State of e-Learning in Canada - Revision history

Mclare at 15:14, 25 September 2024

2024-09-25T15:14:05Z

99.240.139.204 at 02:02, 15 August 2009

2009-08-15T02:02:00Z

99.240.139.204 at 02:01, 15 August 2009

2009-08-15T02:01:12Z

99.240.139.204 at 02:00, 15 August 2009

2009-08-15T02:00:19Z

99.240.139.204 at 01:59, 15 August 2009

2009-08-15T01:59:25Z

Dpvukovic at 17:38, 14 August 2009

2009-08-14T17:38:58Z

Dpvukovic at 16:57, 14 August 2009

2009-08-14T16:57:04Z

Dpvukovic at 16:49, 14 August 2009

2009-08-14T16:49:06Z

137.122.79.188: New page: *http://www.ccl-cca.ca/

2009-08-12T15:31:10Z

New page: *http://www.ccl-cca.ca/

New page

*http://www.ccl-cca.ca/

← Older revision		Revision as of 15:14, 25 September 2024
Line 70:		Line 70:

	*Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.		*Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.
		+	[[Category:OUCeL]]

@@ Line 27: / Line 27: @@
 *Even data we have are limited and they are not pan-Canadian (such as internet usage, employee training, computers available, etc.)
-*Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.
+*Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.; the amount of empirical research is low; was surprised how few studies of this type are out there
 *We lack strong pan-Canadian evidence on effectiveness of e-learning

@@ Line 28: / Line 28: @@
 *Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.
-The amount of empirical research is low; was surprised how few studies of this type are out thee
+ The amount of empirical research is low; was surprised how few studies of this type are out thee
 *We lack strong pan-Canadian evidence on effectiveness of e-learning

@@ Line 58: / Line 58: @@
 *What we need is to synthesize all this and use data collectively
-* We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal
+*We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal
 *If we collaborate, we can accomplish this

@@ Line 5: / Line 5: @@
 '''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada” (presentation and discussion)'''
--Motivation for the study, which was funded by the Government, was to understand challenges and benefits of e-learning
+*Motivation for the study, which was funded by the Government, was to understand challenges and benefits of e-learning
--E-learning can offer advantages, flexibility, access and delivery potential
+*E-learning can offer advantages, flexibility, access and delivery potential
--There is insufficient planning or vision for the future
+*There is insufficient planning or vision for the future
--The research about the impact of technology on student learning is contradictory
+*The research about the impact of technology on student learning is contradictory
--There is lack of evidence based empirical longitudinal studies
+*There is lack of evidence based empirical longitudinal studies
--There is need to articulate a shared vision for the development and implementation of joint action plan
+*There is need to articulate a shared vision for the development and implementation of joint action plan
--There is need to fill gap in the research
+*There is need to fill gap in the research
--Data on access, quality, cost, and outcomes needed
+*Data on access, quality, cost, and outcomes needed
--There are no benchmarks for e-learning
+*There are no benchmarks for e-learning
--Data gaps: enrolment (participation, barriers), outcomes (impact, motivation, effectiveness), return on investment (cost), quality (provisions, expenditures, labour market, outcomes)
+*Data gaps: enrolment (participation, barriers), outcomes (impact, motivation, effectiveness), return on investment (cost), quality (provisions, expenditures, labour market, outcomes)
--Even data we have are limited and they are not pan-Canadian (such as internet usage, employee training, computers available, etc.)
+*Even data we have are limited and they are not pan-Canadian (such as internet usage, employee training, computers available, etc.)
--Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.
+*Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.
 The amount of empirical research is low; was surprised how few studies of this type are out thee
--We lack strong pan-Canadian evidence on effectiveness of e-learning
+*We lack strong pan-Canadian evidence on effectiveness of e-learning
--CCL report got lots of responses from different stakeholders; there is a call for more reports; there are lots of positive reviews;
+*The CCL report got lots of responses from different stakeholders; there is a call for more reports; there are lots of positive reviews;
--Some criticism, but it is good that so many academics responded to the report so a dialogue started
+*Some criticism, but it is good that so many academics responded to the report so a dialogue started
--It is not a bad thing that some of conclusions from the previous report are echoed in this one
+*It is not a bad thing that some of conclusions from the previous report are echoed in this one
--We need to be concerned – a federal document “Knowledge matters” has been removed from the government’s site and archived – this says something about directions of the government
+*We need to be concerned – a federal document “Knowledge matters” has been removed from the government’s site and archived – this says something about directions of the government
--Statistics Canada says that if we raise a literacy level by 1%, this would lead to economic benefits of 18.4 billion per year; this is important;
+*Statistics Canada says that if we raise a literacy level by 1%, this would lead to economic benefits of 18.4 billion per year; this is important;
--There are no large initiatives in research on e-learning, it is impossible to do pan-Canadian research study
+*There are no large initiatives in research on e-learning, it is impossible to do pan-Canadian research study
--In contrast, the US just announced that each successful grant for developing a new technique which would contribute to new reading comprehension strategies in schools will be awarded $ 20 million; compare this with Canada’s $20,000
+*In contrast, the US just announced that each successful grant for developing a new technique which would contribute to new reading comprehension strategies in schools will be awarded $ 20 million; compare this with Canada’s $20,000
--Karen Maki: Statistics Canada does not have participation data on continuous and distance education
+*Karen Maki: Statistics Canada does not have participation data on continuous and distance education
--There is complexity in collecting data
+*There is complexity in collecting data
--The CCL report emphasizes the importance of pan-Canadian collaboration
+*The CCL report emphasizes the importance of pan-Canadian collaboration
--Academics and researchers need to work together with practitioners and policy makers
+*Academics and researchers need to work together with practitioners and policy makers
--Philip Abrami: We know some things – a successful use of technology needs to be supported; teachers need to integrate it into teaching and not just add it; teachers need to believe in student centered learning: motivation for adult learners
+*Philip Abrami: We know some things – a successful use of technology needs to be supported; teachers need to integrate it into teaching and not just add it; teachers need to believe in student centered learning: motivation for adult learners
--What we need is to synthesize all this and use data collectively
+*What we need is to synthesize all this and use data collectively
-- We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal
+* We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal
--If we collaborate, we can accomplish this
+*If we collaborate, we can accomplish this
--Brian Campbell: We can collaborate between institutions and establish a network of researchers
+*Brian Campbell: We can collaborate between institutions and establish a network of researchers
--Philip Abrami: Students efforts need to be linked to their outcomes
+*Philip Abrami: Students efforts need to be linked to their outcomes
--There are excellent motivational designers out there
+*There are excellent motivational designers out there
--Evidence based design principles are necessary
+*Evidence based design principles are necessary
--Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.
+*Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.

← Older revision		Revision as of 17:38, 14 August 2009
Line 1:		Line 1:
−	*http://www.ccl-cca.ca/	+	Complete Report *http://www.ccl-cca.ca/
		+
		+	[[Media:Day_2.pdf\|Presentation PDF]]

	'''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada” (presentation and discussion)'''		'''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada” (presentation and discussion)'''

@@ Line 1: / Line 1: @@
 *http://www.ccl-cca.ca/
-'''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada”'''
+'''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada” (presentation and discussion)'''
 -Motivation for the study, which was funded by the Government, was to understand challenges and benefits of e-learning

← Older revision		Revision as of 16:49, 14 August 2009
Line 1:		Line 1:
	*http://www.ccl-cca.ca/		*http://www.ccl-cca.ca/
		+
		+	'''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada”'''
		+
		+	-Motivation for the study, which was funded by the Government, was to understand challenges and benefits of e-learning
		+
		+	-E-learning can offer advantages, flexibility, access and delivery potential
		+
		+	-There is insufficient planning or vision for the future
		+
		+	-The research about the impact of technology on student learning is contradictory
		+
		+	-There is lack of evidence based empirical longitudinal studies
		+
		+	-There is need to articulate a shared vision for the development and implementation of joint action plan
		+
		+	-There is need to fill gap in the research
		+
		+	-Data on access, quality, cost, and outcomes needed
		+
		+	-There are no benchmarks for e-learning
		+
		+	-Data gaps: enrolment (participation, barriers), outcomes (impact, motivation, effectiveness), return on investment (cost), quality (provisions, expenditures, labour market, outcomes)
		+
		+	-Even data we have are limited and they are not pan-Canadian (such as internet usage, employee training, computers available, etc.)
		+
		+	-Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.
		+	The amount of empirical research is low; was surprised how few studies of this type are out thee
		+
		+	-We lack strong pan-Canadian evidence on effectiveness of e-learning
		+
		+	-CCL report got lots of responses from different stakeholders; there is a call for more reports; there are lots of positive reviews;
		+
		+	-Some criticism, but it is good that so many academics responded to the report so a dialogue started
		+
		+	-It is not a bad thing that some of conclusions from the previous report are echoed in this one
		+
		+	-We need to be concerned – a federal document “Knowledge matters” has been removed from the government’s site and archived – this says something about directions of the government
		+
		+	-Statistics Canada says that if we raise a literacy level by 1%, this would lead to economic benefits of 18.4 billion per year; this is important;
		+
		+	-There are no large initiatives in research on e-learning, it is impossible to do pan-Canadian research study
		+
		+	-In contrast, the US just announced that each successful grant for developing a new technique which would contribute to new reading comprehension strategies in schools will be awarded $ 20 million; compare this with Canada’s $20,000
		+
		+	-Karen Maki: Statistics Canada does not have participation data on continuous and distance education
		+
		+	-There is complexity in collecting data
		+
		+	-The CCL report emphasizes the importance of pan-Canadian collaboration
		+
		+	-Academics and researchers need to work together with practitioners and policy makers
		+
		+	-Philip Abrami: We know some things – a successful use of technology needs to be supported; teachers need to integrate it into teaching and not just add it; teachers need to believe in student centered learning: motivation for adult learners
		+
		+	-What we need is to synthesize all this and use data collectively
		+
		+	- We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal
		+
		+	-If we collaborate, we can accomplish this
		+
		+	-Brian Campbell: We can collaborate between institutions and establish a network of researchers
		+
		+	-Philip Abrami: Students efforts need to be linked to their outcomes
		+
		+	-There are excellent motivational designers out there
		+
		+	-Evidence based design principles are necessary
		+
		+	-Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.