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As the new advanced training technology sector of the economy grows as a global enterprise, distance from markets is no longer a factor, particularly in the design and delivery of online courses. Small remote areas can participate on an equal footing with the larger centres. The times are changing and the very features of small out of the way regions that were held against them in the past can now be turned into assets. New Brunswick understands this as it uses its TeleCampus to not only offer learning opportunities to its own population, but also to promote the economic development of the region. Using its small size, talented people, innovative businesses and advanced infrastructure, the TeleCampus postions New Brunswick as an internationally respected leader in global education.
Any view of elearning in Canada must be informed by the uniquely Canadian feature of provincial jurisdiction over education. Canada is the only country that does not have a national department/ministry of education. Therefore any investigation of elearning in Canada must focus more on specific provincial initiatives in technologically enhanced learning rather than a Canadian overview. A distinctive “Canadian” model cannot exist (unless one views disparate models as evidence of a uniquely Canadian archetype!). The provinciality of Canadian elearning serves to highlight the inability of Canada to sustain national strategies and focus such as implemented in many other countries due to the fractious nature of federal/provincial relations particularly in education.
Academic & Professional Development Fund (A&PDF) [SSHRC Institutional Grant (SIG)]
The following is a research/experimental thesis that surveys and examines web-design for effective online training and instruction. The purpose of the thesis is to create -- from a variety of relevant learning theories and practical web-design strategies advocated in the research literature -- a Web-based instruction checklist that can be used to develop and assess online instructional materials. This checklist, referred to as WeBIC, is structured around the common ISD processes of analysis, design, development, implementation, and evaluation, with a focus on ‘Web Usability’ and ‘the Five Ps’ of preparation, presentation, participation, practice and performance. To determine the usefulness of WeBIC as a design and evaluation tool, three studies have been generated: (1) an experimental comparison study of online instructional materials ...
BC-Alberta Social Economy Research Alliance (BALTA) ; Funding provided by Social Sciences and Humanities Research Council of Canada (SSHRC)
Athabasca University
Centre for Innovative Management
It is analytically awkward to compare the relationship between a country and a continent. Arguably, in this case it is possible since India is a postcolonial country of continental proportions due to its size and diversity, while the African continent is comprised of sixty-one territories, with shared histories, identities and closely tied economies carved out rather arbitrarily by former colonizers. Traditionally Africa-India relationship has been driven by the shared historical experience of colonization and the concomitant political, social and economic problems that the newly independent states faced. During the Cold War era, the Non-Aligned perspective espoused by India and a significant number of African countries created further common grounds. Additionally, the Indian Diaspora settled on the African continent since colonial tim...
