This document provides an overview of distance learning opportunities in Canada for the Aboriginal population. It discusses how the Aboriginal population has limited access to education due to remote locations. It then highlights several online schools and networks in Canadian provinces that provide distance education courses and support to improve access and outcomes for Aboriginal learners, including Credenda Virtual High School and College in Saskatchewan and SunChild E-Learning Community in Alberta. Key factors that contribute to the success of these distance learning programs are also summarized.
SITE 2015 - US and International K-12 Online Learning: How Have They Develope...Michael Barbour
Barbour, M. K., (2015, March). US and international K-12 online learning: How have they developed differently? A brief paper presentation at annual conference for the Society for Information Technology and Teacher Education, Las Vegas, NV.
Educational Technology: Global Implementation Strategies, Policy Review and A...Ramesh C. Sharma
This paper discusses the policies formulated in the global context regarding use of ET in the classrooms and examines them that how the ET are implemented.
SITE 2015 - US and International K-12 Online Learning: How Have They Develope...Michael Barbour
Barbour, M. K., (2015, March). US and international K-12 online learning: How have they developed differently? A brief paper presentation at annual conference for the Society for Information Technology and Teacher Education, Las Vegas, NV.
Educational Technology: Global Implementation Strategies, Policy Review and A...Ramesh C. Sharma
This paper discusses the policies formulated in the global context regarding use of ET in the classrooms and examines them that how the ET are implemented.
MAD-LaT 2011 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2011, May). State of the nation: K-12 online learning in Canada. An invited presentation at the Manitoba Association for Distributed Learning and Training conference, Winnipeg, MN.
BC DL Conference 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2010, April). State of the nation: K-12 online learning in Canada. A presentation at the British Columbia Partners in Online Learning Conference, http://knowevents.ca
CeLC 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2010, June). State of the nation: K-12 online learning in Canada. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
LaBonte, R., Barbour, M. K., McCallum, F., Laumann, D., Procter, J., & Pierre-Louie, C. (2023, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
MUN 2015 - K-12 Online Learning in Canada: Situating Newfoundland and Labrado...Michael Barbour
Barbour, M. K. (2015, December). K-12 online learning in Canada: Situating Newfoundland and Labrador in the national context. A Memorial University of Newfoundland Faculty of Education doctoral seminar, St. John's, NL.
DLAC 2019 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. L. (2019, April). State of The nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
Lean e informense las grandes ventajas de estudiar en Canada. Mayores informes y asesoramiento
info@remartocanada.com
Reclutamos estudiantes desde años escolares de 15 años a más.
SITE 2012 - Tracing International Differences in Online Learning Development:...Michael Barbour
Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
LaBonte, R., & Barbour, M. K. (2014, October). Canadian e-learning network. A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Winnipeg, MN.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
DLAC 2019 - Funding And Resourcing Of Digital Learning In CanadaMichael Barbour
Barbour, M. K. (2019, April). Funding and resourcing of digital learning in Canada. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
MAD-LaT 2011 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2011, May). State of the nation: K-12 online learning in Canada. An invited presentation at the Manitoba Association for Distributed Learning and Training conference, Winnipeg, MN.
BC DL Conference 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2010, April). State of the nation: K-12 online learning in Canada. A presentation at the British Columbia Partners in Online Learning Conference, http://knowevents.ca
CeLC 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2010, June). State of the nation: K-12 online learning in Canada. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
LaBonte, R., Barbour, M. K., McCallum, F., Laumann, D., Procter, J., & Pierre-Louie, C. (2023, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
MUN 2015 - K-12 Online Learning in Canada: Situating Newfoundland and Labrado...Michael Barbour
Barbour, M. K. (2015, December). K-12 online learning in Canada: Situating Newfoundland and Labrador in the national context. A Memorial University of Newfoundland Faculty of Education doctoral seminar, St. John's, NL.
DLAC 2019 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. L. (2019, April). State of The nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
Lean e informense las grandes ventajas de estudiar en Canada. Mayores informes y asesoramiento
info@remartocanada.com
Reclutamos estudiantes desde años escolares de 15 años a más.
SITE 2012 - Tracing International Differences in Online Learning Development:...Michael Barbour
Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
LaBonte, R., & Barbour, M. K. (2014, October). Canadian e-learning network. A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Winnipeg, MN.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
DLAC 2019 - Funding And Resourcing Of Digital Learning In CanadaMichael Barbour
Barbour, M. K. (2019, April). Funding and resourcing of digital learning in Canada. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Canada and Distance Learning:
Educational Opportunities for
the Aboriginal Population
Amanda Lerma
EDCI 6336-60
Summer I 2012
2. Provinces & Territories
Canada is made up of 10 provinces and 3 territories
Provinces Territories
Alberta Northwest Territories
British Columbia Nunavut
Manitoba Yukon
New Brunswick
Newfoundland & Labrador
Nova Scotia
Ontario
Prince Edward Island
Quebec
Saskatchewan
4. Profile of Canada
Population: 34.03 million (July 2011 est.)
Area: 9,984,670 million sq. km
Capital City: Ottawa
Official Languages: English & French
Currency: Canadian Dollar
Government: Constitutional Monarchy and a federal state with a
democratic system of government
GDP growth: 3.1 % (2010 est.)
Unemployment: 8% (2010 est.)
Major Industries: Automobile manufacturing, pulp & paper, iron & steel
work
Major Trading
Partners:
United States, UK, Japan & China
5. Educational System of Canada
• Canada does not have a national department or
ministry of education
• Education is regulated by each separate provincial
government through the individual ministries of
education
• Each of these regions has its own government that sets
and regulates educational standards for the schools
within the region
6. Aboriginal Population
• Aboriginal is the name for the
original peoples of North America
• The Canadian Constitution
recognizes 3 groups of Aboriginal
peoples which include
Indians, Métis, and Inuit
• The Aboriginal groups make up 4%
of the Canadian population
• They are predominantly located in
the provinces of
Ontario, Manitoba, Alberta, British
Columbia, and Saskatchewan
7. Limited Educational Access for
the Aboriginal Population
• Many Aboriginals live in small and
remote areas that do not have on-site
secondary schools
• Students are forced to relocate or
commute long distances if they wish
to receive education and training
• These hardships take their toll and are
a significant cause for the high school
dropout rates and low numbers that
pursue post-secondary education
8. Learn Canada 2020
• Educational plan developed in 2008 to serve as an
outline for all of the ministers of education
• The goal of the plan is to improve Canada’s educational
systems, learning opportunities, and to improve
educational outcomes
• One key objective of the plan is to eliminate the gap of
academic achievement between the Aboriginal and Non-
Aboriginal populations
9. Distance Learning
• Technology has provided
educational opportunities for the
Aboriginal population
• In pursuit of the goals of Learn
Canada 2020, some of the
provinces currently manage online
schools/networks that assist in
targeting the Aboriginal population
10. Credenda Virtual High School
and College
• Online institution serving
the educational needs of
the Aboriginal
population of
Saskatchewan
• The program provides
both high school and
post-secondary
opportunities
11. SunChild E-Learning
Community
• E-Learning Community that
provides educational access to
the Aboriginal population of
Alberta
• Provides access to high school
diploma courses, industry
training, and university courses
12. Contact North/Contact Nord
• Distance education network
serving the entire province of
Ontario
• 112 staffed online learning
centers are located in small, rural
areas with 26 of these centers
located in Aboriginal
communities
• The network also provides the
Centre of Excellence in Aboriginal
Distance Education and Online
Learning for additional support
13. Factors of Success for Distance
Learning in Canada
• Technology alone cannot solve educational problems
• The online schools /networks discussed in this
presentation have been successful with the help of :
-teacher development and training
-committed leadership
-motivated teachers and facilitators
-provincial support
14. Canada & Texas Comparison
• The rural areas of Canada and Texas face similar
challenges in regards to limited educational
opportunities
• Both Canada and Texas are headed in the right direction
as they are working towards improving the opportunities
for these areas with modern technology and distance
learning
15. References
• Barbour, M., State of the Nation: K-12 Online Learning in Canada 2010, International Association for K-12 Online
Learning (iNACOL), November 2010. Retrieved from
http://www.inacol.org/research/docs/iNACOL_CanadaStudy10-finalweb.pdf
• Barbour, M., State of the Nation: K-12 Online Learning in Canada 2011, International Association for K-12 Online
Learning (iNACOL), November 2011. Retrieved from
http://www.inacol.org/research/docs/iNACOL_CanadaStudy_201111.pdf
• Canadian Council on Learning. (2009 May). State of E-Learning in Canada May 2009.
Retrieved from http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_FINAL-E.PDF
• Canadian Council on Learning. (2012 June 28). E-Learning in Canada: First Nations Communities. Retrieved from
http://www.ccl-cca.ca/ccl/Reports/StateELearning/ELearningProfiles-Aboriginal.html
• Community Literacy of Ontario. (2009 September). Community Literacy of Ontario E-Channel E-Communique
September 2009. Retrieved from http://www.nald.ca/clo/communique/09echannel.pdf
• Contact North. (2012 June). Online Learning in Canada: At a Tipping Point. A Cross-country Checkup 2012.
Retrieved from http://www.contactnorth.ca/sites/default/files/pdf/trends-and-
directions/onlinelearningincanadareport_june_2012_-_final.pdf
• Council of Ministers of Education, Canada. (2008 April 15). Learn Canada 2020. Retrieved from
http://www.cmec.ca/Publications/Lists/Publications/Attachments/187/cmec-2020-declaration.en.pdf
• First Nations. Retrieved from http://en.wikipedia.org/wiki/First_Nations
• Foreign & Commonwealth Office. (2011 December 19). Canada Today. Retrieved from
http://www.fco.gov.uk/en/travel-and-living-abroad/travel-advice-by-country/country-profile/north-
central-america/canada/
• Human Resources and Skills Development Canada. (2012 July 04). Canadians in Context – Aboriginal Populations.
Retrieved from http://www4.hrsdc.gc.ca/.3ndic.1t.4r@-eng.jsp?iid=36
16. References
• Inuvialuit Regional Corporation (2012 April 13). Inuvik SunChild E-learning Centre Earns Recognition and Awards.
Retrieved from http://www.irc.inuvialuit.com/publications/pdf/News%20Release%20-
%20Sunchild%20Awards%20Apr%2013%2012.pdf
• Kyle, C. (2010). Cameco gives $2M to virtual school. The Star Phoenix. Retrieved from
http://www2.canada.com/saskatoonstarphoenix/news/story.html?id=d9c90fbd-e6a2-41d0-8025-506ed1b54e1a
• Rogers, D. (2011 June 11). AT&T-Mobile merger would be good for Texas schools. The
Statesman. Retrieved from http://www.statesman.com/opinion/rogers-at-t-tmobile-merger-would-be-good-
1534501.html
• Microsoft Clip Art
• Google Images
