Posted by: Richard Schwier | July 22, 2014

ID Position at The Hong Kong Polytechnic University

The Hong Kong Polytechnic University is a government-funded tertiary institution in Hong Kong. It offers programmes at various levels including Doctorate, Master’s, and Bachelor’s degrees. It has a full-time academic staff strength of around 1,250. The total consolidated expenditure budget of the University is about HK$5 billion per year.

Educational Development Centre

The mission of the Educational Development Centre is to enhance the quality of teaching and learning at the University and support the University’s strategic initiatives in nurturing the development of all-round students with excellent professional competence. The Centre offers a variety of services, including short courses and workshops on teaching and learning, individual consultations, support for student learning outcomes assessment, teaching evaluation services, and activities which promote and support the use of educational technologies to enhance student learning. Please visit the website at for more information about the Centre.

Instructional Design Specialist (several posts)

The appointees will be appointed at the substantive level of Educational Development Officer and will be required to (a) promote the effective and integrative use of educational technologies for enhancing teaching and learning at the University such as Learning Management Systems and Massive Open Online Courses (MOOCs); (b) provide consultation and expertise to subject experts and e-learning project teams on effective application of online pedagogy and instructional design in the development of e-learning materials and online instructional systems; (c) coordinate the development, implementation and maintenance of e-learning projects; (d) plan, develop and offer professional development opportunities for staff in the areas of instructional design and the appropriate use of instructional technologies; and (e) perform any other duties as assigned by the Director of the Centre or her delegates.

Applicants should have (a) at least a master’s degree in Education or a related field, preferably in Learning and Educational/Instructional Design; (b) a minimum of eight years’ relevant experience in the area of instructional design, preferably in technology-enriched instruction or e-learning projects at university level; (c) a proven competence and expertise in online pedagogy; (d) knowledge of Learning Management Systems such as Blackboard, as well as MOOCs, and experience of providing professional development and support for academic staff in these areas; (e) some knowledge of big data analytics; (f) excellent facilitation/interactive teaching skills and a commitment to student-centred learning; (g) a proactive and innovative work style with the ability to work independently and co-operatively; (h) strong organizational, problem-solving and leadership skills; and (i) excellent communication, consultation and interpersonal skills.

Shortlisted candidates will be required to submit a portfolio of their recent work/accomplishments and attend an interview.
Applicants are invited to contact Mr Ian Brown at email<> further information.

Remuneration and Condition of Service

A highly competitive remuneration package will be offered. Initial appointment will be made on a fixed-term gratuity-bearing contract. Re-engagement thereafter is subject to mutual agreement. Applicants should state their current and expected salary in the application.

Please submit application form via email to<;>; by fax at (852) 2364 2166; or by mail to Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process. Application forms can be obtained via the above channels or downloaded from The closing date for application is Friday, 29 August 2014. Applicants who are not invited to an interview within two months of the closing date should consider their applications unsuccessful. Details of the University’s Personal Information Collection Statement for recruitment can be found at

Posted by: Richard Schwier | July 18, 2014

Canadian Journal of Education vol. 37, no. 1 (2014) published

The Canadian Journal of Education/Revue canadienne de l’éducation has just
published its latest issue at
We invite you to review the Table of Contents here and then visit our web
site to review articles and items of interest.

Thank you for your continuing interest in our work,

Ms. Katy Ellsworth

Chers lecteurs,

Le plus récent numéro de Revue canadienne de l’éducation vient d’être
publié à l’adresse suivante : Nous vous invitons à
consulter la table des matières, puis à visiter notre site web pour y lire
les articles qui vous intéressent.

Nous vous remercions de l’intérêt que vous portez à notre revue.


Ms. Katy Ellsworth

Canadian Journal of Education/Revue canadienne de l’éducation
Vol 37, No 1 (2014)
Table of Contents

Youth Voice In and Outside of School: Stories of New Possibilities (1)
Jrène Rahm, Annie Malo
La voix des jeunes à l’école est au-delà: envisager de nouvelles
possibilités (11)
Annie Malo, Jrène Rahm

« Un élève comme nous » : apports d’une perspective interactionniste
stratégique pour comprendre le point de vue d’élèves au secondaire sur
l’expérience d’avoir un stagiaire en enseignement (24)
Annie Malo
Indispensable Insight: Children’s Perspectives on Factors and Mechanisms
that Promote Educational Resilience (46)
Jayne A. Downey
Le rappel stimulé pour mieux comprendre les stratégies de lecture
d’élèves du primaire à risque et compétents (72)
Catherine Turcotte, Émilie Cloutier
L’entretien d’autoconfrontation : la prise en compte du point de vue de
l’élève pour développer l’activité en classe (96)
Sylvie Moussay, Eric Flavier
Conduite de l’entretien auprès des jeunes scolaires : le cas de
l’autoconfrontation dans une approche « orientée – activité » (120)
Jerome Guerin, Jacques André Méard
Tensions in Creating Possibilities for Youth Voice in School Choice: An
Ethnographer’s Reflexive Story of Research (140)
Megan Cotnam-Kappel
Intégrer les points de vue des élèves dans les recherches en contexte
scolaire : promesses théoriques et écueils pratiques de l’ethnographie
visuelle (163)
Matthias Pepin
“Science isn’t just what we learn in school”: Using video and
arts-based methods to engage youth in science conversations (185)
Allison Jardim Gonsalves
Youth Voice and Positive Identity Building Practices: The Case of
ScienceGirls (209)
Jrène Rahm, Audrey Lachaîne, Ahlia Mathura
Youth, much to say – with trust, time and tools: education experiences of
Inuit youth in Nunavik (233)
Tatiana Garakani
Donner la parole aux jeunes et faire entendre leurs voix : défis d’une
recherche auprès de jeunes d’origine haïtienne à Montréal (258)
Gina Lafortune
Youth participatory action research and school improvement: The missing
voices of black youth in Montreal (283)
Anne-Marie Livingstone, Jacqueline Celemencki, Melissa Calixte
La (re)lecture des mots, du monde et des maux des jeunes Noirs: apports de
la pédagogie critique aux méthodologies de la recherche (308)
Gina Thésée, Paul R. Carr

Book Reviews//Comptes Rendus
Compte rendu “Rethinking Children and Research : Attitudes in Contemporary
Society” (330)
Sardar Anwaruddin

Canadian Society for the Study of Education/Société canadienne pour
l’étude de l’éducation

Posted by: Richard Schwier | July 10, 2014

IRRODL, 15(3) available

International Review of Research in Open and Distance Learning

Vol 15, No 3 (2014)

Table of Contents
Editorial: Volume 15, Number 3
Dianne Conrad

Research Articles
Success factors for e-learning in a developing country: A case study of Serbia
Miroslava Raspopovic, Aleksandar Jankulovic, Jovana Runic, Vanja Lucic

Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US
Gulnara Sadykova

Ghosts, stars, and learning online: Analysis of interaction patterns in student online discussions
Debbie Samuels-Peretz

University faculty’s perspectives on the roles of e-instructors and their online instruction practice
Chiungsui Chang, Hun-Yi Shen, Zhi-Feng Liu

First steps towards a university social network on personal learning environments
Veronica Marin Diaz, Ana Isabel Vazquez Martinez, Karen Josephine McMullin

Factors driving learner success in online professional development
Phu Vu, Vien Cao, Lan Vu, Jude Cepero

Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)
Rui-Ting Huang, Chia-Hua Hsiao, Tzy-Wen Tang, Tsung-Cheng Lien

Coping with the challenges of open online education in Chinese societies in the mobile era: NTHU OCW as a case study
Shelley Shwu-Ching Young, Hui-Chun Hung

Telecommuting academics within an open distance education environment of South Africa: More content, productive, and healthy?
Deon Harold Tustin

Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
Bethany Alden Alden Rivers, John T. E. Richardson, Linda Price

Examining the impact of video feedback on instructor social presence in blended courses
Jered Borup, Richard E. West, Rebecca Thomas, Charles R. Graham

Global transition in higher education: From the traditional model of learning to a new socially mediated model
Blessing Mbatha

Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience HTML PDF MP3 EPUB
Milos Ljubojevic, Vojkan Vaskovic, Srecko Stankovic, Jelena Vaskovic
Exploring the impact of role-playing on peer feedback in an online case-based learning activity
Yu-Hui Ching

Technical Notes
Peer assessment for massive open online courses (MOOCs)
Hoi K. Suen

Leadership in Open and Distance Learning Notes
Leadership Notes editorial: Distributed leadership for distributed learning
Marti Cleveland-Innes

Leadership strategies in mobile English as a Second Language training
Djenana Jalovcic, Linda McCloud-Bondoc, Anthony Ralston

Posted by: Richard Schwier | June 19, 2014

Congratulations #ETAD spring 2014 grads!

ETADuation was held a couple of weeks ago, on June 5 to be exact, and we now welcome some more stellar scholars as alumni of our M.Ed. program in educational technology and design.  A big ETAD shoutout to Ryan Banow, Mark Behrend, Jennifer Brokofsky, Aaron Hansen, Troy Harkot, Faron Hrynewich, Brent Larwood, Mark Selinger, and Kelly Wandler.  We also look forward to many happy years of collaboration ahead!


via Managing Editor
Catherine Chiappetta Swanson McMaster University

Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). Now in its seventh volume, the intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education.

Volume 7, Issue 1 of CELT reflects the work of over 41 authors who presented in 2013 at the STLHE’s 33rd annual conference in Sydney, Nova Scotia. Issue 1 Highlights the paper from the 2013 Alan Blizzard Award recipients.
Published online at , please feel free to explore Volume VII Issue 1 in the order most convenient to you, and to print out one or more of the articles to read and to consult at your leisure.

Posted by: Richard Schwier | June 11, 2014

Marguerite Koole joins Team ETAD!

We are thrilled to announce the addition of Dr. Marguerite Koole as Assistant Professor of Educational Technology and Design at the University of Saskatchewan.  Marguerite comes to us from Athabasca University where she has most recently been an Instructional Media Analyst at the Centre for Distance Education.  Her background is wonderfully diverse, and she brings an energetic program of research on mobile learning, learner preparation and readiness for doctoral students, and digital identity among other things.  And she’s an outstanding teacher! We welcome Marguerite to the ETAD family with open arms, and we look forward to a very exciting year ahead of us.


Here’s a small sample from Marguerite’s website (with her permission, of course).  You can visit her site at and get a better understanding of why we are so excited to welcome this outstanding teacher/scholar to our program.


Doctor of Philosophy (PhD)  – E-Research & Technology Enhanced Learning, Lancaster University (Thesis: digital identity)

Master of Education (MEd) – Distance Education, Athabasca University (Thesis: mobile learning)

Diploma – Multimedia Production, Lethbridge Community College (Audio, video, 3D, animation, graphic design)

Bachelor of Arts (BA) – Modern Languages, University of Lethbridge (Majors: French and Spanish)

I am a researcher, lecturer, and instructional designer. I have designed interactive, online learning activities for various learning purposes and platforms—including print, web, and mobile devices. I have experience in multimedia programming, content management, e-portfolios, and social software.

My educational trajectory reflects the diversity of  interests that has drawn me into the field of educational technology. I have a BA in Modern Languages and have studied French, Spanish, German, Blackfoot, Latin, Mandarin, and ancient Mayan hieroglyphics. My interest in languages led me to teaching. I have taught English as a Second Language (ESL), English for Academic Purposes (EAP) and university-level writing at the University of Lethbridge, Athabasca University as well as private schools in Canada and overseas. While teaching at the University of Lethbridge, I became interested in designing online educational resources. So, I completed a college diploma in Multimedia Production in which I studied web development, audio, video, animation, 3D animation, marketing, and business. In 2006, I completed the Masters of Education in Distance Education (MEd) through the Centre for Distance Education. Most recently in 2013, I have completed my doctoral work in educational research at Lancaster University, UK.


From Terry Anderson and Olaf Zawacki-Richter.  This promises to be a very significant book. And it’s free! 

Our book “Online Distance Education – Towards a Research Agenda” is now released and can be downloaded at:

Posted by: Richard Schwier | June 9, 2014

International Journal of Designs for Learning, Vol 5(1) published

This issue contains six peer-reviewed design cases, with two cases including
integrated multimedia elements. The attached pdf is for digital distribution
and contains active links to the articles from this issue. Please forward it
on to those you feel would be interested. We look forward to your
contributions and continued support of this exciting venue for scholarly
research in designs for learning!

Elizabeth Boling, Editor-in-Chief
Colin Gray, Assistant Editor

IJDL is dedicated to publishing descriptions of artifacts, environments, and experiences.

Posted by: Richard Schwier | May 29, 2014

Canadian Journal of Learning and Technology / Vol 40, No 2 (2014)

The Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has just published its latest issue
at We invite you to review the
Table of Contents here and then visit our web site to review articles and
items of interest.

Thanks for the continuing interest in our work,
Jenna Kelland
Managing Editor

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 40, No 2 (2014)
Table of Contents

Editorial / Éditorial
Heather Kanuka

Digitizing practical production work for high-stakes assessments  /  La
numérisation de travaux pratiques de production pour les évaluations à
enjeux élevés  /  La numérisation de travaux pratiques de production pour
les évaluations à enjeux élevés
Paul Newhouse,Pina Tarricone
L’utilisation d’internet par les parents d’enfants ayant un trouble du
spectre de l’autisme  /  Internet use by parents of children with autism
spectrum disorders
Georgette Goupil,Nathalie Poirier,Catherine des Rivières,Jean
Bégin,Valérie Michaud
Investigating the Benefits and Challenges of Using Laptop Computers in
Higher Education Classrooms  /  Étude sur les avantages et les défis
associés à l’utilisation d’ordinateurs portables dans les salles de classe
d’enseignement supérieur
Robin Holding Kay
Research priorities in mobile learning: An international Delphi study  / 
Les priorités de recherche en matière d’apprentissage mobile: Une étude
de Delphes internationale
Yu-Chang Hsu,Yu-Hui Ching,Chareen Snelson
Co-Teaching an Online Action Research Class  /  Co-enseignement et classe de
recherche-action en ligne
Brent G Wilson,Jennifer Linder VanBerschot

Book Review
Book Review of Handbook of Mobile Learning
Mohamed Ally

Posted by: Richard Schwier | May 21, 2014

President of the U of S terminated

I’ll let the following statement speak for itself. 

Statement from the University of Saskatchewan Board of Governors
May 21, 2014
Today the University of Saskatchewan Board of Governors announced the termination, without cause, of the appointment of Dr. Ilene Busch-Vishniac as President and Vice-Chancellor, effective immediately. She is eligible to take up her faculty post in the university’s College of Engineering.
In the wake of an ongoing reputational crisis related to recent leadership decisions, the Board met on May 19, 2014, and determined that further due diligence was required. The board has since gathered more information and has deliberated again. The board feels strongly that the university’s ongoing operations and its reputational rebuilding efforts will be more effective with new leadership.
It was a painful week for the University of Saskatchewan. Many students, faculty, staff, and alumni of the U of S, and the people of the province generally, were dismayed by news emerging from the campus over the last seven days. The board was deeply troubled by this situation and committed itself to repairing the university’s reputation.
The board has named Dr. Gordon Barnhart as the Acting President of the University of Saskatchewan. The board has every confidence that Dr. Barnhart will provide strong leadership at this critical time in the university’s history. He comes to the post with five decades of history with the university. The board is very pleased that Dr. Barnhart has accepted this acting role. He will begin in the acting role on May 22, 2014.

The board would also like to state in the strongest possible terms, that the University of Saskatchewan is committed to the principles of academic freedom and freedom of expression. It would also like to stress that it believes that tenure is a sacrosanct principle within this university.
Finally, the Board of Governors at the University of Saskatchewan continues to be strongly committed to the goal of financial sustainability and renewal.
Details regarding searches for both president and provost will be announced at a later date.
- 30 -
Biography of Gordon Barnhart
As a well-known historian, Barnhart  completed his BA (’66) in history at the U of S, and, after completing a masters degree at the University of Regina, returned to the U of S to complete his PhD in history (’98). From 2000 to 2005, he served as the University Secretary, and later taught political studies and history classes in the College of Arts and Science. Since 2012, Dr. Barnhart has been an adjunct professor in the College of Arts and Science, Department of History. Gordon Barnhart was the twentieth Lieutenant Governor of Saskatchewan, a post to which he was appointed in August 2006.  Prior to this, Barnhart served in a range of provincial and federal government positions, including Clerk of the Saskatchewan Legislative Assembly and Clerk of the Senate.


Older Posts »



Get every new post delivered to your Inbox.

Join 1,148 other followers