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Download      Final Program  910 KB
Download      Wonder room  420 KB

Speakers

An experienced educator, with a background in community development, I focus on creative problem solving and building strong relationships. I show groups and individuals how to reach their goals by becoming better collaborators, more effective communicators and courageous leaders.

I work with people to engage them in a process that invites curiosity, bravery and which challenges limiting beliefs about themselves and they can achieve. 

Robbi is a doctoral student at SFU in her first year of the Educational Technology and Learning Design program with an interest in Indigenous pedagogy, Indigenous student support with a focus on equity and technology. You can find me on Twitter @RobbiDavey. I work at TRU in Career and Experiential Learning in support of Indigenous programming.

 

Dr. Martha Cleveland-Innes is Professor and Program Director, Master of Education Program, Athabasca University. She is the author of The Guide to Blended Learning and instructor, co-designer, and researcher for the open online course Blended Learning Practice.  The 2nd edition of Introduction to Distance Education: Teaching and Learning in a New Era, which she co-edited, has just been released by Taylor & Francis for 2021. She has held major research grants supporting research on the technology-enabled student experience. In 2019 Martha received an Honorary Doctorate from Mid-Sweden University and the Leadership Award from the Canadian Network for Innovation in Education. Her research interests include 1) online and blended learning 2) communities of inquiry 3) higher education reform and 4) leadership in education. Martha is currently Visiting Professor of Pedagogy at Mid-Sweden University. For more information, see http://cde.athabascau.ca/faculty/martic.php

Schedule

 Neus Lorenzo Galés, Departament d'Educació, Catalonia (Spain); Ray Gallon, The Transformation Society
 Debra Dell, Athabasca University; Martha Cleveland-Innes, Athabasca University
Over one million Rohingya refugees are in camps in Bangladesh, forced to flee a brutal campaign of genocide. This presentation discusses how a Canadian volunteer-based initiative has been working with the Rohingya and other displaced communities in Bangladesh, and has set up various low-cost educational initiatives including digital learning to reduce the gap of educational access for people living in camps, particularly with the effects of COVID. The session discusses the context of the work, successes and challenges of these projects and, most importantly, keeping hope in the midst of trying circumstances.


Shujaat Wasty has volunteered extensively in refugee camps and initiated programs for the provision of food and health services, clean water and sanitation, and education which have helped thousands of people in some of the most impoverished communities in South Asia and elsewhere during the past 14 years. He holds a Master's in Educational Technology from Concordia University and completed his doctoral studies at Middlesex University. He is the founder of OBAT Canada, a volunteer-based charity, and previously served on the Leadership Council at McGill University’s Institute for the Study of International Development (ISID)

Ray Gallon, The Transformation Society; Neus Lorenzo Galés, Catalonia
Ray Gallon, The Transformation Society; Neus Lorenzo Galés, Catalonia (Spain)
Martha Cleveland-Innes, Athabasca University; Kathleen Matheos, University of Manitoba
Diane Janes, Southern Alberta Institute of Technology; Angela van Barneveld, Lakehead University; Gerald Walton, Lakehead University
Myriam Girouard-Gagné, Université de Montréal, Micheline Joanne Durand, Université de Montréal,
Download      CNIE Final Program  910 KB
 Robline Davey, SFU; Natalie Frandsen, SFU; Lisa Dyck,SFU
A Guild-based Delivery Model for Continuing Education in the Workplace, Gail Carmichael, Shopify Earn While You Learn-Francisation Training for Work at Mont Sutton Ski Hill, Kelly Boutilier, CEDEC
JIRA - Agile Technology Which Manages Operations Other Than Teaching and Learning, Orzu Kamolova, Université de Montréal 


Organizational Change Experienced by Universities Moving to Online Learning: Partnerships for Success, Cindy Ives, Athabasca University; Pamela Walsh, Athabasca University

Maximize Engagement with Polling During Virtual Events, Eva Zeng, Schulter 


Systems Engaging Students by Adapting the Moodle Database Activity, Nadine Ciamarra, KnowledgeOne; Yamna Ettarres, KnowledgeOne

Systematic Review of Online Learning Research from 2009 to 2018, Florence Martin, University of North Carolina Charlotte; Ting Sun, University of North Carolina Charlotte ;Carl Westine, University of North Carolina Charlotte


A Systematic Review on Online and Blended Learning in Higher Education, Heutagogy and Lifelong Learning: What Are the Conceptual Definitions, Measurement Options, and Possible Conceptual Relationships? Martha Cleveland-Innes, Athabasca University; Jennifer Lock, University of Calgary; Sawsen Lakhal, Université de Sherbrooke

An Automated Essay Evaluation System for Skeptics, Nicholas Walker, Ahunstic College

Saul Carliner, Concordia University; Monica Lopez, Dawson College; Nadine Bekkouche, Wenbin Liu, Ezgi Ozyonum, and Yuan Chen, Concordia University
Assessing Learning Online: The Good, The Bad & The Innovative! Michelle Sengara,York University


Formal Formative Evaluation of a Master-Level Online Course, Diane Maratta, Athabasca University; Cindy Ives, Athabasca University

Designing and Delivering Emergency Remote Teaching Support Services to Faculty, Erika Giraldo, KnowledgeOne, and Farnaz Gholami, Knowledge One.

Disrupting Instructional Models for Serious Game Design and Delivery Following a Global Pandemic, Amélie Poulin, Baton Simulations; Kamran Shaikh, Baton Simulations/ Concordia University

Refining Active Learning Strategies for the Pandemic Remote Teaching and Learning Environment, Alice Cherestes, McGill University; Dr. Leslie Schneider, Visual Classrooms