We invite you to the April CIDER session of our special ten-part Community of Inquiry Webinar Series. This free, online session will feature D. Randy Garrison and Zehra Akyol.

Title: The Development of a Shared Metacognition Construct and Survey Instrument for Communities of Inquiry

This session presents the second stage of a research project to develop a metacognition construct and instrument for the purpose of understanding and assessing the structure and dynamics of metacognition in a collaborative learning environment. The genesis of the shared metacognitive construct using the Community of Inquiry theoretical framework will also be described. The results of this study confirmed the shared metacognition dimensions of self and co-regulation. The researchers will lead a discussion on the practical implications of this work.

When: Wednesday, April 1, 2015 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:

The CIDER Community of Inquiry Webinar Series includes monthly sessions running from September 2014 to June 2015. These sessions feature presentations by leading researchers on the CoI framework and its application to blended, distance, and online learning. The Community of Inquiry website at http://coi.athabascau.ca is acting as a companion site for the series and includes a wealth of background materials and further readings.

Registration is not required; all are welcome. For more information on CIDER and our monthly Sessions, please visit our website:

Please note that it is important to set up your system 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 10 minutes prior to the scheduled presentation.

The Office of Open Learning is growing and currently looking for two exceptional candidates to fill new roles as the University of Windsor and help us achieve our goals of developing high quality online courses. The roles will primarily work with faculty and the rest of the Open Learning team on internally and externally funded course development projects managed through the Office of Open Learning. The positions will start as soon as possible. We are looking for exceptional, talented people to fill the following roles:

1.       Online Learning Design Specialist (http://athena.uwindsor.ca/units/vpacademic/recruitment/forms.nsf/main/21CDC441578D281E85257E07005FAB80?OpenDocument)

2.       Educational Multimedia Design Specialist (http://athena.uwindsor.ca/units/vpacademic/recruitment/forms.nsf/LivePositions/B56AA4ECB5757C8F85257E0400464410)

Both roles are limited term faculty positions with the possibility of renewal depending on funding. We are looking for people who are experienced in learning design/instructional design in online courses, or educational multimedia development. Both should have a good understanding of and experience with standards-compliant course design (SCORM, QTI, xAPI etc), accessibility, and design and development of in interactive online courses. Experience with Blackboard Learn would be an advantage.

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has just published its latest issue
at http://www.cjlt.ca/. 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,

CJLT Managing Editors
University of Alberta

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 41, No 1 (2015)
Table of Contents

The Athens Institute for Education and Research (ATINER), a world association of academics and researchers, organizes its 9th Annual International Conference on Sociology, 4-7 May 2015, Athens, Greece. Please submit a 300-word abstract before 23 March 2015, by email (atiner@atiner.com), addressed to Dr. Gregory A. Katsas, Academic Member of ATINER and Associate Professor, The American College of Greece-Deree College, Greece.

Please include with this order: Title of Paper, First Name, Family name of all co-authors, Current Position of all co-authors, Institutional Affiliation (University/Organization) of all co-authors, Country of all co-authors, an email address of all co-authors and at least 3 keywords that best describe the subject of your submission. Decisions will be reached within four weeks of your submission.

Should you wish to participate in the Conference as a chair of a session, evaluate papers which are to be included in the conference proceedings or books, contribute to the editing of a book, or any other contribution, please send an email to Dr. Gregory T. Papanikos, President, ATINER & Honorary Professor, University of Stirling, UK (gregory.papanikos@stir.ac.uk).

Posted by: Richard Schwier | March 10, 2015

IDT Assistant/Associate Professor Position at Old Dominion

The Instructional Design & Technology program at Old Dominion University seeks an energetic, team-oriented faculty-member to join our program as a tenure-track Assistant or Associate Professor. We offer a traditional graduate instructional design and technology program for Ph.D., M.S., and several certificates via local and/or hybrid distance format. This is the first of two positions that will be advertised this calendar year. A full copy of the add appears below. We will begin reviewing applications next week and will review until filled.

Assistant/Associate Professor
Instructional Design and Technology
Old Dominion University, Norfolk, VA
Old Dominion University’s Department of STEM Education and Professional Studies seeks applications for a full-time tenure track Assistant/Associate Professor (10 month appointment with opportunity for summer employment) that begins in July 2015 in the Instructional Design and Technology program. The Instructional Design and Technology Program offers master’s and doctoral degrees via a unique distance approach with students across the United States and in several foreign countries.
Candidates must have completed all requirements for a doctoral degree in instructional design, instructional technology, instructional systems, or closely related field by August 31, 2015. Teaching expertise preferred in at least two of the following areas:  instructional design, K-12 technology integration, evaluation, theory related to the field, and distance education. The successful candidate should have the ability to teach in face-to-face, distance (asynchronous and synchronous), and blended modes. Consideration will be given to candidates who have either an established record of scholarship and continuing research or demonstrated potential for scholarly productivity. Candidates applying for the position as an associate professor must have a significant publication, teaching, and service record appropriate for the rank. Successful candidates will be expected to teach, conduct research, publish, seek grants, mentor graduate students, and interact with colleagues in the program, department, college, and university. Further, the successful candidate should have a demonstrated commitment to diversity and participation in program governance and decision-making. Candidates who have experience with and/or a commitment to working in multicultural settings are preferred.
The position will be located at the Norfolk Campus. Old Dominion University is located in historic Norfolk, Virginia; the 251 acres of the Old Dominion University campus stretch from the Elizabeth River to the Lafayette River.  Although situated in a metropolitan setting, the University offers a small-college look and feel, with tree-lined walkways, a mix of old and new buildings, and colorful gardens and ponds. Founded in 1930 as a division of the College of William and Mary, Old Dominion has grown into its own over the years and is now one of only 101 public universities with a Carnegie/Doctoral Research-Extensive distinction. The Department of STEM Education & Professional Studies (STEMPS) is one of six departments in the Darden College of Education. The STEMPS department has twenty full-time faculty and offers the Bachelor of Science degree, Master of Science degree, Master of Science in Education degree, the Educational Specialist, and the Ph.D. in Education.
Review of applications will begin March 15, 2015 and continue until the position is filled. Candidates should submit a cover letter, curriculum vitae, transcript from all post-secondary institutions attended, and contact information for three professional references to https://jobs.odu.edu
Old Dominion University is an equal opportunity, affirmative action institution.  Minorities, women, veterans and individuals with disabilities are strongly encouraged to apply.


Posted by: Richard Schwier | March 9, 2015

ID position at Dalhousie Centre for Learning & Teaching

Job Location: Halifax City



 Instructional Designer
Centre for Learning & Teaching

Dalhousie University is a vibrant community of 12 faculties, 6,000 faculty and staff, and 18,500 students. An influential driver of the region’s intellectual, social and economic development, Dalhousie has campuses in Halifax and Truro and a satellite of its Medical School in Saint John, New Brunswick. The university, poised to celebrate 200 years of academic excellence in 2018, is united in a purpose-driven quest to make a lasting impact on the world. For the fourth consecutive year, Dalhousie is proud to be named one of Canada’s Top 100 Employers.

Dalhousie University  identifies and offers innovation in programs, excellence in teaching and pedagogy as one of its key strategic directions.  Reporting to the Director of the Centre for Learning and Teaching, and working within the CLT team (which includes one additional instructional designer, as well as 14 other educational development and administrative staff) the Instructional Designer will support educational development, instructional design and course development (in primarily online and blended environments), and provide ongoing expertise related to educational technologies to enhance the Dalhousie learning environment.  Dalhousie has just completed a Learning Management System (LMS) review and will be migrating to a new LMS environment over the coming year.

Key Responsibilities:

• Advise faculty/instructors on effective instructional design, methodology, and pedagogical qualities of online and blended courses, and advise on the effective use of educational technologies.
• Provide expert advice to faculty/instructors regarding online and blended teaching and learning strategies, including the development of learning outcomes, activities, assessments, and the integration of appropriate educational technologies.
• Collaborate with the members of the Dalhousie community (particularly faculty, instructors, and other instructional technologies support staff) to ensure online and blended course and community spaces and other educational technology initiatives fulfill teaching and learning needs and expectations campus-wide.
• Direct the design, development, implementation, and ongoing evaluation of a series of faculty/instructor workshops on the design and development of online and blended learning.
• Manage assigned instructional design and course development projects.
• Design online and blended learning templates (and accompanying resources) in Dalhousie’s Learning Management System that follow instructional design principles as well as provide recommendations to ensure consistency and accessibility.
• Lead the resolution of pedagogical problems and challenges connected to online and blended learning, and educational technologies at Dalhousie.
• Stay current in the eLearning and instructional design literature, and current best practices in online and blended learning in higher education, that might be used effectively at Dalhousie.

Completion of a Master’s degree in Education with focus on instructional design or educational technology (or equivalent), with a preference for the completion of, or concurrent registration in, a PhD in instructional design or educational technology.  Three to five years professional experience in a related field, which includes instructional design, higher education teaching and learning, educational technology, and distributed education in higher education.  Demonstrated knowledge of the use of educational technologies at the higher education level, as well as strong course design and project management skills (particularly focused on supporting online and blended learning), is required.  Training or experience in educational and curriculum development in higher education is desirable.

As an employer of choice, Dalhousie University offers an attractive total compensation package, including a defined benefit pension plan, health and dental plans, a health spending account, an employee and family assistance plan, and a tuition assistance program.

Apply on-line by March 23, 2015.
Salary Range:  $63,386 – $85,758  per annum (ADM-07). (This is a provisional classification. Formal classification procedures will be initiated by the Compensation & Job Evaluation Unit in approximately six months).
This position is part of the Dalhousie Professional & Managerial Group (DPMG).

Posted by: Richard Schwier | March 3, 2015

New journal from AACE: Journal of Online Learning Research

An AACE Open Access Journal

JOLR is a peer-reviewed, open access, quarterly international journal.

Devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary (K-12) pedagogy and policy in online and blended environments.

You are invited to read the 
premiere issue
 available now in the

EdITLib Digital Library.

The online version is open access (FREE)
and print subscriptions are available for institutions/libraries.
Subscribe: Individuals (free digital) & Libraries (print)
Call for Articles: JOLR articles should address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
For Author Guidelines & to Submit: Click HERE
JOLR is a publication of AACE
(Assn. for the Advancement of Computing in Education)
Authors are invited to have their work considered for publication in JOLR or any  AACE internationally respected journal. Publication connects your paper with our vast community of researchers, educators, and subscribers who specialize or are interested in

your specific field.

 Have questions? Please contact AACE Publications directly at pubs@aace.org.

Posted by: Richard Schwier | February 26, 2015

Journal of Computing in Higher Education, Volume 27 Number 1 available

The  Journal of Computing in Higher EducationVolume 27 Number 1 is now available online.

In this issue

Reviewers 2014

» Abstract   » Full text HTML   » Full text PDF

The implementation of service-learning in graduate instructional design coursework

Jill E. Stefaniak

» Abstract   » Full text HTML   » Full text PDF

Making learning more visible through e-assessment: implications for feedback

Marc Lafuente Martínez, Ibis M. Álvarez Valdivia & Ana Remesal Ortiz

» Abstract   » Full text HTML   » Full text PDF

Motivation, instructional design, flow, and academic achievement at a Korean online university: a structural equation modeling study

Young Ju Joo, Eunjung Oh & Su Mi Kim

» Abstract   » Full text HTML   » Full text PDF

Crowdsourcing content creation in the classroom

Thomas T. Hills

» Abstract   » Full text HTML   » Full text PDF
Posted by: Richard Schwier | February 25, 2015

#ETAD lost a friend in Cole Kirby

1114424_A_20150225 Cole Kirby

We received the sad news yesterday that our friend and ETAD alumnus, Cole Kirby, passed away late last week.  Cole was a wonderful colleague who completed our program in the 1990s.  Cole could take on the most serious of issues, argue it with intelligence, wit, and compassion, and then break everyone up with his  remarkable sense of humour.  Rest in peace, Cole, and we send our deepest sympathies to his family.

We’re sharing here the obituary that appeared today in the Star Phoenix.

Cole James Kirby
January 19, 1957 – February 20, 2015
Cole passed away in his home in Saskatoon, SK, at the age of 58. Cole was born in Duncan, BC and spent his years growing up in Victoria, BC, where he met the love of his life, Marie. Cole and Marie moved to Saskatoon at the age of 23 where Cole took his B.Ed at the U of S. He began working for the Saskatoon Public School Board shortly thereafter. He spent a lot of his working days involved with extra- curricular activities within the schools he worked as a teacher, vice-principal, and principal in both the elementary and high school systems. Cole went on to further his education to receive his M.Ed from the U of S in 1993. He was a very talented and competitive football player in his younger years, and was also an avid curler. Cole was in the Guinness Book of World Records for the world’s longest curling match. He loved sports and enjoyed watching both football and hockey games. Cole was a die-hard Habs fan. He was involved in hockey drafts, including the Alberta Pool and the Couch Potatoes for 25 years. He loved watching his daughter and son play soccer, hockey, and many other activities during their lives growing up in Saskatoon. Cole is loved and remembered by his parents, James (Jim) and Ellen Kirby, his wife of 35 years Marie Kirby, his son Tanner (Lynsie), his daughter Kristen (John-Michael) and 6 month old granddaughter, Kinley Martens. Also by his brothers, Clay Kirby, wife Patty; and Rod Kirby, wife Michelle; and his sister Michelle Whitman, and husband Dave. Please join us in the Celebration of the life of Cole James Kirby at 2:00 p.m. on Friday, February 27, 2015 at Acadia McKague’s Funeral Centre at 915 Acadia Dr, Saskatoon, SK. In lieu of flowers, a donation can be made to the Heart and Stroke Foundation.www.heartandstroke.com. – See more at: http://www.legacy.com/obituaries/thestarphoenix/obituary.aspx?n=cole-james-kirby&pid=174250315#sthash.xeuTpfBY.dpuf

The Society for Teaching and Learning in Higher Education (STLHE) and Desire2Learn are pleased to invite submissions for the 2015 Brightspace Innovation Award in Teaching and Learning. This Award celebrates and recognizes innovative approaches that promote learning in new ways at post-secondary institutions. Awards are open to all instructors currently teaching at a post-secondary institution, regardless of discipline, level, or term of appointment. Applications in French or English are welcomed. Candidates do not need to be members of STLHE to apply.

Award winners (up to five per year) receive the following:
1) $1200 for registration, travel to attend Brightspace’s FUSION Conference
2) $1000 for registration, travel to attend the Annual STLHE Conference
3) Two year membership in STLHE

Submission Deadline
March 1, 2015.

Further details and award criteria:

La Société pour l’avancement de la pédagogie dans l’enseignement supérieur (SAPES) et Desire2Learn sont heureux de vous inviter à soumettre votre candidature pour le Prix de l’innovation Brightspace 2015 pour l’avancement de la pédagogie. Ce prix célèbre et reconnaît les approches novatrices qui présentent la pédagogie sous un nouveau jour dans les établissements postsecondaires. Le prix est offert à tous les professeurs qui enseignent dans un établissement postsecondaire, quels que soient la discipline, le niveau ou la durée de l’affectation. Les demandes en français et en anglais sont les bienvenues. Les candidats n’ont pas besoin d’être membres de la SAPES pour soumettre leur dossier.

Les lauréats du prix (jusqu’à cinq par année) reçoivent :

1) 1200 $ pour couvrir les frais d’inscription et de déplacement pour assister au congrès FUSION de Brightspace;
2) 1000 $ pour couvrir les frais d’inscription et de déplacement pour assister au congrès annuel de la SAPES;
3) une adhésion à la SAPES d’une durée de deux ans;

Date limite :
1 mars 2015

Renseignements supplémentaires et critères d’admissibilité :

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