It was suggested during George and heather's talk that it might be useful to generate a formal declaration from this conference. It COULD be modelled after the Open Educational Resources document produced by an informal group in Capetown last year.
Such a declaration may generate interest , blog response and even press attention (as noted by Gilbert). But it may seem a bit pretentious and we would have to be careful of the wording.
I'd like to get a few opinions on the value of making such a public statement, before we try to see if we can reach a consensus on the content. Would you find such a document useful? Useful to whom?
Thanks
Terry
Nothing like a manifesto to cow the opposition into silence...
Hey Stephen,
A quick comment on the concept of a declaration - our goal is to try and get some attention/traction to the idea of a Pan-Canadian agenda. Obviously this is a significant task. For starters, I'm not sure if many educators feel it's important. In our conference, we've had limited support from policy makers and from education faculty. Maybe we didn't market this event well enough, or maybe people just don't see an agenda as imperative.
A declaration, as Terry suggested, might be one way of drawing attention to an agenda of some sort. Gilbert mentioned the value of media (with all its flaws) in influencing policy. The declaration would not be a closed document during development. Obviously, once some type of agreement, preferably consensus, has been reached, the ideas included would be what people are "signing on" to endorse. It's not a perfect model, but I would hope it wouldn't be used to "cow the opposition into silence".
We are largely at a brainstorming stage here...it would be nice to hear from others how we can move forward. If a declaration is too presumptuous, does anyone have ideas on other ways to get the message out? I guess that's the intent of week 3...
George
A quick comment on the concept of a declaration - our goal is to try and get some attention/traction to the idea of a Pan-Canadian agenda. Obviously this is a significant task. For starters, I'm not sure if many educators feel it's important. In our conference, we've had limited support from policy makers and from education faculty. Maybe we didn't market this event well enough, or maybe people just don't see an agenda as imperative.
A declaration, as Terry suggested, might be one way of drawing attention to an agenda of some sort. Gilbert mentioned the value of media (with all its flaws) in influencing policy. The declaration would not be a closed document during development. Obviously, once some type of agreement, preferably consensus, has been reached, the ideas included would be what people are "signing on" to endorse. It's not a perfect model, but I would hope it wouldn't be used to "cow the opposition into silence".
We are largely at a brainstorming stage here...it would be nice to hear from others how we can move forward. If a declaration is too presumptuous, does anyone have ideas on other ways to get the message out? I guess that's the intent of week 3...
George
Hi Terry, Stephen, George and all,
I think this conference has been a great "start" -- and as we enter the last week, I sense I will miss this forum and the postings and I look more conferences similar to this one -- where more people are notified and somehow their attention is grabbed significantly enough for them to want to participate. Perhaps having a draft of our e-learning Pan Canadian prospective would be helpful. As weel, gathering what has happened frome the view points of our members can serve as historical record and inform those who are not specialists in the field of e-learning. What I think is key is gathering what people are interested in envisioning and seeing how people are approaching e-learning now (in the past few years and in the present) and educational guestimates about future directions that might be possible given various scenerios (Mike's mouse stories included here). As a group we varied -- quite diversely. We definitely cannnot , in the spirit of our group justify a manifesto which would threaten to silence our e-learning community members. All group members, even those who might be perceived by some as being at the edges of our yet to be grasped agenda, are important. There is a fast-paced and on-going evolution of e-learning/e-education/e-training and e-technology. Our actions need to include flexiblity, a gathering of brainstorm ideas (George), open exposure of our conscious intentionality (Terry's message interpreted by me), a sense of the vast and constantly changing e-learning communities within Canada, and an e-learning entity that has had recent substantial growth (inspite of restricted monetary diets) and healthy activity. I believe that e-learning is exciting and will continue to grow exponentially. Developmentally, the e-learning child will always require care and due consideration to remain healthy and vital over time. For these reasons, I hope that every person has voice and that we can collectively gather some sense of what is important to all, including diverse opinions, and even if some views are polarized; thereby assisting our Pan-Canadian e-learning growth after much reflection and deliberation. Together we are stakeholders. With regard to the support of e-learning, we head into the future of our children and their children's children.
Jo Ann
I think this conference has been a great "start" -- and as we enter the last week, I sense I will miss this forum and the postings and I look more conferences similar to this one -- where more people are notified and somehow their attention is grabbed significantly enough for them to want to participate. Perhaps having a draft of our e-learning Pan Canadian prospective would be helpful. As weel, gathering what has happened frome the view points of our members can serve as historical record and inform those who are not specialists in the field of e-learning. What I think is key is gathering what people are interested in envisioning and seeing how people are approaching e-learning now (in the past few years and in the present) and educational guestimates about future directions that might be possible given various scenerios (Mike's mouse stories included here). As a group we varied -- quite diversely. We definitely cannnot , in the spirit of our group justify a manifesto which would threaten to silence our e-learning community members. All group members, even those who might be perceived by some as being at the edges of our yet to be grasped agenda, are important. There is a fast-paced and on-going evolution of e-learning/e-education/e-training and e-technology. Our actions need to include flexiblity, a gathering of brainstorm ideas (George), open exposure of our conscious intentionality (Terry's message interpreted by me), a sense of the vast and constantly changing e-learning communities within Canada, and an e-learning entity that has had recent substantial growth (inspite of restricted monetary diets) and healthy activity. I believe that e-learning is exciting and will continue to grow exponentially. Developmentally, the e-learning child will always require care and due consideration to remain healthy and vital over time. For these reasons, I hope that every person has voice and that we can collectively gather some sense of what is important to all, including diverse opinions, and even if some views are polarized; thereby assisting our Pan-Canadian e-learning growth after much reflection and deliberation. Together we are stakeholders. With regard to the support of e-learning, we head into the future of our children and their children's children.
Jo Ann
Jo Ann,
I appreciate your attempt to include everyone in the group. While there is a very inviting and positive atmosphere of let's be flexible and include everyone, there is constant mention of Canadian communities. In my opinion e-learning and e-learning research should not be limited to borders. I have been following the discussions and the live sessions/recordings for the past 2 weeks. However, I have have been getting mixed messages. As a Canadian doctoral student living abroad and studying online at an American university, I find the the mixed messages very confusing. I would like to see clear guidelines on who should be involved in the Pan-Canadian agenda.
Thank you.
Nellie
I appreciate your attempt to include everyone in the group. While there is a very inviting and positive atmosphere of let's be flexible and include everyone, there is constant mention of Canadian communities. In my opinion e-learning and e-learning research should not be limited to borders. I have been following the discussions and the live sessions/recordings for the past 2 weeks. However, I have have been getting mixed messages. As a Canadian doctoral student living abroad and studying online at an American university, I find the the mixed messages very confusing. I would like to see clear guidelines on who should be involved in the Pan-Canadian agenda.
Thank you.
Nellie
Dear Nellie,
I think this is a very valid point and i have been repeatedly raising this question in conference. Education be it e-learning or f2f, should be universal, affordable and irrespective of races, religions and colors. Most western universities charge astronomical amounts of fees from students abroad specially third world countries. A little search in this regard can show how dual fee system is being used in western universities. There are limited scholarships and financial assistance for international students and this has to end. I would personally like to thank you for bringing this issue up. I have been a long standing fan of Canadian human rights, freedom of speech and health care accomplishments and its about time, Canada initiates a universal education plan too, regardless of geographical biases.
Thank You
Minhaaj
I think this is a very valid point and i have been repeatedly raising this question in conference. Education be it e-learning or f2f, should be universal, affordable and irrespective of races, religions and colors. Most western universities charge astronomical amounts of fees from students abroad specially third world countries. A little search in this regard can show how dual fee system is being used in western universities. There are limited scholarships and financial assistance for international students and this has to end. I would personally like to thank you for bringing this issue up. I have been a long standing fan of Canadian human rights, freedom of speech and health care accomplishments and its about time, Canada initiates a universal education plan too, regardless of geographical biases.
Thank You
Minhaaj
Minhaaj, Could I ask from what country to what country you are accessing for your MBA study if you do not mind? Terumi
I dont understand terumi. If you mean where am i applying for my mba, answer is i am not. I am doing MBA from pakistan and thats where i live. Though i am looking forward to do my Ph.D abroad or locally.
Thank you for the reply, Minhaaj. So you are doing your MBA from Pakistan that's where you live now in a program offered in Canada by e-learning at a distance, right...?
Minhaaj,
Thank you for your encouraging words. I think universities should provide a few free (credited and non-credited) online courses for students (local and international) who cannot afford to pay for a full tuition. I would be willing to teach some online courses for free. Perhaps other instructors would do the same.
Thank you for your encouraging words. I think universities should provide a few free (credited and non-credited) online courses for students (local and international) who cannot afford to pay for a full tuition. I would be willing to teach some online courses for free. Perhaps other instructors would do the same.
Nellie this is the probably the best thing said in context of free education. I am sure a huge number of teachers are willing to do that. I would personally do that too. Given, the pre-requisite culture of universities that impose intellectual restrictions on students and teachers alike before they can learn, free education is the inevitable initiative. I am happy that people like you are and will make difference in future. I would love to hear same announcement from faculty of other western universities and elite schools.
Thanks
Thanks
Hi Nellie,
Thank you for posting me. It was my understanding that the focus was to be on Pan Canadian e-learning in a broad sense, but that international input was wanted and desired. In the e-world, we do need many perspectives and certainly I appreciate all the involvement that you have had in this conference. I do not consider myself advanced in this area, but learning as I go. I think the Pan Canadian emphasis is only because I think it is time that Canadians communicate about important e-learning directions. I am hoping more connections are formed internationally and within Pan Canadaian e-learning.
Jo Ann
Thank you for posting me. It was my understanding that the focus was to be on Pan Canadian e-learning in a broad sense, but that international input was wanted and desired. In the e-world, we do need many perspectives and certainly I appreciate all the involvement that you have had in this conference. I do not consider myself advanced in this area, but learning as I go. I think the Pan Canadian emphasis is only because I think it is time that Canadians communicate about important e-learning directions. I am hoping more connections are formed internationally and within Pan Canadaian e-learning.
Jo Ann
Jo Ann,
I understand the need for a Canadian agenda for e-learning research by Canadians researching in Canadian universities. However, I will have to decide whether to add Canadian next to my name as I research e-learning outside of Canada.
I understand the need for a Canadian agenda for e-learning research by Canadians researching in Canadian universities. However, I will have to decide whether to add Canadian next to my name as I research e-learning outside of Canada.
Nellie and Minhaaj ask for some clear direction as to who should/can be involved in this discussion and creation of our agenda.
I would say that the focus and scope should be on Canada - hopefully pan Canadian, with applicability to all of Canada. If one can contribute from outside of Canada or as a non Canadian to this agenda, then that is great. It shouldn't matter where you are currently located, but the focus is important.
This agenda may and likely does have connection and relevance beyond Canada, but that is for others to decide and to use as they wish. This conference has a distinct Canadian theme and focus, more global perspective is likely the topic of a future forum. Hopefully our discussion and artifacts will be useful for us to use when an opportunity arises or is created for more global focus.
Terry
I would say that the focus and scope should be on Canada - hopefully pan Canadian, with applicability to all of Canada. If one can contribute from outside of Canada or as a non Canadian to this agenda, then that is great. It shouldn't matter where you are currently located, but the focus is important.
This agenda may and likely does have connection and relevance beyond Canada, but that is for others to decide and to use as they wish. This conference has a distinct Canadian theme and focus, more global perspective is likely the topic of a future forum. Hopefully our discussion and artifacts will be useful for us to use when an opportunity arises or is created for more global focus.
Terry
Terry,
Could we break it down even further? I've been following the discussions since the beginning and it appears as though technology-supported workplace learning and informal learning are not high on the pan Canadian e-learning agenda. Furthermore, the discussion here seems to divide participants into two separate categories: Researchers and Practitioners (with the definition of practitioner slanted in the direction of teacher/educator).
I joined this conference to see where Canadian e-learning research was headed as I develop an evaluation strategy for technology-supported Communities of Practice across the Public Service. I consider myself to be a practitioner and researcher in a workplace setting, but I am not a teacher. Where, if at all, do people like me fit into the agenda?
Hope
Could we break it down even further? I've been following the discussions since the beginning and it appears as though technology-supported workplace learning and informal learning are not high on the pan Canadian e-learning agenda. Furthermore, the discussion here seems to divide participants into two separate categories: Researchers and Practitioners (with the definition of practitioner slanted in the direction of teacher/educator).
I joined this conference to see where Canadian e-learning research was headed as I develop an evaluation strategy for technology-supported Communities of Practice across the Public Service. I consider myself to be a practitioner and researcher in a workplace setting, but I am not a teacher. Where, if at all, do people like me fit into the agenda?
Hope
I agree with what Terry is saying here, the focus in this conference is indeed on Canada but what emerges from our discussions may have an impact on other countries, should people in those countries be inspired by it. The reason why we can't possibly focus on other countries is that it is so difficult to get a handle on what is happening just in Canada, just in Québec for that matter, let alone the entire world. That said, Canadians involved in e-learning are probably for the most part involved in some kind of international partnership so as our reach gros, so will our epertise. And it is really enriching for us to have international participants who share their experiences, knowledge and ideas with us as we forge ahead!
Mike
What I really want to see is to benchmark one country .Still e-learning is a fairly new concept to Sri lanka. We want to learn ..i want to share my knowledge and I want to do some research on this area.(.known to unknown in research)..for that I learned many from this forum.. on my side I tried to share my knowledge..
I think I want to benchmark Canada and use it as a model in Sri Lanka in the future..This is what management is all about.
Hello Nalin,
Why not research how American, Australian, British, or New Zealand universities are using e-learning?
Why not research how American, Australian, British, or New Zealand universities are using e-learning?
Hello Nellie,
Yes, we have to research on other countries too...i read one article yesterday how south Africa doing well with e-learning…they are using instructional radio..as defined in e-learning we can use that also. this is cost effective for countries like sri lanka too. Because of our law computer penetration. In sri lanka our literacy rate is more than 90%..one of the best in developing countries. .But compute literacy rate is 10-12%(that also high in capital (Colombo)very law in rural) ..Hence research can be done in many aspects and I see there is a need of separate research center for e-learning with branches(virtual?) in at least 40 capitals in the world. Continuous research will update the situation and will add new knowledge to world too.
Mike,
While it adds a layer of complexity to the Canadian exercise, broad awareness and acknowledgement of developments in other jurisdictions (and reciprocal exchanges) are essential to the credibility of anything Canada produces.
One approach: represent them on a stakeholder map and ensure that communication channels are open.
Peter
I agree, too, Michael and I don't mean to be exclusionary by any means. In fact, I think it is impossible to be exclusionary in the elearning world!
However, I sense the purpose of this gathering was to solve the problem of the lack of a cohesive agenda for elearning research in Canada. We have many pools of activity and thinking that are not collected in order to create forward development in this field.
And I suspect that everyone of us has external connections and a wide reaching network that would inevitably influence and add to our research. The global influence, input and connections are already here.
Kelly,
Yes, the global influence, input and connections are already here.
I would be very pleased to help out in any research study.
Yes, the global influence, input and connections are already here.
I would be very pleased to help out in any research study.
Terry,
As a Canadian living outside of Canada, I fully understand.
As a Canadian living outside of Canada, I fully understand.
Those doing research seem to like measuring the current state of affairs, in this case how Canada is doing relative to others, before the real work starts. I believe any effort must have a real and specific purpose and I for one am not clear on the purpose in this case. Maybe someone could help me understand. Clearly metrics are important and can be used to drive action or as in the case of a project, to monitor or track progress. It's the action plan that I am having trouble understanding. Is this exercise simply a discovery of best practice and eventually a call to action with a plan?
I like the idea of a declaration in the sense of a commitment... a start and a formation for others to join.
I think it also needs to be couched as an invite and an opportunity for all to join, as many have asked for in this discussion. This 'invite' or inclusion, for all elearners to be included in various ways, could entail:
- finding venues that already show the uses and needs of elearning
- providing a way for different stakeholders to input their ideas and needs
- providing a portal to showcase elearning research
- supporting different streams of research such as with informal learning (see Selwyn and Gorard's 2006 research in Adult Learning in the Digital Age)
- allowing the disbursed yet complementary ideas to be networked from many venues (follow Stephen Downes' ideas on this)
As stated in this forum, finding a way to collect and connect diverse, grassroots research and activity will be difficult. Are there some other models out there we could investigate? I would be interested in helping with this in some way.
Kelly
Aside from our own feel good about being part of this community effort I think we do need some sort of statement that summarizes and demonstrates the will expressed here by the collective that have been able to attend. Do we have a broad audience here - not likely - but we do have an interested and commited audience. It's not surprising that educators aren'r represented to a great degree - their focus is still content.
A declaration, media announcement - whatever - would be a recognition of the effort undertaken here, and may possibly drive some attention - what are the number of registrants in this conference series?
Michael,
Perhaps we should have a poll to see how many educators are in this community.
Perhaps we should have a poll to see how many educators are in this community.
It would be interesting - maybe job titles can be mined from the profiles - my experience in most discussions about e-learning and now social software is that the majority are practitioners in the field -ed tech and ID folk -then profs of/directors ed tech and educational researchers, then k-12 educators, then college higher ed - almost a 70,15,10, 5% split. I may have an anecdotal skew here but not altogether wrong.
Then again we need to correct this skew - more educators should be involved in the discussion of how they engage in the teaching/learning process and how that experiences should be investigated. Traditionally institutions have mostly focussed on research first/teaching second. I think this will not change, but elements will evolve. With the advent of social software, collaborative technologies we are more and more dealing with how to connect people, how to promote interaction and how to drive learning/collaboration/cooperation process. It all flows from how we connect and communicate - and learning is integral to it all. When schools look at e-portfolios, they then look at e-dossiers then at knowledge mgmt and ultimately performance enhancement. E-learning is really e-performance, and includes so much more than just the selection and use of a distance learning technology.
Hi Michael,
It would be a good idea to tally from the participant profiles in the categories --
-ed tech and ID folk -then profs of/directors ed tech and educational researchers, then k-12 educators, then college higher ed -- as you mention.
I think this conference is a start in the right direction even though the numbers are probably disproportionate. People are busy and we are missing many people, but I appreciate those that came online for a rather long conference (3 weeks).
Also, I really liked what you said about e-performance and that it includes much more than e selection and us of DLT. At this time, that is my experience as both a grad student, a contracted distance educator, and as a person who is on committees online and gets supervision online. Many of us are probably in multiple categories, and these categories may be secondary to where we are going with e-learning, however, they influence what is our present focus. I think, that's why I like to get out of my narrow focuses and hear others in a conference like this. Jo Ann
It would be a good idea to tally from the participant profiles in the categories --
-ed tech and ID folk -then profs of/directors ed tech and educational researchers, then k-12 educators, then college higher ed -- as you mention.
I think this conference is a start in the right direction even though the numbers are probably disproportionate. People are busy and we are missing many people, but I appreciate those that came online for a rather long conference (3 weeks).
Also, I really liked what you said about e-performance and that it includes much more than e selection and us of DLT. At this time, that is my experience as both a grad student, a contracted distance educator, and as a person who is on committees online and gets supervision online. Many of us are probably in multiple categories, and these categories may be secondary to where we are going with e-learning, however, they influence what is our present focus. I think, that's why I like to get out of my narrow focuses and hear others in a conference like this. Jo Ann
I would say that in Mexico the distribution is different: much more participation in DE of college & higher ed than K-12.
Guadalupe
Michael,
I am interested in investigating e-teaching and instructors' experiences as they engage in the teaching/learning process. Are you sure there is little or no research available in this area?
Thank you.
Nellie
I am interested in investigating e-teaching and instructors' experiences as they engage in the teaching/learning process. Are you sure there is little or no research available in this area?
Thank you.
Nellie
I agree Michael, "It's not surprising that educators aren'r represented to a great degree - their focus is still content". I am the exception in my faculty: I teach exclusively online, the first graduate courses in my faculty. So there is a lot of awareness-raising to be done, something a "declaration" of sorts, if picked up by the media, might promote.
Mike
Michael,
I have been using blended (hybrid) learning instruction for many years in K-12 teaching English as a foreign language. My colleagues refuse to join me but my students love the individual and social learning aspects of e-learning (audio and video, Moodle, wiki and social networking). I feel very frustrated when I try to discuss the positive aspects of e-learning for instruction and learning with teachers in Israel. I have had to connect with online communities of educators in order to share my thoughts on how to improve online instruction. However, it would benefit k-12 and higher education if instructors teamed up with researchers to improve teaching and learning. Again, I am referring to an international collaboration.
I have been using blended (hybrid) learning instruction for many years in K-12 teaching English as a foreign language. My colleagues refuse to join me but my students love the individual and social learning aspects of e-learning (audio and video, Moodle, wiki and social networking). I feel very frustrated when I try to discuss the positive aspects of e-learning for instruction and learning with teachers in Israel. I have had to connect with online communities of educators in order to share my thoughts on how to improve online instruction. However, it would benefit k-12 and higher education if instructors teamed up with researchers to improve teaching and learning. Again, I am referring to an international collaboration.
Hi Nellie, I understand that the international collaboration is for the Pan-Canadian e-learning strategic research agenda to take it for the future step. But I would be happy to know WHY you chose the US Phoenix rather than Canadian programs for your online doctoral then that would give a very important insight for the present research agenda I believe.
In my case, I had three choices of US online master's programs and one Canadian and chose the Canadian one for some reason -- maybe the human touch that made the difference. Terumi
The attitude towards learners by some Canadian universities is not yet influenced by the understanding that Canada is competing globally for elearning students. My intent here is to simply point out the conservative nature and over reliance of subjective evaluation criteria by some of our Canadian universities such as UBC is driving some to international alternatives. I can easily understand why why elearning programs such as the Masters of Educational Technology would be bypassed.
The gatekeepers at grad studies programs act like managers who do things right rather than be leaders who do the right things. (to borrow a quote from Peter Drucker)
The gatekeepers at grad studies programs act like managers who do things right rather than be leaders who do the right things. (to borrow a quote from Peter Drucker)
Global competition for students will become relevant as face-to-face universities lose to institutions that provide online degree programs. The competition may cause many institutes of HE to close down. This may be an incentive to research e-learning.
Terumi,
I chose the UOP because it has an excellent online program in educational leadership, curriculum, and instruction and because I get a 15% discount as a Canadian international student.
I chose the UOP because it has an excellent online program in educational leadership, curriculum, and instruction and because I get a 15% discount as a Canadian international student.
The discount...scholarship for brilliant students is my preferred strategy. I still hope Canada to be different from the US.
> The discount...scholarship for brilliant students is my preferred strategy.
The true test of a nation lies not in how well it treats its elite, but in how well it treats its least able.
And in this regard you'll find that the nations with the highest overall educational achievement are those that do the least for those with the most ability, and the most for those with the least ability.
The true test of a nation lies not in how well it treats its elite, but in how well it treats its least able.
And in this regard you'll find that the nations with the highest overall educational achievement are those that do the least for those with the most ability, and the most for those with the least ability.
Yes and No, Stephen. I just wanted to say according the discount to all the students may not the best way and why you think the least able can not be the most brilliant?
Stephen, i remember reading a book by plato and he said 'I am sorry that i dont know much about drama. If i only had money i would go to (some guy) and attend the drama course' and i realised that success of athens was the zeal of its scholars to learn. In this regards today's educational institutes have turned into money making machines instead of places for collaborative learning and learning places. I have read your blog and i think your aim of providing universal and free education is what the canadian academia lacks. I am very optimistic that academics like you will make a difference.
Thanks
Minhaaj
Thanks
Minhaaj