Resources

Faculty Attitudes
Mitchell, B. and Geva-May, I (2009). Attitudes Affecting Online learning Implementation in Higher Education. __The Journal of Distance Education / Revue de l'Éducation à Distance__, Vol 23, No 1. Available at >[]

__CTL Website--TEL Resources__
Up until December of 2006 the Office of the AVP Academic administered the entire U of R provincial TEL initiative. That means that all annual requests for TEL funding from AEEL, all annual TEL reports to AEEL, the entire TEL process with dates and internal submission information, and all TEL congratulation letters and account information came from the AVP Academic office. In January 2007, when the Centre for Teaching and Learning (CTL) came into existence, everything related to TEL was moved to CTL. This was a decision made by the VP Academic at the time. In the **[|TEL]** section of the CTL site are a variety of documents used in the TEL process. Some are historical documents for background information. Please access them and use them as you wish.

In addition to the above TEL documents located on the CTL website here is a copy of the [|TEL Report 07-08 final.doc] and [|U of Regina 07-08 TEL Spreadsheet .xls] submitted to AEEL.in the Fall of 2008, based on the previous year's TEL activity. We have reports and spreadsheets for a number of years so please ask if you wish to see previous submissions.

__Relevant Documents__
Below are relevant documents about the distance courses that have been delivered at the University of Regina including the number and variety of courses, when courses have been offered and enrollment numbers etc.


 * [[file:DISTANCECOURSELIST.pdf]]
 * [[file:Online Course & Enrolment Stats 2004 forward.pdf]]
 * [[file:Online and Televised Stats - 200410 - 200910.pdf]]
 * [[file:Liberal Arts Certificate 2009.pdf]]
 * [[file:Liberal Arts Diploma 2009.pdf]]

__Library Support for Distance Ed__
[|UREAD_annual_report_2008.doc]--This document provides an overview of the services that the library provides in support of distance education at the University of Regina.

__Learner Support__
Research into learner support for DE students indicates that the most important services were the ones required to get students through the early steps (Potter, 1998). Initial experiences were the most significant factors in a student's experience of distance education (Potter, 1998; Rumble, 2000; Ryan, 2001). In this regard, provision of information and advice about distance learning opportunities and orientation to resources and learning formats as well as communication with course instructors were very important. Simpson (2002) determined that learner support (or student support) covers "as complete a spectrum of activities as possible, from the organizing and management of student support including staff development through direct interaction with students as tutors, advisers, mentors and other roles" (p. 2). As such learner support encompasses a range of activities falling under two streams: one stream deals with academic support (or tutorial) and the other stream deals with non-academic support (or counseling) (Simpson, 2002; Thorpe,2002). //Academic support// involves the knowledge issues of specific courses and entails such activities as explaining concepts, developing learning skills, fand ollowing up students' progress. //Non-academic// support deals with the organizational aspects of studies and entails such activities as advising, that is, informing students about course options, making recommendations and providing accurate, timely and appropriate information to enable students to make decisions about their studies. See: Biederman (2004). An instructional case for online counseling. //I-journal: Insight into student services//. Issue 8. Retrieved January 22, 2007 from []

__CTL Proposed Survey for Instructors Teaching with Technology__
A CTL "Teaching and Learning with Technology" committee is developing a **[|survey]t**o distribute through the U of R in the next few days. There may be questions on this survey that would be of interest to this task force. Or, we may wish to suggest additional questions, or we may wish to do a completely different survey. Please take a look at the **[|survey]**and, if you wish, you can add comments in the space below.
 * Please list your comments, additional questions, edit, suggestions etc. below (remember you need to //join// the wiki to be able to add comments)**

Teneille Dzuba, a co-op student at DLD, recently completed an "Analysis of Regional College, Televised, and Online Students who Later Attended the University of Regina." Her analysis is attached below.

Teneille just completed a search of strategic and/or academic plans at some of Canada's western universities. See attached.



[|Strategic Planning in Distance Education], by Dr Wendy Kilfoil. This 34 page document discusses strat planning specific to DE.

[|University of Maine DE Strat Plan 2006-2009]...14 pages in length...the major divisions are worth considering.

The [|Teaching, Learning and Technology Group] in their resources--visions, plans and strategies link have the following to say "It's hard to get anywhere with technology unless you know where you are going, and where you do //not// want to go. First comes "vision" (where to go), then path (how to get there), and finally "support" (what resources are needed)"

Tony Bates (UBC) has created a list of [|videos on e-learning and distance education]. Some of these are very relevant to our task. In particular the video on [|Centralised or decentralised distance education at dual mode universities]

Tony Bates has written an article entitled: The Myth of Online Course Development [] This article could be used in our argument for requiring the use of IDs/Graphic Multimedia staff for course development when writing the URTEL process. George Siemens, U of Manitoba, has just published an online book, entitled //Handbook of Emerging Technologies for Learning//. One chapter is called "Technology, Teaching and Learning," and includes the following description: " Technology is concerned with "designing aids and tools to perfect the mind". As a means of extending the sometimes limited reach of humanity, technology has been prominent in communication and learning. Technology has also played a role in classrooms through the use of movies, recorded video lectures, and overhead projectors. Emerging technology use is growing in communication and in creating, sharing, and interacting around content." Check this chapter, and others at [] **Staying the Course: Online Education in the United States, 2008** [] represents the sixth annual report on the state of online learning in U.S. higher education. This year’s study, like those for the previous five years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, the study addresses the following key questions:

[|Australian Flexible Learning Framework] - **Innovate and Integrate: Embedding Innovative Practices**. While much of this framework is relevant, I have added this link because of the RIPPLES e-learning implementation model.
 * How Many Students are Learning Online?
 * What Will the Impact of the Economy be on Online Enrollments?
 * Do Academic Leaders and Faculty Agree?
 * Is Online Learning Strategic?
 * What Disciplines are Best Represented Online?

[|Higher Education in a Web 2.0 World]-"Report of an Independent Committee of Inquiry into the impact on higher education of students' widespread use of Web 2.0 technologies.." JISC publication (UK ) " JISC is funded by the UK HE (Higher Education) and FE (Further Education) funding bodies to provide world-class leadership in the innovative use of ICT to support education and research."

[|Texas A & M University] has an institutional plan for DE. They make 5 major points, which may be of interest to us.
 * 1. The institution affirms compliance with //The Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs//.**
 * 2. The distance education program is consistent with the institution's education mission.**
 * 3. The institution has assessed that a market exists for distance education to be delivered by the institution, particularly when delivering complete degree and certificate programs.**
 * 4. The institution evaluates the overall effectiveness of distance education courses and programs (such as student learning, student retention, the effectiveness of the utilized technology, mechanisms to provide student feedback during the course, and comparability with campus-based programs) and the evaluation process is incorporated into overall institutional effectiveness efforts.**
 * 5. The institution has an officer responsible for distance learning in a position that is appropriate for the institution and the size of the distance education program.**

Kathleen Matheos, Associate Dean Extended Education, University of Manitoba, presented a paper at the 2008 CNIE conference, entitled [|Institutional Readiness for Distance and Distributed Learning: How Well Are We Doing?] This link only provides the abstract. We have contacted her for more information. Here is a link to a paper she wrote on [|From Distance Education to Distributed Learning Surviving and Thriving] with Walter Archer in her previous position at the University of Saskatchewan.

Vi had email communication from Kathleen Matheos and she has lost some of her computerized data related to the above study BUT she will be at TLT and will be on the U of R campus for most of the day on April 29th.

Kathleen has now been able to retrieve her data and is attached below.

This link will take you to her lit review for the project. This is a blank copy of the survey that was distributed to many people. This is a powerpoint of her first presentation at CADE-AMTEC in 2007. This is a [powerpoint of the presentation she made in 2008 at CNIE. [[file:cnieppt_RG BL (2).ppt]]

Here is a super [|article]on faculty transformation that addresses issues of recognition and reward for teaching--with and without technology.

Here is the of the above article.

Athabasca University Transfer Credit at the U of R__ One sign that the U of R could be providing more online courses is the amount of transfer credit brought in from Athabasca University:


 * Athabasca University TC Granted ||
 * Year || Total Transfer || Number of || Average Transfer ||
 * || Credit Hours || Students || Credit Hours ||
 * 2004 || 969 || 163 || 5.9 ||
 * 2005 || 1135 || 171 || 6.6 ||
 * 2006 || 1327 || 184 || 7.2 ||
 * 2007 || 1209 || 185 || 6.5 ||
 * 2008 || 1269 || 206 || 6.2 ||