00:00:00Z
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TeleEducation driving the electronic highway: The New Brunswick model
https://auspace.athabascau.ca/handle/2149/240
TeleEducation driving the electronic highway: The New Brunswick model
McGreal, Rory; Weeks, Len
The principal strength of the initiative in New Brunswick is the high degree of cooperation and collaboration in implementing projects among all sectors. The TeleEducation initiative is being used as a driver to promote the development of new economy industries. The new industries profit from the innovative environment and the advanced province-wide infrastructure for telecommunications and distance education. The province benefits from the increased accessibility to education and training now possible through the network. Students in all regions can now access the training they will need to survive in the information economy. In addition, by focusing on courses and courseware development for export, a viable new industry can be created.
1994-01-01T00:00:00Z
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A snake, some oilBook review of Silicon Snake Oil by C. Stoll. CMC Magazine
https://auspace.athabascau.ca/handle/2149/237
A snake, some oilBook review of Silicon Snake Oil by C. Stoll. CMC Magazine
McGreal, Rory
Silicon Snake Oil could represent a first attempt to compile a database on every negative aspect that could possibly be attributed to cyberspace. In one long whine, Stoll lists off everything that can and does go wrong with computers and the online world. When I studied in Moscow in the 1970s, I experienced something similar when watching Soviet TV or reading their papers. Everything they reported on the West was true, but it was all negative. Stoll's book is like that. First you set up a straw dog and then you attack it.
This is a book review of Silicon Snake Oil
by Clifford Stoll
Doubleday
New York: Doubleday
1995-09-01T00:00:00Z
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Information technology and telecommunications: A course on the World Wide Web
https://auspace.athabascau.ca/handle/2149/239
Information technology and telecommunications: A course on the World Wide Web
McGreal, Rory
The East-West project has been designed to provide Canadian adult learners and particularly learning professionals with the opportunity to complete a full course online through the World Wide Web (WWW). Four Canadian provinces (Alberta, British Columbia, New Brunswick, and Newfoundland) participated in examining different approaches to implementing accredited programs for adults that would be accessible in the workplace, at home, in schools, and in community centres using the WWW. The project is an example of interprovincial collaboration, resource sharing, and credit acceptance. The experience has also been used to develop the necessary design expertise and set common standards in Web-based course development.
The course is being used to promote new ways of learning, produce effective learning materials, and provide innovative approaches to teaching. Another advantage is that teachers and designers can keep materials current. Currency and relevancy can be maintained through the development of internationally recognized open standards for instructional design, pedagogy, courseware, visual interfaces, and cybernavigation. Teachers and designers can make use of authoring standards and templates that have been developed for this project. They are available in the appendix or at the TeleEducation NB web site: http://teleeducation.nb.ca/.
1998-01-01T00:00:00Z
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A heterogeneous distributed database system for distance education networks
https://auspace.athabascau.ca/handle/2149/238
A heterogeneous distributed database system for distance education networks
McGreal, Rory
An advanced database system would have the following characteristics:
* Universal access by all network users from any computer connected by modem
* An extended browse feature that would allow users to navigate easily through the different databases
* An interface that makes connections easily and allows users to merge different databases and combine information from different databases transparently
* Graphics, software, and text files that are readily accessible, and the capability for system upgrading
* The capability of searching, creating, modifying, and deleting data efficiently using call-up procedures in other systems, while protecting the integrity of the system
* The ability to protect the data from unauthorized access as well as from inadvertent and malicious damage
* System management that is not overly complex.
1995-01-01T00:00:00Z
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Telecourse instructor's manual
https://auspace.athabascau.ca/handle/2149/236
Telecourse instructor's manual
McGreal, Rory; Chiasson, Margot; Holland, Marilyn; Laforge, Marie-Josée
The manual is designed for people who want to develop and deliver a telecourse using various communication tools. Instructions, invaluable advice as well as checklists are included to guide you through your preparation.
This is a HTML document with online links. A PDF version is available in sections linked to the last chapter of this document. A French language interactive version is available online: Apprendre sur le Web
1997-01-01T00:00:00Z
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Learning on the Web: An instructors' manual
https://auspace.athabascau.ca/handle/2149/235
Learning on the Web: An instructors' manual
McGreal, Rory; Elliott, Michael; Hall, Linda
This manual will help those involved in teaching and learning, from students to administrators to begin to understand the potential of the Internet as a teaching resource and a teaching medium and to prepare to adapt and develop their courses for delivery using the Web. Learning on the Web is a free self-study guide written by educators for educators. Students interested in migrating from traditional, location specific instruction to the new and exciting world of online learning can also benefit
from this guide.
This is a PDF version of an online manual that was originally posted at the TeleEducation NB website.
2002-01-01T00:00:00Z
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Apprendre sur le Web
https://auspace.athabascau.ca/handle/2149/232
Apprendre sur le Web
McGreal, Rory; Elliott, Michael
Plusieurs enseignants apprennent à utiliser l'ordinateur en salle de classe. Certains se tournent même vers Internet et commencent à percevoir son potentiel pour actualiser de nouvelles méthodes pédagogiques, d'où l'importance d'un guide pour comprendre le fonctionnement d'Internet. Même si nous avons trouvé plusieurs bons guides d'utilisation d'Internet, du Web, du HTML et des autres ressources d'Internet, ils n'offrent pas ce dont les enseignants et les apprenants ont besoin sans compter qu'ils ne s'attardent pas aux possibilités d'interaction et de collaboration sur Internet. Cet environnement de formation en ligne a été conçu à l'intention des enseignants, apprenants, facilitateurs en formation à distance et concepteurs pédagogiques afin de favoriser une utilisation optimale des ressources offertes sur Internet.
French version of an online book with interactive components. Available at
http://www.crdp.ac-grenoble.fr/cddp38/inge/outils/docs/pedagogie/aslw.pdf
2000-01-01T00:00:00Z
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A primer on metadata for learning objects: Fostering an interoperable environment
https://auspace.athabascau.ca/handle/2149/231
A primer on metadata for learning objects: Fostering an interoperable environment
McGreal, Rory; Roberts, Toni
As course developers gain experience and as the number of online courses grows, the importance and necessity of metadata standards becomes more apparent. The cost of developing interactive multimedia lessons is prohibitive. Institutions cannot afford to develop everything by themselves. Sharing is essential. Learning objects and metadata are essential for facilitating these exchanges. Course developers need to start thinking in terms of learning objects and metadata.
2001-01-01T00:00:00Z
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Téléapprentissage et mondialisation de l'enseignement [English translation]
https://auspace.athabascau.ca/handle/2149/230
Téléapprentissage et mondialisation de l'enseignement [English translation]
McGreal, Rory
As the new advanced training technology sector of the economy grows as a global enterprise, distance from markets is no longer a factor, particularly in the design and delivery of online courses. Small remote areas can participate on an equal footing with the larger centres. The times are changing and the very features of small out of the way regions that were held against them in the past can now be turned into assets. New Brunswick understands this as it uses its TeleCampus to not only offer learning opportunities to its own population, but also to promote the economic development of the region. Using its small size, talented people, innovative businesses and advanced infrastructure, the TeleCampus postions New Brunswick as an internationally respected leader in global education.
This is an English translation of an article originally published in French.
2002-12-01T00:00:00Z
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eduSource: Creating learning object repositories in Canada
https://auspace.athabascau.ca/handle/2149/229
eduSource: Creating learning object repositories in Canada
McGreal, Rory; Richards, Griff; Friesen, Norman; Paquette, Gilbert; Downes, Stephen
EduSource is a comprehensive project that ties together various work packages and creates synergies between its partners and associates. All of the partners are Canadian organizations and meaningful work will be carried out in every region of the country. Moreover each partner brings unique skills to the project and the work packages have been organized to ensure that those skills bolster and complement one another. For example, CanCore guidelines are developed in Alberta through Athabasca University but implemented in the CanLOM metadata repository in New Brunswick and in Explor@ in Quebec. In fact, the wide-scale adoption of CanCore demonstrates how the principles of interoperability and open systems have guided our previous projects and are the foundation of our present work together.
2003-01-01T00:00:00Z
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Technologies of online learning (elearning)
https://auspace.athabascau.ca/handle/2149/228
Technologies of online learning (elearning)
McGreal, Rory; Elliott, Michael
This chapter includes an examination of some of the most exciting technologies and features used in online instruction today, and those we may use tomorrow. Education is one of the fastestgrowing economic and social sectors in the world, and the use of new technologies is an integral and driving component of that growth.
2004-01-01T00:00:00Z
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Learning objects: A practical definition
https://auspace.athabascau.ca/handle/2149/227
Learning objects: A practical definition
McGreal, Rory
The author proposes that a good working definition of LOs should be used: digital objects that have a stated educational purpose; and digital objects that are marked for specific educational purposes. LOs can be defined as any reusable digital resource that is encapsulated in a lesson or assemblage of lessons grouped in units, modules, courses, and even programmes. A lesson can be defined as a piece of instruction, normally including a learning purpose or purposes.
2004-09-04T00:00:00Z
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The New Brunswick net: The 21st century now
https://auspace.athabascau.ca/handle/2149/224
The New Brunswick net: The 21st century now
McGreal, Rory
A manifesto for online learning in New Brunswick
1994-01-01T00:00:00Z
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Comparison of the attitudes of learners taking audiographic teleconferencing courses in secondary schools in Northern Ontario
https://auspace.athabascau.ca/handle/2149/223
Comparison of the attitudes of learners taking audiographic teleconferencing courses in secondary schools in Northern Ontario
McGreal, Rory
A comparison of attitudes between different distance learning and on site students shown no significant difference.
1994-01-01T00:00:00Z
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Or even worse: Rory`s list of a dozen things that can go wrong in a World Wide Web course
https://auspace.athabascau.ca/handle/2149/222
Or even worse: Rory`s list of a dozen things that can go wrong in a World Wide Web course
McGreal, Rory
A list of problems encountered in delivering courses on the World Wide Web
2005-04-01T00:00:00Z
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Preface to Online Education Using Learning Objects
https://auspace.athabascau.ca/handle/2149/221
Preface to Online Education Using Learning Objects
McGreal, Rory
This is the preface to an edited book on learning objects. A practical definition of learning object is proposed. They can be defined as any reusable digital resource that is encapsulated in a lesson or assemblage of lessons grouped in units, modules and even programmes.
2004-01-01T00:00:00Z
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Copyright wars and learning objects
https://auspace.athabascau.ca/handle/2149/220
Copyright wars and learning objects
McGreal, Rory
Learning object developers need to understand that presently there are powerful organizations of “intellectual property” owners, and vendors of music, videos, books and software that are making a concerted attack on copyright, attempting to convert it from a law to promote knowledge and the useful arts into a mechanism to protect and serve their special interests. This paper represents an attempt to overturn the misconception that copyright is simply about protecting the rights of authors and re-introduce an understanding of the original foundational role of copyright in “promoting science and the useful arts” and inform U.S. and international readers of the concerted assault on our “fair use” copy rights as educators in the digital environment. The paper argues for the need to put an end to the “quasi-copyright” laws that have severely curtailed the traditional rights of educational institutions and passed on responsibilities that previously were the purview of the copyright owners. It calls for a restoration of the balance returning copyright to its original educational focus.
2005-08-01T00:00:00Z
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Stealing the goose: Copyright and learning
https://auspace.athabascau.ca/handle/2149/219
Stealing the goose: Copyright and learning
McGreal, Rory
The internet is the world’s largest knowledge common and the information source of first resort. Much of this information is open and freely available. However there are organizations and companies today that are trying to close off the internet commons and make it proprietary. These are the “copyright controllers”. The preservation of the commons and expanding access to digital content and applications, are very important for distance educators. The educational exemptions for “fair use” in the U.S. and “fair dealing” in the Commonwealth countries are integral to any understanding of copyright, which was instituted for the dissemination of knowledge, and not, as is commonly believed, to protect the rights of the copyright owners. Copyright law was expressly introduced to limit their rights. Yet, these controllers are successfully turning a “copy” right into a property right. The traditional rights of learning institutions are being taken away. The balance for researchers should be restored. Research and learning must be allowed the broad interpretation that was intended in the original laws.
2004-11-01T00:00:00Z
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Ten reasons for not doing web-based instruction (and ten responses)
https://auspace.athabascau.ca/handle/2149/217
Ten reasons for not doing web-based instruction (and ten responses)
McGreal, Rory
Ten reasons for not doing web-based instruction
1998-01-01T00:00:00Z
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An intelligent agent for adapting and delivering electronic course materials to mobile learners
https://auspace.athabascau.ca/handle/2149/216
An intelligent agent for adapting and delivering electronic course materials to mobile learners
Ally, Mohamed; Lin, Fuhua (Oscar); McGreal, Rory; Woo, Brian; Li, Qin
The concept of mobile learning is often defined as learning that takes place with the help of mobile devices to
access course materials; however, these devices operate in different ways and have different capabilities. To make
course materials available on these mobile devices as well as on desktop systems, a software program is required to
allow course material to be delivered in heterogeneous computing platforms. Because of these heterogeneous
computing platforms, some course materials may not be in a format that different mobile devices would accept.
This project developed an intelligent software agent capable of adapting to the heterogeneous mobile computing
environment. The agent can search for a conversion tool according to the desired format and convert the course
materials automatically. The agent is able to understand mobile clients’ capabilities. In order for the server to know
what type of course material the client wishes to receive, the client needs to feed information on the software and
hardware capabilities of the device to the server. However, devices do not normally carry any information about
their capabilities. We have chosen the Resource Description Framework (RDF) represented Composite
Capabilities/Preferences Profile (CC/PP) promoted by the W3C to describe the device capabilities and user
preferences.
2005-10-01T00:00:00Z
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Mobile devices and the future of free education
https://auspace.athabascau.ca/handle/2149/215
Mobile devices and the future of free education
McGreal, Rory
The major technological trends supporting the view that "equal" or "free" education is becoming possible are those involving the new mobile devices: digital divergence - the growth in popularity of dedicated wireless devices for transmitting information; combined with digital convergence - the growth of all purpose devices where the cell phone is no longer just for speaking, but also for text messaging, photography, radio, even digital TV, web browsing etc. using mobile phones, personal digital assistants, handheld computers,ebooks and other devices. Other positive developments include the growth of the World Wide Web, the Open Source/Open Archive initiatives, low cost course development with mass customization, and new modes of elearning.
2005-11-01T00:00:00Z
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The Athabasca University Digital Reading Room: Library resources for mobile students
https://auspace.athabascau.ca/handle/2149/214
The Athabasca University Digital Reading Room: Library resources for mobile students
McGreal, Rory; Tin, Tony; Cheung, Billy; Schafer, Steve
This project has been designed to test the boundaries of Mlearning and to begin to build a platform for AU to raise an effective m-library. Building on the research conducted in Canada and abroad, the researchers are investigating PDAs and learning objects in order to maximize the potential of Mlearning.
What constitutes an effective Mlibrary? Within the limits of this research investigation, an effective Mlibrary must store the contents in a format accessible and configurable by a wide variety of devices and software applications. Special programming is required to implement optimal delivery on a variety of devices and software applications.
What resources can be made available in the Mlibrary (content and resource development)? It seems that a wide variety of resource types can be made available on mobile devices subject to formatting limitations. With appropriate programming there are few if any limitations on text displays and only size-comfort limitations on graphics, sound, and video.
What are the technical difficulties in implementing the DRR on mobile devices?
Because of the difference in the operating systems and the pocket browsers in the PPC and the POS, the CSS stylesheet cannot be implementd in a generic manner. This causes difficulties in designing accessibily/usabilty features for the two different systems.
2005-06-01T00:00:00Z
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Development principles for online courses: A baker's dozen
https://auspace.athabascau.ca/handle/2149/213
Development principles for online courses: A baker's dozen
McGreal, Rory
Course development on the World Wide Web is becoming more sophisticated as instructors and course specialists become more familiar with the environment. Most course development principles for online courses have been developed from those that were appropriate in the face-to-face context. However, the Web opens up new possibilities for learning and particular limitations. This paper presents a baker’s dozen (13) principles, attempting to build on the knowledge base of distance education and traditional learning, adapting to the online environment and the strengths and weaknesses of software applications. Course developers can bear these in mind when initiating and supporting WWW course development projects.
2005-11-29T00:00:00Z
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eduSource Canada: learning object repositories & m-learning
https://auspace.athabascau.ca/handle/2149/212
eduSource Canada: learning object repositories & m-learning
McGreal, Rory
This presentation will explain the concept of learning objects and metadata and introduce the eduSource suite of tools, applicable for mobile learning. Learning objects are enabled and made interoperable using mobile and other devices through the use of international standards and specifications. eduSource Canada is a pan-Canadian project which aims to develop the open source infrastructure for a network of learning object repositories. The suite includes metadata guidelines, applications, and hardware specifications. Metadata is essential for promoting semantic interoperability, so the project team has applied the IEEE LOM, creating CanCore, which is a metadata implementation profile which facilitates employment of the LOM (Berners-Lee, Hendler, & Lassila, 2001; Geroimenko & Chen, 2002).
2004-07-01T00:00:00Z
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Implementing Mobile Environments using Learning Objects: The Athabasca University Digital Reading Room
https://auspace.athabascau.ca/handle/2149/49
Implementing Mobile Environments using Learning Objects: The Athabasca University Digital Reading Room
McGreal, Rory; Tin, Tony; Cheung, Billy; Schafer, Steve
This investigation determined some of the better strategies for delivering educational resources to mobile devices from the Digital Reading Room (DRR) and the Athabasca University(AU) library catalogue using AirPac, making recommendations on the implementation of Mlearning as part of the AU e-learning strategy. The primary research question addressed in this short paper is
What are the limitations and difficulties in delivering course materials to mobile devices?
Paper presented at the IEEE WMTE 2005.
2005-01-01T00:00:00Z