Now showing items 1-20 of 191

    • Cassiopeia 

      Connors, Martin (Self, 2018-11-08)
      Image of Cassiopeia constellation with Algolcam I
    • P-learning’s unwelcome legacy 

      Dron, Jon (2016)
      Formal teaching of adults has evolved in a context de ned, initially, by the constraints of physical boundaries. Classroom walls directly entail timetables, norms and rules of behaviour, social segregation into organized ...
    • Lost in social space: Information retrieval issues in Web 1.5 

      Dron, Jon; Anderson, Terry (Journal of Digital Information, 2009-01)
      This paper is concerned with the application of Web 2.0 technologies within a conventional institutional learning setting. After considering the affordances of Web 2.0 technologies vs Web 1.0 technologies and a framework ...
    • Agoraphobia and the modern learner. 

      Dron, Jon; Anderson, Terry (Journal of Interactive Media in Education, 2014-03)
      Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating ...
    • On the Design of Social Media for Learning 

      Dron, Jon; Anderson, Terry (social sciences, 2014-08-08)
      This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the “social” aspect of social media, describing the different ways that ...
    • The Distant Crowd: Transactional Distance And New Social Media Literacies. 

      Dron, Jon; Anderson, Terry (International Journal of Learning and Media, 2014)
      Sociality is not just a cultural phenomenon but is embedded in our genes as eusocial creatures (E. O.Wilson 2012). Learning is an innately social activity, and the processes of teaching, the passing of knowledge from one ...
    • Social Interaction in Self-paced Distance Education. 

      Anderson, Terry; Upton, Lorne; Dron, Jon; Malone, Judi (Open Praxis, 2015)
      In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research ...
    • Using home-laboratory kits to teach general chemistry 

      Kennepohl, Dietmar K. (Chemistry Education: Research and Practice, 2007)
      University-level chemistry courses that contain a substantial laboratory component have always been a challenge to deliver effectively through distance education. One potential solution is to enable students to carry out ...
    • The Science Gap in Canada: A Post-Secondary Perspective 

      Kennepohl, Dietmar K. (Canadian Journal of Educational Administration and Policy, 2009-04-04)
      Despite having its students score among the top in the world in mathematics and science, the level of science literacy and participation in science-related fields in Canada is relatively low. In the context of the economic ...
    • Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students 

      Shaw, Lawton; Kennepohl, Dietmar K. (International Review of Research in Open and Distance Education, 2013-12)
      Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project ...
    • Self-paced and social 

      Dron, Jon (AACE, 2012-11-14)
      Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This ...
    • "Open and Closed" Getting the mix right. Who gets to Decide?? 

      Dron, Jon; Anderson, Terry; Siemens, George (2012-10-26)
      Despite the desirability of "Making Open the Default" as the theme of this year’s open access week, there are many reasons that can and should influence a person and an organization to restrict access to content. In this ...
    • Learning technology through three generations of technology enhanced distance education pedagogy 

      Anderson, Terry; Dron, Jon (European Open and Distance Learning Journal, 2012)
      This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. ...
    • Virtual platforms at Athabasca University 

      McGreal, Rory; Dron, Jon; Ellerman, Evelyn (2012-08-12)
      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. ...
    • Apr 5 2010 AUGO magnetogram 

      Connors, Martin (2012-05-23)
      AUGO recorded the space weather event of Apr. 5 2010
    • Fun and Fear in Open Spaces 

      Anderson, Terry; Dron, Jon (2011-10-27)
      This presentation presents the theory and practice of Open Learning as implemented in Athabasca University’s Beyond the LMS social networking system. The presentation discusses the motivation , design and challenges ...
    • Three generations of distance education pedagogy 

      Anderson, Terry; Dron, Jon (2011-06-16)
      This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines ...
    • Western Boreal Wetlands and Orchids 

      Locky, David A. (2010-06-14)
      Wetlands are a dominant component of the western boreal region of Canada. They are comprised primarily of peatlands, wetlands with organic soils. Peatlands vary from acidic bogs to calcareous fens and offer a rich array ...
    • Western Boreal Wetlands and Orchids 

      Locky, David A. (2010-06-14)
      Wetlands are a dominant component of the western boreal region of Canada. They are comprised primarily of peatlands, wetlands with organic soils. Peatlands vary from acidic bogs to calcareous fens and offer a rich array ...
    • Early stand-level assessment of forest harvesting in western boreal peatlands 

      Locky, David A. (Sustainable Forest Management Network, Networks of Centres of Excellence, 2010-02)
      Highlights • In Canada’s boreal region, wooded peatlands comprised of bogs, fens, and conifer swamps make up a significant component of the forest land base and many have marketable-size trees. • In parts of eastern ...

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