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Aboriginal Learning Needs Forestry This study is developing and testing a new interactive CD-ROM tool to deliver business development and forestry skills training in remote First Nation communities. Researchers will endeavour to solve both the logistical challenges of delivering alternative learning technologies in remote areas, and respond to the specific learning needs of First Nation communities. The goal is to provide remote First Nation community members with better access to the benefits of advanced learning technologies. Accessible Graduate Training for Rural Francophone Managers This project is developing a number of ways to use technologies to deliver a graduate management program to Francophone managers and students living in rural and remote areas where Francophones are a minority. The project will test how well learning technologies address the needs of Francophone adult learners in rural and remote areas. It will also assess the impact of such a program on small communities and on the learning organizations offering this kind of program. Adapting Trades Upgrading Training for Distance Delivery Okanagan University College (OUC) will adapt two traditional trade qualifications and journeyperson upgrading courses (automotive and recreation vehicle) for delivery through computer-based training, CD-ROM, and audio- and videoconferencing. The courses will be delivered and tested at five sites (the four Western provinces and Ontario) in selected industry workplaces, and in educational and home locations. Journeypersons can upgrade their skills, at the same time significantly reducing both off-site training time and workplace disruptions. The diversity of project partners and locations will allow researchers to access these technologies in different environments, Findings will also provide valuable insights into the implications of collaborative course delivery across provinces. Partners will provide necessary capital equipment and facilities for training, and ensure the release time of key individuals for training and program delivery. All five sites and OUC will be involved in writing the project's final report. Applied Logic and Programmable Logic Controller Training The aim of this project is to improve the general analytical problem-solving skills of technically trained workers and to provide basic training on programmable logic controllers. The partners in this project are developing and testing two computer-based learning modules to be delivered via the Internet to train adults in analytical and problem-solving skills. Computer simulations will provide portable learning opportunities that do not require the use of expensive industrial hardware. This project brings a new approach to learning. By adapting artificial intelligence techniques, the project will develop a sophisticated assessment program for determining prior knowledge of learners in logic and programmable logic programming and generating individualized training programs. The program is being tested at a number of institutional and industrial sites in Canada, the United States and the United Arab Emirates. The Canadian Network for New Media Learning This project was built on three existing learnware sites in Alberta, British Columbia and Québec to provide a national clearinghouse of courseware — a focal point for Canadians to use in accessing information about education and training. The clearinghouse provides co-ordinated, comprehensive, Internet-accessible, searchable databases of educational and learnware organizations, products and services. These databases allow any potential learner (individual, corporate, institutional) to find, register, purchase (if appropriate) or receive instruction online, where available. A minimum of 300 organizations are being entered into the database, with a potential of 3, 000 courses available for access. Collaborative Learning and Working Models In a highly competitive, knowledge-based technological society, it is important to harness the power of technology to increase our capacity to learn and work collaboratively with partners across the country and around the world. Télé-Université will develop two models of collaborative distance learning. The first will focus on technology-assisted learning, and will concentrate on learners. It seeks to determine the skills required to participate in collaborative distance learning, as well as how to best promote that mode. The second model will study how to promote the co-operative development of training activities. Participating organizations (businesses, public institutions and non-governmental organizations) will receive a proposal for sharing technology-based learning resources. Collaborative Online Development with Concept Mapping Computer conferencing typically involves text-only communication between two or more parties, using a computer and a keyboard. This project adds visual images to enhance those exchanges. It also examines how educators and trainers learn and work with visuals, rather than with text alone. It uses "concept mapping" software (SMARTIDEAS) to develop computer-based learning modules on the Internet. It then examines the resulting impact visuals have on the course's content. Outcomes from this project will include a set of recommendations to develop more visual learning and teaching tools for use on the Internet. Project results will help educators, trainers, business and industry organizations seeking to optimize their distance learning activities. Community Service Learning at a Distance in the Community Royal Roads University will conduct a two-year action research project to design, develop and pilot a learning model that uses interactive technologies to deliver a community service learning program to students across Canada. Community service learning is new to Canada and is not offered at a distance anywhere in the world; Royal Roads, a new university committed to using new approaches, will be the first to do so. Students (individuals in mid-career) are challenged to be mentors for present or potential leaders of not-for-profit associations (e.g., YMCA-YWCA, Red Cross, Cancer Society) in their communities. The OLT's contribution focuses on using learning technologies so both students and mentored organizations can learn in their home communities. The program also offers an "Instructional Technology Option"; it is designed to teach students how to use contemporary technologies to make them better leaders. Comparative Analysis of Educational Communications Software Educators and administrators have to decide which computer communication software best meets their needs, yet little information is available about their comparative merits. This project is researching, testing and evaluating software that supports education and training over the Internet. The report will describe technical elements and how they enhance learning and access, and evaluate teaching tools for instructors. The Standing Committee on Educational Technology (SCOET) — a joint initiative between representatives of the colleges and training institutes of British Columbia and British Columbia's Ministry of Education, Skills and Training — will develop an evaluation criteria template to help educators and administrators select the most appropriate products. The final report will be published on SCOET's website. It will include a review of selected products, as well as case studies to illustrate best practices. The project will also provide an electronic forum where practitioners can share information and discuss their experiences and practices. Competency-based Management Training Online The University College of the Cariboo, in co-operation with private-sector employees, is developing, testing, and evaluating an online Executive Management Diploma. This is a competency-based program that will be delivered in the workplace using a range of technologies, including interactive video, the Web, computer-mediated conferencing, e-mail, audio-graphics, teleconferencing and face-to-face instruction. The OLT contribution to this project will support research on the effectiveness of learning technologies in this application, and on competency-based curriculum development and evaluation methodologies. It will also help assess the merits of collaborative and team-based learning through existing assessment protocols. Project results will help define the types of learner support that are required for on-line management training. Computer-Assisted Learning in the Construction Industry: Testing the Effectiveness of Contextually Designed Programs In collaboration with industry partners, one of which is the Painting Industry Joint Trade Board, SkillPlan will test and evaluate the effectiveness of learning technologies to prepare trainees for Apprenticeship and Journeyperson certifications. Key areas of evaluation include the identification of " appropriate" uses for learning technologies and software products available with authoring components, the feasibility of delivery methods, and the impact of this technology on successful performance in trades training. At the same time, by using learning technologies, workers will be preparing for the inevitable introduction of technology in construction workplaces and in technical training. Court Interpreting Distance Education There is a serious shortage of professionally trained, foreign-language court interpreters in Canada. This pilot project will test the use of technology to deliver the Court Interpreting Program of Vancouver Community College at a distance to interested students. The study will test the efficiency of audio teleconferencing, compressed videoconferencing, computer conferencing and tutor-supported home study to train people to interpret foreign languages. This pilot project is the first of its kind in the world. The OLT's funding will help test the delivery of these technologies and evaluate their impact on learners and instructors, so the course can be offered in other areas of Canada. Design and Testing of a Learning Model in Tourism Technology — particularly the Internet — is increasingly being used to promote and market products and services. A recent study of human resources training needs in the Québec tourism industry stressed the importance of new technologies for upgrading employee skills. The Université du Québec (Trois-Rivières) and the University of Ottawa will collaborate on a project to develop and experiment with a new hybrid learning model based on videoconferencing and multimedia courses over the Internet. This project will facilitate continuing and distance education opportunities for employees and students of the tourism industry. Practitioners who want to use videoconferencing and the Internet in their training will find the results in this project. Design Principles for Telelearning Science This project is developing a model for collaborative science laboratories on the Internet. The model will be implemented in a course on Science and Technology Literacy for a non-specialized audience and will provide the technological and pedagogical tools students and teachers need to learn and teach in this area. Developing a Pedagogical Approach for Teachers Recent advances in Internet technologies have created new opportunities to use videoconferencing and electronic communications (e-mail and discussion forum) for distance teaching. This research project brings together Francophone researchers and teachers in Quebec, New Brunswick and Ontario to study how to use these technologies effectively, and determine the pros and cons (technical and pedagogical) for learners and instructors. Data will be gathered from both learners and instructors through observation, focus groups, in-depth interviews and surveys. Learners are participating in professional development, while the teachers are learning how to use telelearning. Development of a New Adult Learning Method The Université du Québec (Rimouski) is leading an experimental study on how adults learn using video communications (videoconferencing and cablecasting) on the Internet. Other partners are Quebec-Telephone and five community colleges in the regions of the Lower St. Lawrence, Chaudière-Appalache, Gaspé, and the Lower North Shore. This project will compare the learning methods of adult learners across a large area, often from rural or remote locations. Results will be shared at a "virtual workshop" in early 1999, where researchers will be linked with practitioners across the country. Two other OLT-sponsored projects (Université du Québec à Trois-Rivières and Université de Montréal) will also be involved. Researchers will publish a series of papers, as well as a training program for teachers who want to integrate video communications and the Internet into their courses. Development of an Evaluation Model for Technology-enhanced Learning in Retailing The main objective of this project is to develop a sophisticated "tool kit" to help education and training organizations identify the best techniques for testing and evaluating their distance education courses. The model will address course design, as well as the attitudes of course designers, instructors, administrators, corporate sponsors and most importantly, learners. The "tool kit" will include a dynamic feedback model that can be generalized to fit any distance education context. The project will be tested on training courses developed for workers in the retail industry. Distance Prior Learning Assessment Project (DPLA) A major aspect of continuing education today is Prior Learning Assessment (PLA), where credit is given from previous education, or life or work experience. Although PLA is not unique, it is traditionally conducted at the institute granting the degree. A distance PLA service would allow distance learners to gain recognition and credit for prior learning related to their areas of study, without having to travel to their institution. This project is researching, testing and evaluating the application of a (PLA) recognition strategy in conjunction with a distance education program. The research and assessment data from this unique pilot project will develop new PLA techniques for distance-learning organizations, employers, and learners. The model will use a variety of techniques; these may include the Internet, interactive video and video graphics, paper, seminars, individual instruction, videotapes and more. Effectiveness of Computer-based Training in the Plastics Industry This project will test the use of Computer-based Training (CBT) to provide plastics industry workers with effective workplace upgrading. The Canadian Plastic Training Centre (CPTC), a sectoral alliance of labour, business and Humber College, offers courses and programs in the Toronto area to address skills shortages in the plastics industry. In collaboration with a major Canadian plastic equipment manufacturer and a software developer, the CPTC is conducting research in the Toronto area to test the effectiveness of interactive CD-ROM simulations to deliver workplace training. It will compare the results to traditional institution-based training. Expected outcomes include greater access to training opportunities for workers and employers not located in the Toronto area; a smaller skills gap arising from new technology in the industry; reduced training travel costs; reduced training program time; increased flexibility and responsiveness of training; and more qualified operators and production employees in the plastics industry across Canada. The Effectiveness of Learning Technologies This project investigates how effectively learning technologies facilitate different types of learning and how cost effective they are relative to other approaches. It combines research with the implementation and assessment of training delivered via learning technologies to Northern communities. The project will be conducted in two phases: Phase 1 will involve a compilation of evidence and the development of cost effectiveness model (s). In this phase, the Office will investigate how effectively learning technologies facilitate different types of learning, with different learners and different situational variables, and will study how they are cost effective; develop cost effectiveness models which incorporate learning effectiveness; provide a platform on which to base future work; and provide a knowledge base to assist instructors working with technology-mediated methods. An interim report, which will present the findings of the search and critical review, will be circulated for review by experts, revised and made available through the NODE/RÉDO website. Building on this report, a final report will be prepared which will incorporate the definition, variables and model (s) of cost effectiveness. Phase 2 will demonstrate projects and assess their ability to apply accumulated knowledge to the development and delivery of training. It will also assess the learning acquired through and the cost effectiveness of the approaches used. This phase will be conducted in partnership with the Province of Ontario, Contact North, NODE/RÉDO, post-secondary institutions and employers. The Office for Partnerships for Advanced Skills is a joint initiative of all Ontario universities and several industry sectors to improve the competencies and intellectual capacity of organizations and individuals through advanced training. Electronic Distance Education Network: The EDEN Project The EDEN project is testing and assessing a new learning mode: it uses Internet technologies to deliver high school credit courses to adults who are unable to access traditional classroom learning. The model is equally appropriate for delivery to groups of adults on a continuous intake basis in a computer lab setting. It will demonstrate and evaluate the educational, economic and administrative benefits that can be expected when applying technology to distance education. The project, which was piloted in Orillia district, is now being conducted in partnership with four other Ontario school boards, their human resources development offices and one Aboriginal community. The project will also develop a learning delivery system that can be accessed by adult learners across Canada and abroad. ESL Courseware for Adults in Remote Locations The North York Board of Education is developing an innovative language program. Canadian adults who live in remote areas, or who have barriers that prevent them from participating in traditional instruction, can use the Internet to access quality instruction in English as a second language. This study will monitor and test the application and effectiveness of Internet technologies, written instructions, graphics, Webphone, e-mail, Internet relay chat and audio files in teaching English to adult learners. The program is designed to accommodate different learning styles. This study's goals are to gather information on learners' needs and their learning styles; determine the level of technical competency required for students to fully benefit from an Internet approach; find the best way to teach prerequisite computer/Internet skills to new learners; and determine appropriate training materials and the required skill set for distance education instructors. Evaluating Learning Technologies for Inuit Communities This project will determine the effectiveness of combining three forms of technology as an instruction tool for Inuit teachers: computer-assisted videoconferencing, electronic mail and the World Wide Web. Inuit teachers in Baker Lake and Rankin Inlet will be provided with a 12-week workplace training program on how to integrate learning technologies into their courses. The teachers will use the Internet and related communications technologies to find instructional resources, as well as develop their own resources on the World Wide Web. At the end of the project, recommendations will be made on how to implement learning technologies in remote Inuit communities. These findings will also be applied in other remote settings. Evaluation of a Career-planning Website Career planning is a vital skill that helps people attain education and career goals. The OLT is supporting the assessment of an on-line, Internet-based, career-planning website. The site was developed by New Careers Corporation of Saskatchewan; it is designed for adults who are enrolled in basic education programs (pre-Grade 12) and receive social assistance. The project will assess whether the Internet can be an effective career-planning tool for approximately 75 adults with limited education. Evaluation of an Interactive Training Model on Composite Materials This study is testing the use of technology to deliver distance education programs at home, in the workplace or in an institution. It uses the Internet and new communication technologies as a model to deliver a program on the manufacturing of composite materials. The results will provide learning institutions with policy guidelines for the provision of other technical courses delivered at a distance. Evaluation of Computer-assisted Learning for Adult Basic Education The Worker Education Centre is assessing the effectiveness of different electronic learning strategies in addressing the basic skills upgrading needs of adults in the workplace. It will document best practices in the use of interactive multimedia as a learning tool, conduct a cost-analysis comparison between technology-based and traditional classroom learning, explore ways to overcome the barriers faced by workers in accessing education and establish guidelines on integrating technology into basic skills upgrading in the workplace. Some 350 adult learners and 20 instructors in the Hamilton area will participate in this project. Evaluation of New Training Technologies for Hospital Workers This study is undertaking a comprehensive review of an Internet-based computer system that was developed to train hospital staff in energy efficiency. The project will evaluate the applicability and effectiveness of new learning technologies in a hospital setting, determine the usage patterns of learners, measure their acceptance of the delivery approach and ascertain the system's applicability and transferability to other settings. An Evaluation of the Net-based Math Readiness Course Trial In this project, researchers will evaluate the Math Readiness Course (MRC) developed by the University of Saskatchewan. The MRC is intended to bridge the gap that many adult learners experience between the mathematics skills they have acquired and retained from high school and the knowledge and skills that are expected in post-secondary education programs; it has a significant quantitative aspect. The trial involves three cohorts of learners: home-based, school-based, and workplace-based, in northern and remote communities. This project will evaluate the trial using an evaluation framework that combines outcome and process evaluation. Project findings will be useful to those who want to develop similar distance education courses. A Framework for Policy and Socio-Economic Studies of TeleLearning Technologies This research project will examine the micro and macro policy environments of learning technologies to determine if there are existing policies which hinder or foster the use of telelearning technologies. There are three stages to the project, First, researchers will use a survey to identify current policy with regard to learning technologies at the college and university, government and corporate levels. The policy development process, policy rationales and policy issues that affect learners will also be included. Second, researchers will create an electronic discussion forum to identify new policy issues arising from the implementation of learning technologies. The forum will include participants in the Telelearning Network of Centres of Excellence. The feedback will help establish a framework for further policy research and action. Finally, the project will establish priorities for further research in policy and socio-economic impact studies. Gaining a Competitive Advantage through Voice Input Computer Technology This study is evaluating the impact of voice technology on the provision of job skills training to adults with physical disabilities. It will design and test user-friendly assessment tools, provide training on voice input technology and demonstrate the transferability of the tool to the workplace through an on-the-job training component. Home-based Laboratory Technology for Introductory Physics The difficulty in providing science courses via distance education has, until now, been their practical laboratory component. Students must still travel to a central site to participate in laboratory exercises. Athabasca University will test and evaluate the effectiveness of new learning technologies to offer students an experimental home laboratory for science courses delivered at a distance. A physics course will be piloted using a recently developed calculator-based laboratory system that can take physics measurements and port them to a PC for analysis. A number of known industrial PC measurement technologies will be applied. The project will evaluate the impact of using this home laboratory technology for learning. The potential application of these technologies in fields such as mathematics, chemistry and biology will also be assessed. Innovative Learning Model for Social Workers in Remote Communities This project is developing and testing an innovative learning model for social workers who live in remote communities and who aren't registered in a formal education program. The learning model will emphasize the learning needs of Aboriginal peoples. Researchers will also assess the applicability and effectiveness of adult learning models that use innovative technologies in remote communities throughout Canada. Interactive Multimedia Technology in Nursing Education This research project will test the effectiveness of CD-ROM/Internet technologies in a distance education program for working registered nurses in Nova Scotia. The curriculum includes both theoretical and practical lessons, and leads to a B.Sc.N. The effectiveness of the technology for this type of learning will be compared with other delivery formats using established standards. The project hopes to prove that the learner-driven nature of the Internet and its feedback capabilities will make it a better option than traditional delivery methods. The findings will not only serve the health-education sector, but will provide guidelines for the effective use of technology in other areas of professional education. Interactive Multimedia Training on the Information Highway Adult learners looking for work or who are in career/job transitions need to arrange and implement training plans that reflect today's changing labour market. This project will develop an interactive multimedia help system on the Internet. It is designed to help individuals identify their training needs, develop their own training plan, select the best learning activities and assess their progress. Researchers will also examine issues surrounding the motivation of adults who use learning technologies. The OLT will fund the development of a learning model that uses information and communications technologies to meet the training needs of adults looking for a job or changing careers. Internet Technologies and University Adult Learners This project is researching the effectiveness of Internet technologies for Francophone adult learners pursuing university studies at a distance. Two groups of learners (90 in each) participating in psychology courses will be observed three times over the next two years. The first group consists of adult learners accessing courses via the Internet; the second is composed of regular university students. Quantitative and qualitative measurements will be used to compare the perceptions, problems and performances of the two groups. The project aims to assess the difficulties faced by adult learners and identify the best pedagogical approaches for their needs. Job Search Strategies and Job Market Research Tutor This project is developing, testing and implementing a series of computer-assisted, bilingual learning modules. The modules will provide youth and adults with the skills to: plan job searches; investigate labour market information; learn how to network for advice, job leads and referrals; and practise interviewing skills. The project will be delivered via CanWorkNet and Industry Canada's SchoolNet Career Centre. The program consists of two major interactive learning components: the Job Search Strategies and the Job Market Research Tutors. The first is a computerized tutor designed to help learners acquire the skills to plan a job search, develop resumes and covering letters and prepare for job interviews through role-playing simulations. The second will help them locate jobs, become aware of changing occupational profiles, examine growing occupations and the future prospects of various jobs. Just-in-Time Open Learning (JITOL) Initiative The JITOL Initiative supports collaborative learning in the workplace; it provides tools for multimedia workers to document and reflect on their workplace experiences, and share them with colleagues. This project will develop up to six pilots for professionals in the multimedia industry to evaluate JITOL tools to enhance professional learning. The university and participating firms and organizations are working together to design, implement and evaluate the pilots. An estimated 100 professionals in the multimedia industry are participating. JITOL is a methodology that focuses on evaluating how technology can support professional development through the exchange of knowledge. Researchers are using technology to create a forum for workers to document their workplace experiences and discuss them with other professionals. This creates an evolving knowledge base that serves as a learning repository. Research demonstrates that significant learning occurs on the job, as workers reflect on their workplace practices. Just-in-Time Learning and Information Network ONESTeP (Ontario Network of Employment Skills Training Projects) is currently designing a learning network that will use computer technologies to link organizations, clients, businesses and the public. ONESTeP is a non-profit provincial umbrella organization that provides services to non-governmental organizations involved in training and career counselling for individuals with special needs. It has 120 member organizations that offer over 450 programs to more than 100, 000 clients in 51 Ontario communities. The Just-in-Time Learning and Information Network project's purpose is to identify, promote, animate and facilitate the use of information and telecommunication technology; capture best practices from across Canada; encourage the sharing of these practices; monitor and evaluate emerging technologies related to community-based training; and provide professional development opportunities for practitioners. Learning French as a Second Language in Multimedia Environments This joint Canada- France project is studying the issues surrounding the inter-cultural transferability of multimedia software for learning French. The study will examine learner characteristics such as socio-cultural background, level of language competency, personality and attitudes toward computers. It will evaluate how these affect the learner's ability to successfully use multimedia technologies to learn another language. The OLT's funding will help the Canadian research team assess whether the module « L'acte de vente » from the French multimedia software Camille can be adapted for a Canadian learner. It will also help test the effectiveness of a Canadian FSL ( French as a Second Language) assessment tool that has been adapted for foreign learners. Learning Opportunities for Paid Caregivers of the Rural Elderly There is an increasing demand for staff development for healthcare providers coupled with a growing concern that the traditional face-to-face learning approach is insufficient, especially for rural healthcare providers, who often work in small urban or rural hospitals or nursing homes, and therefore cannot access as many professional development programs as their counterparts in large centres. This project will assess and compare three learning approaches, including traditional workshops, independent study modules and web-based study modules with nurses and healthcare aides in different facilities. It will explore the potential for technology-based learning to meet staff development needs and improve work performance. Learning Technologies for Professional Development of Adult Education This project examines how learning technologies could be used for the professional development of post-secondary adults in Alberta and British Columbia. Results of the project will help us better understand the effectiveness of these technologies in this area; determine the impacts of an educator's learning experience on the integration of technologies into his or her practices; and identify the competencies required by adult educators in this area. What's more, this project will develop a group of committed educators with first-hand experience learning with technologies. Learning through New Technologies: Response of Adult Learners This research project is studying how adults respond to learning technologies for university, career and professional learning. It includes regular campus students, independent distance learners, individuals and groups studying in community skills centres, and learners in the workplace. Its objectives are 1) to determine common characteristics of successful distance learners to help identify key target groups and priorities; 2) to provide guidelines for improving technology-based teaching designs; and 3) to provide better support to learners by identifying strategies that facilitate, and barriers that inhibit, learners' use of technology. Study habits, learning styles, motivation and how learners interact with technology are being examined. The project will also look at 20 courses on various subjects using different delivery modes that are part of the university's regular program; organizational and administrative issues related to their design and delivery will be studied in context. "Lifelong Learning on the Information Highway" Learning Guides "Lifelong Learning on the Information Highway" is an integrated series of eight learning guides for practitioners — four in French and four in English. It is written by well-known Canadian learning technology experts and practitioners. The series offers practical information and advice to help teachers and instructors start using technology in their classrooms. The objective? To increase the use of compressed video, computer, audio and audiographic conferencing as learning tools. Developed by Knowledge Connection Corporation and Judy Roberts and Associates/Associés, the series will be published by Chenelière/McGraw-Hill early at the end of 1997. There are eight titles: 1) Classrooms with a Difference: Facilitating Learning on the Information Highway; 2)Classes virtuelles: Apprendre sur l'inforoute; 3) Networked Learning: The Pedagogy of the Internet; 4) Apprendre par la télématique '. La pédagogie des réseaux; 5) Audio and Audiographic Learning: The Cornerstone of the Information Highway; 6) Apprendre par l'audio et l'audiographie: La pierre angulaire de l'inforoute; 7) Compressed Video Learning: Creating Active Learners; 8) Apprendre par la vidéo: Un échange convivial. A Model Network for University Learning in First Nation Communities The Saskatchewan Indian Federated College is establishing a learning network among First Nation communities in Saskatchewan. This pilot project will test the effectiveness of a variety of learning technologies, including computer-based mediation, teleconferencing and others to deliver community-based university courses to adult learners in Meadow Lake, Prince Albert, Lac La Ronge and Wollaston Lake. The technology will link these students with instructors and other learners at the Regina and Saskatoon campuses of the college. This model is expected to enhance the community-based university experience, improve access to high-quality instruction and academic support, and improve learning outcomes. Model of Adaptive Télé-training for the Web ISO 14000 Environmental Standards The Télé-Université is developing a hypermedia learning model to be disseminated via the Internet. The model will address content, instructional methodology, learning activities and a support mechanism for learners. The aim is to offer flexible learning opportunities to workers who have varied competencies and cognitive styles. The model will be validated by and implemented during training in ISO 14000 environmental standards for industries. When it becomes operational, the model will be applied to other training situations. Multimedia Training Observatory The Multimedia Training Observatory identifies and disseminates leading edge information on new models, applications, products and developments in the learning technology field. One of its major objectives is to link stakeholders in the field (i.e., business, governments, learning institutions and the public). In this project, the Multimedia Training Observatory is developing a website as an information source for those interested in development tools and training models that use multimedia learning technologies. The site will provide powerful search tools to help users access information on topics such as intranets or distance learning applications. It will also feature a virtual showcase, where users can try new learning software, development tools and commercial applications. New Health Safety Learning Model in Mining Accident prevention is a priority in the workplace. This project is exploring how learning technologies can be applied to help companies in the mining industry learn and make decisions about industrial safety. It will examine two computerized decision support models. These are designed to help managers in the mining industry better understand health safety problems and develop strategies to address them. New Technologies for Training Publishing Professionals With this project, the Canadian Centre for Studies in Publishing is seeking to identify how to best use learning technologies for professional development in the publishing sector, and develop a model to enable these professionals to use technologies in their learning process. The project includes two components: the Master-on-Demand Project tests different delivery methods to expand the geography of opportunity for the Master of Publishing program; the Writers and Editors Learning Network Project tests a network that links experienced publishing professionals with industry entrants. The OLT contribution will support research, consultation and prototype testing activities. Simon Fraser University will fund course development; the Cultural Human Resources Council will support a workshop for writers; and the Department of Canadian Heritage will support the development of two multimedia CD-ROMs for publishing professionals. Office Technology Multimedia Program This multimedia office management learning program provided Francophone workers and students at home, at work or in learning institutions through a network of French colleges and associations in New Brunswick, Nova Scotia, Prince Edward Island, Quebec, Ontario and Saskatchewan. The OLT supported activities to examine existing programs and trends in the use of the Internet to deliver courses, identify the required academic components and determine how to evaluate learning via the Internet. It also supported the trial delivery to test the efficiency of the pedagogical approach and the student and technical support systems; assess the motivation of learners; and measure the costs for both learners and organizations. Partners developed the course content, provided equipment and CD-ROMs, and distributed the program to workers and students in their respective regions. The final report will be available during the fall of 1997. Older Adults and Learning Technologies This project will further identify learning needs of adults aged 55+, help them to overcome their fear of and resistance to new technologies, and give them access to technology-based learning opportunities adapted to their needs. Activities in this project include developing, testing and carrying out an action plan for the strategies identified in the feasibility study (see project 59005); establishing a computer and multimedia laboratory/resource centre with learner support services; developing training materials adapted to the needs of older adults; and expanding the centre to a multi-node distance education delivery system that would reach out to older adults throughout Saskatchewan and beyond. The seniors centre will also work with Creative Retirement Manitoba to design and maintain a clearinghouse of information on all Canadian seniors' technology programs; develop and maintain an Internet on-line quarterly newsletter; conduct electronic symposiums and conferences; create a virtual learning space that older adults could access from their homes via the Internet; and document the impact of computer learning programs on seniors in general and on those with illnesses and disabilities in particular. On-Line, In Business, At Home This action research project will assess the needs of adult learners with physical disabilities. It will also field-test the applicability and effectiveness of the Internet and videoconferencing to provide them with learning activities in their homes, work environments or learning centres. The project will be conducted in 10 sites across British Columbia in collaboration with a number of organizations for people with disabilities and First Nations learning centres. The project will involve 100 disabled adult learners, including 20 at home, and will use audio- and videoconferencing and the World Wide Web to participate in an entrepreneurship program that also includes virtual work experience. It is intended to test the model in a later phase with a number of sites in one or more other provinces. The project findings will be disseminated via the Internet, articles in professional journals and attendance at various conferences. Resource kits will be made available for instructors and learners interested in this learning model. In addition, the Knowledge Network will develop and broadcast a video to inform adult learners with disabilities of this new learning technology model. Preparing School Principals for the Effective Use of IT School principals' knowledge, skills, attitudes and personal practices about learning technologies are paramount in determining how schools can integrate these technologies. This project will support the development of a strategy to prepare school principals to use learning technologies to transform learning, support adult learners, inform parents, train staff and create community centres for life-long learning. It will describe and develop a consensus on what knowledge, skills, attitudes and practices are required of principals. For the survey portion of the project, the Canadian Association of School Principals (CAP) will partner with the Council of Ministers of Education, Canada (CMEC), participating in a survey they are undertaking on teacher needs. An advisory committee for the project will include CMEC, the Canadian Association of Deans of Education, the Canadian Teachers Federation, and the Canadian Education Networking Coalition. CAP will meet with provincial and territorial education and training ministries to present their findings and recommendations. Results will also be disseminated widely to 15, 000 school administrators through school communication systems, and to others via newsletters, the OLT website and the CAP conference. Promises & Prospects of Technology & Women's Learning (The Janus Project) The Janus Project will raise awareness about the challenges and opportunities that learning technologies present to women. It will conduct research, publish a discussion paper and hold a workshop on technologies and women's learning. The findings of the research will provide a broad socio-economic analysis of the impact of technologies on women's learning, and will be integrated into a discussion paper outlining trends, issues and areas for further exploration. This paper will provide the background for a workshop in the spring of 1997 that will bring together about 100 representatives from women's, literacy and adult education organizations, unions, industry and government. Putting Learning at the Centre of the Web This project is evaluating how appropriate new and traditional forms of interactive instruction are when applied to web-based teaching and learning. The project also addresses the need to further explore how people learn and the ways web-based instructional methods and learning activities can best be adapted to learning needs. The project will pilot specific methods of on-line teaching and learning. Researchers will also design and develop a template to help practitioners make informed decisions about the conversion of courses to the web. Researching and Testing Learning Technologies Laurentian University and its partners will research, test and evaluate the use of learning technologies (audio- and videoconferencing, computer-mediated conferencing, computer-assisted learning and the Internet) in a variety of credit and non-credit courses. They will create models for developing and delivering effective learning materials and will facilitate the sharing of experiences, knowledge and research in the use of technologies among post-secondary institutions, private-sector and community organizations across Canada. The project will develop learner-centred models and tools to enhance technology-based learning for students. It will also assist teachers, instructors and facilitators to integrate learning technologies in their practices, First, Laurentian University will develop formative and summative evaluations to provide an in-depth assessment of the effective use of learning technologies currently in use, and of the level of satisfaction experienced by the learners and instructors using the technologies. It will also conduct research into computer-mediated conferencing and computer-assisted learning and begin the development of courses using these technologies. It will use the results of the evaluations to make the necessary modifications to course materials and to begin establishing development and delivery models and policy. Throughout the project, training on the most effective use of learning technologies will be delivered to facilitators, faculty and students via the Internet or using the existing equipment of Contact North and partner institutions. The project will also provide training and tutoring to students on the use of the technology to access a variety of learning materials and resources. Rural On-line Cardiac Education Project (R.O.C.E.P.) R.O.C.E.P. is a community-based response for improved cardiac patient education for rural and remote populations of British Columbia. It will utilize the Internet to provide an interactive healthcare education program and promote lifestyle changes among patients suffering from coronary artery disease, the primary cause of death among men and women in Canada. The project will engage 120 patients, candidates for cardiac by-pass surgery, to compare the effectiveness of widely used traditional print-based education to an interactive computer-mediated education program that can be customized to the needs of individual patients. To collect data on rural versus urban accessibility, the selection of participants will include candidates from the Vancouver area and from the Okanagan Valley. The two experimental groups will self-identify by indicating that they (1) own and operate a computer and use the Internet and e-mail or (2) that they have some knowledge of computers, but use neither the Internet nor e-mail. Those who identify themselves as having neither knowledge of nor access to computers will be part of the control group. R.O.C.E.P. will be the first project to measure, through three survey questionnaires and a retrospective clinical chart review, the impact of the mode of education delivery on various patient outcomes such as hospital length of stay, use of healthcare resources, perceived quality of life, satisfaction and interaction with on-line education programs, and comfort with technology as a learning tool. The Seniors' Education Centre's Learning Technologies Capacity This project will conduct a feasibility study to identify the learning needs of adults aged 55+, help them to overcome their fear and resistance towards new technologies, and give them access to technology-based learning opportunities adapted to their needs. Activities in this first phase include a literature review; assessment of seniors' learning needs; and evaluation of applicable hardware/software. The study will also identify potential partners and the resources they would be willing to commit. This project is related to OLT's efforts to minimize the potential for technology to marginalize segments of the population such as people with disabilities, women, Aboriginal peoples and seniors. Strategic Technology Application for Rural Telework (START) Eastern College has developed a computer-based learning model used in the Telework Training program. This project will develop and evaluate a more sophisticated (web-based) interactive model. It will enhance peer-to-peer, student-to-tutor and student-to-instructor interactions. A web-based model will increase group interaction, reduce the isolation effect and maintain learner independence. The project will provide an interactive model transferable to college-level courses in similar programs. This type of learning model will not only have an impact for rural communities in Newfoundland but potentially for similar communities across the country. Study of Integration of Technology — Secondary Curriculum The objective of the project is to study effective ways of integrating computer technologies, particularly the Internet, into the Nova Scotia secondary curriculum in order to effect a positive change in students' achievement. The first stage of this research project, sponsored by the National Labour Market Innovations Program of Human Resources Development Canada, identified key issues to be addressed, such as the training of teachers and students, integrating technology into the curriculum, equity issues and guidelines for the use of computers. This second stage will conduct a small scale, action research project to 1) develop a source of computer software 2) develop strategies to integrate computers and the Internet into school subjects; 3) promote equity in integrating computers into the curriculum; 4) explore and develop training models; and 5) develop policy guidelines for teachers for the effective integration of computers into the curriculum. A Study of Various Pedagogical Approaches for Computer Training Université Laval and Le Groupe LGS, a major private sector consulting group in Quebec, will assess the effectiveness of different learning technologies such as television, e-mail, networking and Lotus Notes to provide computer training to university students on and off campus, as well as for worker skills upgrading. The project will address a number of questions on how particular approaches allow for full mastery of content, contribute to the development of professional attitudes and promote optimum learning. Technology Integration in Teaching and Learning Environments (TITLE Project) The project will implement and evaluate a comprehensive "Model for Transformation" as a basis for converting an entire post-secondary institution into an effective user of learning technologies. The model will build on a number of existing mechanisms and is designed to foster the development and application of digital technologies that enhance learning, increase learning opportunities and improve productivity. Key to the project will be the evaluation of the model and its elements, as well as a wide dissemination of effective applications of learning technologies, thus providing a model that may be replicated by other educational institutions. Major support is also provided by the province of Alberta. Technology-Mediated Learning in Rural Community Access Centres This project focuses on the effectiveness of technology-based learning methods for adults in rural communities who don't have easy access to computers. It targets community access centres established under the Community Access Program (CAP) sponsored by Industry Canada. The project is supported by the OLT and delivered in partnership with the Centre for Learning Technologies and the Rural and Small Town Program of Mount Allison University, working with Connect NB. The project will explore various ways community access centres can effectively use technology-assisted learning approaches to deliver academic upgrading to adult learners and to provide training to economic development volunteers in rural communities across New Brunswick. The TeleLearning Institute Pilot Study The TeleLearning Institute is an innovative model for workplace learning and professional development. This pilot project will provide learners with a series of monthly case study sessions. They combine real-time videoconferencing with Internet-based asynchronous interactions so that participants can fit learning activities around their work schedules. The course content will be based on real-life case studies to be developed in collaboration with Institute partners. Each monthly session will begin with a videoconference presentation of the case study and related theme content. In the following weeks, participants will use networked discussions and collaboration tools to explore the theme topics. They will also work in teams on a design project. At the end of the month, the results of each team's work will be posted on the Institute's website for assessment. Each case study will be closed by another real-time event with the entire group. In the pilot project, participants will study how techniques from human-computer interaction research can be applied to the development of learning technology systems. The study will assess the effectiveness of the Institute model in applying learning technologies in the workplace. It will also determine the applicability of a case-based model for professional learning, and whether current technologies, both synchronous and asynchronous, meet the needs of working professionals. Testing a Learning Model for People with Disabilities This project will test a model for delivering basic skills training, using adapted computer technologies, to adults with disabilities living in rural areas. The Assistive Technology Centre Society will test this model in home, work and community learning environments to determine the applicability, process and effectiveness of training in these three settings. A key feature of the project will be the training of volunteer tutors of persons with disabilities on the use of the adapted learning technologies for the delivery of basic skills training. Specific activities of the project include the design and delivery of an effective adapted learning technology academic assessment; the development of effective processes for the appropriate implementation of adapted learning technology in the learning environment; the identification of individual academic needs by learning technology assessment procedures; the provision and monitoring of the training of persons with disabilities within one of the three identified learning environments (home, workplace, learning centre); and the training of volunteer tutors and program facilitators to deliver basic skills training via adapted learning technologies. Training and Mentoring Instructors and Course Authors for Telelearning Telelearning, or the use of networked multimedia workstations to create networked learning environments, is most effective when used to support advanced learning methodologies. Since most instructors and course authors have limited experience with telelearning technologies and pedagogies, training and mentoring is critical to the successful adoption of new learning technologies. This research project will develop and test a training program for instructors and course authors in the use of a virtual learning environment for the design, delivery and enhancement of computer-based courses on line. The Virtual-U software, developed by the Telelearning Network of Centres of Excellence, will be used by instructors and course authors to deliver on-line learning in their own organizations. Training through the WWW, Part II This project explores a new model of problem-based learning using the World Wide Web. It expands on prior research on the use of WWW resources to enhance learning delivery in the classroom and distributed learning. The model is based on project-driven team activities: students are guided through the phases of a learning project using scenarios and alternatives specified by the course instructor. Academic research, student employment and professional programming resources are being funded by the University of Alberta and the provincial government. The OLT's contribution will support the testing and validation of the model, its delivery to pilot audiences in three different settings, and follow-up evaluation. Using Multimedia to Deliver Science Programs The OLT will support the testing and evaluation of a new interactive multimedia instructional science program. This program is designed to help prepare individuals for studies in the sciences (biology, chemistry and physics). It integrates scientific and Aboriginal perspectives to help increase the interest of Aboriginal adults in science. The program can be offered at a distance using Internet and CD-ROM technology. During this project, the program will be made available to a variety of adult learners at several sites, including community learning centres. Instructional procedures and materials will be evaluated, as will the effectiveness of using multimedia to deliver science programs. Vocational and Trades Training and Upgrading Practices Using Learning Technologies This project will produce a compendium of practices in the use of learning technologies to provide trades training and lifelong learning vocational upgrading. It will provide students, instructors and trainers with information on available interactive multimedia CD-ROMs and Internet-delivered courses for vocational and trades training. The project will develop a list of practices (computer-assisted instruction, computer-mediated courses, the Internet, videoconferencing, desktop conferencing and interactive CD-ROM) to provide training and upgrading in industry, organizations, universities and colleges in Canada, the United States, Great Britain, Australia and New Zealand. A first list will be identified mostly through Internet searches, correspondence and referrals by educational and training experts. Then, the list will be reduced to a selected number of cases for in-depth study and analysis via the Internet and through on-site visitations.
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