Derrick de Kerckhove, directeur du Programme McLuhan en culture et en technologie et professeur au Département d'études françaises de l'Université de Toronto

Oui, c'est possible et voici comment. (Oui, c'est possible de mettre l'apprenant au coeur des TIC, et c'est ce qu'on a de mieux à faire. McLuhan disait « Si le médium est le message, c'est l'utilisateur qui est le vrai contenu du médium. »)

L'étudiant est la cible de l'enseignement à distance et, en devenant ou en fournissant le contenu du médium, qu'il s'agisse de la visioconférence, du Web ou de l'Internet, il apprend plus vite et mieux. Au moyen d'exemples tirés d'expériences dans des pays différents et à des niveaux pédagogiques différents, je voudrais montrer comment il est possible de mettre l'étudiant au coeur des TIC et aussi présenter un connecticiel qui fait de la classe elle-même le contenu du cours. Nous irons en Inde pour voir comment des jeunes de villages isolés, à peine électrifiés, apprennent en moins de huit minutes à naviguer sur le Web. Nous irons à Madère pour voir les résultats d'une méthode où élèves et enseignants apprennent ensemble à pratiquer le multimédia. Nous passerons par la Hollande pour voir ce qui va s'y faire pour l'enseignement spécialisé des nouvelles technologies dans les écoles vocationnelles et nous reviendrons au Canada pour examiner « l'excellence connective », un projet ambitieux qui veut réunir en ligne et par petits groupes de travail 300 jeunes leaders et cerveaux à travers le Canada pour essayer de résoudre des problèmes identifiés à l'échelle locale, régionale ou nationale.

Thursday, May 4, 9:30 am - 10:30 am

Derrick de Kerckhove, Director of the McLuhan Program in Culture and Technology and Professor in the Department of French at the University of Toronto.

Vendredi 5 mai, 8 h 45 à 10 h

Michel Cartier, professeur au Département des communications de l'UQAM et consultant auprès de diverses institutions en Europe et en Amérique dans le domaine des nouvelles technologies d'information et de communication

Québec 2005 : quel contexte pour l'enseignement à distance?

Jeudi 11h à 11h40
Thursday 11:00 am – 11:40 am

Simone Dickie
Instructional designer and facilitator

The lived experience of being a distance learner

How might we remain open to discovering the unknown elements within the distance learning system? How might we discover the essence and meaning of being distance learners? Hermeneutic phenomenology gives us an extraordinary opportunity - privileged access into the lives of distance learners. The richness of relevant detail helps us discover the unexpected, the everyday essential qualities that inhibit, or maintain and sustain the distance learning system. Hermeneutic phenomenological research offers candid, real documentation of learners in relationship to their education, training, environments, and participation with technology. Learners describe motivations, interests, needs, personal development, skills, difficulties, special situations, learning styles, pace, interaction with peers and instructors/facilitators, evaluation procedures, and collective knowledge networks.

Denise Vigneault
Conseillère pédagogique, Direction générale de la formation continue
Université Laval

L'étudiant à distance est-il prêt à étudier sur Internet?

L'engouement pour la formation dispensée sur l'autoroute de l'information nous invite à nous questionner sur l'orientation que prendra la formation à distance dans la prochaine décennie. Verrons-nous la disparition du cours à distance imprimé et du cours télévisé au profit de cours utilisant les multiples possibilités d'Internet? Qu'en pensent les étudiants? Un sondage mené auprès des étudiants à distance à l'Université Laval révèle que la moitié de la clientèle interrogée n'est pas prête à étudier sur Internet (51%). Le présent atelier se veut, avant tout, un lieu de réflexion et d'échange. Après un court exposé, les participants seront invités à discuter diverses questions sur ce sujet.

Betty Cragg
Director of the School of Nursing
University of Ottawa

Student Preferences for Distance Delivery Methods Based on Learning Style, Content and Experience With Technology

Report of qualitative and quantitative research on factors influencing student preference for delivery methods in a Nurse Practitioner program offered in English and French. Students had been exposed to a variety of distance delivery methods in their program. Both anglophones and francophones reported that they considered face-to-face teaching to be preferable. Among distance delivery methods type of content, and technological reliability were important factors in choices. Many students made modifications to match how content was presented to learning preferences.

Diane Gérin-Lajoie
Professeure agrégée
Centre de recherches en éducation franco-ontarienne,
Institut d’études pédagogiques de l’Ontario, Université de Toronto

Le perfectionnement professionnel dans le domaine de la formation à distance

La présentation portera sur les résultats d'une étude nationale qui a eu cours en 1998-1999. Cette étude avait comme objectif d'examiner l'utilisation des technologies d'apprentissage et leurs applications pédagogiques dans le domaine de la formation à distance, dans le cadre particulier du perfectionnement professionnel d'un groupe de formateurs et de formatrices. Une série d'ateliers offerts par le Réseau d'enseignement francophone à distance du Canada (REFAD) en 1998-1999 a servi de toile de fond à notre analyse. Au plan méthodologique, l'étude a combiné les approches de recherche quantitative et qualitative. Trois techniques de cueillette de données ont été utilisées. Il s'agit du sondage, de l'entrevue individuelle semi-dirigée et de l'analyse documentaire.

Gary Karlsen
Director, New Media
The Magic Lantern Group

Digital Video in Distance Education: Offline, Nearline and Online Options

Educational video has been left behind in the race to the web. The recent evolution in distance education from offline to online delivery has resulted in the abandonment of video as an important medium in the mix of teaching and learning technologies. This has largely been the result of technological limitations of the Internet, and partly because distance educators continue to have insufficient knowledge about digital video. This presentation will discuss digital video characteristics, applications and issues. Practical solutions will be offered to help administrators, teachers and designers integrate video with their course offerings.

Margaret Landstrom
Director of Extra-Sessionnal Studies
University of British Columbia

Dinosaur or Phoenix: What is the future role for distance education professionals?

Although not yet in widespread use in Canadian universities, increasingly user-friendly technology can enable faculty to control all aspects of the design and delivery of distributed learning courses. In this context, some may believe that distance education professionals can be dispensed with. The presenters argue that distance education professionals can and should continue to add value, in an evolving role that includes coordinating course and program development, ensuring provision of wrap-around services to students, managing external partnerships, and contributing to research.

David Feist
Vice Principal
St. Gabriel Cyber School

St. Gabriel Cyber School: Creating a Virtual Learning Community

Distance education for K-12 students in Alberta has traditionally followed a correspondence approach to delivery. Since 1995 St. Gabriel Cyber School, based in St. Albert Alberta, has created a virtual online classroom for students in grades five to twelve. St. Gabriel‚s delivery methods fall somewhere between traditional distance courses and face to face classes. Although students are at a physical distance, the development of a community of learners is essential to the learning experience. Teachers work with groups of students through the course content in a collaborative environment. Session participants will visit classrooms, hallways, locker rooms, and a parent advisory meeting to see how a community of learners is created.

Jean Benoît
Équipe TACT
Université Laval

La communauté de pratique en ligne : les perspectives et les prospectives d'une source d'apprentissage collectif

L'an 2000. À l'aube du renouveau. Nouvelles technologies de l'information et de la communication et nouvelles avenues d'apprentissage et de travail en réseau et en ligne. La communauté de pratique, un concept émergent, pourrait fort bien devenir une solution appropriée à l'apprentissage, au perfectionnement et au travail en coopération et en collaboration, à la condition expresse d'en connaître ses paramètres intégrateurs, ses constituantes fonctionnelles, ses stratégies génératrices. Comment peut-on l'organiser, la structurer et l'exploiter tout en faisant fructifier des sens et des significations culturellement négociés et partagés entre l'individuel et le collectif? Quelles sont les meilleures tactiques à convenir et à adopter? Sont-elles actuellement appliquées dans le domaine de l'éducation ou celui de la gestion organisationnelle? Quelles lignes directrices ressortent des expérimentations déjà réalisées et analysées? Quelles leçons et quelles applications peut-on en tirer à la lueur des expériences compilées et vécues?

Brian Campbell
Head, Off-Campus Degree Credit Division
University of Regina

Development of a Model for Networked Learning in Rural Saskatchewan

This session presents a case study of a unique partnership for the development of a networked learning model. Three provincial Regional Colleges along with University of Regina, SCN, Saskatchewan Post Secondary Education and Skills Training and SaskTel partnered to initiate a model for the provision of university course access for geographically dispersed adult students in rural Saskatchewan using web-based synchronous and asynchronous learning systems.

Lynn Feist
Instructional Designer
Grant MacEwan College

Learn Online: Challenges, Competencies, and Strategies

Learn Online is an initiative by the Health and Community Studies division at Grant MacEwan College in Edmonton, Alberta. Courses in five program areas are being converted from print-based distance education material to a format appropriate for Internet delivery. The biggest challenge facing the Learn Online project is determining the best way to provide instructor support and training. Instructors are key to ensuring that students receive a quality learning experience. No amount of technology can replace the instructor component of a course. Many of the students taking courses in this project are mature learners, who are frequently nervous about returning to school and having to balance commitments of work, family, and studies. They are also overwhelmed by the technology and face many challenges when learning both the technology and course content.

Lawrence Ragan
Director- ID&D World Campus/Distance Education
Penn State University

Something Old-Something New: The Converging Worlds of Traditional and Virtual Distance Education

This presentation will explore the complex and sometimes confusing dynamics created when the old (system) meets the new (models). Penn State's distance education offerings have proved successful academically and financially for over 100 years. Penn State's World Campus, a three-year old virtual learning initiative, is also proving academically successful but more costly to develop and deliver. As courses and programs merge between these two systems, many adjustments and accommodations must be accounted for in order to resolve the tension between program models. Impact must be considered on student services, academic counseling, administration and bursaring functions, and of course, design and instructional formats.

Jacques Héroux
Chef du département des technologies de l’information
Collège communautaire du NB- Dieppe

La formation totalement sur Internet : C'est possible!

La formation à distance sur Internet est un excellent moyen d'offrir des programmes d'études et des cours de perfectionnement professionnel et ainsi rejoindre un plus grand nombre de gens. En janvier 1999, en collaboration avec La Cité Collégiale d'Ottawa, le CCNB Dieppe a conçu un programme d'études dans le domaine du Webmestre où l'apprenant suit une formation complète entièrement offert sur Internet à partir de l'inscription et du paiement des frais de scolarité jusqu'au contenu et aux évaluations des apprentissages. Dans cette session, nous verrons les démarches entreprises pour la conception du programme d'études, les problèmes vécus et les technologies utilisées. Finalement, une démonstration sera effectuée sur Internet. La technologie est disponible et au service de tous. À nous, formateur, de l'utiliser à bon escient!

Betty Cragg
Director of the School of Nursing
University of Ottawa

Perspective Transformation in a Distance Post RN Degree Program

Research on the impact of academic upgrading and distance education in achieving changes in professional attitudes. A professional values instrument was administered to students entering a Post RN baccalaureate program and graduates of the program who had taken it by audio teleconference, face-to-face, and by a combination. All graduates scored significantly higher than entering students, with the distance students having the highest scores.

Mary Sorensen
Associate Dean
Milwaukee Area Technical College

Learning Online: Style Matters

In the fast paced world of Online Learning, style matters!! Join Mary Sorensen, an online pioneer and advocate and researcher of learning style preferences, as she discusses the vision of an "Internet Style of Learning" currently in development at the Milwaukee Area Technical College, the largest Technical College in the United States. Learning style theorists have suggested for many years that different students learn best in different ways. What style characterizes the online student? What part should increasing comprehension play in the design and delivery of web pages? How can online students become "engaged learners"? Harnessing the vast resources of the World Wide Web is definitely a Challenge, but knowledge of learning styles can help greatly in that process.

Martine Chomienne
Responsable de projets
Centre collégial de formation à distance

Design Principles for Telelearning Science

The main focus of the study reported here was to provide a documented basis for the development of a view of distributed collaborative science laboratory learning (DCSLL) activities. In order to do this, we first analysed overlapping contributing areas, among them distance education and science learning laboratory. Second, we implemented features originating in those fields in the development of a learning scenario of a DCSL in electricity. Third, we conducted a testbed, evaluated and analysed the results. The presentation will emphasize the instructional design guidelines identified as being key to the development of such learning environments.

Jean-François Forgues
Coordonnateur, Parc APTI - Application pédagogique des technologies de l’information
Faculté des sciences de l’administration
Université Laval

Le forum électronique : une révolution dans l'enseignement à distance à condition de le réussir!

La présentation porte sur l'impact de l'utilisation des forums de discussion dans la formation à distance. Le présentateur explique pourquoi il s'agit d'un outil révolutionnaire et propose des exemples et des solutions pour réussir une telle activité pédagogique.

Daniel Larocque
Consultant and Project Manager
Réseau INTERACTION Network, Inc.

Literacy at a distance - What the learners have to say

This session will look at the results of a qualitative study on the use of web-based technologies for adult literacy. Data came from 46 learners who each completed a minimum of 24 hours of online activities. Learners reported four main types of learning: cognitive, computer/telematics, meta-cognitive and socio-cognitive. What was most impressive is the way learners appropriated the environment, developed various means to learn and utilized various resources at hand (local staff, learners within a site, learners from other sites with common interests, mentor, etc.). Questions on the pertinence of independence or learner control as a framework will also be discussed during the session. Documentation will be provided.

Kathleen Matheos
Director
Campus Manitoba

Learning Trails: The reflective experiences of three prairie women learners involved in education at a distance

(Résumé à venir)

Armand St-Pierre
Département d'administration, Formation continue,
Royal Military College (RMC), Kingston

L'utilisation efficace des TIC du Web pour promouvoir l'apprentissage à distance - Une évaluation

Un programme de formation sur les TIC du Web a été développé pour aider les enseignant(e)s du Collège Militaire Royal à intégrer les outils et media du TIC dans leur enseignement. Les TIC présentées dans ce programme aident les enseignants à développer de prototypes de classes virtuelles sur le Web pour l'enseignement à distance. De plus, le conférencier présentera un inventaire des medias du Web qui aident les enseignants à promouvoir l'enseignement à distance. Plusieurs outils de développement de prototypes d'apprentissage virtuels seront évalués selon certains critères et le résultat de cette évaluation aideront les enseignants à choisir ceux qui rencontrent leurs objectifs d'enseignement et d'apprentissage.

Beatriz Fainholc
General Director of the CEDIPROE Foundation
La Plata University, Buenos Aires, Argentina

Some contributions for the study of the sociocognitive process taking into consideration the design of technology environments in distance education programs

The development of the mind and the students understanding allows them to act effectively, when they are learning to solve real problems: this involves getting in touch with specific needs, cultural tools and social circumstances. Cognitive development consists of discovering, understanding and managing concrete/abstract problems, widening the potentialities of the cultural tools, which people have in a socio - historical moment or place. So, the deepening of this development is linked to the local design of actions performed by the students more than to universal designs. This implies: to link socio - didactic activities with cultural tools, enhancing the creativity within interactivity of students, peers, materials, etc with the facilitator guide. Within distance educational programs, the use of cultural tools (as hard, soft and mindware technologies for distance communication and others) presents more opportunities to reach didactical aims and to share the solving of real problems (how to communicate, how to follow some telematic procedures, how to construct representations, etc) while their understanding increases. In this way it is easy to notice the interdependence among multiple elements mentioned above which belong to the local design of the process mediation at a distance. The guided participation and interaction is carried out by collaborative process, which on the other hand, involves personal appropriation (Leontiev, 1981) of shared thinking and comprehension. So the development and consolidation of understanding in educational programs (face to face or at a distance) are the results of mediated actions: the personal and local process is the product (Wertsch, 1998) because "conscience is co- knowledge" (Vygotsky, 1933) through technology, today.

Heather Kanuka
Ph. D. Candidate
University of Alberta

Learner Content Interaction: The Silent but Active Participant

(Résumé à confirmer)

Claire Kaukinen
Director, Distance & Regional Programming
Confederation College

Partnerships in the Virtual University (VUSME) for Entrepreneurs Around the World

(Résumé à venir)

Lorraine Carter
Instructional Designer
Laurentian University

Advocating for Learners: PLA on the Web

This paper and presentation detail the inquiry process the Centre for Continuing Education at Laurentian University undertook to adapt and modify an existent print-based course in prior learning assessment for a web environment. It is important to Laurentian University to offer such a course because of its function in an advocacy role for learners wanting to return to school after an absence and learners wanting to assess their learning for other person and professional reasons. To make appropriate adaptations, the team developed a profile of a "typical" learner interested in prior learning assessment, determined the computer skill set he or she likely possesses, and identified specific advantages a web version of this course would offer the learner that other delivery modes could not do as effectively. In every respect, we believe that our approach to prior learning assessment in a web environment advocates on behalf of the adult learner and acts as a catalyst for change within traditional institutions.

Cindy Ives
PhD student
Concordia University

Keeping IT Learning Centred - The Teacher as Learner

A research project that investigates faculty perceptions of computer technologies for instruction is currently underway in one university. The study is a pilot project that aims to identify the profiles of users and non-users. Results are expected to provide baseline information that will contribute to an understanding of faculty as learners. The presentation will describe the theoretical foundation of the research project, detail the methodology and outline the early findings. Implications for distance education programs will be highlighted. Suggestions for follow up studies and training approaches based on the learner analysis will be shared with conference colleagues for feedback and further exploration.

Bruno De Lièvre
Assistant-professeur
Unité de Technologie de l’Éducation
Université de Mons – Hainaut, Belgique

Apports d'une modalité de tutorat proactive ou réactive dans un dispositif de formation à distance

Le but de la recherche est de mettre en évidence l'apport de chacune des deux modalités de tutorat sur l'usage des outils d'aide à l'apprentissage, sur les résultats de l'apprentissage et enfin sur le nombre de prises d'initiatives de l'apprenant et du tuteur dans les dialogues. Concernant l'usage des outils d'aide à l'apprentissage, une de nos hypothèses est que la modalité proactive devrait permettre un usage plus important de ceux-ci par rapport à la modalité réactive. Cette hypothèse se vérifie pour certains des outils d'aide considérés. En ce qui concerne les résultats de l'apprentissage, nous avons pu mettre en évidence que certaines combinaisons de variables permettent d'expliquer les gains observés. En ce qui concerne la prise d'initiatives des dialogues de la part de l'apprenant, elle décroît pour le groupe réactif et croît pour le groupe proactif alors que le nombre d'initiatives de la part du tuteur diminue lorsqu'il est proactif et augmente lorsqu'il est réactif.

Frank Prosser
School District #69 (Qualicum), BC

Issues in Online Education for and About First Nations

Based on the authors' experience in this area, and set in the context of current literature, the paper will present a set of recommendations and ideas to those interested in the design and delivery of online or technologically mediated Distance Education to and about aboriginal people. Key learnings from the literature and our experience in designing an online course will be offered; these, along with recommendations will be supported by both the literature and concrete examples from our own LearningSpace based course (http://205.233.96.4/fn12.nsf/?open). Highlights of the Web and CD based course, BC First Nations 12, will be demonstrated.

Chere Campbell Gibson
Professor
University of Wisconsin-Madison

The ultimate disorienting dilemma: The online learning community

Learning online represents, for many, the ultimate disorienting dilemma in higher education. Emerging new roles and responsibilities call into question definitions of teachers, learners, and knowledge as well as what it means to learn both as an individual and as a group. The findings of this highly exploratory research raise many questions. For example, how do we help learners’ transition expediently to this new environment with its new roles and responsibilities? What's to be gained by the collective reflection on learning online and sharing of hopes, fears, struggles and victories? Implications for research as well as practice will be explored.

Jane E. Brindley
Distance Education Consultant
Windsor

Staying in Touch with the Learner's Experience: Evaluating Program Effectiveness

A recent research project, involving approximately 200 student in a dual-mode institution, investigated the incremental effect of human interaction over packaged orientation materials on distance learning outcomes, specifically learner behaviour associated persistence, learner satisfaction, and intention to re-enroll. The presentation will focus on how the study was designed, how target outcomes were chosen, and how measures were developed. It will be of particular interest to those who wish to develop and evaluate new forms of learner support and interaction.

Kim Ryan-Nicholls
Lecturer
Brandon University, School of Health Studies

The B.Sc.P.N. Program at a Distance: Learner Perceptions

As of September 1999 the first two years of the Bachelor of Science in Psychiatric Nursing (B.Sc.P.N.) were available at a distance. Courses are delivered by distance through use of the following technologies: computer mediated communication, web-based instruction and audio-teleconferencing. Because distance delivery of this program is so new it is important to investigate how well this program is meeting learner needs. With this in mind the purpose of this study is to examine learner perceptions of the learning experience with particular focus on identification of those issues which inhibit or enhance the learning experience.

Phyllis Lentz
Research/Resource Specialist
The Florida High School

Choosing to Learn Online

The Florida High School's (FHS) online environment offers a choice for all learners with the "any time, any place, any path, any pace" environment. FHS instructors engage students in real-world applications and give choices for demonstrating proficiency. By establishing high expectations and curriculum choices for demonstrating proficiency, teachers engage students in learning. FHS has observed high student achievement in course work. Students have the choice of submitting assignments for review and feedback before submitting for a grade, which has resulted in 84% of students achieving A’s and B’s as final grades.

Diane P. Janes
Project Manager/Instructional Developer
University of British Columbia

Dental Education at a Distance: The Interface Between Pedagogy and Computer Technology

This presentation will look briefly at the history of the BDSc completion program (only one of two in Canada), explore the needs of its students and faculty, and indicate the reasons for choosing a distance delivery path. It will examine the instructional design of the web-based, CD ROM format, the model of delivery and the management of the project. An overview of the first offering of the course, preliminary data gathered and a description of the future work to be completed will end the presentation.

Peter S. Cookson
Associate Vice-President, Research and Institutional Studies
Athabasca University - Canada's Open University

A Systems Framework for Analyzing and Planning Adoption of New Technologies in Distance Education Settings

The purpose of this presentation is to outline a systems framework to serve as a practical guide for distance educators concerned with analysis, planning, and/or theory formulation relative to the interplay between learners, institutional environments and distance education technologies. In spite of the diversity among institutions developing and delivering distance education and training, this framework can facilitate discussion and analysis of similarities and dissimilarities as well as identification of common underlying themes.

Céline Landry
Responsable de projets, Service de la production
Centre collégial de formation à distance (CCFD)

Environnement technologique d'apprentissage : quel modèle adopter ?

Au cours de cette session, on discutera de la problématique soulevée par la conception d'un modèle d'environnement d'apprentissage dans Internet en fonction du modèle pédagogique choisi pour l'éducation à distance. On traitera ainsi des besoins relatifs au cheminement individualisé dans un contexte où l'on veut aussi tirer parti des possibilités de communication et de collaboration apportées par Internet. L'exemple du CCFD servira à illustrer la problématique, les difficultés rencontrées et les solutions envisagées. De plus, les participants seront invités à faire connaître comment se pose cette problématique dans leur propre établissement, de manière à enrichir les débats.

Randy Bruce
Senior Advisor
c2t2 - Centre for Curriculum, Design & Technology

COPE - Collaborative Online Program for E-learners

(Résumé à venir)

Jacqueline Kenny
Enseignante et responsable du programme Conseiller service à la personne
Collège de l’Acadie

L'apprenant en TIC, quel visage lui donner?

Le but premier de notre présentation est de vous faire connaître un portrait réaliste de l'apprenant en milieu d'apprentissage technologique. Nous comptons réaliser ce dernier en vous partageant l'expérience de nos 4 dernières années en tant qu'enseignantes, facilitatrices et étudiantes dans ce milieu, le Collège de l'Acadie. Cette institution est le seul collège communautaire francophone en Nouvelle-Écosse qui utilise des technologies d'avant-garde pour la livraison de ses programmes dans 7 différents centres de formation. Ces centres sont reliés par un réseau de systèmes de téléconférence. Le fruit de notre expérience et de notre perfectionnement nous a clairement démontré qu'enseignement à distance ne signifie pas distance dans l'enseignement. On réalise rapidement que la relation humaine est possible et nécessaire dès que l'on parle d'éducation à distance. Malgré les contraintes et les défis de l'enseignement à distance, nous avons réussi à faciliter l'apprentissage chez l'apprenant sans négliger la relation enseignant-apprenant. Pour y parvenir, nous avons dû au fil des années et de l'évolution des technologies, expérimenter, évaluer et adapter certaines stratégies d'enseignement afin de nous permettre de réaliser ce double objectif. C'est avec grand plaisir que nous partagerons nos plus grandes réussites ainsi que de judicieux conseils provenant de toutes sortes d'expériences, bonnes et moins bonnes!!!

Betty Cragg
Director of the School of Nursing
University of Ottawa

An Audioteleconferencing Network in Tianjin China: A Canadian-Chinese Collaboration

Description of international collaboration establishing a distance education network in China. Through Phase 2 CIDA funding, an audioteleconferencing network was established between Tianjin Medical University School of Nursing and 4 distance sites in order to provide upgrading and continuing education to nurses. Considerations in choosing technology, based on existing infrastructure and educational considerations, as well as developing distance education courses in a different educational and cultural context are discussed.

Philippe Marton
Professeur titulaire, Directeur du GRAIM
Université Laval

(Résumé à venir)

Noreen Ek
Assistant Professor
Brandon University

Creative Delivery of Nursing Assessment and Counseling Courses by Distance: An Exercice in Flexible Thinking

(Résumé à venir)

Madeleine Allard
Étudiante, doctorat en linguistique (interaction verbale)
Université Laval

La vidéoconférence et le désengagement communicationnel: ce que le professeur ne voit pas

Un cours universitaire transmis par vidéoconférence dans cinq villes au Nouveau-Brunswick comporte des stratégies interactionnelles adaptées à la situation. Ainsi, le professeur désigne un groupe d'apprenants au moyen d'une appellation géographique, par exemple, "J'avais choisi Campbellton". Tout en assurant la gestion de la parole, cette stratégie engendre le désintérêt des apprenants non désignés puisqu'ils sont implicitement "exclus". Parmi les indices de désengagement observés, ces apprenants ne regardent pas le moniteur et ils discutent entre eux. Le professeur conscient du désengagement potentiel peut initier des mesures qui favoriseront la participation. L'étude s'appuie sur les fondements de l'analyse conversationnelle.

Martha Gabriel
Assistant Professor
University of Prince Edward Island

Constructing Knowledge in Online Communities

Constructing Knowledge in Online Communities" presents the results of a study which explored the salient features of learning in a web-based environment. The research study was conducted in two different computer conferencing courses, each course with different subject matter and different expectations for group collaboration and knowledge-building activities. Results of the study indicate that the computer conference supported a shift in the roles of learners and instructors, a instructors functioned as facilitators and learners became more self-directed in their learning. The potential of group work for supporting a constructivist learning environment was affirmed. Within this presentation, learners' strategies for successful learning and communication in the online community will be shared.

Susan Chandler
Coordinator of Distributed Learning
Royal Roads University

Creating a Collaborative Learning Environment for Mid-life Learners

Most mid-life learners participated in a school system where collaborative learning was discouraged, and individual achievement was rewarded. This may explain why mid-life learners are often uncomfortable being evaluated on how effectively they work as part of a team. Their discomfort becomes even greater when they are asked to work as part of virtual team that must communicate without the benefit of face-to-face verbal and visual cues. At Royal Roads University all of our masters programs are targeted to mid-life learners (average age of 40 years); all of our programs are delivered on-line; and a core competency for the university is learning to work as part of a virtual team. For these reasons it was critical for us to identify key factors in supporting virtual teams that can:
- Work together to produce knowledge collectively,
- Resolve conflicts,
- Value each other as resources,
- Help individuals develop team skills that will be applicable outside of the learning environment.

Bill Muirhead
Executive Director
Alberta Online Consortium

K-12 Online Education in Alberta: Keeping the Learner in Focus

Since 1995, more than 23 K-12 online schools have begun operation in Alberta. These schools offer basic education programs to students throughout the province and around the world. Recent findings based upon interviews with online teachers from throughout Alberta and observations of online teachers have suggested a number of challenges to established professional practices. Online education also confronted established practices in areas of instructional design, student assessment, student-student parent-teacher and student-community interaction. Organizational challenges abounded concerning the effects that new technologies had upon instructional supervision, professional and administrative responsibilities. Themes arising from recent research will be explored during this session as well as innovative solutions to professional and organizational constraints.

Jeff Zabusky (replacing Elaine Soetart, Coordinator)
Learning Innovation, Technology and Curriculum Innovation
Northern Alberta Institute of Technology

Optimizing an Institution's Skills, Knowledge and Wisdom: Building a Digital Curriculum Database

This paper describes the initiative at the Northern Alberta Institute of Technology (NAIT) to modularize its curriculum and gather it electronically into a database. NAIT is producing Learning Outcome Guides (LOGs). A LOG is a module that does not (necessarily) embed content, but rather includes pointers to content and activities. To assist with this task, instructors will be preparing LOGs using a NAIT-developed tool called MERLIN. MERLIN is the learner-machine interface that will enable instructor (as learner) to create quality curriculum in the form of Learning Outcome Guides. MERLIN will provide online instructional design prompts that will assist individuals in writing learning outcomes and objectives.

Rory McGreal
Executive Director
TeleEducation NB

Integrated Online Learning Environments

This presentation will include an inventory of design, development, and delivery software for Internet-based learning including. This will also include background information on a number of products described and the companies that developed them. The criteria used for the evaluation of the products and a table comparing products according to these criteria will be explained. A categorization of the different product types with an analysis of the main features of the various product types will be included.

Joanne Pyke (replacing Suzanne Carlin, Program Director)
Extension and Community Affairs
University College of Cape Breton

Teacher as Learners: Embracing a New Model

With much of the focus in web based delivery systems being centred on the students and the technology, we must also remember that it presents a challenge to faculty who have to rethink their current teaching practices. This presentation will focus on the adjustment that faculty have to make in their teaching styles in moving to web based delivery. For many faculties, technology creates a sense of fear that must be overcome in order to allow them to begin to think of using technology as a teaching tool. The role transfer of faculty from teacher to learner can create a sense of trepidation for faculty. Distance education administrators must recognize and support this shift for faculty in order to have a fully inclusive distance education program.

Josianne Basque
Professeure
Télé-université

Qu'est-ce qu'un apprenant ? Le point de vue des sciences cognitives

Les recherches en sciences cognitives nous proposent un portrait de l'apprenant qui diffère grandement de celui que nous offre le courant behavioriste. La métaphore de l'apprenant " entonnoir " a été remplacée par celle de l'apprenant " processeur d'informations ". Par ailleurs, on sait maintenant qu'il est soumis à certaines limites cognitives universelles, bien qu'il ait une manière personnelle de penser et d'apprendre. En outre, le contexte socioculturel dans lequel il baigne joue un rôle fondamental dans son processus de construction du savoir. Nous discuterons de cette vision nouvelle de l'apprenant et de ses incidences sur le développement d'environnements d'apprentissage informatisés.

Catherine Caws
Lecturer, Department of French
Simon Fraser University

Écrire à distance : productions écrites lors de rencontres virtuelles

Cette communication cherche à relever les nouveaux styles d'apprentissage et de productions écrites générées dans le cadre d'un forum électronique. La création d'une classe virtuelle par le biais d'un forum électronique (généré par le logiciel First Class) est le moyen choisi dans le cadre d'un cours de composition avancée (niveau 3è année); ce forum permet aux étudiants de se retrouver chaque semaine et de collaborer pour produire divers types d'écrits. Simulant un café, un bureau et une salle de classe, le forum offre aussi aux étudiants la possibilité de rencontres formelles et/ou informelles.

Bob Cram
Director, Extension Credit Studies, Campus Manitoba
University of Saskatchewan

Campus West. Ca: A Learner-Centered Consortium

This presentation is an action research study, a critical examination of the structure and process of collaboration among Western Canadian universities involved in the delivery of open and distance learning. The presentation will analyze the development of a collaboration that is learner-focussed, providing user-friendly client services, allowing potential students to have flexible access to information on open and distance learning opportunities. Central to the session will be development of the collaborative model, the need to respect and maintain the academic cultures of the member institutions, to share practice that informs research, and to provide appropriate learner supports.

Nancy Van Wagoner
Director, Division of Continuing and Distance Education
Acadia University

Using Technology to Accommodate Individual Learning Styles: Distance Education Paves the Way

One of the most significant applications of technology in teaching is the potential to develop flexible and individual approaches to learning. Distance educators now have the technology to create an exciting learner-centered learning environments that accommodate different learning styles, different rates of learning, and levels of prior knowledge, while providing learning in context and broadening the choice of learning and teaching partners. Using an introductory geology course as an example, we will illustrate a problem-based approach that allows students to select paths through the content that best accommodate their learning preferences, and suggest a model for the design of such courses.

Caroll-Ann Keating
Spécialiste en sciences de l’éducation
Télé-université

Apprendre à exploiter la communication par Internet avec les apprenants

L'arrivée massive de logiciels offrant des modes de communication (conférence télématique, Chat, téléphonie, etc.) et des fonctions de travail collectif (tableau blanc, navigation en collaboration, etc.) dans Internet fait en sorte que nous les utilisons de plus en plus pour supporter des activités d'apprentissage et divers types d'encadrements d'apprenants. La présentation consistera à présenter un site WEB conçu expressément pour guider les pédagogues dans le choix d'un mode de communication ou d'une fonction de travail collectif, pour leur faire connaître leur énorme potentiel pédagogique, pour leur fournir des moyens de les exploiter avec les apprenants et de les intégrer de façon pertinente dans des activités de formation.

Judith M. (Judy) Roberts
Présidente
Judy Roberts & Associates/Associés Inc.

Tiens-toi debout ! Collaboration au projet de ressources pédagogiques sur l'alcool

Les objectifs de cette présentation sont de :

• décrire un partenariat innovateur entre les secteurs public et privé qui vise à développer des ressources pédagogiques sur l'usage abusif et illégal de l'alcool, destiné aux élèves de 13 à 14 ans;
• décrire les implications de créer des ressources sur le Web pour des clients dont l'infrastructure technologique est minimale;
• déterminer si les participants ont intérêt à recevoir - gratis - des copies du site Web pour qu'ils puissent adapter les matériaux aux besoins de leurs propres élèves.

Suzanne Doucette
Francophone Coordinator
Ontario Primary Health Care Nurse Practitioner Program
University of Ottawa

Technological Support and the Adult Learner

Participants will learn the results of a study that assessed, 1) the needs of predominately female adult learners as they adjusted to web-based computer learning and 2) existing strategies for easing and speeding learner/professor use and comfort with computer based courses. A demonstration of the "tool box" of supports, including a CD Rom, that were developed in response to the learner/professor identified needs will be provided.

Estelle Paget
Coordinator
Royal Roads University, Victoria

Moving Toward a National On-line Learning Commons Where the Scholarship of Teaching Can Be Celebrated

In keeping with the learner-centred philosophy at Royal Roads University, we are developing a Learning Facilitator Certificate Program, which is also learner-centred, and outcomes based. Learners are the university faculty members and program directors who contribute to the scholarship of teaching at the university through an on-line Learning Commons. This program, like those designed for students, includes face to face and distributed learning components.
The Certificate Program:
- Encourages faculty members to reflect on and implement "best teaching practices";
- Enables faculty members to experience some of the tools they require their students to use;
- Provides professional renewal for faculty members as well as new opportunities to experience life-long learning;
- Enhances the learning community at Royal Roads University.

Liam Rourke
Graduate Student
University of Alberta

Operationalizing social interaction in asynchronous, text-based computer conferencing

As computer conferencing diffuses beyond graduate-level educational technology courses, pragmatic instructors are looking for coherent models and empirical information that will help them implement this technology effectively. This presentation reports on an empirical investigation of the community of inquiry model (Garrison, Anderson, & Archer, 2000) for facilitating critical thinking in higher education through the use of computer conferencing. Specifically, it focuses on the operationalization and measurement of 'social presence,' one of the core components of Garrison et al.'s model. Based on empirical data, the presentation concludes with some counter-intuitive suggestions about who should moderate the conference, what factors influence student commitment to the discourse, and what factors influence student and instructor assessment of the value of the conference.

Frédérique Delisle
Chargée de Projets
Centre culturel Marie-Anne Gaboury

L'utilisation de la technologie pour des fins d'apprentissage à distance au niveau communautaire et le besoin de supervision des formateurs

La communication traitera de la situation de l'enseignement à distance au niveau communautaire et des moyens qui sont offerts à ces organismes. Nous analyserons leurs besoins d'encadrement et donnerons de l'information quant aux ressources à leur disposition. Nous verrons qui sont les apprenants et les formateurs.

Luc Carrier
Conseiller en développement des compétences
Confédération des caisses populaires et d’économie Desjardins du Québec

SIGDC (système informatisé de gestion du développement des compétences) un outil de gestion de développement des compétences et un espace virtuel d'apprentissage

Chez Desjardins, la rapidité à laquelle nous devons implanter les changements, fait en sorte qu'il a été impératif de revoir nos approches en matière de formation afin de pouvoir rapidement arriver à un mode de diffusion "juste à temps" et "juste assez". Ainsi, notre présentation mettra en évidence les différents outils développés par le Mouvement Desjardins pour le développement des compétences en ligne. Nous expliquerons notre processus de développement des compétences et nous ferons une démonstration de notre espace virtuel d'apprentissage i.e les contenus développés et le support technologique développement, de même que notre centre de gestion des compétences qui permet de générer et de suivre les plans de développement des compétences et d'entraînement.

Wayne Tousignant
Virtual Course Administrator
Division for Instructional Development, University of Windsor

Ensuring a Proper Fit: How to select and implement institutional software

This presentation will propose an approach for selecting software that meets the needs of an educational institution.This paradigm includes several steps:

• finding theoretical framework(s) relevant to choosing a particular type of software;
• customizing the framework to suit the needs of the educational institution;
• developing guidelines and policies to guide software selection if these have not previously been developed;
• selecting the appropriate software product according to specific evaluation criteria;
• evaluating this entire selection process for future reference.

A case study will illustrate how the University of Windsor, Ontario, selected an on-line courseware using this paradigm.

Judy Roberts
President
Judy Roberts & Associates/Associés Inc.

Your Life: Your choice! Designing Web-based Support Materials for Schools

The paper will describe (1) an innovative partnership between the public and private sectors resulting in the development of alcohol education resource materials for 13-14 year olds; and (2) the challenges of designing web-based support materials intended for widespread use in Canadian schools. The paper is based on a project designed to improve the quality and breadth of alcohol abuse prevention education in Canadian schools. More specifically, the Project's objective was to develop educational resource materials, in French and English, for 13-14 year olds that support the acquisition of information, skills and attitudes on the use, misuse and abuse of alcohol. The website was pilot tested and evaluated in New Brunswick classrooms in 1999 and released to all schools through SchoolNet in April 2000. Attendees will be offered, at no charge, copies of the website so that they may adapt the materials to the needs of their students.

Darlene Frederickson
Centre Coordinator
Centre for Learning Technologies, University of Winnipeg

Evolution of Delivery Mode : A Transformative Learner-Centered Approach

This paper shares an overview of the process used by three Manitoba universities as they moved from both a site-based mode of delivery and a traditional correspondence model to multi-mode delivery using asynchronous and synchronous methods. This joint move to increase the technology component in delivery, required learners, teachers and administrators to examine new ways of learning and teaching. The partnership intent to retain the learners as the focus was sometimes successful, sometimes not. The presenters reflect on this, overall transformative process, drawing upon interviews with the stakeholders: learners, faculty, administrators; and, conclude with recommendations for improved practice.

Sandra Mudd
Education Development Specialist
Certified General Accountants’ Association of Canada

From Chalk-and-Talk to Web Board: New and familiar challenges in writing courses for adult distance learners

The presentation is based on the experiences of a national professional association developing distance education courses for over 30,000 part-time students across Canada. A development team of DE specialists works with content experts in universities and the profession to develop materials for on-line learning. Since 1998, CGA has moved from totally print-based courses, through an Internet-CD-ROM transition to a prototype course that provides total on-line Internet delivery. The presenter will outline the thinking behind this evolution, demonstrate the current prototype, and discuss common problems of helping academics make the transition from chalk and talk to on-line learning.

Dan Coldeway
University of Wisconsin-Madison

Designing Graduate Education Programs and Courses for Distance and On-Line delivery: An Empirical and Case study Analysis

(Résumé à venir)

Jeudi 13h30 à 15h
Thursday 1:30 pm – 3:00 pm

Jennifer O’Rourke
Hands On Management

More than a technology depot; learner-centred models of local learning centres

Local learning centres have emerged to support open and distance learners for several reasons. Learner support needs have changed, as open and distance learning includes more participants in technical and vocational training and basic education. At the same time, increased use of communication technologies has created a demand for greater access to both technology and learning. Participants in this session will explore how diverse learners' needs can best be met, consider the issues that might promote or impede a more decentralized approach to learner services and explore the implications of decentralized learner support, for learners, their communities and educational providers.

Noreen Ek
Assistant Professor
Brandon University

First Two Years of Psychiatric Nursing by Distance: What’s Working, What’s Not

(Résumé à venir)

Michael Power
Concepteur-chercheur en technologie éducative
Université de Moncton

Inforoutes, interfaces et encadrement des étudiants : le cas d'une université bimodale

La présente communication analyse le cas du Projet IDITAE de l'Université de Moncton, projet qui vise l'intégration des technologies de l'information et de la communication (TIC) à l'apprentissage et à l'enseignement. La méthodologie visant cette intégration sera présentée à la lumière de cas précis de conception pédagogique, les obstacles identifiés et les modifications envisagées. Un regard critique sera également porté sur les efforts déployés dans le cadre de ce projet pour accroître le niveau d'interactivité entre enseignants et apprenants afin d'améliorer la qualité d'encadrement des apprenants. Enfin, on examinera les limites des inforoutes actuelles.

Jae-Woong Kim
Associate Professor
Korea National Open University

On-line Secondary Teacher In-Service Training in Korea: A KNOU Case

I will try to show how secondary school teachers in Korea responded to web-based in-service training programs provided by Korea National Open University (KNOU) from September 28th to December 4th, 1999. I will focus on the effectiveness of the on-line program and the satisfaction of the participants. Also, I will talk about the problems and issues as well as future prospects in the on-line teacher training in Korea.

Jo-Anne Willment
Assistant Professor - Distance Education Specialist
Dalhousie University

Distance Education 101: A Case Study in Learning About WebCT

Using an on-line delivery system presents unique pedagogical challenges to instructors. Using small group work and discussions, participants will review the Distance Education 101 and will share the pedagogical, self-paced and technical issues of this medium. Participants will generate a list of strengths and limitations based on this presentation for use in their own development work.

Sylvie Boisvert
Co-fondatrice d’Éducacell
Sainte-Foy, Québec

L’interaction avec soi et le monde de la FAD

La présentation de contraintes rencontrées et la présentation de solutions pour démarrer un processus de recherche suite à des expériences vécues. De l'interrelation entre tuteur et apprenant. Comment palier à une absence de communication qui diminue l'adaptabilité. Le développement des aspects de la personnalité de l'apprenant pour s'adapter aux conditions d'étude, la recherche dans le milieu de support pour faciliter l'apprentissage. Mais comment? De quelle manière peut-on y arriver? De quelle façon tisser des liens entre pairs que l'on ne connaît pas? Quelles sont nos possibilités? Qu’elle soit accessible pour tous les étudiants.

Présentations par affiches / Poster sessions

Vendredi 10h30 à 12h
Friday 10:30 am – 12:00 pm

Jeannine Gerbault
Maître de Conférences en Sciences du Langage
Université de Bordeaux 3

Compréhension d'informations télévisées en langue étrangère: dispositifs d'aide et modes de réception par l'apprenant.

On étudie ici les modalités d'utilisation de VIFAX, système multimédia d'aide à la compréhension d'informations télévisées en langue étrangère. Les données ont été recueillies selon un protocole associant observations, questionnaires, et entretiens. On examine les comportements de recherche d'informations et d'élucidation du sens en s'intéressant à la fois aux stratégies cognitives utilisées ou favorisées par les apprenants et aux variables socio-affectives des conditions d'utilisation - individuelle ou en groupe-classe. L'analyse a pour objectif de permettre de mieux comprendre le rôle des systèmes de guidage dans le cheminement des apprenants.

Caroline Nobes
Open Learning Program Coordinator
Mount Saint Vincent University

Tracking the Change Process: Measuring the Receptiveness & Effectiveness of Online Learning in a multi-modal delivery system

In the spring of 1998 a small university and the local telco entered into an agreement to pilot the first two online courses with a collaborative learning space in Nova Scotia. Due to the nature and location of the learners, it was felt that a multi-mode distance learning approach would be appropriate for the program and the needs of the learners. A learner-centered approach, utilizing synchronous and asynchronous communications resulted. Education faculty guided this new pedagogical approach. Since this launch, undergraduate programs in several disciplines also use the collaborative learning environment. Today, approximately 150 courses include an online component in the open and distance offerings to several hundred students. The research, promotion and implementation of new educational technologies allows students and faculty to engage in learning and teaching in new ways. The students and faculty involved in these courses were surveyed. Questions regarding access, learning preferences, learning outcomes, social interaction and dialogue are asked. Drawing on the survey results, this paper will present these findings of those students and faculty, both nationally and internationally, who have participated in a survey of learners and the best practices recommended with technology, training and the environment.

Norman McKinnon
Director
NCM Consulting Inc.

Can Parenting Skills be Effectively Taught On-Line?

This session is based on the results of a "proof of concept" project for the design, delivery and assessment of an on-line bilingual Parenting programme. It is directed towards new parents and parents-to-be. Highlights will include: design issues around web-based learning; the effectiveness of the web to teach parenting skills; and the lessons learned about delivering content online. The project represents one of the first attempts to reach new parents and parents-to-be using the Internet. The project was funded by the Office of Learning Technologies.

Muriel Tranchant
Étudiante en doctorat 3ème cycle Distance et Formation
Université Panthéon-Assas Paris II

Qu'en est-il de l'apprentissage coopératif avec l'Intranet en entreprise ?

L'usage des NTIC telle que l'Intranet entraîne inévitablement un ensemble de changements dans l'entreprise. En contribuant activement à la dynamique de l'acquisition et de la construction de la connaissance de chaque individu mais également de l'entreprise, l'Intranet joue un rôle déterminant dans les processus de communication, de coopération et de collaboration des acteurs de l'entreprise. Elle influe également sur les processus de capitalisation et de diffusion de l'information et de la connaissance au niveau individuel et collectif. Après avoir effectué une typologie des fonctionnalités et des outils de l'Intranet, cette présentation étudiera les valeurs ajoutées et les obstacles de son usage sur les processus d'apprentissages coopératifs.

Martha Gabriel
Assistant Professor
University of Prince Edward Island

Exploring Learner Interactions in Cyberspace

In this segment of a larger study funded by the Office of Learning Technologies, the researchers explored how participants approached the co-construction of knowledge in a computer conferencing environment. Thirty-one students enrolled in an online MBA program participated in this portion of the project. The researchers employed the "Interaction Analysis Model" developed by Gunawardena, Lowe, and Anderson (1977) to code the messages posted by students in the course listserve. This poster presentation shares the results of the interaction analysis.

Jeanne Richer
Enseignante
Cégep de Trois-Rivières

Exploitation de la messagerie électronique dans le cadre d'une stratégie de soutien à l'apprentissage visant le développement d'habiletés métacognitives chez des étudiants du collégial

La présente recherche a expérimenté l'approche SOL (Self-Organised Learning) afin d'en voir les effets sur le développement d'habiletés métacognitives chez des étudiants du collégial. Inscrite dans une stratégie de soutien à l'apprentissage, l'intervention s'est déroulée en dehors des cours pendant 15 semaines. Elle exploitait principalement la messagerie électronique. Le cadre d'analyse permet de distinguer les messages de l'étudiant témoignant des habiletés métacognitives suivantes: le guidage, l'attention consciente et la régulation. Les résultats de la recherche semblent montrer qu'il est possible, dans un contexte d'échanges par messagerie électronique et à l'aide d'outils structurés, d'amener l'étudiant à mettre de l'avant certaines habiletés métacognitives.

Julie Boissonneault
Conceptrice pédagogique
Centre d’éducation permanente, Université Laurentienne

L'impact des nouvelles technologies sur la livraison des cours et l'apprentissage dans les établissements d'enseignement traditionnels

(Résumé à venir)

Terry Murphy
Department Head, Distance Education
New Brunswick Community College

The Impact of Learning Technologies on Women in Rural Communities in NB (An OLT Project)

The paper will present the final results of a research project sponsored by the Office of Learning Technologies into the impact of learning technologies on women in rural New Brunswick. This was a naturalistic inquiry, involving participants in three separate offerings of a Nursing Assistant program delivered entirely at a distance. The educational model used has been demonstrated an academic success, but what impact has technology-based training truly had on the lives of participants? Has the methodology succeeded in creating an educational community and providing personal support? What are the personal, social, and economic issues for those who have through technology overcome the barriers of access to training?

Priscelina-Patajo-Legasto
Professor
University of the Philippines Open University

Nation Formation, Identity Construction and the Distance Learner:

Filipiniana Online problematized the process of identity construction ("Filipino-hood") of the learner living within the Philippines’ geographic boundaries or in Filipino enclaves outside. Filipiniana’s online, forum-like structure ensured that the learner could network more intensely with the Professor, culture specialists, and course participants. The theme and mode of delivery foregrounded the specificities of the learner’s situation (gender, ethnic background, class, education, religion, culture of new/host country). The timely opening of the course in 1998-99 (Filipinos were celebrating the centennials of the Philippine Revolution and Birth of the Philippine Republic), made the discovery of one’s Filipino-hood, collectively with others and in the context of the diasporic nature of the Filipino "nation," acutely meaningful to the learner.

Dr. Robert W. Jerome
Asst. Vice President and Director
International Program Development, University of Maryland University College

How to Survive the Revolution in Distance Education

New technologies have created a revolution in education, that in part is advancing a learner-centered agenda. Into the chaos of change have stepped - or slipped - hallowed institutions as well as flv-bv-night degree mills. Who will survive? And why? The answers may 1ie in the four «T's» of distance education: teaching, technology, training, and "touching." In each of these «T's», a focus on learner centered education is crucial.

Jeudi 13h30 à 14h10
Thursday 1:30 pm – 2:10 pm

Présentation du Bureau des technologies d’apprentissage
Office of Learning Technologies Showcase

Première partie

Daniel Richer
Bureau des technologies d'apprentissage (BTA)
Développement des ressources humaines Canada

Les technologies pour réduire les iniquités et les barrières à l'apprentissage - opportunités et défis

Les technologies d'information et de communication offrent à la fois de nombreux défis et opportunités d'apprentissage, en particulier pour les apprenants adultes qui font face à des iniquités ou des barrières à cause de leur situation socio-économique, démographique ou culturelle. Le BTA sert de catalyseur à l'utilisation novatrice des technologies pour des fins d'apprentissage et de perfectionnement des compétences des apprenants adultes, incluant ceux et celles qui sont défavorisé(e)s. Cet atelier vise à décrire les principaux programmes du BTA et comment ceux-ci appuient l'utilisation des technologies par des apprenants adultes qui font leur apprentissage à la maison, au travail ou dans leurs communautés. 

Deuxième partie

Luc Chagnon
Centre Option Avenir inc.

L'apprentissage par les TICS, ce que les leaders doivent savoir dès maintenant.

De nos jours, les cathédrales québécoises représentent de véritables monuments historiques. Les établissements de formation qui accueillent aujourd'hui des milliers d'apprenants seront-ils à leur tour désertés? Des conditions essentielles doivent être mises de l'avant pour éviter que des changements causés par la venue des TICS amènent un grave phénomène : les illettrés du XXIe siècle. À l'occasion d'une brève allocution, nous vous présenterons une initiative réalisée en collaboration avec la Fédération des agricultrices du Québec visant à proposer un modèle pratique pour faciliter l'accessibilité et la vulgarisation des TICS en région.

Présentation de Lotus Development Canada
Lotus Development Canada Showcase

Présentation du Bureau des technologies d’apprentissage
Office of Learning Technologies Showcase

First part

Daniel Richer
Office of Learning Technologies (OLT)
Human Resources Development Canada

Using technologies to reduce inequities and barriers to learning - Opportunities and Challenges?

The use of information and communication technologies for learning presents both challenges and opportunities, particularly for learners who face inequities or barriers to learning due to their socio-economic, demographic or cultural situation. The OLT acts as a catalyst for innovation in the use of technologies for learning and skills development for adult learners, including those who are disadvantaged. Our goal during this session is to briefly describe OLT programs and how they support technology-based learning opportunities for adult learners at home, at work and in their communities.  

Second part

Jennison Asuncion, Catherine Fichten, Maria Barile

Distance Education for All: Inclusion of Learners with Disabilities

A Canada-wide study of 725 postsecondary students with disabilities shows that while emerging web technologies can be exciting enhancements of education, they may also erect barriers and exclude students with disabilities. Our goal is to highlight concerns of these learners to ensure their inclusion in distance education.

Présentation de Lotus Development Canada
Lotus Development Canada Showcase