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New Book on Online Conferences

New Book on Online Conferences

After a long gestation, Lynn Anderson and myself have finally seen the images of our new book Online Conferences: Professional Development for a Networked Era. The book is available from IAP publishers for $39 and for a free preview at Google Books. For some reason the book can also be ordered from Amazon.UK, but not yet from Amazon .com or .ca  We still haven’t held it in our hot little hands, but maybe that is appropriate for a book on online conferences. Supposedly a copy is on its way for Lynn  and I to drool over!!

I’ve long had an interest in online conferences- likely because I’m so cheap and recent paying high conference fees. But more recently, we are all becoming aware of the green and opportunity costs of attending face-to-face conferences. My one (and ONLY) internet claim to fame, is that I think I organized the first ever online conference. This was done in connection with 1992 International Congress of Distance Education conference held in Bangkok. I was a poor grad student in those days and was not able to fly to Bangkok, so I organized a two week conference that (virtually) sat on top of the F2F conference. This was in the days before the Internet was ubiquitous, so a variety of networks including FidoNet, NetNorth, BitNet, UseNet and mailing lists were used to support the text presentations and interaction. The conference was quite a success and Robin Mason and I wrote an article evaluating the outcomes. For more of this historical account see a book  chapter here.

During a sabbatical a couple of years ago, Lynn Anderson (a Grad student in the MDE Program at Athabasca) and I decided to write a longer history and analysis of online conference. The book is a guidebook for organizers, with enough scholarly and theoretical content to interest academics and teachers. We also  interviewed organizers of the longest standing and largest online conferences to determine best practices and suggestions for those new to the game.

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Slides from Open Access Publishing Seminar

I’m attending the 26th annual Conference on Distance Teaching and Learning here in Madison. This is my 3rd time at this conference and it is a large, mostly practionaire orientated conference on e-learning. I’m looking forward to Etienne Wenger’s keynote tomorrow and have marked most of the soical media sessions to attend.
This morning’s keynote by Michael Allen, I found to be a bit “ho-hum” – mostly story telling about the past and the way that e-learning needs to be ‘fun’. Nothing to disagree with, just not much new and certainly no research data to back up claims and stories.
Yesterday I chaired a symposium with 3 authors of Distance Education books that have been published as open access resources through Athabasca University press. The symposium covered some of the research and ideas behind open access publishing and then featured an opportunity by each of the 4 authors to talk about the distance education books that they edited. These books are part of the Issues in Distance Education Series that I edit and all can be downloaded as chapters or full text from AUPress.
I was especially pleased to hear George Veletsianos talk about his experiences editing Emerging technologies in Distance Education and his concerns and hopes for publishing in Open Access outlets. He shared with me the story of discussing a list of “acceptable” journals to publish in. The list of journals hadn’t changed in 7 years, thus excluding all of the open access journals that have almost all appeared since that time. Sigh…”
The slides from our presentation are embedded below:
View more presentations from terrya.

The Power of Pull

John Hagel and John Seely Brown have come out with yet another in their blockbuster best seller series on innovation, that I found quite enlightening. The book (with 3rd author Lang Davison) is titled The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things in Motion. The text is one of this here is how to safe the world and revolutionize your business genre, that I don’t usually find has much value beyond hyperbole. But I liked this book.

The Power of Pull is the capacity for new social and networking technologies to provide the engines by which whole industries, social movements or governments can envision and implement radically different ways of caring out their business or mission. Given the need for change on many fronts (think climate change, end of oil, access to quality postsecondary education etc. etc.) there is certainly opportunity and need for many ‘game-changing’ activities. Pull (as opposed to push products, ideas, or ideologies) is the capacity to find and access people, attract relevant people and resources and pull from ourselves and these aggregations radically improved solutions to existing challenges.  It all sounds very Utopian, right up there with How to Win Friends and Influence People. But the difference between Norman Vincent Peel, and Hagel and Seely is that these guys have the Net and understand its potential to empower change.Read More

Social Networks and Learning – Doctoral Seminar

There is nothing like having a plane breakdown and being stuck in an airport to get one’s mind back to a neglected blog!.. I am on my way to Singapore for ICT 2010 and wanted to take the time post on last week’s Doctoral Research Seminar at Athabasca University.

The Social Networks and Learning doctoral seminar was a first for Athabasca and the Technology Enhanced Knowledge Research Centre. George Siemens and I organized the event as a vehicle to expose our students and researchers to each other’s work and to that of participants globally. We had 22 students or faculty register from 7 different countries for the 5 day event. One of the strengths of the seminar was the small size and I THINK we managed to pay the bills with the $300 fee. Each day followed a similar format – a series of morning keynote presentations by one of Athabasca’s research teams (supplemented by a team from Glasgow Caledonian on Thursday).  The afternoons consisted of presentations on their own research by two of the participants. We provided suggestions. comments and critique of the research agendas, proposals and progress described by the faculty and doctoral students. This was followed by further discussions, presentations or guest appearances – usually related to the topic of the day.Read More

Issue 11(2) of IRRODL Published

Table of Contents
Editorial
Editorial HTML PDF MP3 EPUB
Terry Anderson i-iii
Research Articles
Cultural dimensions of learning: Addressing the challenges of multicultural instruction HTML PDF MP3 EPUB
Patrick Parrish, Jennifer Linder-VanBerschot 1-19
Unbundling faculty roles in online distance education programs HTML PDF MP3 EPUB
Jan Tucker, Patricia Neely 20-32
Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship HTML PDF MP3 EPUB
Peter Bergström 33-48
The relationship between academic discipline and dialogic behavior in open university course forums HTML PDF MP3 EPUB
Paul Gorsky, Avner Caspi, Avishai Antonovsky, Ina Blau, Asmahan Mansur 49-72
Length of online course and student satisfaction, perceived learning, and academic performance HTML PDF MP3 EPUB
Janet M. Ferguson, Amy E. DeFelice 73-84
Field Notes
The challenges of implementing distance education in Uganda: A case study HTML PDF MP3 EPUB
Gudula Naiga Basaza, Natalie B. Milman, Clayton R. Wright 85-91
Book Notes
Learning cultures in online education HTML PDF MP3 EPUB
Nataly Tcherepashenets 92-96
Perspectives on distance education: Open schooling in the 21st century HTML PDF MP3 EPUB
Ramesh Chander Sharma 97-99
Technical Notes
Thirty years of distance education: Personal reflections HTML PDF MP3 EPUB
Terralyn McKee 100-109
Universal instructional design principles for Moodle HTML PDF MP3 EPUB
Tanya Elias 110-124
CIDER Notes
Message interactions in online asynchronous discussions: The problem of being “too nice” ELLUMINATE/POWERPOINT/MP3
Geoffrey Roulet
Three generations of distance education pedagogy ELLUMINATE/POWERPOINT/MP3
Terry Anderson
This year’s second issue of the International Review of Research on Open and Distance Learning (IRRODL) was released on Friday.
As usual all articles are published in HTML, PDF, MP3 and ePub – for viewing on your new Ipad!
Enjoy!

Table of Contents

Editorial

Editorial HTML PDF MP3 EPUB
Terry Anderson i-iii

Research Articles

Cultural dimensions of learning: Addressing the challenges of multicultural instruction HTML PDF MP3 EPUB
Patrick Parrish, Jennifer Linder-VanBerschot 1-19
Unbundling faculty roles in online distance education programs HTML PDF MP3 EPUB
Jan Tucker, Patricia Neely 20-32
Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship HTML PDF MP3 EPUB
Peter Bergström 33-48
The relationship between academic discipline and dialogic behavior in open university course forums HTML PDF MP3 EPUB
Paul Gorsky, Avner Caspi, Avishai Antonovsky, Ina Blau, Asmahan Mansur 49-72
Length of online course and student satisfaction, perceived learning, and academic performance HTML PDF MP3 EPUB
Janet M. Ferguson, Amy E. DeFelice 73-84

Field Notes

The challenges of implementing distance education in Uganda: A case study HTML PDF MP3 EPUB
Gudula Naiga Basaza, Natalie B. Milman, Clayton R. Wright 85-91

Book Notes

Learning cultures in online education HTML PDF MP3 EPUB
Nataly Tcherepashenets 92-96
Perspectives on distance education: Open schooling in the 21st century HTML PDF MP3 EPUB
Ramesh Chander Sharma 97-99

Technical Notes

Thirty years of distance education: Personal reflections HTML PDF MP3 EPUB
Terralyn McKee 100-109
Universal instructional design principles for Moodle HTML PDF MP3 EPUB
Tanya Elias 110-124

CIDER Notes

Message interactions in online asynchronous discussions: The problem of being “too nice” ELLUMINATE/POWERPOINT/MP3
Geoffrey Roulet
Three generations of distance education pedagogy ELLUMINATE/POWERPOINT/MP3
Terry Anderson

Doctoral Seminar on Social Networking

George Siemens and I are putting the final touches on a doctoral and faculty seminar that TEKRI (at Athabasca University) is sponsoring here in Edmonton at the end of June. The seminar features presentations by Athabasca faculty – including George,  Kinshuk, Jon Dron, Dragan Gasevic, myself and special guests Allison Littlejohn Stephen Downes and others. The seminar runs for five days (June 21-25) and features social excursions around Edmonton each evening. For details see the seminar site at https://tekri.athabascau.ca/dr_seminar/ or the seminar poster at Doctoral Seminar poster

The seminar is designed for graduate students and faculty interested in an indepth look at social networking research in education from ed tech and information science perspectives. There is still room and time to register, so please consider coming to Edmonton- it actually is a beautiful city and the solstice summer evenings are wonderful. Also I would be grateful if you would forward or post the poster to colleagues!

Thanks

Terry

Leadership Envy

I just returned from 10 great days in New Zealand, knocking off a couple of keynotes (Distance Education Assoc of New Zealand and Moodlemoot) and two very fine visits and talks at Massey and Otago universites). Like most visitors I was impressed by the scenery, hospitality, friendliness and strange pronunciations (I couldn’t get used to being called Teary).

A highlight was learning about  Ako Aotearoa (Maori for teaching/learning in New Zealand) the National Centre for Tertiary Teaching Excellence.

I encourage all readers to spend a few minutes on the Ako Aotearoa web site where you will be rewarded with a host of features, resources and ideas including:

Resources: These include reports listed by topic and by discipline. Many of these were commissioned by Ako Aotearoa and written by New Zealand authors. I found the recent Taking The Lead: Strategic Management for e-Learning of particular interest and value for all of us trying to get our heads around the business of e-learning in educational institutions.

Projects: Funding for small scale research and development projects is critical to stimulate innovators and early adopters to explore and define effective use of new technologies and pedagogies. This area also lists calls for and results of small-medium sized ($10-100,00) research projects.

Communities Though the e-learning forum doesn’t seem overly active, the opportunity to ask questions, voice concerns and other ways communicate with colleagues in the development of a network of practice is critically important for real change.

Awards Ako funds National Excellence in Tertiary teaching award competition with individual awards up to $30,000 (OK, they are New Zealand dollars but still….)

Regional Hub Activities Though by Canadian standards, New Zealand is a small country, they still recognize regional differences and thus support staff and activities in three regional hub cities.

Maori teaching Hub Maori language, culture and opportunities permeate New Zealand popular and institutional culture in much more visible and profound ways than we see First Nations influence in Canada. This is reflected in a set of resources for teachers from Maori background.

Good Practice E-Book. Ako funds post-secondary faculty members $3,000 each to compose 2,000 word good practice chapters on a host of topics relevant to teaching and learning in tertiary education. The results are a very impressive e-book with 30 chapters online  and still growing.

As you will see after a few fruitful moments on this website, New Zealand is doing a great job of supporting the development of high quality teaching and learning in tertiary education. By contrast in Canada we have no National support for teaching and learning at any level and none of the provinces come close to matching the resources and services available in New Zealand. Ako Aotearoa’s 2008 Annual report lists a budget of $4,729,000 (approx. $3.2 million Canadian) for all of the services noted above. One can contrast this with the ill fated Canada Council on Learning (CCL) which was allocated $85 million (though I understand they even failed to spend it all! ) before loosing further support from the Conservative government. Admittedly, CCL’s mandate was much broader than tertiary education, but there accomplishments, as measured by New Zealand standards were much less.

I only hope we can learn from New Zealand and manage to devise a strategy, rather than the current tragedy, to leverage the ingenuity, technology and resources of Canadian higher edcuation system to not just compete but really lead globally in the critical function of lifelong learning for the 21st Century.