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
Jo Ann Hammond-Meiers
Posts made by Jo Ann Hammond-Meiers
Hi Sue,
Thanks for connecting us with this information as I imagine that "unpacking" these initiatives and learning from them, is part of the research outreach potential and general awareness with which this conference wants to connect.
Jo Ann
Thanks for connecting us with this information as I imagine that "unpacking" these initiatives and learning from them, is part of the research outreach potential and general awareness with which this conference wants to connect.
Jo Ann
Hi Mike,
E-Learning continuing the mice and cat story.
The experienced mice were very busy guarding the year's limited cheese that came from the fast diminishing factory supply and the young speedy mice realized that they would have to begin to create a virtual cheese-world with their blogs, e-mails, Youtubes, Webconferencings, and many other nifty e-tools.
Underneath these parallel worlds there were a growing number of e-learning changes happening. These evolving e-learnings were aided by amazing technology, and yet, were about to take everyone by surprise, which is no surprise at all when one considers the amount of possibilities in the unknown universe.
The Every Person Admitted (E.P.A.) generations was starting to create Web 3.0, mobile phone computers, and The tubes -- (hope that I didn't disclose top secrets as I am making this psi-fi up and am only extrapolating trends).
The majority of the mice belonged to the E.P.A. of the e-learning conference but only because everyone was admitted and word spread fast that it was free. (Unfortunately, that did not seem to matter to most people as they did not log in and the old system is still having some difficulty finding out which conferences to attend).
The E.P.A. generation was beginning their day with mindful meditation, in hopes that they could pass the important information on to whoever was at the top of the ladder -- someone said "policy makers", or at least have the development of e-learning creative consciousness.
One day, a group of speedy mice sent out an e-mail to not the E.P.A. -- even the working practitioner-mice and then the free e-learning conference began to happen.
Eventually the groups of mice started to be aware that they might want to learn more from each other and that cheese might not be the whole reason tor their existence.
Just maybe -- values in common -- at the heart of their mice-e-world, might start to hold their endeavors together. This lasted a short while -- and because of the masses of mice -- they started to break off in smaller interests groups.
Mice are still weighing in for the third week (Yeah)...but the cat still is there too -- and all the mice know it.
To be continued...
Jo Ann
p.s.(from one who used to have rodents as pets and saw how movement helped them survive)
E-Learning continuing the mice and cat story.
The experienced mice were very busy guarding the year's limited cheese that came from the fast diminishing factory supply and the young speedy mice realized that they would have to begin to create a virtual cheese-world with their blogs, e-mails, Youtubes, Webconferencings, and many other nifty e-tools.
Underneath these parallel worlds there were a growing number of e-learning changes happening. These evolving e-learnings were aided by amazing technology, and yet, were about to take everyone by surprise, which is no surprise at all when one considers the amount of possibilities in the unknown universe.
The Every Person Admitted (E.P.A.) generations was starting to create Web 3.0, mobile phone computers, and The tubes -- (hope that I didn't disclose top secrets as I am making this psi-fi up and am only extrapolating trends).
The majority of the mice belonged to the E.P.A. of the e-learning conference but only because everyone was admitted and word spread fast that it was free. (Unfortunately, that did not seem to matter to most people as they did not log in and the old system is still having some difficulty finding out which conferences to attend).
The E.P.A. generation was beginning their day with mindful meditation, in hopes that they could pass the important information on to whoever was at the top of the ladder -- someone said "policy makers", or at least have the development of e-learning creative consciousness.
One day, a group of speedy mice sent out an e-mail to not the E.P.A. -- even the working practitioner-mice and then the free e-learning conference began to happen.
Eventually the groups of mice started to be aware that they might want to learn more from each other and that cheese might not be the whole reason tor their existence.
Just maybe -- values in common -- at the heart of their mice-e-world, might start to hold their endeavors together. This lasted a short while -- and because of the masses of mice -- they started to break off in smaller interests groups.
Mice are still weighing in for the third week (Yeah)...but the cat still is there too -- and all the mice know it.
To be continued...
Jo Ann
p.s.(from one who used to have rodents as pets and saw how movement helped them survive)
Hi Michael Powers,
I can related to everything you stated. What really intrigued me was the last paragraph, where you mention designing an online approach that worked for you -- "Blended online learning environment". Firstly, I think the key is designing it took time; secondly researching it will take some small-scale funding. I think many teachers are interested in "what works and demonstrating it by research".
I'm imagining that collaboration in these efforts is key for, not only funding, but for number of cases that use "similar" approaches.
I, for one, would be interested in teaching this way as it could apply to Health Psychology -- and would like to be contacted about being involved in the research in some modest way.
Jo Ann
I can related to everything you stated. What really intrigued me was the last paragraph, where you mention designing an online approach that worked for you -- "Blended online learning environment". Firstly, I think the key is designing it took time; secondly researching it will take some small-scale funding. I think many teachers are interested in "what works and demonstrating it by research".
I'm imagining that collaboration in these efforts is key for, not only funding, but for number of cases that use "similar" approaches.
I, for one, would be interested in teaching this way as it could apply to Health Psychology -- and would like to be contacted about being involved in the research in some modest way.
Jo Ann
Dear Terry and others,
I think that the model set out in the study of May 2008 is good -- Turning Around Chronically Low-Performing Schools.
http://ies.ed.gov/ncee/wwc/pdf/Turnaround_pg_04181.pdf
It clearly uses the "high to low" evidence based criteria of the What Works Clearinghouse standards, and modestly rates the evidence base as low in the four main areas studied using the criteria that is clearly stated.
The What Works Clearinghouse url is found at http://ies.ed.gov/ncee/.wwc
I also like the approaches to research of Dr. Gary Burlingame.
Gary M. Burlingame, Ph.D. is a professor of Clinical Psychology at Brigham Young University. His teaching includes research and assessment methods applied to psychotherapy and group psychotherapy. His research spans over 20 years and has emphasized measurement, program evaluation and group psychotherapy. He has edited, authored or co-authored four academic based books, 20 book chapters and 100+ scientific articles.
He presented at the Canadian Group Psychotherapy Association a couple of years ago and showed how evidence based research could be carried out in areas where it had seemed quite difficult. Although he specializes in group psychotherapy evidence based research, I think he would be a great researcher resource in this e-learning area too.
Jo Ann
I think that the model set out in the study of May 2008 is good -- Turning Around Chronically Low-Performing Schools.
http://ies.ed.gov/ncee/wwc/pdf/Turnaround_pg_04181.pdf
It clearly uses the "high to low" evidence based criteria of the What Works Clearinghouse standards, and modestly rates the evidence base as low in the four main areas studied using the criteria that is clearly stated.
The What Works Clearinghouse url is found at http://ies.ed.gov/ncee/.wwc
I also like the approaches to research of Dr. Gary Burlingame.
Gary M. Burlingame, Ph.D. is a professor of Clinical Psychology at Brigham Young University. His teaching includes research and assessment methods applied to psychotherapy and group psychotherapy. His research spans over 20 years and has emphasized measurement, program evaluation and group psychotherapy. He has edited, authored or co-authored four academic based books, 20 book chapters and 100+ scientific articles.
He presented at the Canadian Group Psychotherapy Association a couple of years ago and showed how evidence based research could be carried out in areas where it had seemed quite difficult. Although he specializes in group psychotherapy evidence based research, I think he would be a great researcher resource in this e-learning area too.
Jo Ann