Study: The long-term labour market premiums associated with a postsecondary education
Study: The long-term labour market premiums associated with a postsecondary education
Sixth Annual State of the Nation: K-12 Online Learning Reports Continued Expansion of Online and Blended Learning in Many Provinces and in First Nations, Metis and Inuit (FNMI) Programs
MONTREAL, QUEBEC—(Marketwired – Feb. 20, 2014) – The recently released sixth annual State of the Nation: K-12 Online Learning in Canada report finds the total number and proportion of K-12 students enrolled in blended and online learning courses and programs continues to increase from year to year, with British Columbia, Quebec, Ontario and Manitoba leading the way. The annual report provides a unique and valuable insight into what is happening across Canada in each jurisdiction. In addition to provincial and territorial profiles, this year’s report provides several brief issue papers that shed light on some of the successes and challenges facing educators and government leaders as they continue to embrace technology-supported education.
“The State of the Nation: K-12 Online Learning in Canada has become a key benchmark for the expanding use of technology-supported blended and online learning in Canada”, said Michael Canuel, President of the Canadian eLearning Network (CANeLearn) and author of this year’s Foreword to the report. “With the expansion of blended learning across the country, particularly in First Nations, Métis and Inuit (FNMI) programs, the report begins to shed light on approaches that leverage open education practices and open education resources.”
The report was written and developed by Sacred Heart University Assistant Professor Michael K. Barbour. “With the addition of programs under federal jurisdiction, this is the most complete report on the state of K-12 online and blended learning in Canada that has been published to date,” stated Barbour. “Canada continues to be a world leader due to their thoughtful, managed growth based on partnerships amongst stakeholders.”
The State of the Nation report serves as a starting point for collaboration among educators eager to learn and share. Not surprisingly, two years ago this report provided the impetus for the creation of CANeLearn. Beyond the numbers, the vignettes within the report provide a glimpse into the realities of distance learning as experienced by teachers and students. The report serves as a compass for any and all interested in distance education in Canada and provides guidance and ideas for the improvement of policy and practice to provide access to high quality educational opportunities for all students through online and blended learning.
The State of the Nation: K-12 Online Learning in Canada report is available on Open School BC’s website at http://www.openschool.bc.ca/pdfs/state_of_nation-2013.pdf. Funding for the 2013 report was provided by Open School BC, eDynamic Learning, LEARN, Pearson Canada, Virtual High School (Ontario), British Columbia Teachers Federation, and Heritage Christian Schools.
The Canadian e-Learning Network (CANeLearn) is a Canadian registered not-for-profit society who’s mission is to provide leadership that champions student success in online and blended learning by providing members with networking, collaboration, and research opportunities. http://canelearn.net.
• Media Inquiries:
Canadian eLearning Network
We are pleased to inform you that SSHRC has launched the 2014 Impact Awards competition. Announced last year, SSHRC’s Impact Awards are designed to build on and sustain Canada’s research-based knowledge culture. The awards recognize outstanding researchers and students and celebrate their achievements in research, research training, knowledge mobilization and outreach activities funded partially or completely by SSHRC.
Institutions eligible to administer SSHRC funding are invited to put forward nominations for the following awards:
Gold Medal ($100,000)
Talent Award ($50,000)
Insight Award ($50,000)
Connection Award ($50,000)
Partnership Award ($50,000)
The deadline to submit nominations is May 9, 2014. Finalists and winners will be announced in the fall of 2014.
For additional information:
• Find out more about the SSHRC Impact Awards. (http://prezi.com/zxrdimzboxay/sshrc-impact-awards/)
• Learn how to nominate a researcher or student. (http://www.sshrc-crsh.gc.ca/funding-financement/programs-programmes/impact_awards-prix_impacts-eng.aspx)
• Read about the 2013 Impact Awards winners. (http://www.sshrc-crsh.gc.ca/results-resultats/prizes-prix/prizes_previous-prix_anciens-eng.aspx)
Your collaboration in promoting these awards and encouraging your institution’s participation would be greatly appreciated.
Please mark your calendars for the fifth annual conference of the Society for Longitudinal and Life Course Studies (SLLS).
Although the overall conference theme will focus on social policy this year, we welcome conference submissions from all areas of longitudinal and life course studies: physical, psychological, social developmental and ageing processes and functioning within and across life course stages from infancy to old age; methods and findings of cohort studies; other sources of longitudinal data such as panel studies and record linkage; international comparisons; household, and income dynamics; intergenerational transfers and returns to learning; gene-environment interactions; ‘mixed’, and comparative methods; innovative methodology in design, measurement, data management, analysis and research practice (quantitative and qualitative).
Proposals are sought for three kinds of conference presentation:
1. A symposium comprising at least 3 papers to be presented in a one and a half hour session or a series of two sessions. For each symposium suggested we require an overall abstract of no more than 300 words plus an abstract of no more than 300 words for each paper. Please provide names and professional affiliations for all presenters.
2. An individual paper for oral presentation for which an abstract of no more than 300 words is required.**
3. A poster presentation for which an abstract of no more than 200 words is required.
** Papers which do not fit into regular sessions may be allocated to Round Table discussion groups or presented as posters.
Longitudinal and International Study of Adults
R. I. Simon: A pedagogy of public possibility
An invitation to publish in Canadian Social Studies
Editor: Kent den Heyer; Guest editors: Lisa Farley, Aparna Mishra Tarc
The influence of Roger Simon’s calling as a teacher extends in incalculable directions.
For decades, his teaching at the University of Toronto questioned status quo practices found
in activism, schools, museums, media, and other sites of public memory. Simon’s influence is
as subtle in these multiple directions as it is profound in specific sites where his colleagues
and former students now work.
Simon’s professional life embodies for us the very same qualities of the “gift” that he
identified in the legacy of Emmanuel Levinas. The “gift” Simon had in mind is not the kind
that represents a sought‐after possession that promises personal fulfillment. Rather, the gift
of his legacy bequeaths an ethical question about how to pass it onto still others, in the
awareness of the radical uncertainty and surprise that characterized its initial registration.
As with J. Derrida’s archive of feverish, future questions, connections and thoughts still to be
made, Simon’s legacy, we suggest, is also yet to come. In the long shadow of his loss, we
have much to mine in Simon’s teaching characterized by a hermeneutic attentiveness to the
conditions necessary for redemptive social relationships and as explored in his written
work from Teaching Against the Grain: Texts for a Pedagogy of Possibility (1992) to The
Touch of the Past (2005).
In this special Canadian Social Studies issue we seek to honour Roger and his work
with the focused attention, theoretical risk and radical possibility he practiced and
encouraged. We do so by inviting contributions from those whose work takes up, extends,
or is imbued with Roger’s influence as a teacher and as a scholar.
Greetings: I am the book reviews editor for the Alberta Journal of Educational Research. “The Alberta Journal of Educational Research (AJER) is a quarterly journal, published in Canada, devoted to the dissemination, criticism, interpretation, and encouragement of all forms of systematic enquiry into education and fields related to or associated with education” (as cited at http://ajer.synergiesprairies.ca/ajer/index.php/ajer/index). I am currently in search of book reviewers. If you are interested, please let me know. And, if you know of PhD students and candidates and colleagues able to review, please send along my request to them or send me their names. I ask that prospective reviewers send me their CV, a brief covering letter that lists affiliation (independent scholars welcomed!), regular mail address, contact information (especially e-mail address and telephone number), and book review interests. Please let me know if you have any questions and/or of anyone to whom I could send this call. My email address is firstname.lastname@example.org
Thank you! Cheers!! Jon
Jonathan Anuik, PhD
Assistant Professor, Theoretical, Cultural and International Studies in Education
Department of Educational Policy Studies
7-104 Education North Building
University of Alberta
T2G 2G5 Canada
Telephone: 1 (780) 492-0765
Fax: 1 (780) 492-2024
Web site: http://www.edpolicystudies.ualberta.ca/People/Faculty/Anuik.aspx
Dear Professors and Graduate Students,
You are invited to attend and/or present at the The Public Conference on Envisioning Reciprocal Learning Between Canada and China , on April 7-8 2014, sponsored by SSHRC Partnership Grant and the University of Windsor (UWin), UWin Faculty of Education and in partnership with the Greater Essex County District School Board (GECDSB).
We would like to invite you to share your experience and your papers with fellow academics, teachers and professionals.
Conference Website: http://pc240-12.eduf.uwindsor.ca/Can-Cn/index.html
f you have any questions please direct them to Dr. Shijing Xu at email@example.com
SSHRC Partnership Grant
Project Conference Planning Team
Gender Summit 4 – EU 2014
June 30th and July 1st 2014 in Brussels
Theme “From Ideas to Markets: Excellence in mainstreaming gender into research, innovation, and policy”
The GS4 – Europe will, again, bring together experts from research, industry and policy to jointly establish practical and effective ways of improving quality and impact of research and innovation through the inclusion of gender in science knowledge making and application. The GS4 – Europe will focus on strategies, tools, and processes that promote the concrete integration of the gender dimension into the European Commission’s current Horizon 2020, and European Research Area programmes. The Summit will focus on the cross-cutting role of gender and how gender has been and should be integrated within some of the major themes of the Horizon 2020 Work Programme, such as personalised health, water resources, energy, environment, transportation. Speakers and participants will examine the latest research evidence and showcase studies and projects, organisations and strategies that have significantly improved research and innovation quality by integrating the gender dimension into research design and process. The GS4 will expand on the body of the research evidence introduced in previous summit events by highlighting recent developments of relevance to the impacts anticipated in the Horizon 2020 programme themes.
Registration for the event will open on March1st.
Call for Abstracts is open, closing on March 30th.
Go to: www.gender-summit.com
Programme at a glance
Day 1 Part 1: Strategic and Crosscutting Priorities
Plenary Session 1 Best Practice for Gender Policy in Research Organisations
In this session, the EC Directorate General Joint Research Centre (JRC) will lead a discussion involving a panel of leaders from research institutes that the DG JRC collaborates with on the topic of creating a gender policy charter for research organisations. The JRC collaborates with around 1000 partner organisations in over 100 institutional networks.
Plenary Session 2 Opportunities for Institutional Collaborative Alliances
In this session, leaders of major international research funding institutions will discuss opportunities to create alliances and collaborations for delivering quality research and innovation that meets the expectations and needs of both women and men. Taking into account regional diversity in research and innovation policies and resources, institutional collaborative alliances help utilise established structures and develop new, ‘rhizomatic’ connections to advance the integration of gender dimension in research and innovation process.
Poster Exhibition & Networking
Day 1 Part 2: Scientific Quality Priorities
Plenary Session 3 Understanding Cellular and Molecular Sexual Dimorphism
In this afternoon session, presentations and discussions will focus on biological sex differences and similarities in cell behaviour and biochemical pathways, from the role of gene expression, to the role of biomarkers as diagnostic and therapy design tool, as well as the role of sex in influencing the efficacy of stem-cells interventions. This session is motivated by the growing body of evidence showing that in addition to the well-recognised influences of hormonal factors, non-hormonal conditions, such as gene silencing, which operate at molecular level and involve an interplay of pathways, are also involved in determining sexual dimorphism in cell behaviour.
Plenary Session 4 Understanding Environmental and Social Gender Disparities
In this afternoon session, presentations and discussions will focus on environmental and social circumstances where sex and gender play a significant role in controlling ecological wellbeing of populations and effectiveness of social dynamics underlying science knowledge making. The topics range from biotic interactions relevant to marine and agricultural contexts, pollution pathways in women and men, impact of transportation, societal changes affecting participation in science knowledge making.
Plenary Session 5 Understanding Social Dynamics of Advancing Science Knowledge
In this session, presentations and discussions will focus on gender aspects of social roles, relationships and interactions that influence the social dynamics of science knowledge making, for example in the communication and performance of teams, among diversity of problems solving and reasoning styles, in selection and choices of career directions, in collaborations and other social networks. Also considered will be effects of societal change on the future of science labour force and the impact that access to research funding has on career development prospects of women and men.
Reception hosted by DG JRC Posters & Networking
Day 2 Part 1: Integrating Inner and Outer Circles of Knowledge
Plenary Session 6 Improving Sustainability and Effectiveness of Research Systems
In this session, presentations and discussions will focus on the best ways of utilising the scientific human capital found in the formal research and innovation systems (the inner circles) and in society at large (the outer circles). This is motivated by the increased focus on improving quality of research and innovation and their outcomes, the continued need to develop scientific human capital, the benefits of interdisciplinary approaches in study design, trend towards user-driven innovation, and the growing participation and success of women in higher education, as well as the opportunities to tap into the knowledge and experience of women who have left science careers.
Plenary Session 7 Enlarging Science Knowledge Making Communities
The trends towards user-centred design, female-male balance among subjects of studies, involvement of diverse communities in research discovery process, for example using gaming in discovery of protein structures, and crowd sourcing for identifying fresh solutions to persistent technical problems, have shown the capacity of those who are not part of formal research and innovation systems to invigorate the intellectual and creative dynamics of advancing effectiveness of science and technology through diversity of problem solving and reasoning styles. This session will examine important contributions in this area and will point to future opportunities for more closer engagement of users and society in research and innovation process.
Day 2 Part 2: Latest advances at the ‘coalface” of gender research
Topics connected to and with implications for EU2020 Strategy
In this afternoon’s sessions the selected presentations and discussion, from abstracts submitted* to GS4EU, will cover a variety of topics pursued in current research where gender represents a key variable explored in the context of topics linked to EU 2020 strategy, which form the major themes of Horizon 2020. Gender is seen in Horizon 2020 as cross-cutting topic and has been identified in over 100 Call descriptions, ranging from health, to food security, to transport, water, energy and environment. The place of gender in Horizon 2020 has been established in Article 15 of the Horizon 2020 regulatory framework. Also in this part of the programme are knowledge sharing presentations reporting on the major achievements and lessons learnt in FP7 funded projects, as well as other significant developments in Europe and elsewhere.
Knowledge Sharing Forum: Lessons for science institutions and policy makers from FP7 and other projects and initiatives
Past Framework Programmes, and efforts at national levels have resulted in many important projects that contributed to the gender discourse in research and innovation with many example of good practice and lessons learnt. The aim of this session is to create a knowledge exchange forum for projects and initiatives which have made significant advances in improving the structures and processes that make the pursuit of research and innovation objectives and activities possible. The main focus is on building communities of practice. Contributing to this session will be on-going FP7 projects, such as GenPort, which is currently constructing, for the community, a portal of resources on gender issues in research and innovation, as well, also created through community involvement in North America, the Roadmap for Action for North America, which was the outcome of the US National Science Foundation led the 2013 Gender Summit – North America.
* to submit an abstract for consideration by the GS4EU Scientific Committee go to the Submit page
The Gender Summit: Quality Research and Innovation through Equality