DAILY
CONFERENCE PROGRAM
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| Keynote
(8:45 to 10:00 a.m.) |
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| Session 1
(10:30 a.m. to 11:15 a.m.) |
Kidney
Refocussing Apprenticeship: A Model for Apprenticeship Training into the New Millennium Online/Distance Education White Integrating Professional Development into Collaborative Course Development Teacher Professional Development / Online/Distance Education Allen Learning Technologies within the University of Prince Edward Island Management Development Program for Women: The Experiences of Instructors and Learners Curriculum Integration of IT - Research Munro The Curriculum Navigator: an Information-Technology Integration Resource and Planning Tool for Manitoba Teachers Curriculum Integration of IT - Application / Educational Media Production Emery Planning and Implementing a Desktop Publishing Project Educational Media Production / Instructional Design / Information Access and Management |
Room 2017 Room 2021
Room 2022
Room 2198 |
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Session 2 (11:30 a.m. to 12:15 p.m.) |
Kaufman
Online Course for Pre-Medical Students: Quantitative and Qualitative Evaluation Curriculum Integration of IT - Research / Online/Distance Education Balbar Chatting about Chat: Lessons Learned from Using Synchronous Communication Technology in a Graduate Seminar Curriculum Integration of IT - Research Higgins Online Learning with Adult Learners who are on Social Assistance Curriculum Integration of IT - Research / Online/Distance Education Baron Literature Circles: Technology and Grade Twos Curriculum Integration of IT - Application Horne Shift Happens: Transforming Learning through Collaborative, Problem-Based Learning and the SmarterTeams (TM) Environment Business Education Partnerships / Online/Distance Education |
Room 2017
Room 2021
Room 2022
Room 2198 |
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Afternoon |
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Allen, Bernadette /
Christian, Isabel
President, Future Learning Inc.
June 6, Session 1
Learning Technologies within the University
of Prince Edward Island Management Development Program for Women:
The Experiences of Instructors and Learners
The University of Prince Edward Island,
Management Development Program for Women is undertaking a research project
funded by the Office of Learning Technologies entitled "Enhancing the Readiness
of Women in Small and Medium Enterprises to Utilize Technologies for Learning"
Over two cohorts the program is gradually adding a variety of learning
technologies to the program and examining the results on the target group.
We are currently at the end of Cohort One. In this presentation we
will present the results of the formative evaluation, which describe the
experiences of the instructors and students in the program as they utilize
learning technologies.
Baron, Maureen
Multimedia Administrator, Pedagogical
Services, English Montreal School Board
June 6, Session 2
Literature Circles: Technology and
Grade Twos
http://www.emsb.qc.ca/literature
The Literature Circles project provided a learning context that addressed the computer technology and literacy deficits of inner-city students. Literature Circles is an instructional strategy whereby students can positively share the reading experience and its associated application and learning of content, language skills, literacy, social relationships and interactions. The students created written, oral and pictorial book reviews that were posted to a web site. The preparation of the web site material challenged the students' technology and communication competencies as well as their personal and social competencies. The web site is a cyber space that accommodates this age group's reading levels, language capacities and abilities, and three different learning styles.
The session will begin with a presentation of the context, technologies, methodologies, results and evaluation of the Literature Circles Project as well as a demonstration of the web site. This will be followed by a question and answer session.
Emery, Winston/ Llewellyn,
Leon / Tiseo, Frank
Educational Studies, Faculty of Education,
McGill University
June 6, Session 1
Planning and Implementing a Desktop
Publishing Project
This media literacy project enabled a
group of secondary students at Laurier Macdonald High School in Montreal
to develop their skills through the manipulation of old family photographs
and original texts to produce a book. The students found the photographs
and used image manipulation software to restore them; they interviewed
parents and grandparents about the photographs and researched them using
traditional library and internet resources, then used desktop publishing
software to combine the photographs with original stories created from
the interviews and research. Finally, they assembled the stories
and produced the book "Rainbow of Dreams: Memories in Black and White".
This presentation will walk you through the process of planning and implementing the project. We will also present possibilities for other forms of representation such as web pages and magazines.
Higgins, Anne / Carusetta,
Ellen
Director of CSpace, Faculty of Education,
University of New Brunswick
June 6, Session 2
Online Learning with Adult Learners
who are on Social Assistance
While research shows that online course
delivery can be a successful way to teach and learn at high schools and
post secondary institutions, little research has been done to evaluate
the effectiveness of online learning with adult learners in a community
setting who are on social assistance. In this presentation we will
discuss how a group of researchers adapted a university credit course in
"Creating a Portfolio" for online delivery to adults on a Government Assisted
Program. We will show how we designed the course content to suit
the specific learning needs of these participants and how we developed
measurement tools to determine the effectiveness of our content, environment
and web-conferencing. We will discuss the effectiveness of the course
in relation to these measurement tools and from the perspectives of the
instructor and the course participants.
Horne, Louisa
Senior Vice President, Learning Systems,
Knowledge House
June 6, Session 2
Shift Happens: Transforming Learning
through Collaborative, Problem-Based Learning and the SmarterTeams (TM)
Environment
Collaborative and problem-based learning
programs, leveraged by the Internet and related technologies, provide learners
with enhanced opportunities to develop the skills, competencies and attitudes
necessary for success in a knowledge economy. Knowledge House has
designed, developed and implemented several such programs which allowed
students in multiple locations to collaborate on projects that integrated
learning outcomes from a variety of disciplines. The presentation
will demonstrate how engaging learning experiences enhanced the "knowledge
economy" skills of the participants and how employability skills, as identified
by the Conference Board of Canada, can be integrated in rigourous, multi-disciplinary
academic programs. It will also provide an overview of Knowledge
House's SmarterTeams(TM) platform, an e-learning environment established
specifically for the delivery of collaborative, problem-based learning.
Kaufman, Dr. David
Professor/Director, Faculty Development
Division of Medical Education, Dalhousie University
June 6, Session 2
Online Course for Pre-Medical Students:
Quantitative and Qualitative Evaluation
An online summer course was developed
to enhance students' skills in cooperative learning and self-directed learning,
Internet search strategies, problem solving, creativity and project management
skills. These skills were developed by pre-medical students in a four-week,
voluntary course delivered over the Internet to the Class of 2004 during
summer 2000.
Approximately 6-8 hours of work were built into each week, including pre- and post-tests, content material, self-directed learning exercises, bulletin board, and chat. The first two weeks of the course consisted of introductory, socialization, and team building exercises and included an Internet search skills module. The third week of the course was organized around a clinical case that required the students to research several specific aspects of diabetes mellitus; in the fourth week, the teams organized and developed a paper on the clinical problem using a jigsaw cooperative learning structure.
Kidney, Mike
/ Kuder, Tracy / Boutilier, Sue
Curriculum Consultants, Distance Education
and Part Time Studies, Nova Scotia Community College
June 6, Session 1
Refocussing Apprenticeship: A Model
for Apprenticeship Training into the New Millenium
Apprenticeship combines the acquisition
of skills with training. Apprentices gain up-to-date quality training and
learn to work efficiently, using the latest techniques. Traditionally,
in each year of apprenticeship, apprentices have been required to leave
their place of work for periods from three to eight weeks to attend technical
training sessions. For many employers and apprentices, this arrangement
has become increasingly inconvenient. Employers lose the productivity of
a valuable employee and apprentices often must incur the expenses related
to traveling to the training institution. Refocusing Apprenticeship is
a pilot project exploring the potential of a new approach to the delivery
of apprenticeship training. The goal of the project is to provide maximum
access to apprenticeship training and reduce the financial burden to external
funding agencies and to apprentices. Another major component of Refocusing
Apprenticeship establishes a system of accreditation through which accredited
employers and training providers will be recognized to a predetermined
standard by the Apprenticeship Training Division. Taking advantage of the
most current communication technologies, Refocusing Apprenticeship has
established a Virtual Campus that allows apprentices to access their technical
training through a computer terminal. Classes will combine user-friendly,
interactive distance education methods with part-time classroom instruction
and self-study. The Virtual Campus allows apprentices to access their technical
training wherever a computer Internet connection is located: at home, at
work, in the nearest training institution or Internet access point in their
community. The initiative stands as an innovative example of where apprenticeship
training can and should be going as we progress into the new millennium.
Munro, Sophia (on behalf
of Cheryl Prokopanko)
Consultant, Distance Learning and Information
Technologies, Manitoba Education and Training
June 6, Session 1
The Curriculum Navigator: an Information-Technology
Integration Resource and Planning Tool for Manitoba Teachers
In Fall, 1998, the Curriculum Information
Technology Integration (CITI) Project was initiated to support Manitoba's
Kindergarten to Grade 8 teachers in their selection and integration of
information technology into English language arts, mathematics, and science.
The resulting product of the CITI Project, the Curriculum Navigator, is
a dynamic, online teaching resource and planning tool. This tool supports
the integration of information technology with core curricula by providing
educators with flexible, integrated, instructional and assessment strategies
that help students to achieve curricular outcomes and to build upon and
enhance students' information technology literacy skills.
The Curriculum Navigator is currently under development and will be released in phases. The Kindergarten to Grade 4 version of the resource is presently being field validated and will be released in the Spring 2001. The Grades 5 to 8 version will be released in the following year. Possibilities for providing a CD-ROM version, with less functionality, is also being investigated. This will allow teachers who do not have Internet access to use the resource. Professional learning opportunities related to the use and application of the Curriculum Navigator will be provided.
White, Cheryl
Research Coordinator, Health and Community
Studies, Grant MacEwan College
June 6, Session 1
Integrating Professional Development
into Collaborative Course Development
Professional development has traditionally
tended to take the form of short, in-service sessions focused on one topic
or skill. One of the weaknesses of this model of professional development
is the limited impact new learning has on changing instructional practice.
Learning to design and teach online courses requires an ongoing model of
training and support to assist instructors in learning how to use new technologies
as well as how to teach with them.
In a current project at Grant MacEwan College, professional development activities are being tied to a collaborative course development process. Instructors work with an instructional designer to establish course development goals, assess instructor learning needs and develop a professional development plan that mirrors the course development process. Online course development work is supported by dedicated technical support staff. This model uses active learning, assuming that instructors are most interested in learning about instructional design and learning technologies when they need to develop a course. Using the course under development as the context, instructors will learn about ways to present content, to adapt learning and assessment activities, course management and structure that is appropriate for their students' needs and the course goals.
