Centre for Distance Education
News and Announcements
M.Ed. student launches first e-Learning school for fisheries in Greece
August 8, 2017
While pursuing coursework at the Centre for Distance Education's Master of Education (M.Ed.) program, Anna Krassa was inspired to give back to her community by creating more online learning opportunities for those in need. Encouraged by her instructor, Dr. Aga Palalas, Krassa was able to transform her dream into reality. Today, Krassa is excited to announce the launch of the first e-Learning program for fisheries based in Greece. This program offers both online theoretical training and practicum opportunities at a fishing vessel at the end of the completion of studies.
For more information, please visit http://enaleia.com/
Dr. Marti Cleveland-Innes nominated for SSHRC Insight Award for Research on Open and Distributed Learning
June 14, 2017
The Centre for Distance Education at Athabasca University is proud to recognize our Chair and professor, Dr. Martha Cleveland-Innes, as a nominee for the Social Sciences and Humanities Research Council (SSHRC) Insight Award. The SSHRC Insight Award acknowledges outstanding researchers and their significant contributions to knowledge mobilization and understanding in the social sciences and humanities.
Dr. Cleveland-Innes is a renowned international scholar in open and distance/distributed learning whose work led to the creation of diverse Communities of Inquiry (CoI) and massive open online courses (MOOCs) for online teachers and learners across the globe. Her research and profound insights into the transitional roles of teachers and learners during institutional/systemic/technological changes has instigated further exploration and a deeper understanding of how higher education is conceived and integrated in open, online learning environments. Furthermore, Dr. Cleveland-Innes’ research delves into the complex relationships and experiences between teachers and learners within online communities— in particular, the impact of cognitive, social, emotional and teaching presence in distributed online environments.
Previously, Dr. Cleveland-Innes has been awarded several SSHRC grants including the SSHRC Insight Grants for Higher Order Learning in Online Communities of Inquiry: Identifying Required Student Adjustment to Cognitive, Social and Teaching Presence (2004-2007), and Faculty Perspectives on Teaching with New Technology (2011-2015). Her ongoing work has significant impact on research involving open/distance learning and education innovation.
Warmest congratulations and best of luck to Marti!
Education Innovation and Research Symposium
May 22, 2017
To further recognize the achievements of our graduates, we are holding an Education Innovation and Research Symposium one day prior to convocation. This symposium will include a keynote from Mohamed Ally and Michael Moore, and will showcase the research and reflection pieces of MEd and EdD students. More information is available on the EIRS website.
Attendance to EIRS can be either as a presenter of your eportfolio reflection pieces/thesis research, or you can attend to enjoy collaborating with the faculty and students from the CDE. There will be a meet and greet on Tuesday night and a catered lunch and dinner on Wednesday so there will be many opportunities to network with your peers!
The deadline to submit your abstract has been extended to May 26th. Don’t miss out on this opportunity!
Sept 5 - First day of fall session courses
Oct 15 - Application deadline for MEd, diploma and certificate programs with registrations starting in January 2018
Dec 1 - Last day of fall session courses
New Course: MDDE 690 Communities of Inquiry in Blended and Online Teaching and Learning
Course runs Winter 2018
Blended and online teaching and learning (BOTL) now has a significant place in the narrative and practice of education in 21st century. Changes in student needs for accessible, convenient, high quality education, technological opportunities, and pedagogical frameworks all lead to what’s now called blended and online learning: the use of web-based learning management systems alone or in combination with face-to-face classroom delivery.
Online and blended learning emerged as an education form several decades ago. The need for flexible learning and the available technology raced ahead of the theoretical and instructional expertise needed for this new type of delivery. In 2000, Garrison, Anderson, and Archer published a theoretical framework developed to structure the process of learning in an online or blended environment. The Community of Inquiry (CoI) is based on the work of Dewey and constructivist views of experiential learning. The CoI framework describes the necessary elements to create deep and meaningful learning. The original framework identifies the education experience as occurring at the convergence of three presences: cognitive, teaching, and social presence. Presence is defined, in our application of this model, as a state of alert awareness, receptivity, and connectedness to the social, cognitive, emotional, and physical workings of both the individual and the group in the context of their learning environments (adapted from a definition by Rogers & Raider-Roth, 2006, p. 1).
Students in this course will develop a knowledge base in social and inquiry-based learning theory, define and debate potential elements of online and blended learning, review technological opportunities and disadvantages, and apply and critique the foundations of online and blended communities of inquiry. MDDE 690 is a three-credit, Master’s level, seminar course. It is delivered in Moodle and is grouped and paced.
For more information or to register, contact email@example.com
Teacher Professional Learning
Athabasca University, Canada’s leader in online post-secondary education, through the Centre for Distance Education (CDE) and the Alberta Distance Learning Centre (ADLC), the premier distance learning partner for primary and secondary education in Alberta, are excited to present an innovative module offering for the professional development of practicing teachers.
Nine - four week modules are the equivalent to the study of three graduate courses, and each of the nine modules is tailored to allow completion within a four week period. BOLT participants gain professional knowledge, building on and extending the art and craft of teaching in the digital world.
Updated August 21 2017 by CDE