2008 CIDER Sessions
https://auspace.athabascau.ca/handle/2149/1487
2024-03-28T22:13:22ZA Study of Teachers’ Informal Learning in the Workplace
https://auspace.athabascau.ca/handle/2149/2463
A Study of Teachers’ Informal Learning in the Workplace
Hoekstra, Annemarieke
This presentation focuses on the research perspective and methodology of two studies, conducted in the Netherlands, which were aimed at describing how experienced secondary school teachers learn at work in an informal learning context. Informal learning is conceptualized as taking place in a work context characterized by a lack of systematic support for learning. Learning is understood as: undertaking activities that lead to a change in cognition and/or behaviour.
The purpose of the first study was to explore how experienced teachers learn through the activities they undertake when teaching. Four teachers participated in this study that involved both observational and interview data over the period of a year. Our second study was aimed at studying the relation between teachers’ activities and learning outcomes, i.e. changes in cognition and/or teaching behavior, as they occurred over the course of a year. The presentation focuses on the research methods: specifically instruments and data analysis.
2010-04-22T14:21:15ZWikiEducator: A return to the traditions of the academy?
https://auspace.athabascau.ca/handle/2149/1723
WikiEducator: A return to the traditions of the academy?
Mackintosh, Wayne
The Open Education Resource (OER) movement shows considerable potential to reduce cost, improve quality and widen access to educational opportunities. Facilitated by the power of social software in a connected world as evidenced by the phenomenal success of the Wikimedia Foundation projects and the WikiEducator initiative, educators can now take command of their own destiny by returning to the core value of education, namely to share knowledge freely.
This session will reflect and report on progress of the WikiEducator project by exploring (1) how the research and practice of Open Distance Learning can contribute to the success of emerging knowledge production models in the OER arena; (2) how social software is shifting the power of knowledge back to the academy where it belongs (3) and preliminary thoughts on the sustainability of peer-collaboration models of OER knowledge production.
2008-10-22T03:20:46ZAdoption of Technology Enhanced Learning in Higher Education
https://auspace.athabascau.ca/handle/2149/1695
Adoption of Technology Enhanced Learning in Higher Education
Parchoma, Gale
This presentation is based on Dr. Parchoma’s recently published (May 2008) book, Adoption of Technology Enhanced Learning in Higher Education. The presentation reports the findings of a study of the influences of organizational structures, cultures, pedagogies, and reward systems in a traditional university for their influences on faculty adoption of technology enhanced learning into teaching practice. The study was undertaken in a research-oriented Canadian university. Eight case studies of faculty experiences in a five-year (2000-2005) initiative are reported. Participants' perspectives of the influences of university policies and practices on the success of TEL initiatives are examined. The roles of instructional designers and IT & media developers in supporting faculty in TEL development projects are explored. Enabling and restraining influences on successful project completion are discussed. Theoretical implications of the overall findings for organizational change in research-oriented universities to support faculty adoption of TEL are posited.
2008-09-03T21:09:37ZEmotion, Learning and the Online Learning Environment
https://auspace.athabascau.ca/handle/2149/1631
Emotion, Learning and the Online Learning Environment
Cleveland-Innes, Martha; Akyol, Zehra
In spite of evidence that more and more students are engaging in online learning experiences (Alan & Seaman, 2006), clarity about the transition to a new learning environment is still at arm’s length (Cleveland-Innes, Garrison & Kinsel, 2006). In addition, the impact of the emotion created by dealing with this new environment on learning is virtually (pun intended) undiscovered. In this session, Dr. Marti Cleveland-Innes and Zehra Akyol will review theory and data regarding emotion in online environments, with opportunity for discussion of the effect of emotion on teaching, learning and instructional design. In addition, this presentation corresponds with the launch of a web-site to support continued discussion and research on emotion and online learning. The web-site will be introduced at the end of the session.
2008-06-20T20:41:25ZThe Effective Use of Synchronous Classes within an Online Graduate Program: Building upon an Interdependent System
https://auspace.athabascau.ca/handle/2149/1610
The Effective Use of Synchronous Classes within an Online Graduate Program: Building upon an Interdependent System
Groen, Janet; Tworek, Janet; Soos-Gonczol, Maria
In this presentation, Janet Groen, Janet Tworek, and Maria Soos-Gonczol will discuss the implementation of effective synchronous voice communication sessions within a graduate level university program in education from the multiple perspectives of an instructor, graduate student, program administrator and instructional technology support person. They will explore the challenges and highlights in utilizing synchronous communication sessions within their program. Ultimately, they argue that a fundamental shift within the university culture must occur in order to sustain an effective student centered approach to synchronous classes: a shift from instructor autonomy to locating an instructor within an interdependent system. They will conclude this presentation by providing recommendations for the effective use of synchronous sessions that work toward enhancing the students’ learning environment.
2008-06-06T19:35:14ZAssessing the Quality of K-12 Online Content: A sample assessment rubric
https://auspace.athabascau.ca/handle/2149/1608
Assessing the Quality of K-12 Online Content: A sample assessment rubric
Jongedijk, Lara
What factors create an effective online course from a “content” point of view? This session will highlight the assessment criteria and the review process that was used to review the content of K-12 online learning tools in BC in 2007. Content reviewed included: online courses and learning objects. To complete the reviews, the BC Provincial Content Review team researched and built a comprehensive assessment rubric for online content based on the BC K-12 DL Standards Document and on current research which highlights effective practice in online learning. This session will highlight the assessment rubric that was created and the criteria that contribute to effective content in an online environment.
The session is intended as a collegial discussion on the topic of assessing online content. For maximum benefit please review the assessment documents (link are provided below) prior to the session so that the discussion can focus on practical implications and applications for your educational community.
2008-05-30T14:42:09ZTools for Analysis of Research Data Collected from Wikis and Blogs
https://auspace.athabascau.ca/handle/2149/1560
Tools for Analysis of Research Data Collected from Wikis and Blogs
Bhattacharya, Madhumita
In recent years we have seen an increase in the number of social software, such as wikis and blogs, and their use. However, research communities who wished to experiment with social software as tools for data collection have been cautious in their trust for this medium. In one of our research studies we have used the power of wikis and blogs as tools for data gathering. In this presentation, I will discuss the development and use of appropriate tools for analyzing qualitative (subjective and contextual) data such as blogs and wikis.
2008-04-26T12:25:40ZThe Personal Research Portal: The Virtual Faculty or the Net behind the Classroom
https://auspace.athabascau.ca/handle/2149/1536
The Personal Research Portal: The Virtual Faculty or the Net behind the Classroom
Peña-López, Ismael
In this presentation, Ismael Peña-López expands on his previous research into personal research portals to propose ways in which educators may use web 2.0 tools to build themselves a place on the net - a personal research portal where they may weave their own network of colleagues, share resources, and exchange experiences. The presentation will look at how these personal research portals may impact on the tasks in which educators engage in outside of the classroom, be it of bricks and mortar or virtual. In addition, the presentation will examine the possibilty of a virtual faculty based on personal portals built with web 2.0 tools.
2008-04-11T19:47:40ZOnline Teaching in International Contexts: Towards a Sociocultural Perspective of Teaching Presence
https://auspace.athabascau.ca/handle/2149/1532
Online Teaching in International Contexts: Towards a Sociocultural Perspective of Teaching Presence
Morgan, Tannis
In this presentation, Tannis Morgan shares her doctoral research that looks at cases of teaching presence in international online distance courses. Cultural historical activity theory (Engestrom, 1999, 2001) is adopted as a framework for understanding how instructors negotiate the mediating components of the activity system--the students, technology, course design, co-instructors, and institutional contexts—and how these ultimately influence teaching presence. In particular, the role of instructor identity and positioning, language, and conceptualization of online interaction spaces will be discussed as important factors shaping teaching presence.
2008-03-29T23:56:00ZThe Use of Whiteboards in Synchronous Online Drop-In Tutorials in Distance Delivered Courses
https://auspace.athabascau.ca/handle/2149/1531
The Use of Whiteboards in Synchronous Online Drop-In Tutorials in Distance Delivered Courses
Shaw, Lawton
Online whiteboard technology has seen limited application in the practice of distance education. This technology is particularly suited to disciplines that are communicated and taught visually and symbolically, which includes most of the natural sciences. In the classroom, for example, chemistry is taught with the extensive use of structural drawings and equations, which requires a blackboard or some other similar classroom technology.
This talk will describe a 12 week pilot project of a synchronous, online tutorial that employed the whiteboard tool in Elluminate. For two hour sessions, three nights per week, student logged on to Elluminate and took turns interacting with the tutor, in many ways resembling a traditional classroom. The discussion will include participant feedback and the challenges of implementing this technology on an ongoing basis.
2008-03-14T19:23:39ZCommunity of Inquiry Framework: Validation and Instrument Development
https://auspace.athabascau.ca/handle/2149/1522
Community of Inquiry Framework: Validation and Instrument Development
Arbaugh, Ben; Cleveland-Innes, Martha; Diaz, Sebastian; Garrison, D. Randy; Ice, Phil; Richardson, Jennifer; Shea, Peter; Swan, Karen
Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework has generated substantial interest among online learning researchers. This presentation examines the theoretical and empirical basis for the overall framework as well as its components: social, teaching, and cognitive presence. Based upon findings from both past and current research directions for further research are identified. Some of these research directions include the need for more quantitatively-oriented studies, the need for more cross-disciplinary studies, the impact of new technologies on the framework, possible limitations and opportunities for identifying factors that moderate and/or extend the relationship between the framework’s components and online course outcomes.
2008-02-29T21:19:14ZOntologies for Effective Use of Context in e-Learning Settings
https://auspace.athabascau.ca/handle/2149/1520
Ontologies for Effective Use of Context in e-Learning Settings
Gasevic, Dragan; Jovanovic, Jelena; Knight, Colin; Richards, Griff
This presentation will focus on an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e.g., user modeling ontology, domain ontology, and learning design ontology) to capture the information about the real usage of a learning object inside a learning design. We will also present some learner-centered and teacher-centered scenarios enabled by the proposed framework in order to illustrate the benefits the framework offers to these key participants of any learning process. Finally, we will demonstrate how two present educational tools (i.e. TANGRAM and LOCO-Analyst) correspond to the proposed architecture.
2008-02-28T19:01:02ZProblem Based Learning in Distance Education: A Case Study
https://auspace.athabascau.ca/handle/2149/1519
Problem Based Learning in Distance Education: A Case Study
Halonen, Deana
Using Problem Based Learning (PBL) as teaching model is a growing phenomenon, as is using PBL in Distance Education and in social work. This study used Problem Based Learning in social work courses that were offered through a distance education social work program in which the classrooms were audioconferenced. In particular, the study sought to explore the student’s experience of problem based learning and to compare it with courses taught using a lecture based teaching model.
This session will introduce you (briefly) to Problem Based Learning and its use in distance education. The research findings will be explored in some depth, with a particular focus on the student’s experience of this model of teaching.
2008-02-28T18:41:06ZUsing 3D Virtual Worlds: Engaging Learners and Providing Social Support
https://auspace.athabascau.ca/handle/2149/1488
Using 3D Virtual Worlds: Engaging Learners and Providing Social Support
Annand, David; Schwede, Gunnar; Heller, Bob; Husch, Gabriela; Elliott, Colin
Demonstrating how an avatar-based 3-D learning environment can more fully engage learners in their online educational experience, the volunteer team of developers from Athabasca University will showcase a prototype of a virtual AU campus developed in Second Life. This immersive experience promises to make services more readily accessible, facilitate formal collaboration within a self-paced learning environment, and provide an improved means to develop informal support networks among online students.
2008-02-15T00:00:00Z