The Conference was hosted by AACE in Vancouver with presenters from all over the world.
The Association (founded in 1981) is an international, educational and professional not-for profit organization dedicated to the advancement of the
knowledge, theory, and quality of learning and teaching at all levels with information technology.
This purpose of AACE is accomplished through the encouragement of scholarly inquiry related to information technology in education and the dissemination of
research results.
For more information on the Association for the Advancement of Computing in Education (AACE) check out the following link.
http://www.aace.org
Much of their work, research and reporting relates directly to Distance Learning for Aboriginal peoples of Canada. For example the
AACE Digital Library provides a source for peer-reviewed and published articles
and papers on the latest research, developments, and applications related to all aspects of Educational Technology and E-Learning. The technology
research is almost always applicable to the distance learning for the Aboriginal Peoples of Canada. Much of the content is also relevant but
requires a more critical analysis to determine applicability.
To view the library, which is a valuable online resource on the latest research, developments, and applications related to all aspects of Educational
Technology and E-Learning click on the link below.
http://www.editlib.org/?CFID=5229066&CFTOKEN=94811870
The Education and Information Technology Library ( EdITLib) is a resource that may be of interest to viewers of the bundle 6 website.
The library is fully searchable and includes journal articles: http://www.aace.org/pubs and conference papers:
http://www.aace.org/conf.
Basic Math and Science concepts can be difficult to teach. Math and Science teachers are in high demand, often not choosing to teach in many
Aboriginal Schools across Canada. Teaching these concepts using e-learning methods can actually allow learners including Aboriginal learners,
the opportunity to hear and see explanations from several different perspectives and can go over the teaching time and time again at the learners own pace.
The teaching resources then can become almost limitless using many online resources. The following is a sample of a resource from
Europe that could be of use by Aboriginal Learners and their teachers in Canada.
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Often teachers struggle with finding the right support material in their classroom - often remote community classrooms with limited resources. There are
resources online that can help these teachers and their students to access a myriad of learning resource materials online that can help. At the Ed-media
Conference we attended a session delivered by Maria Chang from the University of Austin. She is working on developing a program that features an "exam driven",
i.e. competency based, approach to specific learning concepts. This session was informative and led us to discover an evaluation of Canadian educational freeware
and shareware software programs as effective resources for adult literacy training programs.
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Gruntle for Windows XP is a program developed by an Australian company. The program is downloaded from the internet,"takes over" the computer, and
guides the user through an interactive experience on how to use the features of windows xp. Aboriginal learners using ICT and courseware such as WebCt
will need these skills. Any absence of face to face instruction on how to use this standard computer OS can be remedied by Gruntle. This approach avoids
the glitches (i.e. mismatches between what is supposed to appear on the student's computer and what actually appears, and/or speeds that do not allow the
learner to set his or her own pace and re-run important explanations and demonstrations). Often encountered in classroom approaches when the student
has to repeat a sequence of steps illustrated on a white board or screen controlled by an instructor. I received permission to download the product
from their website www.gruntle.com.au and install it on a Windows XP system.
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Professor Campbell discussed the ethical dimensions of course design for adult learners with me, and the need to develop a practice as a moral
actor when designing learning materials. ( Multivariate nature of agentic instructional design: Self as moral actor, Kary Campbell, PhD University of Alberta, Richard A. Schwier, EdD, University of Saskatchewan, Richard Rl Kenny, PhD, Athabasca University).
Instructional design and change agency go together. This theme is especially relevant for Aboriginal learners using technology to deliver materials developed on their behalf, or by them for use by non-Aboriginal people. Further reading is recommended for people working in the technology bundle:
Campbell, K., Schwier, R.A., & Kenny, R. (2005). Agency of the instructional designer: Moral coherence and transformative social practice, Australasian Journal of Educational Technology, 21(2), 242-262, and,
Jonassen, D.H. (2004). Learning to Solve Problems: An instructional design guide. San Francisco, CA: Jossey-Bass.
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Guang Yao Yu is developing learning software for learners with special needs, specifically using autism as an example. Because autism and fetal alcohol syndrome and effects (serious problems in some Aboriginal communities) share some similar challenges for learners, it may be of interest for the Aboriginal learning and technology bundle. The goal is to use IMS Learning Design (IMS-LD) Specification to develop meta-model driven software for learners with autism so that a more dynamic and adaptive e-course can better meet the needs of learners with special needs. This adaptive potential may serve course designers who want to deliver multi-level education that meets individual special needs.
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This presentation explains the role of a self-developed collection of works, productions, and publications that highlight an individual's
efforts and progress. This works as a window on achievements that may interest Aboriginal students and educators who want to use learning technology to build
portfolios for a variety of purposes. The content can be either public, password-protected or archived as people build their own knowledge and how they want to
present it.
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In conversation at a poster session I saw a demonstration of internet technology used to teach subtle cultural differences between francophone
and non francophone understanding of French and English words. This approach does not "teach meaning" so much as allow the learner to experience meanings,
including the differences that exist with the same language community thus providing depth for interpretation and question posing. Aboriginal educators may want to
use a similar approach and technology to explain the meaning of Aboriginal language and culture concepts. A teacher can add quizzes and exercises based on the
information gathered in the field.
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The following is our impression of the conference and some of the presentations. These comments contain both positive and negative aspects
and make reference to the relevance of the conference to E-learning potential for Aboriginal Canadians.
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