N/A

July 10, 2013, 7:47 am

Title: N/A

Authors: Kariel, Doug

Abstract: CLA is very excited to launch the program for the 68th CLA National Conference and Trade Show. Outstanding sessions, networking opportunities and more await the attendees in Winnipeg. We look forward to welcoming you. Program at a Glance >> Preconference Cataloguing with RDA May 28-29, 2013 This pre-conference features training modules developed by the Pan-Canadian Working Group on Cataloguing with RDA. The workshop will provide in-depth training on cataloguing with RDA delivered by practicing cataloguers from across Canada, and will cover the full breadth of the cataloguing process from theoretical structure to practical application and implementation.

Description: I attended the Canadian Library Association annual conference in Winnipeg, May 28-June 1, 2013. The first 2 days I attended a pre-conference about Resource, Description, and Access (RDA) which is the new context for cataloguing resources. This workshop provided the theoretical constructs behind the changes to the cataloguing rules as well many practical examples on how to apply them in the AU Library catalogue and other metadata schemas. RDA will be implemented over the course of the next year. The rest of the time was spent at the regular conference covering topics such as “linked data”, application of library research, management of e-books in libraries, online security and library security, and other topics concerning current library practice. There was a great session on “SWOT vs SOAR” (Strengths, Opportunities, Aspirations, Results) that I found very interesting. It is a very positive way of creating a climate for change and implementing change that can be applied in many situations.

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N/A

July 10, 2013, 7:54 am

≫ Next: Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

≪ Previous: N/A

Title: N/A

Authors: Shouldice, Michael

Abstract: Conference description The purpose of this conference is to bring together researchers whose interests in the digital economy are positioned at the intersection of social media and the engaged university. Social media enable social interaction through connectivity on the Internet, and therefore lend themselves to any and all aspects of social communication, including those at the university. Given that social media (Wikipedia, Facebook, Twitter, LinkedIn, YouTube, etc.) are very popular and ubiquitous, it is advantageous to submit their use in universities to a close scrutiny. The main aim of the conference, therefore, is to analyze, discuss, and answer the following four questions: 1. Can universities substantially change the manner in which they achieve their mission by using social media? 2. What are the opportunities, impacts, and challenges of social media on the workings of the university? 3. How innovative and effective is the use of social media for the purposes of research, teaching, and administration in a university setting? 4. Do social media have a critical function in the mobilization and dissemination of knowledge?

Description: Social Media: Implications for the University was York University’s first attempt at a conference of this nature. They are following up next year with Social Media: Implications for Politics, Religion, Gender. A trailer for this year’s conference is available: http://www.youtube.com/watch?v=pTcn-GeglRM&list=PLB9D30B1B5E99C66E&index=1 Also available is a googledoc where live note taking occurred. https://docs.google.com/document/d/1ZRUTuYzp3GKB4dO4ecwb2GKgSPEoihj9-2gVV8rHSpI/edit?pli=1 The conference had over 20 sessions that were meant to explore the implications of social media to the university. Personally I found this to be a stretch for many of the sessions. This is perhaps a result of my participation in Social Media and my wanting to know more than what the presenters had experienced. For example one of the sessions I felt would be most helpful was about building community on twitter. When I asked the presenters which kinds of tweets they found had the best responses and how many times someone on twitter interacted with a given stream before following it they replied that they did not have that data available to them. Their presentation really hinged around the difficulty in knowing who is behind a twitter account and the value of a well branded logo. Neither of which I found to be helpful in building community. There was a session on how social media offers tools for engagement in which the presenter stressed the fact that one should pick a platform get good at it and then start developing a complementary platform. Pretty basic but good advice A third session of particular interest stressed the challenge of authorship and identity creation which gave some food for thought. All in all this was likely a very interesting conference for those beginning their social media journey but for those of us who have already embarked on the journey it didn’t appear tight enough. I am certain that the conference planners will be able to learn from this experience and make their 2nd conference next year a great success.

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Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

October 29, 2012, 3:58 pm

≫ Next: Faith-Based Organizations Engaged in the Social Economy: The Example of Catholic Religious Orders and the Mennonites

≪ Previous: N/A

Title: Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

Authors: Gordon, Kathryn; Melrose, Sherri; Janzen, Katherine J.; Miller, Jean

Abstract: This article describes findings from a qualitative research project designed to understand the professional socialization experiences of Licensed Practical Nurses attending university to transition to the role of Registered Nurse. Findings revealed that this group of nursing students believed (Li censed Practical Nurse) LPN’s we re not respected, that their nursing knowledge as LPN’s was not acknowledged and that it wa s challenging for them to feel a sense of belonging with the RN community. These insights have implications for practic ing (Registered Nurse) RN’s as student nurse groups are now including more Licensed Practical Nurses. Responding with reflection, communication and collegiality can offer important help to LPN to RN students.

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Faith-Based Organizations Engaged in the Social Economy: The Example of Catholic Religious Orders and the Mennonites

August 17, 2013, 10:22 pm

≫ Next: ED.D. Orientation Week

≪ Previous: Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

Title: Faith-Based Organizations Engaged in the Social Economy: The Example of Catholic Religious Orders and the Mennonites

Authors: McKeon, Bob; Schrader, Deb; Loewen, Anika

Abstract: This research report is the second phase of a two-part research program investigating the recent contributions of faith communities to social economy initiatives in Canada. The first phase broadly explored the involvement of faith based organizations in supporting and collaborating with the social economy. This second phase has looked more closely at the role of Catholic religious orders and the Mennonite faith in Canada in supporting the social economy. This research was conducted under the auspices of the B.C-Alberta Social Economy Research Alliance (BALTA.

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ED.D. Orientation Week

September 3, 2013, 12:54 pm

≫ Next: Designing Mobile Learning Interventions for Language Learners

≪ Previous: Faith-Based Organizations Engaged in the Social Economy: The Example of Catholic Religious Orders and the Mennonites

Title: ED.D. Orientation Week

Authors: MacIsaac, Peggy Lynn

Abstract: Orientation Week for the Doctorate of Education in Distance Education students is a workshop focusing on instruction, distance education theory, program planning, discussions with faculty and colleagues, community-building activities, and technology-related tutorials.

Description: This in-person workshop was pivotal in initiating the development the community of distance education learners into a highly functional cohort. It provided me with an introduction to the various personal responses to graduate level study undertaken at a distance. The workshop furthered my knowledge of recent research conducted by AU faculty members. The information and ideas will be invaluable to my continued expansion of understanding of AU’s position in the historic context and contemporary practices within the field of distance education. This opportunity allows me to improve my delivery of services to AU learners and researchers.

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Designing Mobile Learning Interventions for Language Learners

September 12, 2013, 4:40 pm

≫ Next: Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond

≪ Previous: ED.D. Orientation Week

Title: Designing Mobile Learning Interventions for Language Learners

Authors: Palas, Aga; Anderson, Terry

Abstract: This chapter presents a case of an EDR study completed at a Canadian community college and resulting in the development of an innovative educational intervention, Mobile–Enabled Language Learning Eco-System (MELLES), as well as corresponding MELLES design principles, which emerged from this interdisciplinary research experience. The first section of the chapter provides an overview of the educational problem targeted by the study, the purpose and outcomes of the research, as well as the overarching research question. The description of the EDR methodology then follows including its phases, cycles and micro-cycles. The MELLES study adopted the Integrative Learning Design Framework (IDLF) (Bannan, 2009) for design-based research and the corresponding nomenclature. Accordingly, we refer to the preliminary phase of conceptualization as Informed Exploration, followed by the design/development phase called Enactment, and the assessment phase referred to as Evaluation: Local Context. The Purpose and Outcomes and the Study Results sections of this chapter summarize the key outcomes of the study which included the development of a prototype MELLES educational intervention, replicable design principles guiding the creation of such an intervention, a refined theoretical framework of Ecological Constructivism and a comment on the professional development benefits reaped by the study participants and observers. With emphasis given to the praxis of the EDR approach, the Reflections section revisits the main features of the EDR method as distilled from our study, which demonstrates that EDR both enhanced the design and implementation of the study and was able to guide measurement of its efficacy in this context.

Description: Book chapter: full reference:Palalas, A., & Anderson, T. (2013). Designing Mobile Learning Interventions for Language Learners. In T. Plomp & N. Nieveen (Eds.), Educational design research). Enschede, NL: SLO. Retrieved from http://international.slo.nl/edr Book flyer at http://bit.ly/1d95a2f

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Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond

May 29, 2013, 3:58 pm

≫ Next: Report on the assessment and accreditation of Learners using OER

≪ Previous: Designing Mobile Learning Interventions for Language Learners

Title: Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond

Authors: Melrose, Sherri; Wishart, Paul M.

Abstract: Little is known about the process of how nurses transition between vocational training and institutions of higher education. Understanding this process provides educators with the knowledge to support new groups of university students making this transition. Grounded theory (GT) was used to explore and understand this process. Three studies from a 7-year research program were used as data. The analysis led to the generation of a GT illuminating the process of students transitioning from post-LPN to BN. This GT illustrates how students overcome difficulties encountered moving to a more complex nursing role. The students’ main concern was a lack of independence. The core variable, which resolves this main concern, and which emerged from the analysis of the data is developing independence. There are three sub-core variables, resisting, reaching out and re-imagining which support this core variable of developing independence.

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Report on the assessment and accreditation of Learners using OER

September 17, 2013, 3:45 pm

≫ Next: Searching Strategies

≪ Previous: Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond

Title: Report on the assessment and accreditation of Learners using OER

Authors: Conrad, Dianne; Mackintosh, Wayne; McGreal, Rory; Murphy, Angela; Witthaus, Gabi

Abstract: This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.

Description: This is a pre-print draft of a report published by the Commonwealth of Learning, Fall 2013

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Searching Strategies

September 18, 2013, 3:58 pm

≫ Next: OERu: Blending more affordable education futures

≪ Previous: Report on the assessment and accreditation of Learners using OER

Title: Searching Strategies

Authors: Tony, Tin

Abstract: Searching

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OERu: Blending more affordable education futures

November 5, 2013, 9:29 am

≫ Next: Cost Savings and User Perceptions of OER

≪ Previous: Searching Strategies

Title: OERu: Blending more affordable education futures

Authors: Mackintosh, Wayne

Abstract: The OER university (OERu) is an international collaboration of universities, polytechnics and community colleges from five continents using open education approaches to provide more affordable education for all students worldwide, especially learners who are excluded from the tertiary education sector. Wayne will provide an update on progress of the OERu's prototyping phase and illustrate how OER enables the disaggregation of traditional services in a sustainable way. The OERu network is shifting the question from "How do you achieve sustainable OER projects?" to "How will your institution remain sustainable without OER?"

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Cost Savings and User Perceptions of OER

November 5, 2013, 9:34 am

≫ Next: Libraries, OERs, and Open Access

≪ Previous: OERu: Blending more affordable education futures

Title: Cost Savings and User Perceptions of OER

Authors: Hilton III, John

Abstract: The high cost of textbooks is of concern not only to college students but also to society as a whole. Open textbooks promise the same educational benefits as traditional textbooks; however, their efficacy remains largely untested. I report on the adoption of a collection of open resources several across secondary schools and community colleges. Research is presented regarding cost savings, student/teacher perceptions, and the efficacy of using open texts.

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Libraries, OERs, and Open Access

November 5, 2013, 9:57 am

≫ Next: Landscape-Scale Prioritization Process for Private Land Conservation in Alberta

≪ Previous: Cost Savings and User Perceptions of OER

Title: Libraries, OERs, and Open Access

Authors: Fabbro, Elaine; Elliott, Colin; Conroy, Rachel

Abstract: Athabasca University (AU) and Athabasca University Library have a long history in supporting and promoting Open Access. AU was the first university in Canada to adopt an Open Access Research Policy and has led many other Open Access initiatives. As the university moves to a model that utilizes Open Educational Resources, the AU Library is being called upon to support more courses with Open Access resources. This entails educating faculty, finding open resources, and creating the necessary infrastructure to support OA. This session will discuss the benefits and challenges of supporting OERs with Open Access.

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Landscape-Scale Prioritization Process for Private Land Conservation in Alberta

November 11, 2013, 4:12 pm

≫ Next: Coping self-efficacy mediates the influence of generalized control beliefs on physical activity behavior and intentions to be active: A population based sample

≪ Previous: Libraries, OERs, and Open Access

Title: Landscape-Scale Prioritization Process for Private Land Conservation in Alberta

Authors: Ryan, Hanson, L. S.; Gismondi, M.

Abstract: There are 12 conservation land trust organizations (CLTOs) in the province of Alberta, Canada that actively steward land. Together they have protected over 1.09 million hectares of land. Using in-depth interview data with published documents on CLTOs, this paper examines how CLTOs make decisions as to which projects to pursue and the kinds of justifications they offer for the projects they have completed. We identify 13 aspects that such a decision-making process should contain. The CLTOs studied have, to some degree, incorporated 7 of them. The remaining 6 aspects could easily be contributing substantially to some of the main the challenges identified in both the literature and our own research regarding private land conservation. Consequently, we recommend developing a robust landscape-scale approach to private land conservation, communicating that approach to all CLTOs, and increasing cooperation among CLTOs and between them and government. Keywords Private land conservation . Land trusts . Alberta . Landscape ecology . Conservation

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Coping self-efficacy mediates the influence of generalized control beliefs on physical activity behavior and intentions to be active: A population based sample

January 16, 2014, 12:42 pm

≫ Next: Working Anytime Anywhere: Mobile Knowledge Workers

≪ Previous: Landscape-Scale Prioritization Process for Private Land Conservation in Alberta

Title: Coping self-efficacy mediates the influence of generalized control beliefs on physical activity behavior and intentions to be active: A population based sample

Authors: Murray, Terra

Abstract: Generalized beliefs about one’s control are thought to affect behaviors and behavioral intentions (BI). We sought to examine how a sense of mastery and constraints contribute to a specific control belief, exercise self-efficacy (SE), as well as BI and physical activity (PA) behavior in the Alberta population. We thought SE would partially mediate the effect of mastery and constraints on exercise and BI, with constraints showing a direct influence on PA. A random digit dialing survey of 1210 Albertans was conducted in Calgary, Edmonton and elsewhere. Participants were asked about control beliefs (mastery and constraints) and SE for coping with barriers to PA as well as their PA behavior and their BI to engage in PA. Structural equation modeling was used to examine the role of mastery and constraints on SE and BI and then on behavior. Mastery was positively related to SE and those reporting higher constraints were less confident in the ability to cope with the demands of exercise. Coping SE fully mediated the relationship between mastery and constraints and behavior, as well as BI. Standardized direct effects between SE and PA behavior and BI were .47 and .21, respectively. General beliefs people hold about the extent to which they can control their lives influences specific beliefs, such as coping self-efficacy. Perceiving broader barriers in one’s life lead to less confidence in one’s ability to cope with the demands of regular PA, and consequently less PA. Broader beliefs about one’s control may serve as a target to influence behavioral specific control beliefs such as coping SE for exercise, in future interventions to improve SE.

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Working Anytime Anywhere: Mobile Knowledge Workers

January 16, 2014, 12:48 pm

≫ Next: Equity, Opportunity and Inclusion for all – including those with multiple disabilities

≪ Previous: Coping self-efficacy mediates the influence of generalized control beliefs on physical activity behavior and intentions to be active: A population based sample

Title: Working Anytime Anywhere: Mobile Knowledge Workers

Authors: Ng, Cheuk

Abstract: Recent advances in mobile technologies and the popular use of mobile devices in our daily lives suggest that knowledge worker can now work from anywhere at any time, or while on the move. Is this true? Research suggests that only a small percentage of teleworkers work full-time from home; most teleworkers work from multiple sites including their organizational workspace, their home, and other public and private spaces (e.g., client’s offices and “third places”). While growing research efforts have been on the impact of teleworking from home on knowledge workers’ family and personal life, productivity, and job satisfaction, research on understanding working from multiple sites, “mobile work”, is just beginning. The proposed paper will review research and theoretical perspectives that explore mobile work performed by knowledge workers in organizations. Who are these mobile teleworkers? Where, when, and how do they work? The focus will be on the inter-relationships between the physical and social environment of a diversity of workplaces, particularly “third spaces” – public and private spaces that had not been considered as workplaces -- and work behaviours and well-being. How do they transform the physical environment of these public spaces to accommodate their work activities? Future research and practical implications for the design of these spaces and organizational policies will be discussed.

Description: I made the presentation entitled “Mobile knowledge workers working anytime anywhere?” to an audience with various disciplinary backgrounds from around the world at the 2nd World Social Sciences Forum in Montreal, Quebec, on October 15, 2013. The theme of the Forum was Social Transformations and the Digital Age, covering a wide range of topics such as big/open data, research libraries’ role in data stewardship, intergenerational communication, and privacy and surveillance. My presentation was part of a symposium on New Forms of Work. The other presentations at the symposium ranged from understanding work, family, and technology figurations in the home, corporate crisis management in times of social media, to immaterial labour, monetization, commodification and the political in social media. The international audience showed general interest in telework and mobile work as changes in the world of work. My presentation was received well, with several colleagues sharing related work or requesting for a copy of my presentation and related papers for use in their teaching and research. Participation in other sessions at the Forum provided further food for thought for my teaching and research as our society is being transformed in many ways in this digital age.

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Equity, Opportunity and Inclusion for all – including those with multiple disabilities

January 16, 2014, 12:51 pm

≫ Next: Reconstructing History in Vassanji's 'The Magic of Saida'

≪ Previous: Working Anytime Anywhere: Mobile Knowledge Workers

Title: Equity, Opportunity and Inclusion for all – including those with multiple disabilities

Authors: Pivato, Emma

Abstract: The presenter will share many practical ideas for helping people who have both cognitive and severe physical challenges to do more and communicate better than they thought they could. One part of the presentation will be about a wheelchair with a built-in lift and commode unit which allows individuals with no voluntary control of their limbs to develop and maintain toileting skills despite bathroom and care giver limitations, even when traveling.

Description: With sufficient imagination and some modest financial investment, even many or most individuals with multiple and severe disabilities can enjoy a reasonable quality of life. Various techniques for facilitating this quality of life are described in this presentation ranging from how to create tasty meals specialized to accommodate swallowing difficulties to various methods for maintaining and enhancing mobility to ways to provide toileting access even in the absence of upper body control.

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Reconstructing History in Vassanji's 'The Magic of Saida'

January 16, 2014, 1:12 pm

≫ Next: Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

≪ Previous: Equity, Opportunity and Inclusion for all – including those with multiple disabilities

Title: Reconstructing History in Vassanji's 'The Magic of Saida'

Authors: Pivato, Joseph

Abstract: M.G. Vassanji's novel, The Magic of Saida (2012) deals with the return journey of Kamal Punja, a Canadian medical doctor searching for his past in Africa. The novel has two narrators: The first is Kamal who recalls the story of his early life in Tanzania and his search for the mysterious woman, Saida. The second narrator is Martin Kogoma, a publisher, who listens to Kamal's story and comments on past and present events in Africa. In trying to remember his life Kamal also reconstructs the lost history of the Indian communities in Tanzania. The paper tries to critically examine the relationship between Kamal's life story and the reconstructed history of communities in Tanzania. Using post-colonial theories we will consider the following topics: the phenomenon of the return journey among immigrants; identity and ethnic duality; memory and the loss of memory; and different perspectives in writing history. The narrative framing of dual narrators may remind the reader of Conrad's Heart of Darkness, however the relationship between Canada and African is different from that of European countries. There are many references in The Magic of Saida to the German colonization of the Tanganyika territory and the later occupation by the British. The literary links between Canada and African include Margaret Laurence's This Side Jordan (1960) and The Tomorrow-Tamer (1963) and Dave Godfrey's The New Ancestors (1970). Vassanji also reminds us of the South Asian migrations to East Africa.

Description: The A&PDF travel funding enabled me to go to London, U.K. to make a presentation at this international conference on M.G. Vassanji, a Canadian writer of East African and South Asian origins. The paper was well received. There were many other quality papers at this international conference. The organizers are planning to collect some of these papers along with others from commonwealth countries to produce an edited volume of critical essays on the works of novelist, M.G. Vassanji.

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Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

November 28, 2013, 2:58 pm

≫ Next: The Science Gap in Canada: A Post-Secondary Perspective

≪ Previous: Reconstructing History in Vassanji's 'The Magic of Saida'

Title: Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

Authors: Shaw, Lawton; Kennepohl, Dietmar

Abstract: Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.

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The Science Gap in Canada: A Post-Secondary Perspective

April 3, 2009, 3:58 pm

≫ Next: Using home-laboratory kits to teach general chemistry

≪ Previous: Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

Title: The Science Gap in Canada: A Post-Secondary Perspective

Authors: Kennepohl, Dietmar

Abstract: Despite having its students score among the top in the world in mathematics and science, the level of science literacy and participation in science-related fields in Canada is relatively low. In the context of the economic and societal benefits afforded by science, this article reviews what is already being done in support of science, technology and engineering, as well as identifying some missing pieces that may explain declining interest in its pursuit. The focus is primarily on the role of post-secondary institutions in addressing the challenges from both organizational and student-centred perspectives.

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Using home-laboratory kits to teach general chemistry

October 29, 2006, 2:58 pm

≫ Next: Synergia Project

≪ Previous: The Science Gap in Canada: A Post-Secondary Perspective

Title: Using home-laboratory kits to teach general chemistry

Authors: Kennepohl, Dietmar

Abstract: University-level chemistry courses that contain a substantial laboratory component have always been a challenge to deliver effectively through distance education. One potential solution is to enable students to carry out real experiments in the home environment. This not only raises issues of logistics and safety, but also the fundamental question of whether an equivalent learning experience could be achieved with home laboratories. Athabasca University, Canada’s Open University, has been successfully running chemistry courses for almost three decades. The migration from traditional supervised laboratories to home-study experiments over a fifteen year period in a general chemistry course is described. The study examines both student experience using the home-study laboratory kits, and their actual performance. Student grades in the course essentially remain the same as supervised laboratories are replaced by home-study laboratories, while at the same time offering the student increased access and flexibility. Furthermore, bringing experiments into a home environment contextualizes learning for the student and raises the possibility of incorporating the home-study laboratory experience, in whole or in part, into traditional general chemistry course offered on campus.

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