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Office of Open Learning

Three-Year Limited-Term Ancillary Academic  Staff, Online and

Blended Learning  Specialist

The University of Windsor invites applications for a Three-Year Limited-Term Ancillary Academic Staff, Online and Blended Learning

Specialist position in the Office of Open Learning commencing July 1, 2014. This position is subject to final budgetary approval.

 

The Office of Open Learning is a new unit at the University of Windsor with a mandate to enhance the University’s capacity in development and delivery of online, open and blended learning opportunities to our 17,000 students. The Office is a small, dynamic team of online learning specialists, with a growing local and national reputation. For further details on the office, visit our blog at: http://ctl2.uwindsor.ca/openlearning or our website: http://www.uwindsor.ca/openlearning.

 

The Ancillary Academic Staff , Online and Blended Learning Specialist is part of a small team that collaborates closely with academic departments, individual instructors, graduate and other teaching assistants, support units, and committees across the University of Windsor. The goal of the Office is to increase the development and delivery of high quality online and blended learning opportunities through evidence-based teaching and learning practices. We promote and support effective curriculum reform at all levels, and assist in the introduction and support of appropriate evidence-based educational technology use to teaching practices across the University.

 

The Office aims to drive pedagogical and cultural change, and support innovation in teaching and learning. The Online and Blended Learning Specialist will support this mandate in a variety of ways, through teaching, scholarship and service. The successful candidate  for  this  position  will  have  teaching  experience  (delivering  workshops,  teaching  formal  and  informal  courses,  and contributing to the University Teaching Certificate and other formal programs where appropriate, particularly with respect to online and blended learning pedagogies); pedagogical service; and research and scholarly activity (promoting and supporting scholarly activity in online and blended teaching learning).

 

The successful candidate will have a graduate degree (minimum of Masters degree in Educational Technology, Online or Distance Education, or related fields; PhD or Ed.D. strongly preferred); experience in educational development (particular focus on eLearning, online learning, open learning, distance education, or blended learning); experience in course and curriculum design, instructional design,  learning  outcome  development,  curriculum  alignment,  and  event  coordination;  experience  in  curriculum  change  or instructional design project management; successful teaching experience at a university level (undergraduate and/or graduate), and faculty development workshops/teaching; demonstrated strong interest and scholarship in eLearning, online learning, open learning, distance education, blended learning and eAssessment; strong knowledge of pedagogy and effective teaching practices in online and blended teaching and learning; familiarity with teaching and learning literature, and research and scholarship methodologies in teaching and learning; excellent oral and written skills in English; excellent interpersonal skills, including the ability to work effectively as part of a small team, and to consult with students, faculty and staff from a variety of backgrounds in a professional and collaborative manner; excellent organisational skills, including managing multiple deadlines and tasks with competing priorities; familiarity with the academic mission of the university, the goals of undergraduate and graduate education, and professional development of university teachers; and demonstrated leadership ability.

 

Applications will include:

•   a letter of application, including a statement of citizenship/immigration status;

•   a detailed and current curriculum vitae;

•   a teaching or educational development dossier;

•   three current letters of reference forwarded by the referees directly to the Chair.

The short-listed candidates may be invited to provide further information in support of their applications.  To ensure full consideration,

complete an online application (http://www.uwindsor.ca/facultypositions) by the deadline date of May 5, 2014.

 

Reference Letters to be sent to:

Nick Baker, Chair, Appointments Committee,  The Office of Open Learning

University of Windsor,  401 Sunset Ave., Windsor,  Ontario N9B3P4

Phone: (519) 253 3000, Ext. 4925, Email: nbaker@uwindsor.ca

 

Applicationsmaystillbereceivedafterthedeadlinedate.Theacceptanceofalatesubmissionisatthediscretionoftheappointmentscommittee. The University of Windsor is committed to equity in its academic policies, practices, and programs; supports diversity in its teaching, learning, and work environments; and ensures that applications from members of traditionally marginalized groups are seriously considered under its employment equity policy. Those who would contribute to the further diversification of our faculty and its scholarship include, but are not limited to, women, Aboriginal peoples, persons with disabilities, members of visible minorities, and members of sexual minority groups. The University of Windsor invites you to apply to our welcoming community and to self identify as a member of one of these groups. International candidates are encouraged to apply; however Canadians and permanent residents will be given priority. To ensure that you are considered within the priorities of the Employment Equity Program, you may self identify in your letter of application or in a separate letter to the Presidential Commission on Employment Equity, c/o Gerri Pacecca, Office of the Provost and Vice-President Academic,

511 Chrysler Hall Tower, 401 Sunset Avenue, University of Windsor, Windsor, Ontario, N9B 3P4. The University of Windsor, one of Ontario’s leading academic institutions, provides a learning-centred approach which prepares its graduates for the challenges of tomorrow.  Information about the University of Windsor and its programs may be found at http://www.uwindsor.ca.  For more information on living and working at the University of Windsor, visit the Faculty Recruitment and  Retention  website  at  http://www.uwindsor.ca/facultyrecruitment,  or  contact  Ms.  Gerri  Pacecca  (Email:  recruit@uwindsor.ca),  Faculty  Recruitment Coordinator, Office of the Provost and Vice-President Academic toll- free at 1-877- 665-6608 within North America or call collect outside of North America at

001-519-561-1432.

www.uwindsor.ca/facultypositions

 

Posted by: Richard Schwier | April 13, 2014

EdTech Talk Live session, April 14

Jennifer Maddrell invites you to Jeff Lebow‘s I Have a Question#2  on EdTech Talk Live.
Mon, April 14, 9:00 AM GMT+9
Posted by: Richard Schwier | April 10, 2014

One door closes, and another…?

I nearly sent this on April 1, but decided it would be a lousy choice of days to announce this formally. Then I got cold feet and resisted posting it at all.  Oh well, here goes.

You may have noticed I’ve renamed this site “ETAD Café Canadien” to mark a change in management. Dirk Morrison and Jay Wilson will be doing most of the posting here in the future, but I’ll still pipe in from time-to-time.

Why? Because as of July 1, 2014, I will be retiring from the University of Saskatchewan. Yup, 36 years and no longer counting. But let me follow up with the obvious—I’m not bailing out on educational technology and design. It is a huge part of my life and identity, and frankly, I love it way too much to walk away. I just won’t be pulling a paycheque from the U of S, or attending any meetings! My first free gig will be to attend the ETAD Summer Institute from July 3-5, and my second will be as a visiting scholar at Indiana University-Bloomington to finish some long overdue work on a book about “studio and design pedagogies” with Elizabeth Boling and Kennon Smith at IU, Katy Campbell from the U of A, and Colin Gray from wherever he lands next year.

But enough about me. I just wanted to get the word out to whomever might care to know, and this seems like the most convenient way. I won’t try to thank everyone who deserves it, but you know who you are, and please know I carry you deep—very deep—in my heart. I salute my colleagues here and elsewhere, and my many former students who have eclipsed my meager contributions and made the entire ride worthwhile. Educational technology is a special entity, maybe because we have so many ways our work can be expressed. We defy any easy definitions, and I think that’s a good tradition to continue. As a friend once told me, “We need to preserve the mystery of our craft”.

But I think the really mysterious aspect of educational technology is that it is a profession chockablock with positive people, people who are welcoming, caring, generous, and passionate about learning. I don’t know why we have attracted so many great people to our shores, but I know they exist, and it is worth celebrating. And I still have a deep reverence for universities and I know how lucky I’ve been to be part of the academy lo these many years.

So thanks, everyone, for continuing to be an inspiration to me, and for what I know will be another few decades of good times ahead for all of us.

We invite you to the April CIDER session of our 2013-14 season. This free, online session will continue our ongoing annual K-12 series by Dr. Michael Barbour from Isabelle Farrington College of Education, Sacred Heart University, Connecticut.

Title: State of the Nation 2013: K-12 online learning in Canada

This presentation will highlight the details of the sixth annual State of the Nation: K-12 Online Learning in Canada report, highlighting the latest enrolment numbers and continuity and change in regional regulatory regimes.

A new feature in the sixth edition of the study: K-12 distance education programmes that fall under federal jurisdiction are accurately represented. All First Nations, Metis and Inuit (FNMI) education falls under the jurisdiction of Aboriginal Affairs and Northern Development Canada (AANDC). During the 2011-12 school year, there were five FNMI K-12 distance education programmes that operate under agreements signed between the education authorities that manage these programmes and AANDC, as well as provincial Ministries of Education in some instances. Further highlights are available at http://cider.athabascau.ca/sessions

When: Wednesday, April 2, 2014 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://connect.athabascau.ca/cidersession/

Registration is not required; all are welcome. For more information on CIDER and our monthly Sessions, please visit our new website:
https://landing.athabascau.ca/groups/profile/289790/cider

Pre-configuration:
Please note that it is extremely important to get your system set up prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 15 minutes prior to the scheduled presentation.

OPEN CALL:

We are looking for potential speakers to fill the remaining slots in our 2014 season of CIDER Sessions. Do you have recent research into distance or online education of interest to our CIDER community? Please send a note, with an abstract describing your study and research methodology, to Dr. Terry Anderson at:
terrya@athabascau.ca

Posted by: Richard Schwier | March 14, 2014

Journal of Computing in Higher Education, 26 (1)

Journal of Computing in Higher Education. Volume 26 Number 1 is now available on SpringerLink . 
Introduction to special issue on quality research
Gary R. Morrison
Abstract    Full text HTML    Full text PDF

Measuring meaningful outcomes in consequential contexts: searching for a happy medium in educational technology research (Phase II)
Steven M. Ross & Jennifer R. Morrison
Abstract    Full text HTML    Full text PDF

Suggestions for structuring a research article
James D. Klein & Robert A. Reiser
Abstract    Full text HTML    Full text PDF

Publishing in high quality journals: perspectives from overworked and unpaid reviewers
Linda Bol & Douglas J. Hacker
Abstract    Full text HTML    Full text PDF

Developing a research agenda: contributing new knowledge via intent and focus
Peggy A. Ertmer & Krista D. Glazewski
Abstract    Full text HTML    Full text PDF

Qualitative research in educational communications and technology: a brief introduction to principles and procedures
Delia Neuman
Abstract    Full text HTML    Full text PDF

A meta-analysis of blended learning and technology use in higher education: from the general to the applied
Robert M. Bernard , Eugene Borokhovski , Richard F. Schmid , Rana M. Tamim & Philip C. Abrami
Abstract    Full text HTML    Full text PDF
Do you want to publish your ar

Freie Universität Berlin Berlin, Germany 29-30 October 2014

2014 Featured Theme

The Representation of Possibility: Understanding Change and Continuity through the Image

No image can solely be a mirror on the world. This is because it is the outcome of an act of human agency. There is a more-than-fortuitous etymological connection between ‘image’ and ‘imagination’. Images can be willed. They can speak to hopes and aspirations. The world re-seen is the world transformed. What’s in the imagination for now can become an agenda for practice and politics tomorrow. The conference theme for 2014 - Representation of Possibility: Understanding Change and Continuity through the Image - aims to engage the fundamental question of agency at the core of image making and interpretation.

Conference Focus

We are inviting proposals for paper presentations, workshops/interactive sessions, posters/exhibits, or colloquia (See Proposal Types) addressing the Image through one of the following themes:

The Form of the Image Image Work The Image in Society
2014 Featured Theme
The Representation of Possibility:
Understanding Change and Continuity through the Image

Proposal ideas that extend beyond these thematic areas will also be considered. For more information about the ideas and themes underlying this community, see Our Focus.

We also offer participation options for those individuals who cannot attend the conference. Authors who wish to submit an article for potential publication in the Image Journal may submit a Proposal for Article Submission, while all members of the knowledge community with an accepted proposal may submit an online presentation to the knowledge community YouTube channel.


Submit a Conference Proposal

To learn more about preparing and submitting your conference proposal, including guidelines, deadlines, and “how-to” information, go to Submitting Your Work: Conference Presentations.


Submit Artistic Work

To learn more about The Image Conference Exhibition, including guidelines and deadlines, please contact the exhibition organizers.


Featured Theme

The Representation of Possibility: Understanding Change and Continuity through the Image

No image can solely be a mirror on the world. This is because it is the outcome of an act of human agency. There is a more-than-fortuitous etymological connection between ‘image’ and ‘imagination’. Images can be willed. They can speak to hopes and aspirations. The world re-seen is the world transformed. What’s in the imagination for now can become an agenda for practice and politics tomorrow. The conference theme for 2014 – Representation of Possibility: Understanding Change and Continuity through the Image – aims to engage the fundamental question of agency at the core of image making and interpretation.


Berlin & The Image

The 2014 conference journeys to Berlin’s Seminaris CampusHotel Berlin – Science and Conference Center on the campus of Freie Universität Berlin.

Berlin – an international city of the arts – is home to over 400 galleries, 150 museums, 200 film houses, and 50 theaters and opera houses. Each day, an average of 1,500 cultural events take place in the city. With a thriving creative heritage, Berlin is a cultural and geographic hub for the creative arts and entertainment in Europe and abroad. Making up a sizable sector of the economy, the creative industries of Berlin include music, film, advertising, architecture, art, design, fashion, performing arts, publishing, research and development, software, television, radio, and video games.

The Freie Universität Berlin – consistently ranked as one of the premier German universities – was founded by students and scholars in 1948 with support from American Allies and politicians in Berlin. In response to the subjugation of students who were critical of the educational system in the Soviet sector of the divided city, students and scholars sought to pursue to their academic work and research at Freie Universität, away from political influence. Now boasting over 15 departments and central institutes, the university has a number of interdisciplinary centers, including the Dahlem Humanities Center, and maintains a broad range of cooperative arrangements all over the world.

Engaged by the creative and collaborative spirit of Berlin, we bring to topic “The Image” – providing a cross-disciplinary forum to examine the nature and functions of image-making and images.

Posted by: Richard Schwier | March 2, 2014

Designers for Learning Webinar: Faculty Advisors Town Hall D

From our Friend of ETAD, Jennifer Maddrell

Mark your calendar for Thursday, March 6th at 7:00 p.m. CST for our next live Grace Centers of Hope service-learning project webinar. Here is the start time in your area … http://goo.gl/HUyrVo. In this Faculty Advisor Town Hall, the faculty advisors on the project have been invited to share their ideas for the project and perspectives on the design process. It will be a very informal discussion (no PowerPoint slides, I promise) to chat about the instructional design process framed by our service-learning projects.

Check our project website at https://sites.google.com/site/oerforccr/webinar-live at the start time to confirm the logistics for the webinar as we may use either Google Hangouts on Air or Fuze Meeting.  Note, as always, the live session will be recorded and posted on the project website at https://sites.google.com/site/oerforccr/webinars.

#oer   #oerccr  

View event in Google+: https://plus.google.com/events/c3hvq73iq8vmhtgm07juq6oi9fk

https://plus.google.com/events/c3hvq73iq8vmhtgm07juq6oi9fk

Posted by: Richard Schwier | February 24, 2014

IRRODL, vol 15, no. 1

The International Review of Research in Open and Distance Learning

Vol 15, No 1 (2014)

Table of Contents

Editorial

Editorial: Volume 15, Number 1 HTML PDF MP3 EPUB
Dianne Conrad  
 

Research Articles

Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada HTML PDFMP3 EPUB
Jesse Simon, Kevin Burton, Emily Lockhart, Susan O’Donnell  
Roles and student identities in online large course forums: Implications for practice HTML PDF MP3 EPUB
Jacqueline Aundree Baxter, Jo Haycock  
A cultural-historical activity theory investigation of contradictions in open and distance higher education among alienated adult learners in Korea National Open University HTML PDF MP3 EPUB
K. P. Joo  
Benchmarking the habits and behaviours of successful students: A case study of academic-business collaboration HTML PDF MP3 EPUB
Elizabeth Archer, Yuraisha Bianca Chetty, Paul Prinsloo  
Multi-country experience in delivering a joint course on software engineering – numerical results HTML PDF MP3 EPUB
Zoran Budimac, Zoran Putnik, Mirjana Ivanović, Klaus Bothe, Katerina Zdravkova, Boro Jakimovski  
An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course HTML PDF MP3 EPUB
Joohi Lee  
Initial trends in enrolment and completion of massive open online courses HTML PDF MP3 EPUB
Katy Jordan  
A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments HTML PDF MP3 EPUB
Yu-Chun Kuo, Andrew E. Walker, Brian R. Belland, Kerstin E. E. Schroder, Yu-Tung Kuo  
Student satisfaction with a web-based dissertation course: Findings from an international distance learning master’s programme in public health HTML PDFMP3 EPUB
Roger Harrison, Isla Gemmell, Katie Reed  
Design and implementation of a simulation-based learning system for international trade HTML PDF MP3 EPUB
Guo-Heng Luo, Eric Zhi-Feng Liu, Hung-Wei Kuo, Shyan-Ming Yuan  
How well do Canadian distance education students understand plagiarism? HTML PDF MP3EPUB
Cheryl Ann Kier  
Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania HTML PDFMP3 EPUB
Joel Samson Mtebe, Roope Raisamo  
Introducing a learning management system at a Russian university: Students’ and teachers’ perceptions HTML PDF MP3 EPUB
Natalya Emelyanova, Elena Voronina  
Rethinking dropout in online higher education: The case of the Universitat Oberta de Catalunya HTML PDF MP3 EPUB
Josep Grau-Valldosera, Julià Minguillón  
The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia HTML PDF MP3 EPUB
Amani K Hamdan
Posted by: Richard Schwier | February 5, 2014

8th International Conference on e-Learning 2014

8th International Conference on e-Learning 2014

Lisbon, Portugal, 15 – 18 July 2014

(http://www.elearning-conf.org/)

Part of the Multi Conference on Computer Science and Information Systems (MCCSIS 2014)

Lisbon, Portugal, 15 – 19 July 2014

(http://www.mccsis.org/)

* Keynote Speaker (confirmed):

Professor Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK

* Conference Scope

The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning.

The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. For more details please check http://www.elearning-conf.org/call-for-papers

* Paper Submission

This is a blind peer-reviewed conference. Authors are invited to submit their papers in English through the conference submission system by March 3, 2014. Submissions must be original and should not have been published previously.

* Important Dates:
- Submission Deadline (1st call – new date): 3 March 2014
- Notification to Authors (1st call – new date): 31 March 2014
- Final Camera-Ready Submission and Early Registration (1st call – new date): Until 28 April 2014
- Late Registration (1st call – new date): After 28 April 2014

* Paper Publication

The papers will be published in book and electronic format with ISBN, will be made available through the Digital Library available at http://www.iadisportal.org/digital-library/showsearch.

The conference proceedings will be submitted for indexing to INSPEC, EI Compendex, Thomson ISI, ISTP and other indexing services.

* Conference Contact: 
E-mail: secretariat@elearning-conf.org
Web site: http://www.elearning-conf.org/

* Organized by: International Association for Development of the Information Society

* Registered participants in e-Learning conference may attend the other conferences part of MCCSIS 2014 free of charge.

 

Posted by: Richard Schwier | January 29, 2014

Designers for Learning call for volunteers- Jan 31 deadline

From Jennifer Maddrell

Just a quick reminder that we are winding down the Call for Volunteers for the first three pilot service-learning projects facilitated by Designers for Learning … see call for volunteers | oerforccr. The deadline to complete the online application is midnight CST on Friday, January 31st. The final project teams will be announced on the February 15th kick-off. The focus of the pilot is the design of open educational resources and instruction for college and career readiness. Information about the projects and the application process is described at the collaborative design space for this project … see 
oerforccr

These projects are targeted to college faculty and currently enrolled instructional design students in need of course, internship, or practicum projects for this semester. Please note that this is a 100% virtual volunteer opportunity that does not require any volunteer to be physically present at any location. These pilots are the only service-learning projects we will be facilitating this semester. Therefore, if you are interested in applying as either a student volunteer or a faculty sponsor / advisor, please respond to this Call for Volunteers on or before the January 31, 2014 deadline. 

Questions or Comments?
Thank you for your interest in volunteering your time, skills, and knowledge to this important need! Please forward this Call for Volunteers to other students or faculty, and contact me atjmaddrell@designersforlearning.org with any questions or comments.

Sincerely,
Jennifer Maddrell
email: jmaddrell@designersforlearning.org
twitter: http://twitter.com/JenM

Designers for Learning updates are posted at:

Our website: http://designersforlearning.org/category/news
Facebook: http://facebook.com/designersforlearning
Google+: http://plus.google.com/+DesignersforlearningOrg
Twitter: http://twitter.com/design4learn

 

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