Business, political, and educational leaders are increasingly asking schools to integrate development of skills such as problem solving, critical thinking, and collaboration into the teaching and learning of academic subjects. These skills are often referred to as “21st century skills” or “deeper learning.”
At the request of several foundations, the National Research Council appointed a committee of experts in education, psychology, and economics to more clearly define “deeper learning” and “21st century skills,” consider these skills’ importance for positive outcomes in education, work, and other areas of life, address how to teach them, and examine related
In June 2016, the Ontario government launched its five-year Climate Change Action Plan, which builds on a bold strategy to reduce the province’s green-house gas (GHG) emissions by 15 per cent below 1990 levels by the year 2020. Universities are stepping up to the challenge by demonstrating leadership, reinforcing their role in helping meet these targets, and supporting campus-based initiatives to spark broader action.
The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Developing learning outcomes has a number
of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push toward using learning outcomes and introduces a tripartite nomenclature for distinguishing among course outcomes, outputs, and objectives. It then outlines a process for instructors to use these three categories to develop and design courses
that meet institutional assessment demands while also improving overall teaching effectiveness.
Lâ€™Ã©valuation quantitative que demandent les agences externes et les administrateurs internes peut confondre les instructeurs de niveau postsecondaires quant Ã la nature et Ã lâ€™objectif des Â« rÃ©sultats dâ€™apprentissage Â», et leur faire craindre que cette demande ne fasse simplement partie de la privatisation croissante du systÃ¨me universitaire. Ce nâ€™est pas forcÃ©ment le cas. La crÃ©ation de rÃ©sultats dâ€™apprentissage prÃ©sente de nombreux avantages sur le plan de la conception de cours, avantages qui vont au-delÃ de lâ€™Ã©valuation de programme. Lâ€™article clarifie quelques aspects principaux de la poussÃ©e vers lâ€™utilisation de Â« rÃ©sultats dâ€™apprentissage Â» et prÃ©sente
une nomenclature tripartite pour faire la distinction entre les rÃ©sultats de cours, le rendement et les objectifs. Il dÃ©crit ensuite un processus pour que les instructeurs emploient ces trois catÃ©gories afin de concevoir des cours qui rÃ©pondent aux exigences en Ã©valuation de lâ€™institution, tout en amÃ©liorant lâ€™efficacitÃ© de lâ€™enseignement dans son ensemble.
Ontario colleges, universities, secondary schools, the Ministry of Training, Colleges and Universities, the Ministry of Education, as well as service and technology providers from the public and the private sectors are investing significant funds, time and energy on technology in learning.
It may not always be clear how or even whether this investment will add sufficient value to our education system. There are skeptics as well as technology evangelists who rightfully draw attention to the decisions that are made, or not made, and seek explanation and justification.
At Contact North | Contact Nord, Ontario’s distance education & training network, we believe there is a critical need to articulate the fundamental guiding principles that drive our decisions and policymaking with respect to technology in learning.
We have a set of guiding principles, which has informed our planning and served our network well over the past number of years. Many of these principles, at least the ideas themselves, did not originate with us but were gleaned from a variety of sources. We did, however, synthesize these ideas into a coherent set of principles and provided our own explanations and clarifications.
It is most likely that all of our decisions as college, university, and secondary school administrators, instructors, policymakers and funders have already been implicitly driven by some or most of these principles. It is by identifying just what these principles might have been that we are
more likely to be consistent and on target.
The following is a summary of ten principles that have had merit for us at
Contact North | Contact Nord over the years, and may have merit for others.
This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.
Though research on student attrition is plentiful and debate over theories of student persistence vigorous, less attention has been paid to the development of a model of institutional action that provides institutions guidelines for effective action to increase student persistence and in turn student success. This report describes a model of action for institutions that is intended to increase student persistence. The report does so by reviewing not only the growing body of research on effective institutional practices, but also studies of effective state and federal policy. In doing so, it seeks, for the first time, to situate institutional action within the broader context of federal and, in particular, state policy.
Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?
Ontario faces significant challenges to its global competitiveness. At the same time, demographic trends point to growing skills shortages and to increased competition worldwide forskilled labour. In the face of these challenges, there is an urgent need to ensure the economy has the skills it needs and individuals have access to recognized, credentialed education and training that meets their individual aspirations and supports their transition to long-term employment.
The proposals contained in this document also address a key priority of the McGuinty government: addressing poverty. For example, with youth unemployment at nearly 14 per cent, Ontario must ensure that at-risk youth, who have even higher unemployment rates, participate in education and training programs such as the Ontario Youth Apprenticeship Program, Job Connect and Learning to 18.
Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on
learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student centred perspective. The impact of students’ time-related variables (working hours, timeon-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98) and especially their availability to learn in the morning are related to better grades in individual (r = .93) and collaborative activities (r = .46).
Keywords: E-learning; computer-supported collaborative learning; academic performance;
e-learning quality; time flexibility; time-on-task; time quality; learner time
Questions have been raised about the social impact of widespread use of social networking sites (SNS) like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? The Pew Research Center’s Internet & American Life Project decided to examine SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, and community and political engagement. The findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.
University leaders are actively addressing the issue of mental health on campuses across Canada. No longer seen as simply a question of crisis management, mental health issues are being approached in more proactive and systematic ways, as universities increasingly appreciate the advantages of prevention over reaction. “We are exploring what we need as a sector to deal with mental health issues in the post-secondary setting,” says Dr. SuTing Teo, Director of Student Health and Wellness at Ryerson University. Dr. Teo is co-chair of a working group on mental health for the Canadian Association of College and
University Student Services (CACUSS), one of several inter-institutional organizations focusing on the issue. The key is to identify best practices and then put into action strategies and plans that work best for an individual institution
and its specific circumstances.
Community college systems were established across North America from the early 1960s through the early 1970s. The new systems had two principal models: in one model, the college combined lower-division, university-level general
education with technical education programs; in the other, most or all of the colleges were intended to concentrate on technical education. Ontario was the largest of the provinces and states in North America that opted for the second model. Many of the issues that planners confronted when designing these college systems have either persisted or re-emerged in recent years. This
article re-examines the debate on the design of Ontario’s colleges that took place when they were founded and considers its implications for the present.
The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identifi ed systems challenges were related to type of appointment. A fl exible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in.
Le but du dÃ©veloppement de facultÃ© dans le rÃ´le Ã©ducatif est dâ€™aider la facultÃ© Ã devenir des meilleurs Ã©ducateurs. Lâ€™Ã©valuation Ã©ducative par les pairs (EEP) est une mÃ©thode de dÃ©veloppement de facultÃ©. Cette Ã©tude a explorÃ© les diffÃ©rences dans les besoins de dÃ©veloppement de facultÃ© dâ€™une facultÃ© dâ€™infi rmiers dans une Ã©cole dâ€™infi rmiers Ã une universitÃ© dâ€™Ontario basÃ©e sur trois variables dâ€™intÃ©rÃªt : niveau dâ€™acquisition de compÃ©tence, type de dÃ©signation de facultÃ© et type dâ€™enseignement. Un protocole de recherche qualitatif dans la tradition dâ€™Ã©tude de cas a Ã©tÃ© 54 CJHE / RCES Volume 40, No. 1, 2010 utilisÃ©. Les rÃ©sultats ont indiquÃ© que des dÃ©fi s de facultÃ© pourraient Ãªtre groupÃ©s dans trois thÃ¨mes: la connaissance de travail, le dÃ©veloppement de compÃ©tences et les dÃ©fi s du systÃ¨me. La connaissance de travail et les dÃ©fi s de dÃ©veloppement de compÃ©tences ont variÃ© par le niveau de lâ€™acquisition de compÃ©tence et le type dâ€™enseignement, alors que
des dÃ©fi s du systÃ¨me identifi Ã©s Ã©taient liÃ©s au type de dÃ©signation. Un programme fl exible de EEP, qui tient compte de personnalisation, peut mener Ã la capacitÃ© accrue de rÃ©pondre aux diffÃ©rents besoins de dÃ©veloppement de facultÃ© et au plus dâ€™acceptation de facultÃ©.
In this article we investigate Canadian university and college studentsâ€™interpersonal confl icts and exposure to abuse and violence during their postsecondary studies and assess the emotional, social, and academic impact of these experiences. Our findings, based on a sample 1174 university and college students in Southwestern Ontario, revealed that although most of the incidents reported were verbal in nature and had relatively little emotional or academic impact, a small proportion of students reported experiencing serious violent incidents including sexual assault or rape, and these incidents have had a significant impact on their lives. Female students living on their own reported greater impact of negative social experiences than those who were living in college or university residences. In addition, students who reported confl icts involving institutional policies or rules, including what they perceived to be unfair workloads or grading practices, indicated that such experiences had a negative impact on their academic performance. We discuss these fi ndings in the context of maintaining safe, healthy climates on university and college campuses.
Dans cet article, nous Ã©tudions les confl its interpersonnels et lâ€™exposition Ã lâ€™abus et Ã la violence des Ã©tudiantes et Ã©tudiants canadiens des niveaux collÃ©gial et universitaire au cours de leurs Ã©tudes postsecondaires, ainsi que lâ€™impact Ã©motionnel, social et acadÃ©mique de ces expÃ©riences. Les rÃ©sultats sont basÃ©s sur un Ã©chantillon de 1174 Ã©tudiantes et Ã©tudiants du sud-ouest de lâ€™Ontario. Les rÃ©sultats dÃ©montrent que, bien que la plupart des incidents signalÃ©s soient des confl its de nature verbale qui ont eu peu dâ€™impact Ã©motionnel ou acadÃ©mique, une petite proportion dâ€™Ã©tudiantes et dâ€™Ã©tudiants ont quand mÃªme signalÃ© des incidents violents, y compris lâ€™agression sexuelle et le viol, et ces expÃ©riences ont eu un impact signifi catif sur leur qualitÃ© de vie. Les Ã©tudiantes vivant seules ont signalÃ© un plus grand impact que celles vivant en rÃ©sidence au collÃ¨ge ou Ã lâ€™universitÃ©. Les Ã©tudiantes et Ã©tudiants qui ont signalÃ© des expÃ©riences reliÃ©es aux politiques institutionnelles et aux rÃ¨gles dâ€™Ã©valuation telles que des charges de travail et des Ã©valuations perÃ§ues comme inÃ©quitables ont indiquÃ© que ces expÃ©riences ont eu un impact nÃ©gatif sur leur rendement acadÃ©mique. Nous discutons de ces rÃ©sultats dans le contexte des efforts visant Ã maintenir un climat sain de sÃ©curitÃ© dans les universitÃ©s et les collÃ¨ges.
A May 2011 Pew Internet survey finds that 92% of online adults use search engines to find information on the Web, including 59% who do so on a typical day. This places search at the top of the list of most popular online activities among U.S. adults. But it is not alone at the top. Among online adults, 92% use email, with 61% using it on an average day.
Since the Pew Internet Project began measuring adults' online activities in the last decade, these two behaviors have consistently ranked as the most popular. Even as early as 2002, more than eight in ten online adults were using search engines, and more than nine in ten online adults were emailing.
This report analyzes the results of a poll conducted for the Canadian Council on Learning.
Pacific Issues Partners was engaged to design a sample and questionnaire appropriate for developing a better understanding of the public’s attitudes, preferences and knowledge on a number of issues related to post-secondary education.
The major topics included:
Overall evaluation of post-secondary education in Canada
Importance of post-secondary education to society and the individual
Access and barriers, in general and for specific groups
Funding and financial barriers to education
Purpose of education and relation to potential employment
Relations with and importance of post-secondary institutions to community
Values and broader goals for education
Priorities for change and the future of education
This article reviews notable rends in the leadership evelopment field. In the ast two decades, such luded the proliferation
of new leadership development meth- ods and a growing recognition of the importance of a leader’s emotional resonance with others. A growing recognition that leadership develop- ment involves more than just devel- oping individual leaders has now led to a greater focus on the context in which leadership is developed, thoughtful consideration about how to best use leadership competencies, and work/life balance issues. Future trends include exciting potential advances in globalization, technolo- gy, return on investment (ROI), and new ways of thinking about the nature of leadership and leader- ship development.
Gina Hernez-Broome, Richard L. Hughes, Center for Creative Leadership
This sixth annual Going Greener report demonstrates those results through campus case studies about food sustainability, conservation efforts, and partnerships that are building a greener community. The report details how university communities are becoming more sustainable in their operations and policies, developing academic programming that seeks to create knowledge leaders in emerging fields, and broadening their understanding of environmental issues so that partners can work together to develop solutions to one of society’s most pressing problems.
March 6, 2014, Toronto350, the University of Toronto chapter of the larger 350.org movement, presented the Office of the President with a petition requesting that the Uni- versity of Toronto fully divest from direct investments1 in fossil fuels companies within the next five years and to stop investing new money in the industry [the “Petition”].2 In response to this petition, President Gertler struck an ad hoc Advisory Committee on Divestment from Fossil Fuels [the “Committee”] under the terms of the University’s Policy on Social and Political Issues With Respect to University Divestment [the “Policy”]. The Committee’s mandate was to review the Petition and accompanying brief, and consider the University’s response to the call
for divestment. The Committee was also invited to reflect more generally on the University’s role in responding to the challenges posed by climate change.
Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students' role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachersâ€™ rules and a lack of creativity due to the limited role of ICT merely as a container of content.
Keywords: Distance education; higher education; e-learning