Browsing by Author "Cleveland-Innes, Martha"

Now showing 1 - 12 of 12
  • Thumbnail Image
    Item
    Open Access
    Community of Inquiry: Designing for Lifelong Learning Regulation
    (2022-09) Dell, Debra; Cleveland-Innes, Martha; Vaughan, Norm
    PCF10 Sub-theme: Fostering Lifelong Learning // The Community of Inquiry framework is used extensively to design and evaluate open and distance learning courses, including MOOCs. In the CoI model, at the intersection of the way we think and make sense of content (cognitive presence) and how we demonstrate, assess, and make our learning and unlearning visible (teaching presence) is the construct overlap called regulating learning. The regulating learning overlap is deeply connected to core CoI concepts of community building, purposeful inquiry, discourse, metacognition, and self and co-regulation (Akyol & Garrison, 2011; Garrison, 2013). // In 2021 a team of research practitioners began the development of a learner self-assessment tool designed for early course use. The CoI learner tool is a 32-item self-reflection advance organizing tool intended as a praxis and scaffolding resource for the Community of Inquiry-based learning design. The tool itself weaves self-reflection and CoI definitions and diagrams to make CoI philosophy explicit by decomposing the complexity and promoting the core concepts of lifelong learning tendencies, including motivation, perseverance, and learning regulation (CoÅŸkun & Demirel, 2010) // Paper ID 6044
  • Thumbnail Image
    Item
    Open Access
    Global Viewpoints on Open Educational Resources for Blended Learning
    (2022-09) Blomgren, Connie; Cleveland-Innes, Martha; Chudaeva, Elena
    PCF10 Sub-theme: Building Resilience // OER are considered a key component to meeting the United Nations Sustainable Development Goal 4 (Quality Education) as well as being foundational to meeting the other remaining sixteen goals. For several years, the Blended Learning Practice MOOC has been offered in a partnership between Athabasca University and the Commonwealth of Learning. The Global Viewpoints on Open Educational Resources for Blended Learning research project analyszed mooc data to explore the following research question: What are the impressions of cMOOC participants with regards to Open Educational Resources as part of blended learning and teaching? Through the assistance of Athabasca University’s Research Centre's Idea Lab, and the use of digital tools including natural language processing and machine learning, cMOOC participants' discussion forum posts on Open Educational Resources provided initial findings reported upon in this paper and that will be further analyzed using a Force Field Analysis methodology. Researchers report upon the use of cloud-based computing provided by Amazon Web Services and their research arm RONIN as well as the making of a digital management plan. // Paper ID 5737
  • Thumbnail Image
    Item
    Open Access
    Guide to Blended Learning
    (2018-11) Cleveland-Innes, Martha; Wilton, Dan; Mishra, Sanjaya
    The Guide to Blended Learning is an introduction using technology and distance education teaching strategies with traditional, face-to-face classroom activities. This Guide has been designed to assist teachers adopt blended learning strategies through a step-by-step approach taking constructivist and design-based approach and reflecting on decisions taken to provide authentic learning experience in their own contexts. It provides a general discussion of types of blended learning in reference to the level of education, the needs of the students, and the subject being taught. This discussion and associated activities also review pedagogy, materials, and technology usage. Divided into eight chapters, each of these provide an overview video that triggers learning events for the teachers to focus and work on implementing blending learning.
  • Thumbnail Image
    Item
    Open Access
    Participant Experience in an Inquiry-Based Massive Open Online Course
    (2022-09) Ostashewski, Nathaniel; Cleveland-Innes, Martha
    The Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportunity to teachers, particularly for those in the Global south, to expand upon their knowledge and skills regarding the use of technology and open educational resources in teaching and learning. Designed with the inquiry MOOC (iMOOC) model that complies with the Community of Inquiry framework, the TELMOOC has been successful as a large-scale educational implementation. This book presents a critical perspective into the design and delivery of the TELMOOC. Of particular interest to administrators, educators, and instructional designers is the descriptions and outcomes of the course from the view of the participants. How and why the course interactions were incorporated to descriptions of new educator roles are included in this research-based book that intends to provide a roadmap for others to follow. Articulated in the book is a proposed way in which MOOCs completion rates should be reported as well as an introduction to a holistic quality framework for MOOCs (The PAGE MOOC Success framework). Finally, an evidence-based model of online delivered teacher professional development for MOOCs is outlined showcasing the experiential opportunities provided to educators in the TELMOOC.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Blended Learning Practice (BLPMOOC8)
    (2023-04) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC8 was held from January 15 to February 11, 2023. It reports the design, development, and delivery of the BLPMOOC8 and presents the preliminary findings the participant surveys and their engagements in the course.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Blended Learning Practice (BLPMOOC9)
    (2024-05) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC9 was held from March 105 to April 13, 2024. It reports the design, development, and delivery of the BLPMOOC9 and presents the preliminary findings the participant surveys and their engagements in the course.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Designing for Communities of Inquiry in Online Courses
    (2023) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the very first edition of the Massive Open Online Course (MOOC) on Designing for Communities of Inquiry in Online Courses (DCOI) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. DCOIMOOC was held from March 12 to April 15, 2023. It reports the design, development, and delivery of the DCOIMOOC and presents the preliminary findings the participant surveys and their engagements in the course.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Designing for Communities of Inquiry in Online Courses (DCoIMOOC2)
    (2023-12) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the second offering of the Massive Open Online Course (MOOC) on Designing for Communities of Inquiry in Online Courses (DCOI) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. DCoIMOOC was held from October 8 to November 11, 2023. It reports on the design, development, and delivery of the DCoIMOOC and presents the preliminary findings the participant surveys and their engagements in the course.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Introduction to Technology-Enabled Learning (TEL MOOC 2)
    (2018) Cleveland-Innes, Martha; Ostashewki, Nathaniel; Wilton, Daniel; Murphy, JoAnne
    This is a report on the Massive Open Online Course (MOOC) on Introduction to Technology-Enabled Learning (TEL) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from November 6 to December 10, 2017. It reports the design, development and delivery of the course and presents the preliminary findings from participant surveys and their engagements in the TEL-MOOC 2.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Introduction to Technology-Enabled Learning (TEL MOOC 3)
    (2019-04-09) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This is a report on the third offering of the Massive Open Online Course (MOOC) on Introduction to Technology-Enabled Learning (TEL) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from October 29 to November 30, 2018. It reports the design, development and delivery of the course and presents the preliminary findings from participant surveys and their engagements in the TEL-MOOC 3.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2)
    (2023-01) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the second edition of the Massive Open Online Course (MOOC) on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. LCTLMOOC2 was held from 16 October to 12 November 2022. It reports the design, development, and delivery of the LCTLMOOC and presents the preliminary findings of the participant surveys and their engagements in the course. Certificates were awarded for a total of 13.7% participants based on the 934 student registrations. Of these 88 were also awarded the more challenging Certificate of Completion based on successful completion and submission of the Leadership Activity Plan.
  • Thumbnail Image
    Item
    Open Access
    Supporting Open Education Resource qualification and creation: The TEL MOOC Case
    (2019-09) Ostashewski, Nathaniel; Wilton, Dan; Cleveland-Innes, Martha; Mishra, Sanjaya
    The TEL MOOC (Technology-Enabled Learning MOOC) is a five-week professional development course about teaching that provides OERs (Open Educational Resources) to learners as both content and assessment activity. As content, OERs are presented to learners with opportunities to explore, qualify using the TIPS framework, and share curated examples with peers. In the course assessment activity, OERs are presented as an authentic creative experience that asks learners to develop a TEL Activity plan (lesson plan) and share it as an OER. Analysis of these OER TEL Activity Plans created by learners shows that many learners are still early in the understanding of TEL integration as 54% of the plans developed show low levels of planned TEL student activity according to the TIM framework (University of Florida, n.d.). This finding highlights the need for additional TEL professional development courses that seek to advance TEL integration in teaching environments. Further study about support for Activity Plan development at increased levels of TEL engagement is needed.) Areas of need for further research is identified.// Paper ID 261