Virtual School Meanderings

January 21, 2022

[CNIE-RCIÉ] Submission deadline extended to 4 February for 2022 CNIE Conference | La date limite de propositions pour le congrès 2022 du RCIÉ est prolongée jusqu’au 4 février 2022

It would be nice to see some more K-12 focused sessions are this Canadian conference.

Greetings, Fellow CNIE Members,

The Call for Proposals for the 2022 Canadian Network for Innovation in Education (CNIE)Virtual Conference is still open.

The deadline for submissions has been extended to February 4, 2022.

The conference, hosted by Concordia University, is scheduled online, May 2 through 4, 2022. The Conference Program Committee specifically seeks research presentations, innovations, case studies, and pre-conference workshops that address the conference theme—Innovating Every Day: Moving Beyond COVID-19—through these streams (topic areas):

  • Learning architecture
  • Learning experience design
  • Evidence-based practices in teaching
  • Institutional technology
  • Partnering with faculty and administration

Extended Deadline for proposal submission: February 4, 2022.

The full Call for Proposals, including submission guidelines, is available at:

https://cnie3.modeofproduction.org/wp-content/uploads/sites/12/2022/01/2022_CNIE_Call_20220117_E.pdf

If you have questions, please address them to: cnie2022rcie@cnie-rcie.ca

We look forward to receiving your proposals.

Best regards,

Ji Yae Bong, Chair  2022 conference
CNIE 2022

 

Chers collègues,

L’appel de propositions pour le congrès virtuel 2022 du Réseau canadien pour l’innovation en éducation (RCIÉ) est toujours en cours.

La date limite de soumission a été prolongée jusqu’au 4 février 2022.

Le congrès se tiendra en ligne du 2 au 4 mai 2022. Le comité d’organisation vous invite à présenter vos projets de recherche, vos innovations, vos études de cas et des ateliers précongrès dont le thème principal est Innover chaque jour et aller au-delà de la COVID-19, et ce à travers les volets thématiques suivants :

  • L’architecture d’apprentissage
  • La conception de l’expérience d’apprentissage
  • Les pratiques d’enseignement fondées sur des données probantes
  • La technologie institutionnelle
  • Le partenariat avec le corps professoral et l’administration

La date limite de soumission prolongée: 4 février 2022.

L’appel de propositions détaillé, incluant les directives de soumission, est disponible à :

https://cnie-fr.modeofproduction.org/wp-content/uploads/sites/13/2022/01/2022_CNIE_Call_20220117_F.pdf

Pour tout questionnement, veuillez communiquer à l’adresse suivante : cnie2022rcie@cnie-rcie.ca

Nous sommes impatients de recevoir vos propositions.

Cordialement,

Ji Yae Bong, présidente du comité d’organisation
RCIÉ 2022

Ji Yae Bong, Ph.D.
Assistant Professor
Educational Technology | Department of Education
Concordia University, Montreal, Quebec

 

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November 29, 2021

Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research

Authors

  • Pamela Beach, Queen’s University
  • Elena Favret, Queen’s University
  • Alexandra Minuk, Queen’s University

DOI:

https://doi.org/10.21432/cjlt27948

Keywords:

online learning, teacher professional development, review

ABSTRACT

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

AUTHOR BIOGRAPHIES

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

November 26, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

See the notice for this new issue of CJLT.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol. 47 No. 2 (2021)

PUBLISHED: 2021-11-24

EDITORIAL

  • Sawsen Lakhal, Martha Cleveland-Innes

NOTES

  • Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

    Mark Pegrum, Agnieszka Palalas

ARTICLES

  • The Knowledge Building International Project as an Innovative Learning Environment

    Josep Gallifa, Mireia Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, Mercè Gisbert, Francesc Martínez-Olmo
  • Computerized Vocabulary Assessment in Children 8-11 Years

    Jean Ecalle, Nicolas Bailloud, Emilie Dujardin, Annie Magnan
  • Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

    Ricardo-Adán Salas-Rueda
  • Online Teacher Professional Development in Canada: A Review of the Research

    Pamela Beach, Elena Favret, Alexandra Minuk
  • Evaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

    Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ

September 22, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

A new issue alert for this Canadian journal.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents included:

Vol. 47 No. 4 (2021): Special Issue

PUBLISHED: 2021-09-20

August 10, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

The notification of a new open access journal issue.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://www.cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents included:

Vol. 47 No. 1 (2021)

PUBLISHED: 2021-08-09

EDITORIAL

  • Editorial – Volume 47 Issue 1

    Martha Cleveland-Innes, Sawsen Lakhal

BOOK REVIEW

  • 25 Years of Ed Tech, 2020 By Martin Weller. Athabasca University Press.

    Brenna Clarke Gray

NOTES

  • Pedagogical Design: Bridging Learning Theory and Learning Analytics

    Seyyed Kazem Banihashem, Leah P. Macfadyen

ARTICLES

  • Web Enhanced Flipped Learning: A Case Study

    Bani Arora, Naman Arora
  • Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

    Horace Luong, Thomas Falkenberg, Mahdi Rahimian
  • Educational Technology Competency Framework: Defining a Community of Practice Across Canada

    Lyn K. Sonnenberg, Arif Onan, Douglas Archibald
  • Teachers Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning

    Brandy A. Martin
  • Sequences of Change of University Trainers in Intersectoral Training on Digital Competence in Education

    Florian Meyer, Clara Dyan-Charles, Caroline Pelletier, Guillaume Laporte, Félix Arguin
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