Posted by: Richard Schwier | August 31, 2015

JoSoTL 15(4) published and available

Okay, I have some degrees from Indiana University, Bloomington — full disclosure (yes, I liked Bobby Knight as a coach)– but here’s a journal I didn’t even know existed.  I have mixed feelings about SoTL generally, but there looks to be some good stuff here.

The Journal of the Scholarship of Teaching and Learning 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.
Christopher Young
Indiana University Northwest

Journal of the Scholarship of Teaching and Learning
Volume 15, Number 4
Table of Contents

Preparing students for studying abroad (1-20)
Federica Goldoni
The effect of instructing critical thinking through debate on the EFL
learners’ reading comprehension (21-40)
Maryam Danaye Tous, Abdorreza Tahriri, Sara Haghighi
I’ve Got You Covered: Adventures in Social Justice-Informed Co-Teaching
Cam Cobb, Manu Sharma
Evidences of Transformative Learning in Service-Learning Reflections (58-82)
Ren Hullender
Investigating the Impact of Feedback Instruction: Partnering Preservice
Teachers with Middle School Students to Provide Digital, Scaffolded Feedback
Angela Falter Thomas, Toni Sondergeld
Uncovering Embedded Face Threat Mitigation in Landscape Architecture
Critique Feedback (110-125)
Amy L. Housley Gaffney
Professor Age and Gender Affect Student Perceptions and Grades (126-138)
Shauna Joye, Janie H Wilson
Multilingual and Native English‐speaking Student Writers in Medical
Laboratory Sciences (MLS): A Comparative Pilot Study (139-160)
Janice Conway-Klaassen, Julie M Thompson, Patricia Eliason, Molly Rojas
Collins, Robin Murie, Donna Spannaus-Martin

Journal of the Scholarship of Teaching and Learning

via Michael Spector:


Bali, Indonesia, 31 July – 3 August 2016

Grand Inna Beach Hotel in Sanur, Bali



This conference addresses a broad range of critical important themes in the fields of

educational technology in order to improve the quality and access of education for

prosperous society. The educational technology study was first developed in the United

States and has inspired scholars in many countries throughout the world, including

Indonesia. Universitas Negeri Jakarta (UNJ) was the pioneer in educational technology as

it was the first institution that established educational technology study program in tertiary

education in Indonesia. Considering the fast development of educational technology

studies and practices in Indonesia, it is important to bring a worldwide conference on

educational technology to Indonesia with the support from the Association of Educational

and Communication Technology (AECT).

Universitas Negeri Jakarta ( in collaboration with Universitas

Terbuka (, Universitas Pendidikan Ganesha

(, Universitas Mahendradatta

( and the Association for Educational

Communications and Technology (AECT; are hosting the Educational

Technology World Conference in Bali, Indonesia on July 31 – 3 August, 2016. This is a

major international conference with distinguished keynote and invited speakers from

around the world.

The theme of this conference is “Educational Technology to Improve Quality and Access

of Education for Prosperous Society.” Keynote speakers include Muhamad Nasir

(Indonesia’s Minister of Research, Technology and Higher Education), Rudiatara

(Indonesia’s Minister of Communication and Informatics, Mike Spector (Professor

Learning Technologies at the University of North Texas; Educational Technology

Research & Development editor), Barbara Lockee (Professor of Instructional Design

Strategies for Open Learning and Instruction at Virginia Tech), and Tian Belawati

(Rector of Universitas Terbuka, Indonesia).

There are 9 subthemes each led by a distinguished scholar. They are as follows (subtheme

leaders have not yet been confirmed):

1. Innovation and Creativity – studies, practices, and ideas on innovation and

creativity and the relationships to policies, needs, practices, and the diffusion of

innovation. This also covers studies, practices and ideas pertaining to game-based

learning and gamification to support learning in a variety of formal and informal

learning situations (Alessandro de Gloria; University of Genoa/Marc Childress; Baker


2. Policy and Cultural Considerations – studies, practices and ideas on how education

policies along with demographic, geographic, economic and cultural factors influence

education technology (Youqun Ren; East China Normal University)

3. Networking and Collaboration – studies, practices, and ideas which involve the

collaboration of various parties (including different institutions and countries) in

order to continually share knowledge on learning (Demetrios Sampson; University of


4. Open Educational Resources – the development and empowerment of open

education resources related digital online libraries and the recognition and protection

of copyright through the creative commons and open source licensing (Rory

McGreal; Athabasca University)

5. MOOCs and Badges– concepts and issues related to the role of MOOCs and

competency-based badges in supporting learning , increasing accessibility, and

improving the quality of instruction (Mike Sharples; Open University of the UK)

6. Quality Assurance, Certification and Accreditation – studies, practices, and ideas

related to license, certification, accreditation, standards, and procedures in education,

including the implementation of a vision along with strategies and programs within an

institution in order to assure quality assurance, certification, and accreditation (Allan

Yuen; University of Hong Kong)

7. Information, Technology and Communication Integration – studies, practices,

and ideas on the integration of information, technology and communication in

learning process, especially in the planning, practices and evaluation, including the

use of integrated information, technology, and communication in creating knowledge.

(Dong Sik Kim; Hanyang University)

8. Design and Development – studies, practices, ideas on designs and the development

of learning as a solution to education quality and accessibility which can be applied in

education in order to build nations’ prosperity. This also covers studies, practices and

ideas pertaining to instructional principles, learning strategies, media selection and

evaluation; studies, practices and ideas pertaining to collaboration and group learning

strategies in support of a wide variety of learning tasks in diverse situations (Miguel

Nussbaum; Pontificia Universidad Católica de Chile/Jan Elen; Katholik University of

Leuven; Instructional Science editor/ Dave Merrill; Utah State University, retired).

9. Distance Education – studies, practices and ideas related to distance education,

including needs analysis, program development, registration systems, material

development, tutorials and testing affect quality and accessibility. This also covers

studies, practices and ideas pertaining to mobile learning applications to support both

formal and informal learning in a variety of situations (Trey Martindale; University of

Memphis/ Som Naidu; Swinburne University; Distance Education editor)


To submit a paper, please visit ETWC 2016 website ( Only

papers submitted through the electronic system and strictly adhering to the relevant form

publication are accepted. The submission falls into the following 2 categories: research

papers and conceptual papers.

Research Papers or conceptual papers (however, the most preferable papers are researchbased

papers) should address the following: problems, objectives/purposes, perspective (s)

or theoretical framework, significance of the study, techniques or modes of inquiry, data

sources/evidence, results and conclusions. The submitted paper must be consistent to the

following guidelines:

Full papers must be submitted to the conference secretariat ( no

later than February 15, 2015. Papers should be in English, double-spaced in TMR 12

font, and formatted according to APA 6 guidelines (see Papers should be submitted as a

DOC, DOCX, or RTF file. Types of submissions and sessions are:

Full Papers 2,500 – 6,000 words including references (20 minute presentation)

Short Papers 1,500 – 2,500 words including references (15 minute presentation)

Poster Presentations – no more than six Powerpoint slides. Posters should be submitted as

a PDF file and will be presented not in the form of paper presentation.


Deadline for abstract submission

(paper and poster presentations) 15 November 2015

Notification of abstract acceptance

(paper and poster presentations) 15 December 2015

Deadline for full paper submission* 15 February 2016

Deadline for early bird registration 1 April 2016

Deadline for online registration 15 June 2016

Full papers received after 15 February 2016 will NOT be published in the Conference

Proceedings. A participant who fails to meet the deadline will NOT be scheduled for



International Participants : USD 450

AECT members : USD 350

Local participants (students/IPTPI members/teachers/lecturers) : USD 250

Deadline for Early-bird Registration is 1 April 2016. Participants who register before 1

April 2016 will be registered as AECT (Association for Educational and Communication

Technology) and IPTPI (Ikatan Profesi Teknologi Pendidikan Indonesia – Association of

Indonesian Educational Technology Professionals) members for one year free.

Registration is conducted through an online system located at


All papers of ETWC presenters will be published in the conference proceedings. The

review board and AECT will select qualified papers. These papers will be further reviewed

prior to their publication on the international journal or on a book published by an

international publisher in the U.S.A. This process will be conducted in a cooperation with



By submitting a paper to ETWC, all authors agree to abide by all ETWC paper submission,

publication and presentation policies. Author(s) confirm that her/his work is original, has

not appear in any form of literature, and will not be submitted to any other venue

concurrently with ETWC submission or until it appears in ETWC proceedings.

Furthermore, upon paper acceptance, authors agree to transfer copyright on the accepted

paper to ETWC, and one of the authors will register the paper and present the paper at the


Paper withdrawal cannot be accepted after conference pre-registration data or within three

months of the actual event – whichever date comes first. The request for paper withdrawal

can be only accepted in writing through email, letter or fax to ETWC organizer.

ETWC organizer has no responsibility for any intentional or accidental misuse,

misinterpretation, or failure to follow the above rules and conditions, and holds no legal,

civil or other responsibility for opinions, content or utilization of any method/algorithm

expressed in conference proceedings.


There are 2 kinds of papers: research paper and conceptual paper. All manuscripts must

be written in ENGLISH. The length of manuscript for researh and conceptual papers is 20

pages. This also includes: diagrams, tables, pictures, formulas, and references. All

manuscripts must be prepared with great care to eliminate grammatical errors, misspellings

and font problems. Manuscripts should be submitted in MS Office Word 2007(.docx)

format. The accepted font type is Times New Roman size 12 and double space, tables in

font size 10. All diagrams, pictures and graphics must be embedded in the document. APA

6th Edition format for references is required for all manuscripts. The conference organizer

reserves the right to reject any manuscript that does not comply with the general format.

The Abstract Review Committee also reserves the right to reject abstract that does not

comply with the themes of the conference. All manuscripts must be sent via e-mail to the

Secretariat of ETWC 2016 at

Format for Manuscripts

The title of the manuscript should be bold and centered and less than 12 words (font 12).

The name of the author(s) with superscript number to refer to each author’s affiliation and

emails (leave a line after name of authors) must be placed under the title of the manuscript.

All abstracts must clearly indicate the purpose of the research, method, and important

findings of the research results. Abstract should not exceed 250 words. At least 3 keywords

must be shown after the abstract.

Below is the example of the required format

1. Written by two authors

Title of Manuscript (font 12, Bold, Centered)

Roslee Talip1, and Dg. Norizah Ag. Kiflee2

1,2School of Education & Social Development, Universiti Malaysia Sabah



2. Written by one author

Title of Manuscript (font 11, Bold, Centered)

Muchlas Suseno1

1Program Studi Pendidikan Dasar Program Pascasarjana Universitas Negeri Jakarta

Abstract (font 11, Centered and Bold)

All abstract must clearly indicate the purpose of the research and important

findings of the research. Abstract should not exceed 250 words. At least 3

keywords must be shown after the abstract. Abstract must be indented…

Keyword: Keyword1, Keyword2, Keyword3 (at least 3 keywords provided)

Main Body of the Text

The main body of the text should be divided into sections. Each section should be prefaced

by an appropriate heading. Heading 1 must be written in Bold and in Uppercase. Heading

2 must be written in italic and bold. Heading 3 must be written in italic. Please left-justify

all headings. The required sections are: INTRODUCTION (Background of Study, Literature

Review, Objectives), METHOD (Sampling Used, Procedure Collecting Data, Data Analysis),

RESULTS AND DISCUSSIONS, AND CONCLUSION. The first line of all paragraphs must be

indented by 1 inch (standard tab). Do not provide any space between paragraphs until you go

to the next section. Tables and figures should be numbered serially throughout the paper with

Arabic numerals, and each should be placed in the text where reference is made. All tables, table

headings, and table footnotes should be centered. Use 10-point Times New Roman for table

descriptions (on top of Table) and figure description (on bottom of Figure). Leave one single line

spacing before and after each table or figure. No footnote is allowed on all pages.

Below is the example of the required format


After the first heading, there must not be any line spacing. This must be consistent for all

others Level 1 Heading. After each paragraph ends, the next paragraph should be continued without

any line spacing too.

This is an example of content after the first paragraph. Please remember that you must not

leave any line spacing. However, you need to provide 1 single line spacing when you go the next

Level 1 Heading (for example next one is Literature Review).

Concepts of E-Learning (Example of Level 2 Heading)

This is an example of literature review on the concepts of e-learning as practiced by most


Table 1: Title

Figure 1: Title

Level 3 Heading (Example of Level 3 Heading)

This is another example on the use of Level 3 Heading which must be italic to

differentiate between the headings for level 1 and 2…….


Please remember that after a Heading you must not leave a line. This must be consistent

throughout the manuscript…..



Acknowledgments (if any)

Acknowledgments, if any, should be placed at the end of the text before the references. Skip a line

after the main body of the text.


References mentioned in the text should be numbered serially throughout the paper with Arabic

numerals following the APA 6th Edition.

Below is the example of the required format for references.


Blyth, C. S., & Davis, J. N. (2007). Using formative evaluation in the development of learnercentered

materials. CALICO Journal, 25-39. Retrieved from


Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory

research. Journal of Verbal Learning and Verbal Behavior, 11(2), 671-684.


The criteria evaluating the submitted abstract/article:

1. Is the abstract written in proper and sound English?

[ ] Yes [ ] No

If No, the abstract/article has to be rewritten?

2. Does the author adhere to the format according to the author guidelines? (e.g. Title,

Authors Names with Institutional Address and Email).

[ ] Yes [ ] No

3. Are there the problem(s) on abstract/article?

[ ] Yes [ ] No

If Yes, identified the problems to be revised by the author


4. Overall evaluation abstract/article: [ ] Accepted [ ] Revised [ ] Rejected

Posted by: Richard Schwier | August 18, 2015

Trends & Issues in Instructional Design

I’ve been meaning to post this for some time now, so here’s the catch-up.  This is a regular podcast on ID by a couple of excellent professors in our field.  Here’s their description of the cast, and their list of archived episodes. Check it out.


Stay current with the latest trends and issues in instructional design, educational technology, and learning sciences. Dr. Abbie Brown and Dr. Tim Green–professors of instructional design and educational technology–share their observations every two weeks in this podcast. Need a daily fix? Visit their Flipboard magazine at . You can also visit to discover what else they are working on or to get in touch with them.

Name Description Released Price

CleanEpisode 44 Trends for the Weeks of July 26-August 16: Facebook Studies, Software Reviews, and Getting Ready for School We discuss the trends and issues we observed during the weeks of July 26-August 16, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 3 trends. 8/17/2015 Free View In iTunes

CleanEpisode 43 Trends for the Weeks of July 13-25 Tablets in the Classroom, VR & Mixed Reality, and Social Media for Teaching and L We discuss the trends and issues we observed during the weeks of July 13-25, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 3 trends. The first trend is tablets. 7/27/2015 Free View In iTunes

CleanEpisode 42 Trends for the Weeks of June 15-July 12 More AR, ISTE, and Brain Research We discuss the trends and issues we observed during the weeks of June 15-July 12, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 4 trends. 7/14/2015 Free View In iTunes

CleanISTE 2015 Trends We Observed In this special episode we provide a summary of the trends we observed at the 2015 ISTE Conference in Philadelphia. We observed a number of maturing technologies: VR, 3D printers, and display boards controlled by a mobile device. 6/30/2015 Free View In iTunes

CleanEpisode 41 Trends for the Weeks of June 2-14 More VR, Security Issues, and Educational Apps & Web Site Lists We discuss the trends and issues we observed during the weeks of June 2-14, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 3 trends. 6/19/2015 Free View In iTunes

CleanEpisode 40 Trends for the Weeks of May 18-June 1 Google Cardboard, Robo-teachers as Teaching Assistants, & Lists of Effective W We discuss the trends and issues we observed during the weeks of May 18-June1, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 3 trends. The first trend  was, 6/2/2015 Free View In iTunes

CleanEpisode 39 Trends for the Weeks of May 4-17 VR Consumer Headsets, Educational and Instructional Design Resources, Cybersecurity We discuss the trends and issues we observed during the weeks of May 4-21, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 4 trends. 5/20/2015 Free View In iTunes

CleanEpisode 38 Trends for the Weeks of April 20-May 3 Apple iWatch, Using Social Media in Education, and AR/VR We discuss the trends and issues we observed during the weeks of April 20- May 4, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 3 trends. 5/4/2015 Free View In iTunes

CleanEpisode 37 Trends for the Weeks of April 6 – 19 Online Learning Policies & Research and Opposition to Standardized Common Cor We discuss the trends and issues we observed during the weeks of April 6-19, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 2 trends and 1 smorgasbord. 4/20/2015 Free View In iTunes

CleanEpisode 36 Trends for the Weeks of March 23-April 5 A Mixed Bag of Trends – Online Learning, Learning & Cognition, and New Ha We discuss the trends and issues we observed during the weeks of March 23-April 5, 2015 as we flipped resources into our Flipboard magazine ( In this episode of our podcast, we discuss 3 trends. 4/7/2015 Free View In iTunes
Posted by: Richard Schwier | August 12, 2015

Veille scientifique du CRIFPE No. 121, 12 août 2015


– Lefebvre, S. & Samson, G. (2015). Le tableau numérique interactif Quand chercheurs et praticiens s’unissent pour dégager des pistes d’action. Québec : PUQ. Lire… 
– Noddings, N. (2015). Philosophy of Education. Boulder (Colorado) USA : Westview Press.  [Formation] Lire… 
– Ouellet, S. (2015). Relations éducatives et apprentissage : Regards diversifiés de professionnels en éducation et futurs chercheurs. Québec : PUQ.  [Profession] Lire… 
– Saint-Vincent, L.-A. (2015). Le développement de l’agir éthique chez les professionnels en éducation : Formations initiale et continue. Québec : PUQ.  [Formation, Profession] Lire… 

Mémoires et thèses

– Guebert, K. (2015). Student Discipline and Neoliberal Governance A Critical Criminology of Education. Mémoire de maîtrise inédit, Université d’Ottawa, Ottawa, Ontario. Lire… 
– Knowles, K. (2015). Living Pedagogical Moments Between Curriculum as Lived and Curriculum as Plan: A Phenomenological Inquiry Into the Tensions of Teacher Education. Mémoire de maîtrise inédit, Université d’Ottawa, Ottawa, Ontario.  [Intervention, Profession] Lire… 
– Mawa, M.-C. (2015). TIC et enseignement universitaire : vers une nouvelle professionnalisation de l’agir des enseignants. Le cas des enseignants au niveau Master du Département d’Histoire de l’Université de Yaoundé I. Mémoire de maîtrise inédit, Université Laval, Québec, Québec.  [Intervention, Profession] Lire… 
– Pepin, M. (2015). Apprendre à s’entreprendre en milieu scolaire : une étude de cas collaborative à l’école primaire. Thèse de doctorat inédite, Université Laval, Québec. Lire… 

Rapports et études

– Bélisle, R. (2015). Tous ces chemins qui mènent à un premier diplôme : Orientation des adultes sans diplôme dans une perspective d’apprentissage tout au long de la vie. Sherbrooke, Québec : Université de Sherbrooke. Lire… 
– Conseil supérieur de l’éducation (2015). La formation à distance dans les universités québécoises : un potentiel à optimiser. Québec :. Lire… 
– Delpeyroux, S. & Bachelet, R. (2015). Intégrer un MOOC dans un cursus de formation initiale. Colloque Questions de Pédagogie dans l’Enseignement Supérieur (QPES) 2015. Brest (France) : Actes du Colloque Questions de Pédagogie dans l’Enseignement Supérieur (QPES) 2015. Lire… 
– Statistique Canada, & Conseil des ministres de l’éducation (Canada) (2015). Indicateurs de l’éducation au Canada : rapport du Programme d’indicateurs pancanadiens de l’éducation Juillet 201. (Rapport no. 81-582-X). Toronto, Ontario : Conseil des statistiques canadiennes de l’éducation. Lire… 

Périodiques professionnels

– Perspectives (17) 2015 Lire… 
– Recherches en Éducation (22) 2015 Lire… 
– Teach Magazine/Le Prof 2015 Lire… 
– Traces de changements (221) 2015 Lire… 

Revues scientifiques

– American Journal of Education, 1214 (4) 2015 Lire… 
– Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41 (2) 2015 Lire… 
– Educational Researcher, 44 (5) 2015 Lire… 
– Spirale (55) 2015 Lire… 

Dossier de Veille de l’Institut français de l’éducation (IFÉ)

– Dossier de veille de l’IFÉ n° 102, juin 2015 : Apprentissages des nombres et opérations : les données du problème Lire… 
– Dossier de veille de l’IFÉ n° 101, mai 2015 : Lire pour apprendre, lire pour comprendre Lire… 
– Dossier de veille de l’IFÉ n° 100, mars 2015 : Eduquer au-delà des frontières disciplinaires Lire… 
– Dossier de veille de l’IFÉ n° 99, février 2015 : Voie professionnelle, alternance, apprentissage : quelles articulations ? Lire… 

Colloques en éducation

– 2015 3rd International Conference on Behaviours, Education and Psychology (ICBEP 2015) Lire… 
– 2016 4th International Conference on Information and Education Technology (ICIET 2016) Lire… 
– International Conference and Workshop on New Modes in Teaching and Management Technology in Higher Education Lire… 
– International Conference on Innovation in Arts, Social Science, and Education Lire… 

Les archives de la veille scientifique sont disponibles à l’adresse suivante:

Responsable :

Educational Designer & Developer – Office of the Dean, Faculty of Education

York University
Toronto, Canada Area
York University’s Faculty of Education

The driving force behind York’s Faculty of Education is the belief that where there is education, there is also a powerful transformation. As one of the largest Faculties of Education in Ontario, we strive to provide passionate, creative people with an inspiring environment in which they can cultivate their interests, gain the tools they need to motivate students and engage communities, actively contribute to the evolution of education, and become powerful catalysts for change themselves. 

All of our programs are built on a solid ethical foundation and are infused with strong principles including equity, diversity, community, collaboration, interdisciplinary, and social justice. 

What we offer: 

• Bachelor of Education 
• Graduate Studies 
• Professional Development (AQ/ABQ/PQP courses) and International Certificate Programs 
• Deaf and Hard-of-Hearing Education 

To learn more about us please visit 

About the Position

PLEASE NOTE: Applications for this posting will be accepted until 4:30 pm on Monday August 17, 2015.

The Educational Designer & Developer (EDD) is key to meeting the Faculty of Education’s re-accreditation requirements in October 2017. The EDD will be at the forefront of innovative teacher education by: providing leadership to teaching faculty in redesigning existing (or developing new) online courses, being responsible for the online strategy for the continuing education unit, working closely with faculty members in online curriculum design and renewal and assisting them in implementing strategies and approaches that enhance teaching practice. Working with the continuing education program development team, the EDD provides leadership in the strategic planning, development and redesign of the Faculty of Education’s online instructional presence and researches and evaluates new and emerging learning technologies and approaches. Provides leadership, mentorship and instruction to course writers and instructional leaders in the continuing education unit and ensures that all continuing education online courses meet the needs of student audiences and adhere to academic quality and integrity standards. The individual provides guidance and mentoring to faculty members (tenured, seconded, contract) in the provision of excellent online teaching and learning experiences at the Faculty of Education. Combining pedagogic knowledge with in-depth expertise in interactive instructional design, technology and instructional systems, the incumbent enhances distance teaching and learning at the Faculty of Education. The EDD designs, develops, implements and evaluates online courses that utilize interactive instructional design strategies, web-based resources, multi-media technologies and instructional systems.

Desired Skills and Experience
Education: Master’s degree in educational technology, curriculum development, instructional design, education or a related field. Standing OCT certification an asset. In-depth knowledge in interactive instructional design and technologies, interface design, web-based resources, multimedia technologies and learning management systems. Demonstrated knowledge of best pedagogical practices in online course development methods and research and their application to teaching and learning. Knowledge of theory and principles of effective teaching and learning strategies, activities and assessments. 

Experience: Minimum of 5 years’ experience in post-secondary education. Teaching experience in face-to-face, blended, and online in a post-secondary environment. 3 years’ experience in educational development with online teaching and course development with expertise in instructional design techniques, outcome based curriculum design, knowledge of adult learning theories and their application, and skills in developing instructional resources and activities, an asset. 

Skills: Ability to apply instructional design theories, models and strategies to an online learning environment. Demonstrated experience in conducting training, program development and one-on-one consultations. Ability to research, evaluate and recommend the viability of new technologies and innovations for online learning. Ability to relate to faculty academically and bridge understanding of disciplinary pedagogy to online delivery formats. Ability to work with a variety of faculty members, subjects and teaching styles while establishing proactive, positive consulting relationships. Decision making skills to evaluate strengths and weaknesses of online courses based on best practices and evaluations from students and instructors. 

To apply to this exciting opportunity and for full position details, salary information, qualifications and application procedures we invite you to visit our career page at Please email a complete application package, which includes an application form, covering letter and resume, and quote Posting Number 9524 in the subject of the email to

York University is committed to Employment Equity and encourages applications from all qualified candidates. The University welcomes applications from all qualified individuals, including individuals within the University’s employment equity categories of women, persons with disabilities, members of visible minorities and aboriginal persons, individuals of diverse gender and sexual orientation and all groups protected by the Human Rights Code.  York University is committed to employment equity and diversity and a positive and supportive environment.

York University offers accommodation for applicants with disabilities in its recruitment processes. If you are contacted by York University regarding a job opportunity or testing, please advise if you require accommodation. Please note, only those selected for an interview will be contacted.

You may have heard the news that Cathy Kelly has been appointed at co-CEO of the Ontario Online Learning Consortium/ecampusOntario initiative, and Aldo Caputo will be assuming the Director role at the Centre for Extended Learning for the coming year.

Caputo’s previous position (Associate Director, Online Learning) has been posted as a 1-year contract:


They also have posted another full-time ongoing position for an Online Learning Project Manager:


Both positions are available immediately. Anyone interested in either is encouraged to contact Aldo Caputo as soon as possible.

Aldo Caputo

Director | Centre for Extended Learning
University of Waterloo<>
We are announcing a limited Call for Volunteers for our next +Designers for Learning service project. The Call is limited in that we are seeking assistance from subject matter experts in either adult basic education or instructional design (or both) to help us with the design and facilitation of our Spring 2016 service project. Applications are due by August 16, 2015, and the volunteer selection will be made by August 24, 2015. Please forward to colleagues who meet the selection criteria. Thank you!

The Book Reviews Editors of the Canadian Journal of Education (CJE)/Revue
Canadienne de l’éducation (RCE) are seeking scholarly reviewers for the
current roster list. Book reviewers for CJE-RCE will be sent one book/piece
of media in their general subject area once a year and will be asked to
write a critical 700 to 900 word review within the month of receipt. Book
reviews, like articles, are vetted by the CJE-RCE editorial team.

If you are interested in being placed on the book review roster for English
language books, please contact Dr. Kara Smith, University of Windsor, at For French language books, please contact Dr. Samira
ElAtia, University of Alberta, at Please include your
name, title, and area(s) of expertise in education, and send the information
to us prior to September 30, 2015.

Katy Ellsworth
Managing Editor
follow us on Twitter @cje_rce
Canadian Society for the Study of Education/Société canadienne pour
l’étude de l’éducation

SASKATOON – The University of Saskatchewan’s (U of S) Colleges of Education and Nursing have signed a memorandum of understanding (MOU) with Onion Lake Cree Nation to create additional opportunities for potential post-secondary students to learn where they live.

The agreement gives Onion Lake students the option of entering into the fields of either education or nursing, or completing prerequisites for other health sciences in Onion Lake through the support of the already established Indian Education Teaching Program (ITEP), run by the College of Education.

“The College of Education respects and honours the work and goals of our First Nation communities and is committed to working at meeting student needs both on and off campus,” said Michelle Prytula, dean of the College of Education.

The College of Education has a long history of successful partnerships with First Nation communities through its ITEP program, which has been around for more than 40 years.

“The mandate of ITEP is to ensure Indian control of Indian Education and that is the guiding principle behind our program,” said Chris Scribe, co-ordinator of ITEP and First Nations, Métis and Inuit Programming in the College of Education. “Producing First Nation teachers to teach First Nation children in a way that promotes culture, language and traditions is essential to the success of First Nation children in our schools.”

Lorna Butler, dean of the College of Nursing, said that through this new agreement, Onion Lake Cree Nation students will have the advantage of learning together with others in the College of Education and ITEP. Once they complete their first year at Onion Lake, they can then apply to the College of Nursing to complete years two through four at one of our sites.

“The College of Nursing has been responsive to the needs of rural and remote communities by offering students the opportunity to obtain a nursing degree without leaving their home communities,” said Butler. “‘Learn Where You Live’ is a model that helps build a local, skilled workforce to provide better access to health. The College of Nursing is proud to be part of this collaboration.”

“Having sufficient numbers of qualified, local Aboriginal nurses to provide health care is key to improving Aboriginal quality of life and well-being,” said Heather Exner-Pirot, strategist for outreach and Indigenous engagement, College of Nursing. “This partnership allows the college to extend the opportunity to make nursing education more responsive and accessible to the people of Onion Lake.”

Onion Lake Cree Nation’s strategic plan and vision is for people to assume productive and responsible roles in society, including acquiring leadership roles within its education system.

This journal was new to me, but it appears to provide an interesting intersection of design disciplines, often confronting design challenges in education.

International Journal on Interaction Design & Architecture(s) – IxD&A

N. 24 special issue on:

Peer-to-Peer Exchange and the Sharing Economy: Analysis, Designs, and Implications
(guest editors: John M. Carroll, Victoria Bellotti)
including a focus section on
Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning
(guest editors: Ilona Buchem, Isa Jahnke, Yishay Mor, Dimitris Apostolou)

is now available for free downloading:
see “ToC” below.

IxD&A implements the Gold Open Access road to its contents with no charge to the authors

IxD&A Journal, issue N. 24 – ToC

• Preface
by Victoria Bellotti and John M. Carroll

• Airi Lampinen, Kai Huotari, Coye Cheshire
Challenges to Participation in the Sharing Economy: The Case of Local Online Peer-to-Peer Exchange in a Single Parents’ Network
pp. 16 – 32
• Christiane Moser, Alina Krischkowsky, Katja Neureiter, Manfred Tscheligi
Mediating Informal Care Online: Findings from an Extensive Requirements Analysis
pp. 33 – 48
• Ann Light & Clodagh Miskelly
Sharing Economy vs Sharing Cultures? Designing for social, economic and environmental good
pp. 49 – 62
• Naemi Luckner,  Geraldine Fitzpatrick, Katharina Werner, Özge Subasi
Setting up and Running a Sharing Service: an Organisational Perspective
pp. 63 – 80
Focus Section
• Preface to the Focus Section
by Ilona Buchem, Isa Jahnke, Yishay Mor, Dimitris Apostolou
• Nikos Mitropoulos, Maria Taramigkou, Dimitris Apostolou
Exploiting Readily Available Information to Support Everyday Creativity on the Move
pp. 88 – 99
• Angel Suarez, Stefaan Ternier, Marco Kalz, Marcus Specht
GPIM: Google Glassware for inquiry-based learning
pp. 100 – 110
• Ilona Buchem, Jörn Kreutel, Agathe Merceron, Marten Haesner, Anika Steinert
Wearable Learning for Healthy Ageing through Creative Learning: A Conceptual Framework in the project “Fitness MOOC” (fMOOC)
pp. 111 – 124

• Thomas Cochrane, Laurent Antonczak
Designing Creative Learning Environments
pp. 125 – 144
• Annamaria Cacchione
Creative use of Twitter for Dynamic Assessment in Language Learning classroom at the university
pp. 145 – 161


• Next issue, N. 25, will be dedicated to

“Technology-enhanced assessment: Agency change in the educational eco-system”
(guest editors: Marco Kalz, Eric Ras, Denise Whitelock)

and will contain a focus section on

“Making Places: Visualization, Interaction and Experience in Urban Space”
(guest editors: Paula Trigueiros, Michael Smyth, Ingi Helgason, Sarah Gallacher)

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